Occupational Therapy Toolbox 1 (10301.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
|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)
This unit is co-taught with 9071 Occupational Therapy Toolbox 1 PG.
Learning outcomesOn 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. Apply an occupational therapy process with people with impairments;
3. Understand the principles of practice reasoning in the provision of occupational therapy services to people with impairments; and
4. Demonstrate core occupational therapy practice skills.
Graduate attributes1. 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
Prerequisites10299 Introduction to Occupational Therapy AND 9808 Regional Anatomy and Physiology
CorequisitesMust be enrolled in 10300 Foundations of Occupational Therapy AND 373JA Bachelor of Occupational Therapy.
Incompatible units9071 Occupational Therapy Toolbox 1 PG
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 2||31 July 2023||On-Campus||Mrs Katherine Rae|
|2024||Bruce, Canberra||Semester 2||29 July 2024||On-Campus||Mrs Katherine Rae|
There are no required texts for this unit
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.
- 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.
- Egan, M. & Restall, G. (2022). Promoting occupational participation: Collaborative relationship-focused occupational therapy. 10th Canadian occupational therapy guidelines. CAOT Publications.
Required and recommended readings per week are listed on Canvas.
Submission of assessment items
Extensions & Late submissions
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 over the weekend or public holidays may not be responded to by teaching staff until the next workday. Questions raised on discussion boards after 5:00pm on the workday prior to the assessment due date and time may not be responded to by teaching staff.
Staff will not respond to questions regarding assessment content raised by email.
Special assessment requirements
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 by contacting the unit convener or the assessor.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
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.
It is essential that students actively participate in all lectures, tutorials and workshops.
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 and workshops 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, have an ability to use databases to search for journal articles, learn to use Mahara, and regularly access their UC email account and Canvas. Canvas is an online learning site, which provides students with access to readings and learning activities. Mahara is an online platform for electronic portfolios.
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 and 3. It is the student's responsibility to ensure they have access to these for the assessment tasks.
Work placement, internships or practicums
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/time limits will be specified as required. No +/- tolerance limit is applied and stated word limits are strictly applied. 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. 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:
- Pseudonyms should be used for the names of patients and organisations in all academic work.
- Identifying information, including demographic information, should be modified in academic work, using terminology such as ‘similar to'.
- Students should mark all academic work with sensitive information as ‘in-confidence' in the footer.
- 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.
- Students should use the password-protect function on their word programs to further guard sensitive information.
- Students should avoid naming other students in academic work, such as reflective pieces or portfolios.
- 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/