Unit rationale, description and aim
This unit introduces students to the complex nature of the work undertaken by occupational therapists with consumers in the mental health setting. A range of biopsychosocial and occupational therapy conceptual models are explored and used as theoretical frameworks for collaborative recovery-based practice. Students will learn to facilitate person-centred practice and delivery of evidence-based interventions within multidisciplinary contexts that aim to enable participation. Knowledge in relation to the social determinants of health will be extended here to include how to appropriately support the mental health recovery of people from diverse backgrounds including First Peoples. Central to this unit is the voice of the consumer included as the first-hand lived experience of mental illness and through the direct involvement of consumers in the assessment of student learning. Simulated professional practice learning experiences provide the opportunity for students to apply their knowledge and skills and are a crucial part of preparing for future placements.
This unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability Communicate.
The overall aim of this unit is to provide students with a range of perspectives, evidence and understanding of the determinants of mental health and the role of the occupational therapist in occupation-focused and person-centred recovery.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe and evaluate recovery as an approach to s...
Learning Outcome 01
Discuss and describe a range of mental health cond...
Learning Outcome 02
Observe and analyse a Mental State Examination and...
Learning Outcome 03
Apply the Model of Human Occupation through the th...
Learning Outcome 04
HCF 7.1 Describe the concept of strengths-based kn...
Learning Outcome 05
Content
Foundations for mental health practice
- Understanding mental health and wellbeing
- Recovery
- Recovery Model and principles
- Valuing the lived experience
- Recovery-oriented language
- Strength-based approaches
- Self-management strategies
- Biopsychosocial approaches
- Consumer involvement
- Mental health service provision nationally
- Ethical and medico-legal issues
- Service delivery models
- Stepped Care
- NDIS
- Mental health promotion and early intervention
- Multidisciplinary team working
- Professional self-care and resilience
- Evidence-based practice
Mental health factors impacting participation
- Across the lifespan
- Mood disorders
- Psychosis and schizophrenia
- Anxiety disorders
- Societal and self-stigma
Occupational therapy in mental health
- Applying the Model of Human Occupation in mental health practice
- Model of Human Occupation Therapeutic Reasoning Process
- Model of Human Occupation assessments
- Occupational formulation documentation
- Occupational and activity analysis
Mental State Assessment and Risk
- Mental status examination
- Risk Assessment
- Documentation and management of risk
Preparation for and engagement in simulated professional practice learning experiences
Assessment strategy and rationale
There are 3 assessment tasks for this unit that are designed to assess the unit learning outcomes. Assessment tasks for this unit are linked in a developmental, progressive sequence and have been designed and moderated by the teaching team, mental health consumers, Aboriginal and/or Torres Strait Islander cultural advisors and senior members of the occupational therapy program. Students will participate in simulated professional practice learning experiences to develop recovery-oriented capabilities and skills that underpin the unit learning outcomes. Ungraded hurdles for this unit include (a) the attendance at all four days of the simulated placement, (b) a satisfactory rating on the Student Practice Evaluation Form – Revised 2nd Edition (SPEF-R2) and (c) submission of a signed timesheet confirming such attendance. Ratings from the SPEF-R2 do not contribute to the overall grade for the unit and (d) report and document mental state and risk factors for a simulated mental health consumer during a simulated placement. Completion of this activity forms an essential foundation for competent and safe professional practice. Assessment 3 is a graded hurdle as it is the only assessment task in this unit that provides students an opportunity to demonstrate achievement of Learning Outcome 5.
In order to pass this unit students must:
- Demonstrate achievement of every learning outcome, and
- Obtain a minimum mark of 50% for the unit, and
- Achieve a mark of 50% or greater for learning outcome 5 embedded in Assessment 3 which is a graded hurdle, and
- Achieve a pass rating on the mental state and risk factor report for a consumer during the mental health simulated placement, and
- Achieve a pass rating on the Student Practice Evaluation Form – Revised (2nd Edition) SPEF-R2 as determined by the Placement Supervisor and LIC for the unit.
Where students achieve a cumulative mark of 50% or more for the unit, overall, but do not achieve a mark of 50% or greater for Learning Outcome 5 embedded in Assessment 3 they will be offered one further attempt to demonstrate their achievement of Learning Outcome 5. If students pass this further assessment, they will pass the unit and their original mark will be the final unit mark. If students fail the further assessment, they will fail the unit. Students are offered one attempt to achieve a pass on the SPEF-R2, and two attempts to achieve a pass on the mental state and risk factor report. The assessment strategy in this unit is designed to enable students to demonstrate achievement of every unit learning outcome and essential professional knowledge and skills for safe and competent practice.
Overview of assessments
Ungraded Hurdle Gain a satisfactory rating on t...
Ungraded Hurdle
Gain a satisfactory rating on the SPEF-R2 (Student Practice Evaluation Form – Revised Edition) by the conclusion of the simulated professional practice placement AND submission of a timesheet signed by the placement supervisor.
Pass/Fail
Ungraded Hurdle To report and document a mental ...
Ungraded Hurdle
To report and document a mental state examination and risk assessment for a simulated mental health consumer during a simulated placement.
Pass/Fail
Assessment Task 1. Written Assignment: To demons...
Assessment Task 1. Written Assignment:
To demonstrate the ability to apply Kielhofner’s therapeutic reasoning process by generating theory-driven questions, reasoning for administering assessments and reflection on the application of recovery principles.
20%
Assessment Task 2: Written Assignment: Students...
Assessment Task 2: Written Assignment:
Students gather information from an initial interview completed during the simulated placement. Students analyse this information to write an occupational formulation that supports the person's mental health wellness and recovery.
40%
Assessment Task 3: Oral Examination: Students r...
Assessment Task 3: Oral Examination:
Students respond to questions to demonstrate their knowledge and application of unit content and reflections on the simulated professional practice placement.
40%
Graded Hurdle
Learning and teaching strategy and rationale
Learning and Teaching approaches included in this unit were developed in collaboration with First Peoples’ Cultural Advisors. Teaching and learning approaches for this unit will include lectures, tutorials, vignettes, simulated cases and self-directed learning. Students will be expected to take responsibility for their learning and to participate actively within group activities. This learning strategy has been chosen for this unit as it enables students to refine their skills in using existing professional knowledge and skills, identifying their own further learning needs, and efficiently undertaking new learning using self-directed means. Students will participate in simulated professional practice learning experiences to apply their knowledge and skills of recovery-oriented practice, mental state examination, risk assessment and occupational formulation using vignettes. This unit also values the ongoing involvement of consumers in the design and delivery of the mental health curriculum. This is consistent with a growing evidence base for the positive impact of consumer involvement in student learning and adheres to accreditation standards for occupational therapy courses.
Australian Occupational Therapy Competency Standards (AOTCS) 2018
In connection to the learning outcomes, Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are:
Relating to
Professionalism
An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment.
An occupational therapist:
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Adheres to legislation relevant to practice
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Maintains professional boundaries in all client and professional relationships
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Recognises and manages conflicts of interest in all client and professional relationships
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Knowledge and learning
An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Applies theory and frameworks of occupation to professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Implements a specific learning and development plan when moving to a new area of practice or returning to practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Maintains knowledge of relevant resources and technologies, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Occupational therapy process and practice
An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Develops a plan with the client and relevant others to meet identified occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Communication
Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others.
An occupational therapist:
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Seeks and responds to feedback, modifying communication and/or practice accordingly, and
Relevant Learning OutcomeLO1, LO3, LO4, LO5