Bachelor of Applied Science (Occupational Therapy) Honours

Occupational Therapy Honours

Bachelor of Applied Science (Occupational Therapy) (Honours)

Honours is available to meritorious students who will complete an alternative set of units of study in the last three semesters of the program.
Students in the honours course must complete 192 credit points of units of study comprising:
(a) the requirements for the pass degree listed in the sequence below but include the alternative honours units of study listed below
(b) maintain a credit average or higher throughout the honours program.
(c) not fail a unit of study throughout their degree (any exceptions require Honours Committee approval).
The honours course is full-time only over 4 years of study
[[b||Note:]] All Occupational Therapy students must complete the relevant pre-placement requirements prior to all work integrated learning or fieldwork placements.

Year 1

Semester 1 - Core units
BIOS1168 Functional Musculoskeletal Anatomy A

Credit points: 6 Teacher/Coordinator: Dr Cliffton Chan, Dr Joanna Diong Session: Semester 1,Semester 2 Classes: 2hr lectures Assessment: Mid semester theory exam (25%), end semester practical exam (50%), end semester theory exam (25%) Practical field work: 2hr practical class/week Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Semester 1 Unit Coordinators are Dr Cliffton Chan and A/Prof Leslie Nicholson, Semester 2 unit coordinator is Dr Joanna Diong
This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb as it relates to functional activities. Students will also study the histological structure of musculoskeletal tissues and surface anatomy of the upper limb. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is compulsory.
HSBH1007 Health Science and Research

Credit points: 6 Teacher/Coordinator: Dr Rowena Forsyth Session: Semester 1,Semester 2 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week Prohibitions: HSBH2007 Assessment: Group assessment (30%), written individual assignment (30%), 1x1.5-hr exam (40%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
The unit of study introduces students to key research paradigms in health, and to the major approaches to designing and evaluating research in health. Students will be introduced to key concepts of qualitative and quantitative methodology including research ethics, research design and research methods.
Textbooks
Wilson, L. & Black, D. (2013). Health, science research/research methods HSBH1007 and BACH2410. Sydney: McGraw Hill.
OCCP1096 Understanding Occupation-People-Context

Credit points: 6 Teacher/Coordinator: Celine Diaz Session: Semester 1 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week and self-directed learning Assessment: Video demonstration and related report (50%), viva (30%) and weekly reading tasks (20%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Understanding people's occupations in context and the importance of occupation to their health and well-being is fundamental to all areas of occupational therapy practice. In this unit, students will develop the skills and knowledge needed to collect and organise information about individuals' engagement in occupations within their various contexts from their perspectives. They will use a client-centred perspective to explore participation in day-to-day activities, investigate various theoretical perspectives of human occupations, develop the therapeutic communication skills to discover where, when, how and why people engage in occupations, and examine the contextual and personal factors that affect occupational choices and participation in occupations.
OCCP1097 Analysing Occupations and Performance

Credit points: 6 Teacher/Coordinator: Dr Joanne Hinitt Session: Semester 1 Classes: 1x1hr lecture/week, 1x2hr tutorial/week Assessment: Written report (35%), referencing list (20%), Exam (45%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
The ability to analyse occupations, roles, activities, tasks and the environment is a core occupational therapy competency. Categories of activity which occupational therapists may observe and analyse include: self-care, mobility, domestic, social, educational, play, leisure, economic, and community. Using various methods of analysis, students will develop the skills to observe and analyse activities performed by children, youth and adults. In doing so, students will learn: How do I determine what enables (and hinders) people's participation in and performance of activities? How do I measure and summarise a person's time use? How do I identify environmental factors that influence people's performance in activities? How might I structure and adapt activities to enable performance, regardless of a person's health condition?
Semester 2 - Core units
OCCP1098 Teaching Occupations and Performance

Credit points: 6 Teacher/Coordinator: Dr Yu-Wei Ryan Chen Session: Semester 2 Classes: 2hr lecture/week, 1hr tutorial/week, and self-directed learning. Assessment: Case-based learning portfolio (50%); final exam (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Whether in working in partnership with one person or a group of people, teaching and learning is a fundamental, collaborative process applicable to all areas of occupational therapy practice. The unit applies principles of evidence based practice in relation to teaching and learning in occupational therapy. Students will develop proficiency using a range of processes to facilitate people's engagement in activities and routines in everyday life. In doing so, students will answer the following questions: How do I help people learn to perform activities and develop new routines where they live, work and play? What specific methods do I use to foster learning within different contexts? How do I best consider the learning process for persons with or without health conditions?
OCCP1099 Occupational Performance: Healthcare 1

Credit points: 6 Teacher/Coordinator: Ms Celine Diaz Session: Semester 2 Classes: 1x1hr lecture/week, 1x2hr tutorial/week Assessment: Case study report (50%) and practical exam/VIVA (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Many adults experience difficulty performing daily activities and require interdisciplinary team services in a hospital setting. Occupational therapy services can help enhance, restore, or maintain performance in self-care, mobility, and other primary activities necessary to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within physical healthcare contexts such as an acute hospital, and begin assuming the role occupational therapists perform within healthcare teams. In doing so, students will learn: What occupational therapy processes do I use when a person's performance of self-care and mobility activities is significantly challenged? Within physical health care settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centre approach within healthcare systems?
OCCP1100 Professional Practice I

Credit points: 6 Teacher/Coordinator: Ms Celine Diaz, Dr Merrolee Penman Session: Semester 2 Classes: Workshop based flexible delivery (3 hours per week) Assessment: Group presentation (30%), individual assignment (70%), fieldwork assessment (Pass/Fail). Students must pass the practical work component of this unit as assessed on the fieldwork assessment in order to gain a pass for this unit. Practical field work: Practice education placement totaling a minimum 40 hours. Students may be allocated to placement outside of the semesters during semester breaks. Students are required to attend all defined mandatory classes and placement sessions to meet the expected overall program requirement of 1000 practice education hours. Campus: Cumberland, Sydney Mode of delivery: Professional practice
Note: This unit of study includes a work integrated learning placement. Students must be aware of and complete all pre-placement requirements.
Establishing a professional identity and integrating and applying theory to practice are essential to occupational therapy service provision. This unit will focus on professionalism in preparation for practice in all areas. Additionally, students will develop an understanding of occupational therapy strategies implemented across diverse areas, develop essential core teamwork skills and elements of professional communication (written and verbal) skills, and cultivate a professional approach to work. Students will participate in supervised practical experience equivalent to 40 hours. This can occur outside of the semesters during semester breaks.
Elective
Elective [6] (see note 1)

Year 2

Semester 1 - Core units
HSBH1003 Health, Behaviour and Society

Credit points: 6 Teacher/Coordinator: Dr Mairwen Jones and Dr Nicole Wedgwood Session: Semester 1 Classes: 1x2-hr lecture/week, 1x1-hr tutorial/week Prohibitions: BACH1130 or BACH1132 or BACH1133 or BACH1134 or BACH1161 or BACH1165 Assessment: Sociology in-class test (20%), Psychology group class presentation (20%), Weekly quizzes on Sociology and Psychology (10%), 2-hr end of semester exam (Sociology and Psychology) (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit introduces you to areas of psychology and sociology relevant to health and wellbeing and is an important component of your professional degrees. The unit aims to develop a 'sociological imagination', which is a quality of mind that will be used to prompt you to question common-sense assumptions regarding health and wellbeing. You will also gain familiarity with some key areas of contemporary psychology. The unit will introduce you to tools which will be useful for understanding and practicing in health and wellbeing, by helping you to understand the lives of those people you will help through your work.
Textbooks
Germov, J (2018), BACH1161 Second Opinion: An Introduction to Health Sociology , Melbourne: Oxford University Press.
OCCP2085 Occupational Performance: Home and Family

Credit points: 6 Teacher/Coordinator: Ms Sandi Lightfoot-Collins Session: Semester 1 Classes: 1x1hr lecture week, 1x2hr tutorial/week Assumed knowledge: OCCP1099 Assessment: Written Assignment (50%); Written Assignment and Technical Drawings (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Many adults who experience challenges performing day-to-day activities could benefit from services in order to continue living in the community. Occupational therapy is useful to enhance, restore, or maintain performance of and participation in self-care, mobility, domestic, social, and leisure activities within the home. Paying particular attention to the typical social context (family) within which people live, students will further develop assessment, intervention, and evaluation skills relevant to the performance of daily life activities within the home. In doing so, students will learn: Within a home context, how do I best provide occupational therapy services from a client-centred perspective? How do I involve families when focusing on the performance of day-to-day activities within the home? How might home environments be modified to enhance safety and performance of everyday activities? How do I convey the conceptual design in both a graphic and written manner, and conform to required legislation and funding body requirements?
This unit of study builds on units such as OCCP1099: Occupational Performance: Healthcare I, to extend students' knowledge of occupational therapy practice beyond the hospital setting.
Textbooks
No specific textbook is required for this unit.
OCCP2086 Professional Practice 2

Credit points: 6 Teacher/Coordinator: Dr Merrolee Penman Session: Semester 1 Classes: 1x3hr lecture seminar/week Prerequisites: OCCP1099 and OCCP1100 Assessment: Individual assessment (40%), final exam (60%) and fieldwork assessments (Pass/Fail). Students must pass the practical work component of this unit as assessed on the fieldwork assessment in order to gain a pass for this unit. Practical field work: Practice education placement totaling a minimum 80 hours incorporating clinical simulation on campus, embedded in the unit. Students are required to attend all defined mandatory classes and placement sessions to meet the expected overall program requirement of 1000 practice education hours. Campus: Cumberland, Sydney Mode of delivery: Professional practice
Note: This unit of study includes a work integrated learning placement. Students must be aware of and complete all pre-placement requirements.
Professional practice involves problem solving, professional reasoning and collaborative teamwork. This unit continues the focus on professional development in preparation for practice across all areas. During the semester, students will further develop their understanding of how professional reasoning informs the occupational therapy process, along with their professional therapeutic and teamwork communication. Students will participate in supervised fieldwork experiences in a simulated health care setting.
OCCP2088 Occupational Performance: Child and Family

Credit points: 6 Teacher/Coordinator: Dr Yu-Wei Ryan Chen Session: Semester 1 Classes: 1x2hr lecture/week, 1x1hr tutorial/week Assessment: In-tutorial test (20%), written assessment (30%), final exam (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
For children, youth, and families living in the community and who experience performance challenges, occupational therapy is useful to enhance, restore, or maintain participation in day-to-day activities. Integrating an understanding of childhood development with family-centred practice, students will develop specific assessment, intervention, and evaluation skills to promote participation in day-to-day activities from infancy through childhood. In doing so, students will learn: How do I provide occupational therapy within a family context? How can I promote quality in life through participation in everyday occupation? How do I consider the complex interaction of a person's capacity (physical, emotional and cognitive functioning) with environmental factors whilst focusing on the performance of activities of concern to families?
Semester 2 - Core units
BIOS1171 Neuroscience

Credit points: 6 Teacher/Coordinator: Dr Jin Huang, Dr Alan Freeman Session: Semester 1,Semester 2 Classes: 3 hours of lectures per week, 2 hours of practical classes per week, with a small online component Prohibitions: BIOS1137 or BIOS2103 or ANAT2010 Assessment: Mid-semester examination (40%), end-semester examination (60%) Practical field work: 2 hours per week Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Semester 1 coordinator is Dr Jin Huang, Semester 2 coordinator is Dr Alan Freeman
This unit of study introduces fundamental concepts of nervous system organisation and function. Anatomy of the brain and spinal cord is studied using models to understand the cortical and subcortical pathways as well as integrating centres that control movements and posture. The physiology component introduces students to mechanisms of signal generation and transmission, basic mechanisms of spinal reflexes, the function of the sensory systems and autonomic nervous system and motor pathways. Case studies aimed at identifying simple neural problems associated with sensory and motor systems are specifically designed for students following professional preparation degrees. This unit includes a few laboratory classes in which human cadavers are studied. Successful completion of practical class quizzes is compulsory.
OCCP2084 Occupational Performance: Healthcare 2

Credit points: 6 Teacher/Coordinator: Dr Justin Scanlan Session: Semester 2 Classes: 2-hr lecture/week, equivalent of 2hr tutorial/week Assessment: Written report (50%), oral assessment (50%) and group facilitation skills competencies assessment (Pass / Fail) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Many adults experience significant challenges performing daily life activities due to mental illness or other psychosocial issues, and need interdisciplinary team services within mental health (and other psychosocial) settings. Occupational therapy can enhance, restore, or maintain performance and participation in daily routines and activities, enabling individuals to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within mental health and psychosocial contexts and begin assuming the role occupational therapists perform within healthcare teams. Students will learn: What assessments, intervention and evaluation processes do occupational therapists use when a person's routines and daily activities are challenged due to the effects of a mental illness or other psychosocial issues? Within mental health settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centred approach within healthcare systems? How can groups be used to support individuals to overcome the impacts psychosocial issues to promote satisfying and health-promoting occupational engagement.
OCCP2087 Occupational Performance: Community

Credit points: 6 Teacher/Coordinator: Dr Joan O'Donnell Session: Semester 2 Classes: 1hr lecture/week, 2hr tutorial/week Assessment: Community Access and Participation Workbook (50%) and written exam (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Many adults experience challenges participating in community, social and civic activities. These individuals may benefit from occupational therapy services to enhance, restore, or maintain participation in environments outside the home. Considering a broad community context, students will further develop their assessment, intervention, and evaluation skills relevant to activities such as transportation or shopping. In doing so, students will learn: How can I advocate for and promote people's participation in activities within their local communities?
Elective
Elective [6] (see note 1)

Year 3

Semester 1 - Core units
OCCP3061 Professional Practice IIIA

Credit points: 12 Teacher/Coordinator: Dr Merrolee Penman Session: Intensive August,Intensive March Classes: Placement Preparation and debriefing Prerequisites: OCCP1096 and OCCP1097 and OCCP1098 and OCCP1099 and OCCP1100 and OCCP2084 and OCCP2085 and OCCP2086 and OCCP2087 and OCCP2088 and BIOS1168 Assessment: Practice education placement minimum of 36hrs/week for 7 weeks. Students are required to attend all preparation and debriefing classes and placement sessions to meet the expected overall programme requirement of 1000 practice education hours. Practical field work: Placement 40hrs/week for 7 weeks. Students are required to attend all preparation and debriefing classes and placement sessions to meet the expected overall program requirement of 1000 practice education hours. Campus: Cumberland, Sydney Mode of delivery: Professional practice
Note: Department permission required for enrolmentin the following sessions:Intensive August
Note: This unit of study includes a work integrated learning placement. Students must be aware of and complete all pre-placement requirements.
To become a competent occupational therapy practitioner, students need to be able to integrate theory and practice in context and become skilled in applying the occupational therapy process for an agreed caseload. Continuing to build on OCCP1100 Professional Practice I and OCCP2086 Professional Practice II, all of which focus on professional development in context, students will participate in a seven-week, supervised full time experience within a professional service setting.
OCCP3065 Professional Practice IIIB

Credit points: 12 Teacher/Coordinator: Dr Merrolee Penman Session: Intensive August,Intensive May Classes: Placement preparation and debriefing Prerequisites: OCCP1096 and OCCP1097 and OCCP1098 and OCCP1099 and OCCP1100 and OCCP2084 and OCCP2085 and OCCP2086 and OCCP2087 and OCCP2088 and BIOS1168 Corequisites: OCCP3061 Assessment: Fieldwork assessment (Pass/Fail) Practical field work: Fieldwork assessment (Pass/Fail) Compulsory placement-related assessment tasks (Satisfactory/ unsatisfactory) including Continuing Professional Development (CPD) plan, SPEF-R midway and final reflection, Peer Learning and Participation in the Learning Community. Campus: Cumberland, Sydney Mode of delivery: Professional practice
Note: Department permission required for enrolmentin the following sessions:Intensive August
Note: This unit of study includes a work integrated learning placement. Students must be aware of and complete all pre-placement requirements.
To become a competent occupational therapy practitioner, students need to be able to integrate theory and practice in context and become skilled in applying the occupational therapy process for an agreed caseload. Continuing to build on OCCP1100 Professional Practice I, OCCP2086 Professional Practice II and OCCP3061 Professional Practice IIIA, all of which focus on professional development in contexts, students will participate in a seven-week, supervised full time experience within a professional service setting.
Semester 2 - Core units
Choose two of the following units (total 12 credit points)
OCCP3076 Occupational Performance: Education

Credit points: 6 Teacher/Coordinator: Dr Joanne Hinitt Session: Semester 2 Classes: 2-hrs lecture/week, 1-hr tutorial/week and self-directed learning Assessment: Written Assessments (60%) Practical Skills Portfolio (40%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Many children and young people experience challenges engaging in activities associated with school and other educational contexts. Occupational therapy can help to enhance, restore, or maintain children's participation in school-related activities, and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will be able to answer the questions: How do I provide occupational therapy services that are collaborative and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?
OCCP3077 Occupational Performance: Productivity

Credit points: 6 Teacher/Coordinator: Ms Jo Lewis Session: Semester 2 Classes: 3-hrs lecture/ tutorial/or seminar per week, self-directed learning Assessment: Workplace Assessment Report (40%), e-poster (40%), participation activities (20%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Some youth and adults experience challenges when engaging in productive (work and volunteer) activities. Occupational therapy can help to enhance and restore performance, and maintain participation in remunerative employment and related activities. Integrating an understanding of organisational systems with client-centred practice, students will develop the assessment, intervention, and evaluation skills to promote participation in economic and civic activities. In doing so, students will learn: How do I provide occupational therapy within employment and related contexts? How do I promote a person's productivity, given the complex demands of work activities, an individual's capacities, and opportunities available within the environment?
OCCP3078 Occupational Performance: Retirement

Credit points: 6 Teacher/Coordinator: Dr Sanetta Du Toit Session: Semester 2 Classes: 1x1hr lecture/week, 1x2hr tutorial/wee, occasional workshops and site visit. Assessment: Practical tutorial group activity (40%), individual written reflective assignment (20%), case study-based Viva (40%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Older adults may experience challenges participating in day-to-day activities during their retirement years. Occupational therapy can enhance, restore, or maintain performance of daily life activities, help to prevent future challenges from occurring, and assist older adults to continue ageing in place or in assisted living environments within community contexts. In this unit of study students will take an evidence-based approach to occupational therapy service provision and develop occupational therapy assessment, intervention, and evaluation skills specific to older adults. In doing so, students will learn: How do I provide occupational therapy for older adults from a client-centred perspective? How do I promote quality of life and wellbeing through continuing engagement in day-to-day activities?
Plus
BHSC3021 Honours A: Research Design

Credit points: 6 Teacher/Coordinator: Dr Anne Honey Session: Intensive October,Semester 2 Classes: 14x 2hr Inter-disciplinary seminars, 6x1hr FRG, mentor or supervisor research meetings Assessment: Research proposal (3,000 to 5,000 words) (65%), short answer format exam on inter-disciplinary material (25%), Weekly tasks (10%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides the conceptual framework, theoretical knowledge and some practical skills required to understand how scientific research is conducted and interpreted. The core content is fundamental for researchers and clinicians alike for evidence-based-practice and life-long learning. Content and skills are taught/learned via a series of web-based and class-based activities.
Textbooks
Stephen Polgar, Shane A. Thomas (2013). Introduction to research in the health sciences. Edinburgh : Churchill Livingstone Elsevier ISBN 9780702041945
and One Research Elective that matches the research topic. Selection of a Research Elective should be discussed with the Honours Supervisor.

Year 4

Semester 1 - Core units
OCCP4087 Health Promotion Through Occupation

Credit points: 6 Teacher/Coordinator: Dr Josephine Gwynn Session: Semester 1 Classes: 2-hr workshop/week, 1-hr tutorial/week for 13 weeks Prerequisites: OCCP3065 Assessment: Written critical reflection (20%), presentation (small group) includes peer review (20%), major written project (small group) includes peer review¿ web based (45%), 3 x preparatory reading quizzes (5% each; total 15%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study critically examines the theoretical foundations and processes of working with communities in order to develop competencies for enabling occupation and promoting health and well-being at a community level. Students will gain knowledge on theories of community development and health promotion. Students will learn and apply community development tools to each stage of the occupational performance practice process. Enablement skills required for intervention at the level of the community will be explored and students will gain knowledge of ethical frameworks to support professional decision-making when working with communities. This unit of study develops the capacity of students to participate in the development of emerging roles for occupational therapy practice with communities and develops competence for working cross-culturally. It includes a specific emphasis on working with Indigenous Australians.
WFOT Minimum Standards for the Education of Occupational Therapists require critical reflexivity to develop knowledge, confidence, and the ability to work within a human rights framework. Student will explore both of these skill sets. This unit also aims to support the new (2019) Australian Occupational Therapy Competency Standards which require occupational therapist to specifically acknowledge the need to enhance their cultural responsiveness and capabilities for practice with Aboriginal and Torres Strait Islander Peoples.
BHSC4012 Honours B: Applied Research Skills

Credit points: 6 Session: Semester 1,Semester 1b Classes: 12 x 2-hr optional inter-disciplinary seminars, 6x1-hr FRG, mentor or supervisor research Prerequisites: BHSC3021 Assessment: Skills workshop presentation (30 mins and 5 mins questions) (50%), Methods reflective report (50%) Practical field work: Optional discipline specific practicals Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolmentin the following sessions:Semester 1b
Honours students undertake a supervised research project in a health discipline area within the Faculty. Students will contribute to designing and/or implementing an approved research project and submit a thesis describing the project and its implications. In designing the methodology the student will work closely with academic staff/mentor who will supervise their research activities. Students will meet regularly with their supervisor; attend seminars and workshops that contribute to the research process and their thesis.
and Two Electives [12cp]
Semester 2 - Core units
BHSC4013 Honours C: Research Project

Credit points: 6 Session: Semester 2 Classes: 5x2-hr inter-disciplinary seminars,, 5x1-hr FRG, mentor or supervisor research meetings Prerequisites: BHSC4012 Assessment: Thesis in the form of a journal article (5,000 to 6,500 words) (80%), Honours presentation (10 minutes, 3 mins for questions) (20%) Practical field work: Optional discipline specific practicals Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Honours students complete a supervised research project in a health discipline area within the Faculty. In completing the research, the student will work closely with academic staff/mentor who will supervise their research activities. Honours students learning and teaching activities will largely be driven by the nature of their research project. Likely learning and teaching activities include the production of written work that may be suitable for submission to a relevant refereed journal for publication or equivalent. These activities necessitate a collaborative relationship between supervisor and student.
OCCP4092 Professional Practice IVH

Credit points: 12 Teacher/Coordinator: Dr Merrolee Penman Session: Intensive March,Intensive November Classes: Placement briefing and debriefing Prerequisites: OCCP3061 and OCCP3065 Assessment: Fieldwork assessment (Pass/fail) Practical field work: Practice education placement 40hrs/week for 6 weeks. Students may be allocated to placement outside of the semesters during semester breaks. Students are required to attend all preparation and debriefing classes and placement sessions to meet the expected overall programme requirement of 1000 practice education hours. Campus: Cumberland, Sydney Mode of delivery: Professional practice
Note: Department permission required for enrolmentin the following sessions:Intensive March
Note: This unit of study includes a work integrated learning placement. Students must be aware of and complete all pre-placement requirements.
Integrating theory and practice in context and becoming skilled in the application of the occupational therapy process is essential for meeting requirements for registration as an occupational therapist. Building on OCCP1100 Professional Practice I, OCCP2086 Professional Practice II and OCCP3061/OCCP3065 Professional Practice IIIA/IIIB, this unit concludes the focus on professional development in context with students responsible for a caseload approximating up to 80% of that expected of a new graduate in that specific position. Students will participate in a six-week, supervised fulltime experience within a professional service setting.
And choose one of the following four units (total 6cp)
OCCP3076 Occupational Performance: Education

Credit points: 6 Teacher/Coordinator: Dr Joanne Hinitt Session: Semester 2 Classes: 2-hrs lecture/week, 1-hr tutorial/week and self-directed learning Assessment: Written Assessments (60%) Practical Skills Portfolio (40%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Many children and young people experience challenges engaging in activities associated with school and other educational contexts. Occupational therapy can help to enhance, restore, or maintain children's participation in school-related activities, and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will be able to answer the questions: How do I provide occupational therapy services that are collaborative and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?
OCCP3077 Occupational Performance: Productivity

Credit points: 6 Teacher/Coordinator: Ms Jo Lewis Session: Semester 2 Classes: 3-hrs lecture/ tutorial/or seminar per week, self-directed learning Assessment: Workplace Assessment Report (40%), e-poster (40%), participation activities (20%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Some youth and adults experience challenges when engaging in productive (work and volunteer) activities. Occupational therapy can help to enhance and restore performance, and maintain participation in remunerative employment and related activities. Integrating an understanding of organisational systems with client-centred practice, students will develop the assessment, intervention, and evaluation skills to promote participation in economic and civic activities. In doing so, students will learn: How do I provide occupational therapy within employment and related contexts? How do I promote a person's productivity, given the complex demands of work activities, an individual's capacities, and opportunities available within the environment?
OCCP3078 Occupational Performance: Retirement

Credit points: 6 Teacher/Coordinator: Dr Sanetta Du Toit Session: Semester 2 Classes: 1x1hr lecture/week, 1x2hr tutorial/wee, occasional workshops and site visit. Assessment: Practical tutorial group activity (40%), individual written reflective assignment (20%), case study-based Viva (40%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Older adults may experience challenges participating in day-to-day activities during their retirement years. Occupational therapy can enhance, restore, or maintain performance of daily life activities, help to prevent future challenges from occurring, and assist older adults to continue ageing in place or in assisted living environments within community contexts. In this unit of study students will take an evidence-based approach to occupational therapy service provision and develop occupational therapy assessment, intervention, and evaluation skills specific to older adults. In doing so, students will learn: How do I provide occupational therapy for older adults from a client-centred perspective? How do I promote quality of life and wellbeing through continuing engagement in day-to-day activities?
OCCP4089 Evaluation in Professional Practice

Credit points: 6 Teacher/Coordinator: Dr Kim Bulkeley Session: Semester 2 Classes: Workshop style delivery (approximately 6 days on campus) with associated self-study learning modules, or online equivalent Prerequisites: OCCP4087 Assessment: Quiz (25%), discussion board posts (20%), individual report (55%), Campus: Cumberland, Sydney Mode of delivery: Block mode
Working as a professional requires a high degree of autonomy, a dedication to life-long learning, a capacity to work in partnership with others, and an ability to reflect on the quality of one's practice and service delivery. This unit of study emphasises the role of evaluation and outcome measurment as a component of evidence-informed occupational therapy practice. Students will learn how to evaluate the process and outcomes of services, how to select, appraise, and apply outcome measurement in a practice context when evaluating outcomes of occupational therapy services. Students will develop skills for designing and disseminating program evaluation plans to contribute to monitoring, and evaluation for practice improvement.
Textbooks
Fawcett, A.J.L. (2007). Principles of assessment and outcome measurement for occupational therapist and physiotherapists: Theory, skills and application. Chichester, England: John Wiley and Sons (Call no 615.82.FAW - electronic copy also available).

Electives

(i) Students are required to complete 36 credit points of electives over the course of the degree.
(ii) At least 6 credit points must come from the Behavioural or Social Sciences (or equivalent)
(iii) a minimum of 6 credit points must come from the Biomedical Sciences (or equivalent).
(iii) Otherwise, students may choose from Health Sciences elective units of study, as well as Occupational Therapy elective units of study listed below.
(iv) Students may also take broader University electives, with permission from the Course Director
OCCP4079 OT in Learning and Co-ord Difficulties

Credit points: 6 Teacher/Coordinator: A/P Chris Chapparo Session: Semester 1 Classes: 3hrs lecture/week Prerequisites: OCCP3076 Assessment: portfolio 3000wd (50%), Case based report 5000wd (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will provide opportunities for students to study the impact of learning difficulty on childrens' home and school occupational performance. During the semester, students will study: various explanations of difficulty with learning; common assessment procedures used by occupational therapists to identify problems; and interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children, and consultation with schools. Students will be required to have access to one typical child aged between 5 and 8 years for practical work throughout the semester.
OCCP4080 Upper Limb and Hand Rehabilitation

Credit points: 6 Session: Semester 1 Classes: 1x3hr lecture/tutorial per week and independent study. Prerequisites: OCCP1099 and BIOS1168 Assessment: Orthotic mastery demonstration and experiential report (50%), Case study report (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
Note: Weekly attendance is mandatory
Students will develop knowledge and skills required to provide therapy for people whose occupational performance is compromised by impairments in the upper limb and hand. Causes of impairments include disease, disorders and conditions that affect the peripheral and central nervous system, bones and joints and connective tissues. Skills developed will include orthotic prescription and fabrication, task-embedded joint mobility and muscle strengthening methods and use of oedema and scar management techniques. Students will learn to clearly articulate the theoretical and evidence-based rationale for interventions selected
OCCP4082 OT in Work Injury Prevention and Rehab

Credit points: 6 Teacher/Coordinator: Ms Jo Lewis Session: Semester 1 Classes: 3hr lecture/tutorial/week Prerequisites: OCCP3077 Assessment: Work Health and Safety Portfolio (50%), Rehabilitation Report (30%), Case Conference Viva (20%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study will give students the opportunity to advance their assessment, intervention and professional communication in the area of workplace health and safety, rehabilitation and other areas of private practice, where there is a strong focus on client and customer centred services. Students will practice work health and safety assessments through hazard identification, risk assessments and development of an intervention plan in an industry. In this unit, students will conduct a functional assessment, as well as develop their communication skills, needed to negotiate and collaborate with other health professionals and stakeholders in this area of practice. Students will also refine their written communication skills to be able to produce professional reports. In all areas of this unit, there will be a focus on students articulating their clinical reasoning and justification in decision making.
OCCP4083 Mental Health Interventions

Credit points: 6 Teacher/Coordinator: Dr Nicola Hancock Session: Semester 1 Classes: 3hr workshop style lecture / week, and weekly online independent preparation tasks Prerequisites: OCCP2084 Assessment: Ten in-class quizzes (30%), written assessment (70%) and attendance requirements Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This elective unit will extend students' knowledge and skills in occupational therapy mental health practice. A large experiential learning component will build student confidence in working collaboratively with people living with mental illness to identify their needs and to use both occupational therapy specific and generic mental health strategies to support their mental health recovery. In line with current state and national directions, the unit will focus on trauma-informed care, well-being and recovery-oriented practice. We will cover adolescent, youth and adult mental health practice across acute, rehabilitation, community and forensic contexts.
Textbooks
Literature provided in class and within unit of study outline
OCCP4085 People with Intellectual Disability

Credit points: 6 Teacher/Coordinator: Kim Bulkeley Session: Semester 1 Classes: 1x3hr lecture/ week Prerequisites: OCCP3065 Assessment: Open book exam (28%), reading responses (27%) and fieldwork project report (45%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit aims to develop students' knowledge, skill and attitudes about people with intellectual disability, with a focus on participation and support needs. Students will study three modules: Module 1 - Foundational concepts including: conceptions of disability; advocacy; empowerment; person centred approaches; individualised supports; policy; and legislation. Module 2 - Strategies and techniques for support: Active support; skill development; visual communication; person/environment fit; and goal setting. Module 3 - Lifespan and contextual perspectives: Children, young people and families; inclusive education; transition from school; employment; end of life supports; rural issues; and cultural perspectives. Classroom teaching will be supported by a small-group fieldwork project.
OCCP4086 Professional Elective - General

This unit of study is not available in 2020

Credit points: 6 Teacher/Coordinator: Dr Chris Chapparo Session: Semester 1 Classes: Classes/modes of delivery will vary depending on the topic chosen Assessment: Two to three items of assessment equivalent to 6 credit points (100%) Campus: Cumberland, Sydney Mode of delivery: Distance education, Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
Note: Departmental permission required for enrolment
This unit of study will present a topic for a professional elective that allows students to explore an area of occupational therapy practice in depth. The specific topic will be determined from time to time as teaching staff, visiting scholars and resources are available. The unit will extend the learning students have achieved in the topic in the first three years of the course requiring an increase in the depth of student understanding in the topic area than that required in earlier parts of the course.
OCCP4094 Technology for Living

Credit points: 6 Teacher/Coordinator: Bronwyn Simpson Session: Semester 1 Classes: 1x3hr siminarl/wk Prerequisites: OCCP2085 and OCCP2087 and OCCP2088 and OCCP3065 Assessment: 1 x 3000wd written workbook (30%), 15 minute Viva (20%) and 1 x 3000wd case report (50%) Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
It is becoming increasingly important for occupational therapists to be 'tech-savvy' in order to address client goals and facilitate independence and participation. Modern technology can support the independence of people with disabilities in important tasks such as work, study, communication and connecting with others, recreation, living safely and managing a household. This unit will explore the ways that modern electronic technologies such as computers, iPads and tablets, and telephones can be accessed and used by people of all ages with various disabilities. It will also explore technologies that enable people with disabilities to control their environment, such as operating entertainment systems, doors, lights, windows and emergency call systems. The unit will be practical and skills-based, involving demonstrations and hands-on use of technologies, real-life case studies and guest speakers. The theoretical underpinnings of this area will also be examined, by exploring relevant conceptual frameworks, assessment tools, and recent literature.
The unit provides a foundation for students wishing to develop their knowledge in this area of practice. It will also provide students with skills that can be applied to clients in many areas of practice, as well as providing information on resources and referral to specialised services.
OCCP4095 Stroke Rehabilitation

Credit points: 6 Teacher/Coordinator: Dr Margaret McGrath Session: Semester 1 Classes: 8 x 2 hour seminars and a series of online lectures Assessment: Online Quiz (30%), Participation in 8 seminars (10%), Written exam (60%) Practical field work: . Campus: Cumberland, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides the opportunity for students from any discipline to increase their knowledge and experience of stroke rehabilitation. The aim of this unit is to develop students' understanding of the long-term nature of stroke recovery and rehabilitation after stroke. Topics will include stroke epidemiology, brain plasticity, person-centred goal setting, mobility, travel and driving, upper limb and cognitive retraining, communication, mood changes and self-management.