Occupational Therapy Toolbox 1 (10301.1)

Please note these are the 2022 details for this unit
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Occupational Therapy Toolbox 1
Available teaching periods Delivery mode Location
View teaching periods
EFTSL Credit points Faculty
0.125 3 Faculty Of Health
Discipline Study level HECS Bands
Discipline Of Occupational Therapy Level 1 - Undergraduate Introductory Unit Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
The aim of this unit is to introduce the students to the common tools occupational therapists use when working with individuals. These include basic assessments and interventions related to self-care, productivity and leisure. Through a case based format, students will learn how impairments in body structure and function influence occupational performance and participation. Students will have an opportunity to adopt an occupational perspective to the management of these impairments.

This unit is co-taught with 9071 Occupational Therapy Toolbox 1 PG.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Understand the role of the occupational therapist in the assessment and provision of occupational therapy services for people with impairments;
2. Understand the physiological mechanisms underpinning impairments of some neurological conditions;
3. Exercise competent clinical reasoning in the provision of occupational therapy services to people with impairments; and
4. Apply essential practice education skills (e.g. observation, communication, documentation, manual handling and infection control).


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 - behave ethically and sustainably in their professional and personal lives
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 - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
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


Prerequisites

10299 Introduction to Occupational Therapy

Corequisites

Must be enrolled in 1300 Foundations of Occupational Therapy AND the 373JA Bachelor of Occupational Therapy.

Incompatible units

9071 Occupational Therapy Toolbox 1 PG

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
Not available

Required texts

There are no required texts for this unit

Recommended Texts

The following texts will be useful throughout the unit and are available in the library.

  • Atchison, B., & Dirette, D. K. (Eds.). (2017). Conditions in occupational therapy: effect on occupational performance (5th ed.). Wolters Kluwer.
  • Brown, T., Bourke Taylor, H., Isbel, S., Cordier, R. & Gustafsson, L. (2021). Occupational therapy in Australia: Professional and practice issues (2nd Ed). Routledge.
  • Boyt-Schell, B. & Gillen, G. (2019). Willard and Spackman's occupational therapy (13th Ed.). Wolters Kluwer.
  • Curtin, M., Egan., E. & Adams, J. (2017). Occupational therapy for people experiencing illness, injury or impairment: promoting occupation and participation (7th Ed.). Elsevier.
  • Law, M., Baptiste, S., Carswell, A., McColl, M., Polatajko, H. & Pollock, N. (2005) Canadian Occupational Performance Measure. CAOT Publications ACE.
  • Townsend, E., & Polatajko, H. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well being, and justice through occupation. CAOT Publications ACE.

Required and recommended readings per week are listed on Canvas.

Submission of assessment items

Extensions & Late submissions

Unless otherwise specified, all written assessments are to be uploaded in Microsoft Word format (.doc or .docx).

Word Count - Allocated word limits are final. The examiner will stop reading when the allocated word limit is reached. Content beyond the word limit will not be assessed. This same principle will also apply for presentations and recordings, where content after the time limit will not be marked.

Assessment Drop-in Sessions - Drop-in sessions are scheduled during semester to provide support to students in completing assessment items (refer to Canvas for details). By attending these sessions, students will have the opportunity 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 not review drafts or provide specific feedback on the content of student work.

Clarification regarding assessment tasks can also be obtained by posting on Canvas discussion boards. Questions raised on discussion boards within 48 hours of assessment due date and time may not be responded to by teaching staff.

Staff will not respond to questions regarding assessment items raised by email.

Special assessment requirements

Moderation

Assessments will be moderated according to the moderation procedures followed by the Discipline of Occupational Therapy. Refer to Canvas for a copy of the moderation guidelines.

Once marking and moderation have been completed, students will receive their marks and appropriate feedback. If a student would like to receive further feedback, students are encouraged to book a time with the unit convener or the assessor.

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

Some of the topics in this unit might be compelling or stressful for some students, e.g. ageing and health-related conditions. Students can access the free counselling service on campus. See information about the Medical and Counselling centre in the UC website or visit the Centre in Building 1, Level B to book an appointment.

Participation requirements

It is essential that students actively participate in all lectures and tutorials.

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 and tutorials 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 telephone or email.

Some lectures are pre-recorded and provided for viewing prior to attending tutorials. All tutorials are conducted face-to-face and attendance is expected to enable development of practical skills.

Appropriate social distancing and hygiene practices will be implemented for face-to-face sessions as required. Please note that infection control requirements may change over the course of the semester, meaning aspects of this unit may need to change at short notice. These changes will be communicated as early as possible on Canvas.

Required IT skills

It is expected that students will have basic computer skills, an ability to use databases to search for journal articles, and to regularly access their UC email account and Canvas. Canvas is an online learning site, which provides students with access to readings and learning activities.

Lecturers will communicate with all students via their UC email account and announcements on Canvas. It is the students' 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. Specifically, use of a portable computer (eg laptop computer) and audio recording will be required to complete Assessment Task 1. It is the student's responsibility to ensure they have access to these for the assessment task.

Work placement, internships or practicums

None

Additional information

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

  • Cover sheet should include 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 bottom right hand corner of footer.
  • Student identification number: (number only) at top right hand corner of header
  • Microsoft Word format (.doc or .docx), unless otherwise specified within the Assessment information.
  • References: given in APA 7th Edition style (author, date). Information on this referencing styles can be found on the library website at:

Word length/number of pages will be specified as required. No +/- tolerance limit is applied and stated word limits are strictly applied. Information provided beyond the maximum word/time limit will not be considered during marking. Specific instructions available on Canvas.

In the course of studying occupational therapy, students may be exposed to clinical cases and situations that may be stressful. At UC a free Counselling Service is available for all students. All sessions are confidential. The UC Counselling Service is located in the UC Health 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

At all times students must be aware of the requirements of patient privacy. This requires respect for privacy for patients during clinical site visits and when writing case studies, assignments, writing in clinical records or reflective journals. All written and verbal work (other than medical notes) requires de-identification of patients' details. Specifically:

  1. Pseudonyms should be used for the names of 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-for-health-service-providers/