OCCT14004 - Developing Occupation-Centred Community Programs

Showing: 2026 HE Term 1
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 SCA 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

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 2 - 2019

Term 2 - 2019 Profile
Bundaberg Rockhampton
Term 2 - 2020 Profile
Bundaberg Rockhampton
Term 2 - 2021 Profile
Bundaberg Rockhampton
Term 2 - 2022 Profile
Bundaberg Rockhampton
Term 2 - 2023 Profile
Bundaberg Rockhampton
Term 2 - 2024 Profile
Bundaberg Rockhampton
Term 2 - 2025 Profile
Bundaberg Rockhampton
Term 2 - 2026 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 Policy for more details of interim results and final grades

Past Exams

Previous Feedback

No previous feedback available

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: SUTE
Feedback:
 Students reported some repetition of content already covered in other units.

Recommendation:
 It is recommended that CB84 curriculum is reviewed during team planning.

Action Taken:
 The content of the unit was reviewed in light of other unit content, and some material removed.
Source: SUTE
Feedback:
 Students from Bundaberg campus reported feeling less supported than their Rockhampton peers.

Recommendation:
 It is recommended to review student support initiatives for students on the Bundaberg campus.

Action Taken:
 Project supervisors on Bundaberg campus were included in 2025.
Source: SUTE
Feedback:
 The timeframes for formative feedback return were not clear.

Recommendation:
 It is recommended that students are provided with clear expectations regarding the timeframe for return of formative feedback.

Action Taken:
 A staggered response to formative feedback was introduced in 2025, with the dates for submission of drafts included on the Unit Profile and on Moodle.
Source: SUTE comments
Feedback:
 Students noted that tutorial content did not always align with the current stage of their projects.

Recommendation:
 It is recommended that the content, structure and timing of the support tutorials be reviewed prior to the 2026 offering, to ensure better alignment with the requirements of the community projects.

Action Taken:
 In Progress
Source: SUTE comments Informal student feedback
Feedback:
 Students requested clarity over what could and could not be counted towards the required WIL hours.

Recommendation:
 It is recommended that an information sheet outlining all expected WIL activities associated with the unit be developed.

Action Taken:
 In Progress
Source: SUTE comments Educator observation
Feedback:
 The volume of written assessment required is high and difficult to manage.

Recommendation:
 It is recommended that the nature and content of the assessment requirements be reviewed and streamlined where possible.

Action Taken:
 In Progress
Source: SUTE comments Informal student feedback Educator reflection
Feedback:
 The addition of a conference coordinator was beneficial for the organisation of the graduating conference.

Recommendation:
 It is recommended that the role of conference coordinator be continued by a staff member in 2026.

Action Taken:
 In Progress
Source: SUTE comments Staff observation
Feedback:
 The resultant community projects were high quality; however, projects were not made available until term commenced.

Recommendation:
 It is recommended that a more proactive and consistent approach to developing potential community projects be introduced for the 2026 offering.

Action Taken:
 In Progress
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 10 10
1 - Portfolio • • • • • • • •
2 - Practical and Written Assessment • • • • • • • •
3 - Presentation and Written Assessment • • • • • • • •