OCCT14004 - Developing Occupation-Centred Community Programs

General Information

Unit Synopsis

This capstone unit will prepare you to use your evolving skills and knowledge to evaluate, design and implement occupational therapy programs that will address the complex needs of clients in a variety of community settings. You will work in small groups on projects identified by local clinicians that will take you into the field to develop, enhance or evaluate programs using an occupational justice lens. Supervision and mentoring will be provided by academic staff in collaboration with community based stakeholders. You will accrue a minimum of 150 hours of professional practice fieldwork during this unit. It will culminate in a student led professional conference. This capstone unit integrates the learning experiences of the entire course.

Details

Level Undergraduate
Unit Level 4
Credit Points 12
Student Contribution Band 2
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites
OCCT13006 Professional Practice I and Prereq
OCCT13005 Professional Practice II Prereq
Class Timetable View Unit Timetable
Residential School Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 2 - 2018

Term 2 - 2018 Profile
Bundaberg
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 30%
2. Practical and Written Assessment 30%
3. Presentation and Written Assessment 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Procedures for more details of interim results and final grades

Past Exams

To view Past Exams, please login
Previous Feedback

Term 2 - 2018 : The overall satisfaction for students in the last offering of this course was 4 (on a 5 point Likert scale), based on a 42.86% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Have Your Say
Feedback
Students appreciated supervision and support from teaching staff, and enjoyed the learning from completing the community project.
Recommendation
Students will continue to receive support and guidance from teaching staff to complete their projects. Students will be encouraged to prepare and complete project subtasks within deadlines where possible, to successfully achieve project aims and maximise their enjoyment of personal learning opportunities.
Action Taken
Staff mentors were allocated to each of the student project groups, with staff/project group meetings held a minimum of five times throughout the Term. Additional meetings were scheduled as needed or requested by student groups. Content was provided regarding time management and establishing Gantt charts. Students were regularly encouraged to complete their subtasks, hold and record regular group meetings, reflect on their projects and performance, and use feedback from formative assessment pieces.
Source: Have Your Say Teaching staff reflections
Feedback
Students requested some changes to the submission date, and earlier delivery of teaching resources and content for Assessment 1.
Recommendation
Submission date for Assessment 1 will be as soon as practicable after Census Date, ensuring all prior teaching content required is completed. Students will be provided with formative consultation early in the term to select appropriate options for their portfolio. Selected components important to the project planning phase will be included in the portfolio so earlier feedback can be provided. To decrease student workload, this assessment task may be appropriate for each project team rather than being completed by individual students.
Action Taken
Assessment 1 in 2018 was due one week earlier than in 2017 - in week 4 of Term - and all required lecture content and material was provided in a timely manner prior to this due date. Students were able to address questions regarding Assessment 1 during specially scheduled Zoom meetings. As recommended, most Assessment was completed in groups rather than individually. This did decrease workload for students, and provided an opportunity for early identification of student groups that might struggle, enabling development of some support strategies.
Source: Have Your Say Teaching staff reflections
Feedback
Students were unclear about what to expect in each of the project phases, especially regarding their time commitment and the editing and drafting of project documents.
Recommendation
Students will be provided information early in the term about the expected pattern of time commitment for their community project. Students will also be informed about the expectation that they will respond to feedback on any documents they create for the project partner so documents meet project needs.
Action Taken
Students received ongoing support during scheduled group meetings and in class regarding the need to plan and manage time carefully, and to clarify assessment expectations. Student requests were responded to respectfully and in a timely manner.
Source: Teaching staff reflections and stakeholder feedback
Feedback
Some students had difficulty sustaining effective professional behaviours and communication with stakeholders and teaching staff during the project timeframe.
Recommendation
Class content will be provided in Week 1 about expected professional behaviours, student roles and communication standards during the community project. Students will be individually monitored for ongoing adherence to expectations, and provided with appropriate feedback about areas to improve if there is clear evidence that standards are consistently not being met.
Action Taken
Students were provided information about expected professional behaviours, and the nature of the student role in communicating with stakeholders and teaching staff. There was no evidence of standards consistently not being met; however, on a few occasions, students were provided with suggestions for appropriate behaviours e.g., to send thank you letters to those involved in their project.
Source: Have your say
Feedback
Students loved the real-world nature of the projects and engaging with practitioners in a way that prepared them for transition into work.
Recommendation
Continue to source applied projects from community services, and to support students to interact meaningfully with as many stakeholders as possible.
Action Taken
Nil.
Source: Have your say; student verbal and emailed feedback
Feedback
A small number of students reported difficulties in their group processes, and wanted more opportunity for student grades to be distinguished based on real contribution rather than all group members receiving the same grade.
Recommendation
It is recommended that Assessment 1, which is completed as a group, incorporates a SPA (Self and Peer Assessment) component within the assessment (there is already a SPA in the final assessment piece). It is also recommended that group dynamics be considered in more depth in the lecture content.
Action Taken
Nil.
Source: Have your say; lecturer perceptions and reflections
Feedback
Students requested that rubrics be revised as they found them confusing and difficult to interpret expectations.
Recommendation
Rubrics will be reviewed and revised. To support this recommendation, staff will attend training regarding how to write rubrics.
Action Taken
Nil.
Source: Have your say; lecturer perceptions and reflections
Feedback
Students requested that the final assessment piece, consisting of the conference presentation and the final report, should be separated into two separate assessment pieces with different marking rubrics. Students also requested that the reflection assessment piece, while valuable, might be better evaluated as a pass/fail assignment.
Recommendation
It is recommended that the structure of assessment in this unit be reviewed for 2019. Preliminary discussions support separation of the two components of the final assessment piece into two separate assessments with different rubrics, and changing the action learning reflections to pass/fail.
Action Taken
Nil.
Source: Have your say; lecturer perceptions and reflections
Feedback
Students found some of the lecture content little "basic" given the advanced level of the unit.
Recommendation
There is room in this unit to enrich and extend the scope of the content provided. It is recommended that additional lectures be developed in keeping with a large capstone unit. This can be further discussed in staff planning meetings and considered by the unit co-ordination team.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Select appropriate theoretical approaches to underpin the development of a program for clients with complex needs using evidence based practice principles.
  2. Utilise a range of professional communication strategies including interviews, advocacy roles, problem solving, conflict management and negotiation to facilitate program development in community settings.
  3. Demonstrate skills of prioritisation, networking, time and project management to manage a community based project.
  4. Exhibit professional and ethical behaviours as reflects a new health professional in all actions.
  5. Display capacity to operate as an effective team member understanding own role and roles of others during the completion of a complex project.
  6. Prepare a project plan with a clear rationale and a robust evaluation strategy.
  7. Evaluate self and others throughout the unit and during final conference presentation.


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Portfolio
2 - Practical and Written Assessment
3 - Presentation and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Portfolio
2 - Practical and Written Assessment
3 - Presentation and Written Assessment