Outline

Overview

In this unit of study, students will explore how physical capacity supports occupational performance and how difficulties arising from acute or chronic conditions reduce function. Students learn ways of working with individuals who experience challenges in relation to their physical capacity and how the impact of these challenges can be measured, minimised and overcome. Using case studies from across the continuum of care in various health settings and integrating knowledge from occupational therapy and biomedical science, students will: apply information from upper limb and body system anatomy and physiology to understand the impact of disorders of physical capacity on every day function; learn methods for measuring and assessing functional capacity within the context of occupational performance; apply evidence based interventions in order to build physical capacity to engage in everyday task performance; design and fabricate a range of upper limb orthoses for various needs and conditions. This unit includes learning activities that will contribute to practice education hours.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	BIOS1168
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Lecturer(s)	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Tutor(s)	Susan Shaw, sue.shaw@sydney.edu.au
	Weihong Zhang, weihong.zhang@sydney.edu.au
	Caitlin Rawstron, craw7248@uni.sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	In-class assessment Practical skill demonstration in simulation ward (weeks 12-13)	30%	Multiple weeks Due date: 31 Oct 2023 at 18:00	10minute skill demonstration + questions
Outcomes assessed:
Assignment	Portfolio Pairs work with volunteer participant and generate team and indiv. reports	40%	Week 10 Due date: 15 Oct 2023 at 23:59	10hrs practice education, 1500 words
Outcomes assessed:
Small continuous assessment	Multiple choice quizzes 4 x 5% and 1 x 10% weighted quizzes on body systems content	30%	Week 10 Due date: 15 Oct 2023 at 23:59	5 x quizzes, 15 mins duration each.
Outcomes assessed:
Placement	Practice education hours Placement verification must be completed prior to logging hours into SONIA	0%	Week 13 Due date: 30 Oct 2023 at 23:59	10 hours maximum
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment	Detailed information for each assessment can be found on Canvas.
1. Multiple choice quizzes	The quizzes will focus on specific body systems content in weeks 2, 4, 6, 8 and week 10 will be on all of body systems content covered. Quizzes will open 5pm Tuesday of the relevant week and close by Sunday of same week.
2. Portfolio	Students will work in pairs to plan and conduct assessment/s on a volunteer participant. Time spent planning for, interacting with and analysing data for this volunteer is to be counted under practice education hours (see assignment item 4). The portfolio will provide a description of assessment findings (team submission) and analysis of assessment findings (individual submission). This is a hurdle task.
3. In-class demonstration and report	Demonstration of practical skills and short answers responses to applied questions. This is a hurdle task.
4. Practice education hours	Students can log up to ten (10) practice education hours in relation to assignment 2. In order to log hours into SONIA, students will need to have completed all placement verification requirements. These hours must be logged in SONIA before 30/10/2023. We recommend you commence the process of verification ASAP. This is a hurdle task.

Assessment criteria

Specific rubrics will be provided for each assessment, to be published on Canvas.

Common Result Grades
Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Models of healthcare	Lecture (1 hr)
	Health and equity	Tutorial (1 hr)
	BIOS: Introduction to human biology	Independent study (1 hr)
Week 02	Cardiac rehabilitation	Lecture (1 hr)
	Assessing and measuring function	Tutorial (1 hr)
	BIOS: Cardiac system	Independent study (1 hr)
Week 03	Energy conservation and fatigue	Lecture (1 hr)
	Functional assessment and vital signs	Tutorial (1 hr)
	BIOS: Respiratory system	Independent study (1 hr)
Week 04	Social determinants of health	Lecture (1 hr)
	Chronic conditions across the continuum of care	Tutorial (1 hr)
	BIOS: Renal/endocrine/gastric systems	Independent study (1 hr)
Week 05	Lifestyle factors	Lecture (1 hr)
	Functional mobility and biomechanics	Tutorial (1 hr)
	BIOS: Lifestyle diseases	Independent study (1 hr)
Week 06	Palliative care and oncology	Lecture (1 hr)
	Upper limb measures: ROM and goniometry	Tutorial (1 hr)
	BIOS: Cancer	Independent study (1 hr)
Week 07	Pressure care	Lecture (1 hr)
	Upper limb measures: manual muscle testing	Tutorial (1 hr)
	BIOS: Lymphatic system	Independent study (1 hr)
Week 08	BIOS: Skeletal system	Lecture (1 hr)
Week 08	2-hour Practical: Upper limb casting (*on-campus class follows different timetable)	Tutorial (2 hr)
Week 09	BIOS: The ageing process	Lecture (1 hr)
Week 09	2-hour Practical: Fractures and upper limb repair (*on campus class follows different timetable)	Tutorial (2 hr)
Week 10	BIOS: Joints/rheumatology	Lecture (1 hr)
Week 10	2-hour Practical: Joint protection (*on campus class follows different timetable)	Tutorial (2 hr)
Week 11	Practical skills training	Simulation laboratory (2 hr)
Week 12	In-class skills based assessment (individual timeslot TBA)	Simulation laboratory (2 hr)
Week 13	In-class skills based assessment (individual timeslot TBA)	Simulation laboratory (2 hr)

Attendance and class requirements

90% attendance in lectures and tutorials is an expectation for all USYD units of study.

Please email your relevant tutor if you are unable to attend your scheduled tutorial.

If you anticipate missing more than one class due to personal circumstances, please contact the UOS coordinator to make relevant arrangements for your learning.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings and resources for this unit can be accessed through Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Describe the primary role and function of the cardiac, respiratory and lymphatic systems in the human body.
LO2. Describe the physical disease processes that impact on joints and structures of the upper limb.
LO3. Justify the assessment measures, interventions and orthoses that occupational therapists typically prescribe in basic upper limb injuries/pathologies.
LO4. Demonstrate beginner competency in splint and cast fabrication for the upper limb.
LO5. Demonstrate developing skills in measuring and interpreting markers of physical function on occupational performance (e.g. pulse oximetry for energy management).
LO6. Determine specific and measurable occupational performance issues in individuals.
LO7. Explain and deconstruct how lifestyle diseases impact individual clients and clinical populations in diverse ways.
LO8. Identify issues in diagnosing, treating and preventing disease and illness in Aboriginal and Torres Strait Islander clients
LO9. Identify current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these to trends for non-Indigenous peoples in Australia over time.
LO10. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples.
LO11. Apply evidence based occupational therapy intervention plans to individuals with limiting physical conditions.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 1.11. Maintains professional competence and adapts to change in practice contexts 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.9. Maintains knowledge of relevant resources and technologies, and
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.9. Maintains knowledge of relevant resources and technologies, and 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.11. Maintains professional competence and adapts to change in practice contexts 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.13. Manages resources, time and workload accountably and effectively 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
	Australian occupational therapy competency standards 2018 - 1.13. Manages resources, time and workload accountably and effectively 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
	Australian occupational therapy competency standards 2018 - 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.3. 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
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 11.2. Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 12.3. Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP) 16.3. Devise strategies for diagnosing and treating Aboriginal and Torres Strait Islander clients from the perspective of the social determinants of health (ETP) 17.3. Advocate for equitable health care for Aboriginal and Torres Strait Islander clients (ETP) 5.1. Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 9.1. Identify issues in diagnosing, treating and preventing disease and illness in Aboriginal and Torres Strait Islander clients (N) 9.2. Research age-related morbidity differences and analyse implications for Aboriginal and Torres Strait Islander client care (I) Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.9. Identifies and manages the influence of her/his values and culture on practice 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.3. 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 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 10.1. Identify current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these to trends for non-Indigenous peoples in Australia over time (N) 10.2. Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) 7.2. Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I) 9.2. Research age-related morbidity differences and analyse implications for Aboriginal and Torres Strait Islander client care (I) 9.3. Apply local epidemiology and population health data in diagnostic thinking, and develop strategies for community-wide approaches to prevention (ETP) Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.9. Identifies and manages the influence of her/his values and culture on practice 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 16.2. Determine strengths and challenges in delivering health care with respect to the social determinants of health (I) 7.1. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 7.3. Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients (ETP) Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.9. Identifies and manages the influence of her/his values and culture on practice 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.3. 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 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.11. Identifies and articulates the rationale for practice to clients and relevant others.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to 2022 USS feedback, the unit coordinator will address the following this coming semester: - quality and accuracy of quiz questions and answers - linking relevance of body systems content to OT practice - providing more opportunity for practice with skills-based assessment

Additional information

Verification required to be completed prior to working with volunteer participant in the portfolio assessment.

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Additional costs

Students will be required to wear their placement uniform for the in-class skills based assessment in weeks 12/13. Placement uniforms can be purchased from this website: https://healthsciences.sydneyestore.com.au/shop/item/polo-shirt---womens-fhs---ot

Work, health and safety

]You are required to complete the WHS module in Canvas.

You are strongly advised to wear closed footwear and suitable clothing to practical skill tutorials. These on-campus tutorials will require students to actively participate in learning practical skills which involve manual handling.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP1105: Physical Capacity and Occupational Performance

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect