Unit rationale, description and aim
In this unit students will be introduced to the theories, principles and processes of Community–Centred Practice. These are integral to improving community health, and the wellbeing, inclusion and participation of individuals and communities in both the local and international context and as such have great importance for future occupational therapists. The unit facilitates exploration of the fundamental components of Community–Centred Practice required for supporting communities to assess and identify occupational problems and needs, enabling them to partake in actions that enhance their occupational performance and participation. Local and international case examples are used to explore theories, principles and processes in practice and to highlight the challenges faced in community work. Students will engage with a community organisation/group throughout the unit to maximise their understanding and develop their skills in working with communities.
This unit contains learning outcomes from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability Reflect and Advocate.
The overall aim of this unit is for students to understand and implement theories, principles and processes of community–centred 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.
Apply knowledge about humans as occupational being...
Learning Outcome 01
HCF: 15.3 Develop strategies for redressing inequi...
Learning Outcome 02
HCF: 13.3 Generate strategies for incorporating an...
Learning Outcome 03
Evaluate and advance a culturally appropriate and ...
Learning Outcome 04
Reflect on effective solutions to injustices and h...
Learning Outcome 05
Content
Topics will include:
Community-Centred Practice for Occupational Therapy
- Occupation-based community development (including CBR)
- Community health promotion from an occupational perspective
- Advocacy/social action (occupational rights and occupational justice)
- Community education and capacity building
- Environmental modification (social, physical, political) and planning/redesign
- Natural disaster response and risk reduction
- Improving the well-being of communities
- Occupational therapists as advocates and agents of change
- Role of the World Federation of Occupational Therapists
Community and Health
- The concepts of community and community health
- Social determinants of health
- Applied to communities
- In developed and developing communities
- In Australia and internationally
- Human rights and occupational justice
Barriers and Enablers of community participation and community health
- Physical environment
- Social environment
- Attitudinal environment
- Political and policy environment
- Culture
- Economic environment
- Institutional/organisational environment
Principles and Processes of Community-Centred Practice
- What is community-centred practice
- Principles of community-centred practice
- Models of community-centred practice
- Role of occupational therapists in community-centred practice
- Community-centred practice program examples
- Context and sites of community-centred practice
- Developing strategic partnerships
- Building a community profile
- Strategy, program and project development
- Strategies for redressing inequity in health care for First Peoples
- Strategies for incorporating anti-racist and affirmative action approaches in health care practice
- Writing project proposals and securing funding/resources
- Strategies and processes for implementation of community-based rehabilitation and development programs and projects
- Monitoring and evaluation of projects
- Challenges of working with communities
Assessment strategy and rationale
The assessment strategy allows students to progressively develop their knowledge and skills in community-centred practice. In Assessment 1 students demonstrate knowledge of the principles of community-centred practice by facilitating a participatory activity in response to a community scenario. In Assessment 2 students apply asset and strengths-based approaches to evaluate and advance a community project proposal designed to address an unmet need of a community group and consider effective community-level strategies for redressing inequity and racism experienced by Aboriginal and Torres Strait Islander individuals, families and communities. Assessment 2 is a graded hurdle as it is the only assessment in this unit that provides students an opportunity to demonstrate achievement of Learning Outcomes 2, 3 and 4.
In order to pass the unit students must:
- demonstrate achievement of every unit learning outcome
- obtain a cumulative mark that is equal to or greater than 50% of the possible unit marks available; AND
- achieve a mark of 50% or greater in Assessment 2 (this assessment is a graded hurdle which must be passed to pass the unit)
Re-attempt provisions for Graded Hurdle assessments
A student is only permitted to undertake a re-attempt of the graded hurdle when they have achieved a cumulative mark of 50% or more in the unit.
If a student passes the graded hurdle on the second attempt, they will pass the unit and their original mark will be the final unit mark. If a student fails the graded hurdle on the second attempt, they will fail the unit. This assessment strategy will enable students to demonstrate their achievement of every unit learning outcome.
Overview of assessments
Assessment 1: Requires students to demonstr...
Assessment 1: Requires students to demonstrate their knowledge of the principles of community-centred practice by facilitating a participatory activity in response to a complex community-centred practice scenario.
45% (group)
Assessment 2: Requires students to apply asset an...
Assessment 2: Requires students to apply asset and strengths-based approaches to evaluate a community project proposal. A key component of the assessment requires students to reflect on the inequity and racism being experienced by Aboriginal and Torres Strait Islander Peoples in the community scenario and demonstrate application of appropriate knowledge and strategies needed to address inequity and racism.
55% (individual)
Graded Hurdle
Learning and teaching strategy and rationale
This unit uses an active learning approach to support students in the exploration of the fundamental knowledge and skills associated with community-centred practice. Teaching and learning strategies for this unit will include a combination of lectures, practical sessions and enquiry-based learning methods using complex scenarios. As adult learners, students are expected to take responsibility for their own learning and to participate actively within group activities. These learning strategies have been chosen for this unit as they enable students to refine their skills in using existing professional knowledge, identify their own further learning needs, and efficiently undertake new learning using self-directed means.
There are 10 professional practice hours additional to the core learning hours in this unit where students develop skills in leading participatory activities with a group and gain exposure to occupational therapists working in the field of community-centred practice. This approach allows for fundamental knowledge and skill development with support from academic staff and peers.
Australian Occupational Therapy Competency Standards (AOTCS) 2018
Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are: