Course Outline
OCC322 Consolidation of Occupational Therapy Practice Competencies 1
Course Coordinator:Michelle Nash (mnash@usc.edu.au) School:School of Health - Occupational Therapy
2023Session 7
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course provides supervised practice education in an occupational therapy practice setting. You will attend a 10 week placement (full-time or part-time equivalent) in an area of occupational therapy practice. The course allows you to integrate the knowledge, skills and professional behaviour developed in previous courses, and apply them within a professional practice setting, to prepare you for new graduate practice.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Placement – 1 x block placement undertaken in either session 6 or session 7 (student will be advised of session in advance of placement commencement) | 400hrs | Refer to Format | Once Only |
Course Topics
Occupational therapy practice education placement within a specific practice context
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
24 units
How does this course contribute to my learning?
| 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 | Select and apply relevant skills, knowledge and behaviours required for practice within a specific context in order to demonstrate practice competencies commensurate with level of study |
Knowledgeable Creative and critical thinker Empowered Ethical Engaged Sustainability-focussed |
1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11 |
| 2 | Design and use an individualised plan to manage learning within a novel practice context. |
Ethical Engaged |
1.11, 1.12, 1.13, 2.7, 2.8, 2.9, 2.10, 4.1, 4.10 |
| 3 | Integrate reflective practice, self-evaluation and feedback to inform professional practice in a novel context, and ongoing professional development |
Empowered Engaged Sustainability-focussed |
1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.16, 1.17, 2.8, 4.1, 4.10 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Occupational Therapy Council of Australia Ltd | |
| 1 | Professionalism |
| 1.1 | Complies with the OTBA standards, guidelines and code of conduct |
| 1.2 | Adheres to legislation relevant to practice. |
| 1.3 | Maintains professional boundaries in all client and professional relationships |
| 1.4 | Recognises and manages conflicts of interest in all client and professional relationships |
| 1.5 | Practices in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups. |
| 1.6 | Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples. |
| 1.7 | Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice. |
| 1.8 | Adhere to all work health and safety, and quality requirements for practice. |
| 1.9 | Identifies and manages the influence of her/his values and culture on practice. |
| 1.10 | Practices within limits of her/his own level of competence and expertise. |
| 1.11 | Maintains professional competence and adapts to change in practice contexts. |
| 1.12 | Identifies and uses relevant professional and operational support and supervision. |
| 1.13 | Manages resources, time and workload accountably and effectively. |
| 1.14 | Recognises and manages her/his own physical and mental health for safe, professional practice. |
| 1.15 | Addresses issues of occupational justice in practice. |
| 1.16 | Contributes to education and professional practice development of peers and students. |
| 1.17 | Recognises and manages any inherent power imbalance in relationships with clients. |
| 2 | Knowledge and learning |
| 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. |
| 2.3 | Identifies and applies best available evidence in professional practice and decision-making. |
| 2.4 | Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices. |
| 2.5 | Maintains current knowledge for cultural responsiveness to all groups in the practice setting. |
| 2.6 | Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development. |
| 2.7 | Implements a specific learning and development plan when moving to a new area of practice or returning to practice. |
| 2.8 | Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice. |
| 2.9 | Maintains knowledge of relevant resources and technologies. |
| 2.10 | Maintains digital literacy for practice. |
| 3 | Occupational therapy process and practice |
| 3.1 | Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement. |
| 3.2 | Performs appropriate information gathering and assessment while identifying a client’s status and functioning, strengths, occupational performance and goals. |
| 3.3 | Collaborates with the client and relevant others to determine the priorities and occupational therapy goals. |
| 3.4 | Develops a plan with the client and relevant others to meet identified occupational therapy goals. |
| 3.5 | Selects and implements culturally responsive and safe practice strategies to suit occupational therapy goals and environment of the client. |
| 3.6 | Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections. |
| 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. |
| 3.9 | Implements an effective and accountable process for delegation, referral and handover. |
| 3.10 | Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes. |
| 3.11 | Evaluates client and service outcomes to inform future practice. |
| 3.12 | Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning. |
| 3.13 | Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes. |
| 3.14 | Contributes to quality improvement and service development. |
| 4 | Communication |
| 4.1 | Communicates openly, respectfully and effectively. |
| 4.2 | Adapts written, verbal and non-verbal communication appropriate to the client and practice context. |
| 4.3 | Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim to support self-governance in communities. |
| 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. |
| 4.6 | Maintains contemporaneous, accurate and complete records of practice. |
| 4.7 | Obtains informed consent for practice and information-sharing from the client or legal guardian. |
| 4.8 | Maintains professional collaborative relationships with clients, health professionals and relevant others. |
| 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. |
| 4.11 | Identifies and articulates the rationale for practice to clients and relevant others. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
OCC331, and OCC301 and OCC311 and OCC321, and OCC312 and (OCC442 or OCC452) and enrolled in Program SC440
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Limited Grading (PNP)
Details of early feedback on progress
Students receive feedback on a daily to weekly basis from their placement supervisor through formal and informal supervision processes. A formal mid-way assessment, using the SPEFR-2 assessment tool, will be completed to provide verbal and written formative feedback.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Code of Conduct | Individual | From enrolment in course to completion of all required learning activities (includes pre-placement learning activities and extension to placement where applicable). |
Refer to Format | SONIA |
| All | 2 | Placement performance | Individual | 400 hours (each placement day will be 8hrs, inclusive of meal breaks, unless negotiated between USC, Student and workplace) |
Refer to Format | SONIA |
| All | 3 | Plan | Individual | Duration of the placement |
Refer to Format | SONIA |
| All | 4 | Activity Participation | Individual | 400 hours (each placement day will be 8hrs, inclusive of meal breaks, unless negotiated between UniSC, Student and workplace) |
Refer to Format | SONIA |
| All - Assessment Task 1:Code of Conduct | |
| Goal: | Student will understand and adhere to the discipline Code of Conduct throughout course as per standard requirement of USC WIL policy |
| Product: | Code of Conduct |
| Format: | Prior to commencement of the placement, the student will be provided with the Code of Conduct and a briefing explanation regarding the document. The student will be asked to review the document and agree to adhere to the standards for the duration of the course, and as they relate to the specific placement. This task requires students to comply with USC policy and procedures in order to prepare them for future practice (eg Occupational Therapy Board of Australia Code of Conduct). Submission: within timeframe designated on Sonia. |
| Criteria: |
|
| All - Assessment Task 2:Student Practice Evaluation Form (SPEF-R2) | |
| Goal: | The student will understand and demonstrate placement competencies commensurate with level of study and within the designated placement timeframe. |
| Product: | Placement performance |
| Format: | Performance on placement will be assessed using the Student Practice Evaluation Form - Revised Edition 2 (SPEF-R2). This assessment is industry standard. It allows the student to be assessed and to be given feedback on the development of the professional skills required to be successful in this industry. The assessment is completed by the external Practice Educator through assessment of performance over placement duration. Formative assessment is provided half-way through placement and summative assessment at end of placement (ie at the completion of 400hours of placement, unless otherwise negotiated between student, practice educator and course coordinator). Submit: Upload to Sonia End of Placement |
| Criteria: |
|
| All - Assessment Task 3:Professional Development Plan | |
| Goal: | The Learning and Development Plan part 1 and 2 enable the student to develop specific and measurable learning goals that can be achieved within the specific placement context and the set timeframe. The Continuing Professional Development Plan (part 3) enables the student to identify key learning and areas for development from this placement, and set learning goals for the final semester of the program and/or for new graduate practice. |
| Product: | Plan |
| Format: | The Professional Development Plan template will be used to support development of goals relevant to the specific placement context, and to support planning post-placement. The Professional Development Plan includes: Part 1: Placement Overview Part 2: Learning Agreement Part 3: Continuing Professional Development Plan Parts 1 and 2 will be drafted by the student prior to the placement start, based on knowledge of placement context (briefing, information from site) and own strengths/areas for development related to the specific placement. These sections will be finalised in the initial stages of the placement through conversation with the Practice Educator to ensure suitability for the context. Part 2 will be updated as required based on completion of goals and identification of further learning needs. Part 3 will be completed by the student after completion of placement, based on learning and feedback across the placement and reflection on final performance assessment. Submit: at end of placement |
| Criteria: |
|
| All - Assessment Task 4:Log of Hours | |
| Goal: | Participation, attendance and completion of placement within the designated timeframe. |
| Product: | Activity Participation |
| Format: | Completion of placement within the designated timeframe will be evidenced using the ‘Log of Hours’ template, signed by the Practice Educator. Submit: Upload to Sonia at end of placement. |
| Criteria: |
|
Directed study hours
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. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
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.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Karen Stagnitti,Adrian Schoo,Dianne Welch | 2013 | Clinical and Fieldwork Placement in the Health Profession | 2nd | OUP Australia & New Zealand |
Specific requirements
This course provides a practice education placement supervised by a qualified occupational therapist. A range of online and/or face-to-face learning support activities will be offered as an additional support for student learning. Students should access Canvas and SONIA for all course requirements. Current certifications (Bluecard, NDIS worker screening check, First Aid and CPR; additional may be required on request); student uniform and ID badge (unless otherwise advised); proof of required vaccinations; additional site specific requirements as relevant e.g., SCHHS Student Information Form, Qld Health requirements; travel and other expenses incurred on placement will be the student’s responsibility unless otherwise advised. General queries regarding assessment will be addressed via email to the placement coordinator; other issues can be discussed with your course coordinator via appointment. There is minimal health and safety risk in this course because you will be provided with a Workplace Health and Safety Orientation within the first week of your placement. It is your responsibility to request this if it is not provided and to ensure you orientate yourself to WH&S policies and procedures applicable to the placement setting. Students are required to disclose any health, disability or other concerns that may impact on performance on placement and/or contribute to risk, through completion of the Student Placement Agreement: Placement Disclosure Statement, and Ongoing Disclosure form if required.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
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.
Assessment: Additional Requirements
This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause 4.1.3 and 4.1.4 of the Grades and Grade Point Average (GPA) - Institutional Operating Policy of the USC. In a course eligible to use Limited Grades, all assessment items in that course are marked on a Pass/Fail basis and all assessment tasks are required to be passed for a student to successfully complete the course. Supplementary assessment is not available in courses using Limited Grades.
Assessment: Submission penalties
Grades will not be finalised until all assessment documents have been correctly submitted to Sonia
SafeUniSC
UniSC 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 SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
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 studentcentral@usc.edu.au.
Wellbeing Services
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.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
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.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC 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.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au