Occupational therapy practice is underpinned by occupational therapy theory. This course will present you with models and conceptualisations of occupational therapy philosophy, theory and practice. It will provide a basis for understanding occupational function and dysfunction, and introduce you to the basis of therapeutic and professional reasoning process. You will be required to complete practice education as part of the learning for this course which will be arranged and co-ordinated by the course co-ordinator and the occupational therapy placement co-ordinator.
|Tutorial/Workshop 1 – Large Group Workshop, these are recorded.||2hrs||Week 1||13 times|
|Tutorial/Workshop 2 – Face to face small group tutorials. These are not recorded. Some of the embedded placement hours will occur during these times.||2hrs||Week 1||13 times|
|Placement – Half of the placement hours will be simulated practice education sessions (telehealth focus) embedded within scheduled small group face to face tutorials/workshops, and half will be as telehealth sessions to be completed outside of these times. Practice education hours include: pre-placement preparation, telehealth sessions, conference attendance (scheduled activity) and debrief sessions. Students will be provided with full details in a timely way via blackboard.||20hrs||Week 10||Once Only|
200 Level (Developing)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Occupational Therapy Council of Australia Ltd|
|1||Explain and apply occupational therapy models, frameworks and frames of reference to occupational therapy practice.||Knowledgeable||
2.1, 2.2, 2.8, 3.7, 4.4
|2||Apply occupational therapy language and terminology to demonstrate the integration of theory to occupational therapy practice||Empowered||
2.1, 2.2, 2.8
|3||Analyse occupational therapy theory in relation to an individual and demonstrate how it informs occupational therapy process and occupational therapy practice.||Sustainability-focussed||
2.1, 2.2, 2.8, 3.1, 3.3, 3.7, 3.8, 4.1, 4.2, 4.5, 4.9, 4.10
|Occupational Therapy Council of Australia Ltd|
|2.1||Applies current and evidence informed knowledge of occupational therapy and other appropriate and relevant theory in practice.|
|2.2||Applies theory and frameworks of occupation to professional practice and decision-making.|
|2.8||Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice.|
|3.1||Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement.|
|3.3||Collaborates with the client and relevant others to determine the priorities and occupational therapy goals.|
|3.7||Reflects on practice to inform and communicate professional reasoning and decision-making.|
|3.8||Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment.|
|4.1||Communicates openly, respectfully and effectively.|
|4.2||Adapts written, verbal and non-verbal communication appropriate to the client and practice context.|
|4.4||Uses culturally responsive, safe and relevant communication tools and strategies.|
|4.5||Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice.|
|4.9||Uses effective communication skills to initiate and end relationships with clients and relevant others.|
|4.10||Seeks and responds to feedback, modifying communication and/or practice accordingly.|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
OCC102 and LFS112 and LFS122 and PSY100 and PSY101 and (HLT205 or SCI110)
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Tutorial and workshop activities have been designed to support your learning and provide specific tasks and activities with feedback to enable you to successfully complete the assessment tasks. Learning materials for this course have been constructively aligned to support progressive learning which will relate both to the course objectives and your assessment tasks within this course.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Submission|
|All||2||Examination - not Centrally Scheduled||Individual||40%||
|Week 10||In Class|
2000 word equivalent
|Refer to Format||Online Submission|
|All - Assessment Task 1:Quiz|
This summative assessment is designed to enable you to consolidate the content through provision of summative feedback.
|All - Assessment Task 2:Video analysis exam|
In this task, you will be required to analyse and apply your knowledge of frames of reference and models of practice in occupational therapy to video case studies.
|Product:||Examination - not Centrally Scheduled|
Written examination with video case studies
|All - Assessment Task 3:Written Application of Models and Frames of Reference|
Following 4 days of practice experience you will use your observations, participation and engagement with the service users to reflect on the theoretical basis of occupational therapy practice. You will complete a two-part assessment that includes: 1) Based on your knowledge of the service user you interviewed in the telehealth sessions, analyse and apply a model to inform the occupational therapy process and professional practice. Select and justify an appropriate frame of reference to support your recommendations for the service user. (1500 words) 2) A reflection related to the telehealth sessions that you attended (500 words)
Submit: Week 14 Successful completion of this task is dependent on attending 4 days of practice education including the briefings and debriefings on each day.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Students should access Canvas for all course requirements. Queries regarding assessment will be addressed on Canvas discussion boards and not by email. Course-related issues can be discussed with the Course Coordinator via appointment during designated contact hours as specified on Canvas. This course includes compulsory embedded telehealth placement. This requires students to have access to reliable internet at home or students will be expected to use USC on campus networks.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email email@example.com.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or firstname.lastname@example.org.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
For more information on Academic Learning & Teaching categories including:
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.