Occupational Therapy Toolbox 1 PG (9071.3)
| 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 | Post Graduate Level | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
This unit complements Unit 8349 Foundations of Occupational Therapy by providing foundational knowledge relevant to the prescription and implementation of occupational therapy services.
This unit will be co-taught with Occupational Therapy Toolbox 1, 10301.
Learning outcomes
On the successful completion of this unit, students will be able to:1. Understand and justify the role of the occupational therapist in the assessment and provision of occupational therapy services for people with impairments;
2. Apply the knowledge of the physiological mechanisms underpinning impairments of some neurological conditions in an occupation focused way;
3. Exercise competent clinical reasoning in the provision of occupational therapy services to people with impairments; and
4. Demonstrate essential practice education skills (e.g. observation, measurement, communication, documentation, manual handling and infection control).
Graduate attributes
1. UC graduates are professional - communicate effectively1. 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
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
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
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
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
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
Prerequisites
None.Corequisites
8349 Foundations of Occupational Therapy.Incompatible units
10301 Occupational Therapy Toolbox 1.Equivalent units
8748 Sensorimotor Assessment and Intervention PGAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
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.
Academic integrity
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.
Participation requirements
It is essential that students actively participate in all slectures 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 at classes 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.
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
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.
- Submitted in .doc or .docx format unless otherwise specified in the Assessment information
- Font size: 12 pt – Times New Roman, Callibri or Arial font
- 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.
- References: given in APA 7th edition style (author, date). Information on this referencing styles can be found on the library website at http://canberra.libguides.com/content.php?pid=238252&sid=1966106
Word length / number of pages will be specified as required. No !0% +/- tolerance limit is applied - stated word limits are strictly imposed. Details contained in submissions beyond the maximum word count or time limit will not be considered during marking. Students whose work falls well below the word limit will lilkely self-penalise as content will not have been thoroughly covered. 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 on Level B in Building 1. For more information please go to https://www.canberra.edu.au/on-campus/health-and-support/medical-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/
