Unit rationale, description and aim
Occupational therapists work with people of all ages and communities in a wide range of settings to enable their participation. This unit will provide students with the opportunity to demonstrate and apply knowledge and skills learnt in prior units in a 5-week (200 hours) professional practice placement. Students will engage in learning activities to ensure they are prepared for this placement experience. This learning will focus on occupational therapy competencies and standards for safe and ethical practice.
This unit contains learning outcomes from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF) (2014) specifically addressing the HCF cultural capabilities Safety and Quality, and Reflect.
The overall aim of this unit is to provide students with the opportunity to integrate theory into practice and to apply professional and clinical skills to an area of practice.
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.
Demonstrate professional practice in an ethical, s...
Learning Outcome 01
Apply occupational therapy knowledge, skills and b...
Learning Outcome 02
Evaluate and reflect on one’s own performance ackn...
Learning Outcome 03
Demonstrate open, responsive and appropriate commu...
Learning Outcome 04
HCF 9.2 Research age-related morbidity differences...
Learning Outcome 05
HCF 13.2 Demonstrate internal strategies to examin...
Learning Outcome 06
Content
Topics are drawn from the Occupational Therapy Competency Standards in preparation for the placement block.
AOTCS 1: Professionalism
Professional Behaviours:
- In accordance with the WFOT standards
- Professional attitudes
- Professional communication skills
- Professional responsibilities
- Expectations for placement
- Supervision models and supervisor feedback
Ethical practice:
- In interprofessional teams
- In accordance with WFOT standards (2016)
Cultural capability:
- Incorporating and responding to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
AOTCS 2: Knowledge and Learning
- Performance evaluation:
- Utilising reflective practice
- Determining appropriate actions to enhance future performance
- Adjusting intervention plans
- Determining and utilising appropriate therapy outcome measures
AOTCS 3: Occupational therapy process and practice
Occupational therapy practice implementation
- Establishing the therapeutic relationship
- Interview and assessment approaches relevant to practice setting
- Interpreting interview and assessment results
- Developing goals and planning an intervention
- Incorporating evidence-based practice
- Implementing an individual intervention session
- Implementing an individual or group intervention session, and a series of intervention sessions Utilising professional reasoning skills
- Understanding and incorporating Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
AOTCS 4: Communication
Effective communication skills
- Clients, carers, family
- Groups and / or communities
- Professional colleagues
- Managers and key stakeholders
- Culturally responsive, safe and relevant communication tools and strategies
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with university assessment requirements. Professional Practice placements are assessed in line with Occupational Therapy Australia guidelines using the common assessment tool the SPEF-R2 (Student Practice Evaluation Framework – Revised (2nd Edition). The SPEF-R2 is an accredited method of assessing student performance on placement and includes eight domains, i.e., Professional Behaviour, Self-Management Skills, Co-Worker Communication, Communication Skills, Documentation, Information Gathering, Service Provision and Service Evaluation. Learning plans which indicate a student’s capacity to reflect on their learning needs and identify learning goals aligned with these SPEF-R2 domains are developed by students prior to placement and submitted as a hurdle requirement.
In order to pass this unit, students must demonstrate achievement of every unit learning outcome and must pass the following hurdles:
- Hurdle 1 - Attendance at the manual handling workshop
- Hurdle 2 - Attendance at, and completion of, the NDIS interprofessional learning module (Part 1)
- Hurdle 3 and Hurdle 4 - Submission of pre-placement learning plans of a satisfactory standard
- Hurdle 5 - Achievement of a pass rating on the Student Practice Evaluation Form – Revised (2nd Edition) SPEF-R2 as determined by the Placement Educator and ACU Professional Practice Coordinator
- Hurdle 6 - Submission of post-placement documents including (a) SPEF-R2, (b) post-placement learning plans of a satisfactory standard and (c) timesheet as evidence of having passed the placement and having met the requirements for placement hours.
Students are offered one attempt to achieve a pass on the SPEF-R2, and two attempts to achieve a pass on the manual handling workshop, NDIS interprofessional learning module, the pre-placement learning plan and submission of the post-placement documents. Assessment approaches in this unit were developed in collaboration with First Peoples’ cultural advisors.
Overview of assessments
Hurdle 1 Attendance at manual handling workshop ...
Hurdle 1
Attendance at manual handling workshop and completion of manual handling workbook to learn safe manual handling skills
Pass/Fail
Hurdle 2 Attendance at, and completion of, the N...
Hurdle 2
Attendance at, and completion of, the NDIS interprofessional learning module (Part 1).
Pass/Fail
Hurdle 3 Submission of a pre-placement learning ...
Hurdle 3
Submission of a pre-placement learning plan which will address a minimum of one professional practice competency goal (Professionalism, Knowledge and Learning, Occupational Therapy Process and Practice and Communication).
Pass/Fail
Hurdle 4 Submission of a pre-placement learning ...
Hurdle 4
Submission of a pre-placement learning plan which will address one cultural capability development goal.
Pass/Fail
Hurdle 5 Pass grade on the Student Practice Eval...
Hurdle 5
Pass grade on the Student Practice Evaluation Form – Revised (SPEF-R2) as determined by Placement Educator and ACU Professional Practice Coordinator in order to meet AHPRA registration requirements at the end of the program of study.
Pass/Fail
Hurdle 6 Submission of post placement documents ...
Hurdle 6
Submission of post placement documents including (a) SPEF-R2, (b) post-placement learning plans and (c) timesheet as evidence of having passed the placement and having met the requirements for placement hours.
Pass/Fail
Learning and teaching strategy and rationale
Students will complete mandatory preparatory sessions prior to their 5-week (200 hours) Professional Practice Placement. The preparatory sessions will introduce students to the expectations, frameworks, and learning tools required for placement. These sessions will include case studies, group discussions and self-directed online learning activities to develop skills in reflective practice and professional practice reasoning. Students will develop inter-professional skills through an online NDIS learning module and are required to prepare a learning plan prior to commencing placement, to seek and respond to peer and tutor feedback, and to reflect on progress towards meeting the learning plan at the end of the placement block.
On completion of preparatory sessions and the learning plan, students will complete 5 weeks (200 hours) of professional practice. These professional practice placements will provide students the opportunity to develop competencies expected of a 3rd year undergraduate occupational therapy student. Learning and Teaching approaches included in this unit were developed in collaboration with First Peoples’ Cultural Advisors.
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, LO2, LO3, LO4, LO5, LO6
Relating to
Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Adheres to legislation relevant to practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains professional boundaries in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Recognises and manages conflicts of interest in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO2, LO3, LO4, LO5, LO6
Relating to
Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Adheres to all work health and safety, and quality requirements for practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and manages the influence of her/his values and culture on practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Practises within limits of her/his own level of competence and expertise
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains professional competence and adapts to change in practice contexts
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and uses relevant professional and operational support and supervision
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Manages resources, time and workload accountably and effectively
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Recognises and manages her/his own physical and mental health for safe, professional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Addresses issues of occupational justice in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Recognises and manages any inherent power imbalance in relationships with clients.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO6
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, LO6
Relating to
Applies theory and frameworks of occupation to professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains current knowledge for cultural responsiveness to all groups in the practice setting
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO6
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, LO6
Relating to
Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains knowledge of relevant resources and technologies, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains digital literacy for practice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO6
Relating to
Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO6
Relating to
Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Develops a plan with the client and relevant others to meet identified occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO6
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, LO6
Relating to
Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Implements an effective and accountable process for delegation, referral and handover
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Evaluates client and service outcomes to inform future practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
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, LO2, LO3, LO4, LO5, LO6
Relating to
Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains contemporaneous, accurate and complete records of practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Obtains informed consent for practice and information-sharing from the client or legal guardian
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Maintains collaborative professional relationships with clients, health professionals and relevant others
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Uses effective communication skills to initiate and end relationships with clients and relevant others
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Seeks and responds to feedback, modifying communication and/or practice accordingly, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6
Relating to
Identifies and articulates the rationale for practice to clients and relevant others.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6