occt5003 occupational therapy principles and practice...

Unit study package code: OCCT5003

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly Fieldwork: 1 x 8 Days Semester

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units:311102 (v.0) Graduate Certificate in Occupational Therapy or any previous version OR 311137 (v.0) Master of Occupational Therapy or any previous version OR 314309 (v.0) Master of Occupational Therapy or any previous version OR GC-OCCT (v.0) Graduate Certificate in Occupational Therapy or any previous version OR MG-OCCT (v.0) Master of Occupational Therapy or any previous version

AND

311071 (v.0) Musculoskeletal Structure and Function 540 or any previous version OR MEDS5010 (v.0) Musculoskeletal Structure and Function or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrName: Craig ThompsonPhone: +618 9266 3942Email: [email protected]: Building: 401 - Room: 375A

Unit Outline

OCCT5003 Occupational Therapy Principles and Practice Semester 1, 2016

Faculty of Health Sciences School of Occupational Therapy and Social Work

OCCT5003 Occupational Therapy Principles and Practice Bentley Campus 15 Feb 2016 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 16CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

Consultation times: Available by appointment

Teaching Staff: Name: Jenny SmithPhone: +618 9266 3343 Email: [email protected]: Building: 401 - Room: 244D

Administrative contact: Name: Lillian BasterPhone: +618 9266 3606Email: [email protected]: Building: 401 - Room: 228

Learning Management System: Blackboard (lms.curtin.edu.au)





http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Development of occupational therapy. Introduction to foundational knowledge, skills, and attitudes required to be an occupational therapist. Introduction to the occupational therapy process. Understanding of occupational analysis. Application of professional behaviour, interpersonal communication and ethics through a variety of practical and fieldwork experiences.

Introduction “Choose a job you love, and you will never have to work a day in your life.”- Confucius. Congratulations! You have chosen to undertake a Master of Occupational Therapy at Curtin University. Principles and Practice provides an introduction to the field of occupational therapy, including the principles behind this unique profession. Students are introduced to key concepts of occupational therapy that will be further developed in other units throughout the course. I hope that by the end of this unit you will be firmly committed to occupational therapy as your future career and ready to take on further exciting challenges in the course. The unit is practical, interactive and utilises “real life” case studies. Fieldwork is an important component of this unit and provides the opportunity for students to observe occupational therapists in clinical practice, interacting with clients, volunteers and other team members as well as gaining valuable experience in interviewing and other assessment tools. Lectures, laboratories, fieldwork, footage, reading of the text and the literature, plus exposure to experts ensure students gain a broad understanding of the diverse practice of occupational therapy. The experts will impart their knowledge and experience as a way of drawing together theory and practice to further students’ understanding of the role of occupational therapy in the promotion and facilitation of health.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed1 Analyse contemporary concepts that underpin occupational therapy

2 Apply selected occupational therapy processes and models

3 Utilise effective interpersonal communication

4 Apply occupational analysis

5 Reflect upon professional behaviours to improve performance





Curtin's Graduate Attributes

Learning Activities Lectures

There will be a two hour interactive, seminar style lecture weekly in which you are expected to come prepared, having completed your readings and ready to participate in a variety of activities during the lectures. There are a number of visiting lecturers who participate in the lectures throughout the semester to broaden your understanding of the profession of occupational therapy.

Laboratories The weekly laboratories are designed to encourage independent learning and are mostly experiential in nature. The weekly readings from the text and reading list are preparatory material for the laboratories. You will be expected to come prepared and actively participate in laboratory activities. The laboratories provide you with the opportunity to apply principles learnt in lectures.

Fieldwork The World Federation of Occupational Therapists requires all occupational therapy students to complete 1000 hours of fieldwork during their education. These hours will be accumulated throughout your course and to begin with sixty hours during the first semester of the first year taking place each Wednesday of the teaching weeks of semester and on various other days. This includes sessions in Curtin University's simulation suite on campus, visiting the Independent Living Centre and a "day release" fieldwork placement. The fieldwork experiences in first semester of first year provide the opportunity for students to observe occupational therapists working in a range of clinical settings and to begin to reflect and apply their learning. Students will develop an understanding of the role of occupational therapy within a variety of service delivery models and begin to apply skills in professional behaviour and communication. Further details about the structure of your fieldwork experience will be provided shortly on Blackboard. Fieldwork is a highly valuable learning experience and is to be treated as such, with appropriate dress, prompt attendance and professional and interested behaviour at all times. Further information about first year fieldwork can be found under the Fieldwork icon on Blackboard for this unit and Wednesdays have been timetabled free of class for fieldwork during this semester. It is recommended that you create your own portfolio of fieldwork experiences which is not assessed but is for your own use to provide valuable ‘evidence’ of professional development, and to be a resource for graduates when applying for jobs. It is recommended that you begin your portfolio in first year and add to it throughout your course. I would encourage each of you to utilise OneNote to create your portfolio. Fieldwork is also an excellent opportunity to gather resources which may be useful for other units and practicums during the course. Students are expected to attend ALL lectures, laboratory sessions and fieldwork activities in accordance with accreditation requirements to ensure you meet the learning outcomes.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?OCCT5003

Essential texts

The required textbook(s) for this unit are:

l Boyt Schell, B. A., Gillen, G., & Scaffa, M. E. (Eds.), (2014). Willard and Spackman's occupational therapy (12th ed.). Philadelphia: Wolters Kluwer/Lippincott, Williams and Wilkins.

(ISBN/ISSN: 978-1-4511-1080-7)

Other resources You do not have to purchase the following textbooks but you may like to refer to them.

l Turpin, M., & Iwama, M. K. (2011). Using occupational therapy models in practice. Edinburgh: Churchill Livingstone, Elsevier.

l Townsend, E. A., & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, wellbeing and justice through occupation. Ottawa: CAOT Publications ACE.





http://link.library.curtin.edu.au/primo/course?OCCT5003

Assessment Assessment schedule

Detailed information on assessment tasks

1. Written Assignment – Interview and Occupational

Objectives

The objectives of this assignment are that students will further develop skills in: ¡ Applying and analysing introductory skills in conducting an interview, observation and documentation

of occupational analysis ¡ Observing and analysing an activity using occupational analysis ¡ Academic research and assignment writing

The Task

Students will use qualitative (occupational story telling) and quantitative (occupational analysis) methods for analysing productive occupations.

a. In allocated student pairs, identify one person over the age of eighteen and gain their written consent (consent form found on Blackboard) to participate in an interview. The person must have experience of a significant disability (e.g. a developmental disability, spinal injury, psychiatric (mental health) condition, sensory impairment, arthritis etc.). Do not choose a family member as your interviewee nor a volunteer that you are interviewing for assessments for other units in the course. If students have difficulty locating potential interviewees please see your tutor as soon as possible.

b. Construct a list of open-ended topics/questions that you can use to interview the person to find out about their occupational story.

c. In pairs, interview your interviewee for a maximum time of 45 minutes. Make sure you choose a time that allows for minimal disruptions and a place that is comfortable for your interviewee. It is strongly recommended that you take notes during the interview. Do not video/audio record the interview.

d. Make a second appointment time with your interviewee to return and observe and complete a task analysis of him/her completing a meaningful activity (occupational analysis). Activities could include for example, shopping for groceries, cooking, gardening, laundry, paid work, an

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Applied and research occupational analysis written assignment

30 percent Week: 9 Day: Tuesday 26 April Time: 11:50pm

1,3,4,5

2

Laboratory tests 30 percent Week: 4, 10 & 14 Day: Thursday Time: Laboratory time

1,2,4

3

Case study oral examination 40 percent Week: Exam week 1 or 2 Day: TBA Time: TBA

1,2,4

4

Fieldwork competencies Pass/Fail Week: Tuition free week Day: 18-24 April 2016 Time: TBA

3,5





educational activity or a leisure activity. Complete the occupational analysis form which can be found on Blackboard Both students are to be involved in the interview and the occupational analysis observation. Ensure that you thank the interviewee after their involvement.

e. In pairs write up your observations of the task using the activity analysis template provided on blackboard. In this instance it is acceptable for you and your partner to submit the same activity analysis template only. However, please be aware that in other units, submitting the same piece of work as another student is considered as plagiarism and can have severe penalties.

f. In your own time, individually consider examples of how aspects of the activity may have already been graded/modified and/or how they could be graded and modified to enable your interviewee to continue to perform the activity you have analysed, in the event of possible declining function.

Remember that you are representing The School of Occupational Therapy and Social Work, Curtin University whilst interviewing and undertaking the activity analysis and ensure you demonstrate respectful and professional behaviour at all times. Each student is to submit their own assignment. All parts of the assignment are to be the student’s own work with the exception of the activity analysis write up which is completed jointly with your partner (as described above in section e).

Written Assignment Instructions

1. Include a coversheet (found on Blackboard) and a contents page

2. Introduction (half a page). Brief summary of the assignment 3. Occupational story (maximum two pages). Do not use full names for the interviewee-

initials only. Background of the individual in narrative form, based on the occupational therapy interview including but not restricted to the following: age; disability; pertinent medical history; educational, work, leisure and self-care history (occupational history); social situation (with whom they live, home situation); meaning and value of their main occupations, past and present (utilise your learning from the OT Foundations unit to assist with this)

4. Occupational therapy application (maximum two pages). Research the role of the occupational therapist in relation to this diagnostic group. Did your interviewee access occupational therapy services? Regardless of whether or not OT services were received, describe occupational therapy that could have been utilised and also services that were received (if any). Ensure you provide evidence of the effectiveness of occupational therapy with people of this (or similar) diagnostic group.

5. Review and reflection (maximum two pages). Using your knowledge of interviewing and occupational analysis techniques, critique and summarise your skills in these two assessments-strengths and weaknesses. What would you do differently next time? Refer to your lectures and readings for assistance with this, including your information on reflective practice.

6. Conclusion (half page). Brief summary of assignment, with a focus on the conclusions found.

7. Reference list (APA referencing 6th edition). 8. Appendices

The following must be attached as Appendices: a. Signed consent form b. Completed occupational analysis form





Written report guidelines l Write in the third person point of view l Write in past tense l Maintain strict confidentiality–use initials for the interviewee’s name for the purpose of

the assignment. You must obtain written consent before conducting the interview. l Include a coverpage page at front of assignment with names of student, assignment

partner, tutor, unit name, activity chosen; l Page limit 7 pages (excluding the reference list and appendices). NB. Markers will not mark

beyond the page limit. l Cover sheet with required details l Typed 11 pt readable font, 1.5 spaced with 2.5cm margins on all sides l APA (6th version) must be used l Use minimum of six references l Submission electronically via Turnitin on Blackboard

2. Multiple choice/short answer tests.

Three short tests held during laboratories in weeks four, nine and fourteen. These are to a s s i s t you in your learning and to provide you with regular feedback, you will be expected to complete three short tests throughout the semester which are based on the compulsory readings, laboratories and lectures for the unit-the tests will include compulsory readings from the week in which the test is held and learning from all previous weeks in the semester. If you do not attend your time tabled class during which the test is held, you will not be able to complete that test. The only exception made will be if a medical certificate is presented and the student will sit the test the following week in the laboratory.

3. Oral case study based assessment held in the exam period. This is to assist in the development of your communication skills for fieldwork and to develop your understanding of the application of theory learnt in this unit, an oral assessment will be held based on a relevant case study. You will be provided with the written case study prior to the asessment. During the assessment, you will be verbally asked theoretical questions based on the unit’s learning that relate to the case study and will be expected to provide verbal replies to the questions.

4. Fieldwork competencies. Competency in wheelchair use and introductory manual handling. You will be expected to demonstrate to a staff member during the laboratory in week eight the ability to competently and safely complete a fieldwork preparation checklist- including wheelchair use, a transfer and functional mobility. Further information will be available on Blackboard. Fielfwork competency - pass/fail by student and supervisor plus completion and submission of fieldwork folder following the placement. One timesheet is to be completed after all fieldwork is completed with all columns correctly completed with the fieldwork activities noted, hours calculated and totalled and signed by the student. Fieldwork hours include your hours spent at each fieldwork experience, completing and discussing your fieldwork reflections, and time spent with your volunteer for your assignment. The timesheet is available on Blackboard and is to be submitted via Blackboard.

Pass requirements Students are required to achieve an overall unit grade of 50% or greater to pass the unit. Students must complete and submit all pieces of assessment to pass the unit. Submission of a blank assignment does not constitute ‘completing’ an assessment. Also students should be aware that the fieldwork component of this unit is a MUST PASS assessment. As a consequence students must pass the fieldwork component to pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted to the OTSW Course Coordinator ([email protected])

l If the circumstances for your extension application are likely to impact on multiple units, please contact the course coordinator

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Deferred examinations/tests will be held from 11/07/2016 to 15/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be





http://students.curtin.edu.au/administration/

mailto:[email protected]

http://libguides.library.curtin.edu.au/referencing

academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work. It is recommended that you use Mozilla Firefox (https://www.mozilla.org/en-GB/firefox/products/) or Google Chrome (https://www.google.com/chrome/) as your web browser for this unit. It is expected that all students will download and utilise EndNote (http://libguides.library.curtin.edu.au/endnote) for all of your written assignments.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice. Students should receive marks, assignments and feedback as soon as practicable, to maximise their opportunity to improve their performance. Research consistently highlights the significant loss of impact to learning when feedback to students is delayed. Ideally, feedback to students for items other than a final examination will be provided under normal circumstances within 15 working days and no later than 20 working days. Further information on this can be found under section 7 in the Assessment and Student Progression Policy. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://www.mozilla.org/en-GB/firefox/products/

https://www.google.com/chrome/

http://libguides.library.curtin.edu.au/endnote

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include: Nil

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

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Program calendar

Week Begin date

Lecture Readings Assessment due

Orientation 22 February

Orientation week

1 29 February

Introduction to occupational

therapy and the occupational

therapy process.

Compulsory

Boyt Schell, B.A., Scaffa, M.E., Gillen, G., & Cohn, E.S. (2014). Contemporary occupational therapy practice. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 47-

59). Philadelphia: Wolters Kluwer/Lippincott, Williams and Wilkins.

Craik, J., Davis, J., & Polatajko, H.J. (2007). Introducing the Canadian Process Practice Framework: Amplifying the context. In E.A. Townsend, & H.J. Polatajko, Enabling occupation II: Advancing an occupational therapy vision

for health, well-being and justice through occupation (pp. 229- 246). Ottawa: CAOT Publications ACE.

Kielhofner, G. (2009). Conceptual foundations of occupational therapy practice (4th ed., pp. 8-14). Philadelphia: F.A. Davis Company.

Recommended

Falk-Kessler, J. (2014). Professionalism, communication and teamwork. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 452-465). Philadelphia: Wolters

Kluwer/Lippincott, Williams and Wilkins.

2 7 March Reflective practice and fieldwork preparation

Compulsory

Ashby, C. (2006). Models for reflective practice. Practice Nurse, 32, 10, 28-32.

The Commonwealth Department of Veterans’ Affairs (2002). Back to basics (pp. 11-15, 31-34, 43-46). Australia: Author.

***Compulsory viewing prior to this week’s lecture***

http://tvnz.co.nz/sunday-news/new-hope-dementia- sufferers-and-their-families-16-12-video-3815993





http://tvnz.co.nz/sunday-news/new-hope-dementia-sufferers-and-their-families-16-12-video-3815993


Recommended

Alsop, A., & Ryan, S. (1996). Taking responsibility. In Making the most of fieldwork education: A practical approach (3rd ed., pp. 84-100). London: Chapman & Hall.

Alsop, A., & Ryan, S. (1996). Becoming a reflective learner. In Making the most of the fieldwork experience: A practical approach (3rd ed., pp. 170-185). London: Chapman & Hall.

O’Reilly, S. (2010). Working in diverse settings. In K. Stagnitti, A. Schoo, & D.Welch, (Eds.), Clinical and fieldwork placement in the health professions (pp. 13-25). Australia: Oxford University Press

3 14 March Assessment principles: Introduction to communication

and the initial interview.

Compulsory

Crepeau, E. B., Cohn, E. S. (2014). Narrative as a key to understanding. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa E.B. (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 96-102). Philadelphia: Wolters


O’Toole, G. (2012). Communication: Core interpersonal skills for health professionals (2nd ed., pp.123-130). Sydney: Elsevier.

Recommended

Berger, S. (2014). Educating clients. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 353-363). Philadelphia: Wolters Kluwer/Lippincott, Williams and Wilkins.

4 28 March Assessment principles: theory

and practice of occupational analysis.

Bring a blank copy of the occupational

analysis found on

Blackboard to the lecture AND

laboratory this week.

Compulsory

Crepeau, E.B., Boyt Schell, B.A., Gillen, G., & Scaffa, M.E. (2014). Analyzing occupation and activity In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp.234-

248). Philadelphia: Wolters Kluwer/Lippincott, Williams and Wilkins.

Yuen, H. K. (1998). Deriving directions through procedural task analysis. Occupational Therapy in Health Care, 11, (2), 17-25.

Recommended

American Occupational Therapy Association. (2002). Occupational Therapy Practice Framework: Domain and process. American Journal of Occupational Therapy, 56, 609–639

First in class test







5 21 March Tuition free week

6 4 April Further principles of occupational

analysis including grading and

adapting.

Bring a blank copy of the occupational

analysis to the lecture AND laboratory

this week.

Compulsory

Hersch, G. L., Lamport, N. K., & Coffey, M. S. (2005). Activity analysis: Application to occupation (5th ed., pp. 63- 67). Thorofare N.J.: SLACK Inc. (on e-reserve)

Recommended

Thomas, H. (2012). Occupation-based activity analysis (pp.159-165). Thorofare, NJ: SLACK Inc.

7 11 April Application of the occupational

therapy process: The Canadian

Process Practice Framework (CPPF)

and PEO

Compulsory

Davis, J., Craik, J., & Polatajko, H. J. (2007). Using the Canadian Process Practice Framework: Amplifying the process. In E. A. Townsend, & H. J. Polatajko, Enabling occupation 11: Advancing an occupational therapy vision

for health, well-being and justice through occupation (pp. 247-272). Ottawa: CAOT Publications ACE.

8 18 April Tuition free week: 1 week fieldwork

9 25 April Person and client-centred

collaboration Goal setting

COPM and documentation

Compulsory

Randall, K.E. & McEwen, I.R. (2000). Writing patient– centred functional goals. Physical Therapy, 80, 1197- 1203. Retrieved from http://ptjournal.apta.org/content/80/12/1197

Sames, K.M. (2014). Documentation in practice. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 466-475). Philadelphia: Wolters Kluwer/Lippincott, Williams

and Wilkins.

Recommended

Written assignment 26 April at 11:50pm





http://ptjournal.apta.org/content/80/12/1197

Carswell, A., McColl, M.A., Baptiste, S., & Law, M. (2004). The Canadian Occupational Performance Measure: A research and clinical literature review. Canadian Journal of Occupational Therapy, 71, 210-223.

Sames, K.S. (2012).Documenting occupational therapy in practice (2nd ed., pp. xiii-xv). Boston: Pearson.

10 2 May Intervention principles: therapeutic

rapport, therapeutic use of self,

behaviour change strategies

Compulsory

Radler, G. (1996). Strategies for teaching skills. In J. Annison, J. Jenkinson, W. Sparrow, & E. Bethune, Disability: A guide for health professionals (pp. 276-296). Australia: Thomas Nelson.

Taylor, R.R. (2014). Therapeutic relationship and client collaboration. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed.., pp. 425-436). Philadelphia: Wolters


Recommended

Helfrich, C.A. (2014) Principles of learning and behaviour change. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 588-603). Philadelphia: Wolters


Rees, R.J. (2005). Structure and errorless learning: The basis for rehabilitation. In Interrupted lives. (pp. 45-68). Melbourne: IP Communications

Second in class test

11 9 May Application of the CPPF and the CMOP- E

Compulsory

Smith, T.M., & Scaffa, M.E. (2014). Providing occupational therapy for disaster survivors. In B. A Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 962-971). Philadelphia:

Wolters Kluwer/Lippincott, Williams and Wilkins.

12 16 May Intervention principles: evidence

based and clinical reasoning as the

basis for occupational therapy practice

Compulsory

Boyt Schell, B. A. (2014). Professional reasoning in practice. In B. A Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 384- 397). Philadelphia: Wolters


Baker, N. & Tickle-Degnen, L. (2014). Evidence-based practice: Integrating evidence to inform practice. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 398-412).

Philadelphia: Wolters Kluwer/Lippincott, Williams and Wilkins.

Recommended





Neistadt, M. E. (1996). Teaching strategies for the development of clinical reasoning. The American Journal of Occupational Therapy, 50, 676 – 684.

13 23 May Bioethical principles and its

relevance to occupational therapy

Compulsory

Doherty, R.F. (2014). Ethical practice. In B.A. Boyt Schell, G. Gillen & M.E. Scaffa (Eds.), Willard and Spackman's occupational therapy (12th ed., pp. 413-424). Philadelphia: Wolters Kluwer/Lippincott, Williams and Wilkins.

Freegard, H. (Ed.), (2006). Ethics in a nutshell. In Ethical practice for health professionals. (pp. 29-45). Melbourne: Thomson Learning.

Recommended

Corrigan, S. (2009, March 28-29). The struggle for care. The Weekend Australian Magazine, pp. 18-23. (Can be found on Blackboard under this week’s material)

Freegard, H. (Ed.), (2006). What is a health professional? In Ethical practice for health professionals (pp. 1-11). Melbourne: Thomson Learning.

OT Australia: National Code of Ethics http://www.ausot.com.au/images/Code%20of%20Ethics.pdf

14 30 May The occupational therapist

as a health practitioner

Revision

Compulsory

Australian Health Practitioner Regulation Agency (AHPRA) http://www.ahpra.gov.au

OT Australia: Australian Minimum Competency Standards

Australian Minimum Competency Standards

Third in class test

Study week 6 June Study week

Exams week 1

13 June Exam week 1

Exams week 2

20 June Exam week 2





http://www.ausot.com.au/images/Code%20of%20Ethics.pdf

http://www.ahpra.gov.au/

http://www.otaus.com.au/sitebuilder/aboutus/knowledge/asset/files/16/australian_minimum_competency_standards_for_new_grad_occupational_therapists.pdf

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