Introduction to Occupational Therapy (10299.2)

Please note these are the 2026 details for this unit
Home
/
Find your course
/
Introduction to Occupational Therapy
Available teaching periods Delivery mode Location
View teaching periods On-campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Health
Discipline Study level HECS Bands
Occupational Therapy Level 1 - Undergraduate Introductory Unit Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
This unit will introduce students to the profession of occupational therapy. Students will learn the broad contexts in which occupational therapists work at an individual, community and population level. Students will be introduced to basic professional practices in communication, lifelong learning and ethical, professional and academic behaviour and will have the opportunity to develop foundational research skills that enable them to be critical consumers of research and start building capacity for evidence-informed practice.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Outline key characteristics of occupational therapy and the underpinning concepts of occupational science;
2. Identify the key philosophical principles of occupational therapy and demonstrate how this can be enacted in occupational therapy practice; and
3. Describe a variety of settings occupational therapists can work in, within Australian society and the Australian health care system.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways


Skills development

The unit begins with an overview of the occupational therapy profession and an exploration of the core concepts and principles of occupational therapy, including occupation and occupational participation.  The unit then moves on to consider key elements of occupational therapy practice, including person-centred approaches and cultural safety.  Finally, the unit then examines the occupational therapy role in different practice settings and how occupational therapists support occupational participation.

 



Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 Bruce, Canberra Semester 1 16 February 2026 On-campus Ms Stefanie Pearce
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

List of recommended texts/reading:

Readings and resources to support learning in the unit will be made available on Canvas (UC Learn)

Recommended texts (available through the UC Library):

Brown, T., Bourke-Taylor, H., Isbel, S., Cordier, R., & Gustafsson, L. (Eds.). (2021). Occupational therapy in Australia: professional and practice issues (2nd ed.). Routledge. 

Curtin, M., Egan, M., & Adams, J. (Eds.) (2017). Occupational therapy for people experiencing illness, injury or impairment: Promoting occupation and participation. (7th ed.) Elsevier.

Egan, M. & Restall, G. (Eds). (2022). Promoting occupational participation: Collaborative relationship-focused occupational therapy. 10th Canadian occupational therapy guidelines. Canadian Association of Occupational Therapists.

Gillen, G., & Brown, C. (Eds). (2023). Willard and Spackman's occupational therapy. (14th ed.). Wolters Kluwer.

Submission of assessment items

Extensions & Late submissions

Artificial intelligence

GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:

  1. the Unit Convener has authorised GenAI use for that assessment
  2. the student uses GenAI in the way that the assessment instructions allow
  3. the student fully acknowledges their use of GenAI, with proper citations, references and a GenAI Acknowledgement Statement in line with the assessment instructions.

Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not permitted for that assessment. Students must still provide the required GenAI Acknowledgement Statement to indicate whether GenAI has or has not been used in the preparation of the assessment. If unsure, students should seek advice from the Unit Convener.

The GenAI for Students Library Guide provides further information, including how to reference GenAI.

Assessment 1: RESTRICTED: The use of GenAI is NOT allowed in completing this assessment.

Assessment 2: GUIDED: Students will be guided in how GenAI must/may be used in completing the assessment, as detailed in the assessment instructions.

Assessment 3: GUIDED: Students will be guided in how GenAI must/may be used in completing the assessment, as detailed in the assessment instructions.

Assessment Format

Unless otherwise advised in the assessment instructions, written assessment pieces must conform to the following requirements:

  • Cover sheet should include the assessment title, student number and word count as specified by the assessment. You should not include your name on the cover sheet.
  • Font size: 12 pt – Times New Roman or Calibri.
  • Line spacing: double
  • Headings: in bold, maximum size 16 pt.
  • Margins: no less than 2.54cm on all sides.
  • Page numbers: at the bottom right-hand corner of footer.
  • Student identification number: (number only) at the top right-hand corner of the header.
  • Microsoft Word format (.docx)
  • References: given in APA Style 7th Edition. Information on this referencing style can be found in the UC Referencing Guide on the UC library website.

Please include the following statement on your cover page:
I, Student (insert student number) have not used any Generative AI (GenAI) tools/services in the preparation of this assessment. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.

Word Count and Time Limits

Allocated word limits are final. The examiner will stop reading when the allocated word limit is reached - as a result content beyond the word limit will not be considered for marking purposes. This same principle will also apply for presentations, where content after the time limit will not be marked.

Assessment Support

The discussion boards on Canvas (UC Learn) provide students with the opportunity to ask questions to:

  • Clarify the requirements of the assessment item,
  • Understand the marking rubric,
  • Receive feedback regarding the general structure of their intended response.

Teaching staff will be able to respond to discussion board posts during their working hours as work schedules allow.  For assessments with a Sunday due date, questions raised on discussion boards after 4:30pm on the preceding Friday may not be responded to be teaching staff.  Staff will not respond to questions regarding assessment items raised by email.

Teaching staff are not expected to:

  • review drafts or provide individual feedback on the content of student work prior to submission.
  • respond to questions regarding assessment items raised by email.

Students can access support for their studies through the university's Study Skills programs.  Students with additional needs (for example, reasonable adjustment plan or specific cultural considerations) are encouraged to raise this with the unit convener early in semester, to assist with identifying appropriate study supports.

Learning conversations will be offered to students who want to discuss the application of feedback from assessments to future learning. The process for organising a learning conversation will be announced on Canvas when assessment grades are released.

Special assessment requirements

Marking and moderation of assessment items

Marking and moderation will occur in line with the University of Canberra's Assessment Policy and assessment Procedures.  For more information, please refer to these documents.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Inclusion and engagement

Students with Reasonable Adjustment Plans [RAP] are also encouraged to make contact with the Unit Convener to communicate the application of any adjustments outlined in their RAP.

Participation requirements

Information about learning activities for the unit will be provided on the Canvas (UCLearn) site for the unit. Learning activities include lectures, tutorials, workshops, group work, self-directed study and recommended readings. Participation in all learning activities will give students a better opportunity for successful completion of the unit.

It is essential that students actively participate in all lectures, tutorials and workshops. These classes are on campus at the University of Canberra (UC) campus in Bruce, ACT, unless otherwise stated. This includes that students will be expected to:

  • be involved in small group discussions and might be asked to engage in discussions with the larger class,
  • complete preparation work for classes (listed on Canvas) before class, and
  • use their own electronic devices during class to engage with learning materials through the unit Canvas site.

Such participation is required by students in order to meet the Australian Occupational Therapy Competency Standards (2018). Therefore, except in the case of extenuating circumstances, 100% attendance for all lectures, tutorials and workshops is expected. It is also expected that if students are unable to meet these participation requirements they inform the Unit Convener as soon as practical by email.

In the course of studying occupational therapy, students may be exposed to clinical cases and situations that may be coimpelling or stressful. At UC a counselling service is available for all students. All sessions are confidential. This service is located in the UC Medical and Counselling Centre in Level B in Building 1. For more information please go to https://www.canberra.edu.au/on-campus/health-and-support/medical-counselling/counselling

 

Reference: Occupational Therapy Board of Australia (2018). Australian Occupational Therapy Competency Standards. https://www.occupationaltherapyboard.gov.au/codes-guidelines/competencies.aspx 

Required IT skills

It is expected that students will have basic computer and software skills and ability to use: databases to search for journal articles; referencing software such as EndNote; software and hardware for creation and editing of audio and video recordings; and Microsoft Teams for online meetings. Students are also expected to be able to regularly access their UC email account and Canvas. Canvas (UC Learn) is an online learning site, which provides students with access to readings and learning activities.

Unit Conveners will communicate with students via their UC student email accounts or announcements on Canvas (UC Learn). It is the student's responsibility to regularly check their email and Canvas for messages, information and/or instructions.

Students will be required to compile and upload recorded assessment tasks as well as written assessment tasks. Please see Assessments in Unit Outline or Canvas site for more information.

In-unit costs

Students are responsible for any travel and accommodation costs related to site visits for completion of assessments.

Work placement, internships or practicums

None

Additional information

In the course of studying occupational therapy students must be aware of and take steps to maintain privacy of their student colleagues, in relation to course content (for example guest speakers) when undertaking practice education and undertaking asseessment tasks.  Some steps to maintain privacy of others:

  1. Pseudonyms should be used for the names of any persons, patients and organisations in all academic work,
  2. Identifying information, including demographic information, should be modified in academic work, using terminology such as 'similar to'.
  3. Students should mark all academic work with sensitive information as 'in confidence' in the footer.
  4. Where possible for assignment purposes, students should develop 'composite' patients/clients based upon their experiences with several patients or clients in one clinical placement experience if possible. Students should note that this is a composite and not intended to identify a single person.
  5. Students should use the password-protect function on their word programs to further guard sensitive information.
  6. Students should avoid naming other students in academic work, such as reflective pieces or portfolios.
  7. Students should attend workshops for health science students on how to change information about patients in line with these recommendations.

For further information, students may visit https://www.oaic.gov.au/privacy/privacy-guidance-for-organisations-and-government-agencies/health-service-providers

Next step

Apply now Enquire