Course Coordinator:Laura Burritt (firstname.lastname@example.org) School:School of Health - Occupational Therapy
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.
In this course you will learn about occupational therapy reasoning and the role that research and evaluation contribute to reasoning. This course aims to prepare students to apply a range of appropriate health research and evaluation methodologies in professional practice, inclusive of quantitative and qualitative research paradigms. This course provides a foundation for an Honours thesis, and commences a pathway for research and further learning relevant to occupational therapy research.
|Tutorial/Workshop 1 – Online large group workshop to supplement learning materials. Workshops are recorded.||2hrs||Week 1||13 times|
|Tutorial/Workshop 2 – Face-to-face small group tutorials. Tutorials are not recorded.||2hrs||Week 1||13 times|
|Learning materials – Online learning materials||1hr||Week 1||13 times|
Research in occupational therapy;
Overview of research methodologies;
Appraisal of published papers;
The Occupational Therapy Process (OTPF);
Occupational Therapy Clinical Reasoning
400 Level (Graduate)
|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||Demonstrate an understanding of the varying styles of clinical reasoning and analyse how they contribute to the occupational therapy process.||
1.3, 1.4, 1.5, 2.2, 2.3, 2.8, 3.7
|2||Demonstrate understanding of how the various styles of clinical reasoning relate to the service user's occupational needs using clinical practice cases.||
|3||Select relevant information about a service user to create an occupational therapy intervention strategy which considers input from the service user and other professionals.||
2.8, 3.2, 3.3, 3.7
|4||Demonstrate engagement with each stage of the occupational therapy reasoning process in written and oral format.||
|5||Demonstrate the ability to critically analyse, consolidate and synthesise health research literature to inform recommendations for further research and practice.||Creative and critical thinker||
2.1, 2.3, 2.6, 2.8
|6||Demonstrate knowledge of research principles and methods, including various qualitative, quantitative, and mixed research methods and the associated paradigms.||
|Occupational Therapy Council of Australia Ltd|
|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.|
|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.|
|2.6||Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development.|
|2.8||Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice.|
|3||Occupational therapy process and practice|
|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.|
|3.7||Reflects on practice to inform and communicate professional reasoning and decision-making.|
|4.2||Adapts written, verbal and non-verbal communication appropriate to the client and practice context.|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
OCC201 and OCC212 and OCC222 and OCC232 and HLT205 and enrolled in Program SC440
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
You will receive ongoing feedback during the weekly tutorials. There is one formative assessment week 3.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
See Canvas for further information. No set word length.
|Week 3||Online Assignment Submission with plagiarism check|
|Week 6||Online Assignment Submission with plagiarism check|
|All||3||Oral and Written Piece||Individual||50%||
|Refer to Format||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:A Critical Appraisal of an Occupational Therapy Intervention|
To critically appraise literature of an occupational therapy intervention
|All - Assessment Task 2:Honours project document|
You will demonstrate knowledge of evidence-based practice, and the ability to critically review and consolidate health research literature as well as use therapeutic reasoning skills to propose realistic clinical guidelines.
|All - Assessment Task 3:Individual oral presentation|
The goal of this task is to provide you with the opportunity to apply the knowledge, reasoning and evidence gained through engagement in this course. You will be able to consider occupational therapy intervention from a professional, service user and multidisciplinary perspective as you create your intervention plan.
|Product:||Oral and Written Piece|
An occupational therapy intervention plan applied to a given case study. Written intervention plan and pre-recorded video- Week 10 VIVA- week 10 or 11 as per schedule
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.
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 instead of by email. Other issues can be discussed with the Course Coordinator via appointment during designated contact hours as specified on Canvas. You are advised to wear the USC Occupational Therapy uniform if you deliver an oral presentation in class. It is your responsibility as a student to review course material, search online, discuss with lecturers and peers, and understand the health and safety risks associated with your specific course of study. It is also your responsibility to familiarise yourself with the University’s general health and safety principles by reviewing the online Health Safety and Wellbeing training module for students, and following the instructions of the University staff.
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: a. The final mark is in the percentage range 47% to 49.4% b. The course is graded using the Standard Grading scale c. 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.
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