Outline

Overview

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.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	OCCP1099 and OCCP1100
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Merrolee Penman, merrolee.penman@sydney.edu.au
Lecturer(s)	Angie Contreras, angela.contreras@sydney.edu.au

Type	Description	Weight	Due	Length
In-semester test	Oral examination	60%	Formal exam period	15 min oral presentation via Zoom
Outcomes assessed:
Participation	Attendance Please see details under Attendance and Class Requirements	0%	Multiple weeks	N/A
Outcomes assessed:
Skills-based evaluation	Evaluation of Foundational Placement Competencies (EFPC) - Midway Self-Evaluation Competency based evaluation completed by facilitator and student	0%	Multiple weeks	N/A
Outcomes assessed:
Skills-based evaluation	Evaluation of Foundational Placement Competencies (EFPC) - Final self-evaluation Competency based evaluation completed by facilitator and student	0%	Multiple weeks	N/A
Outcomes assessed:
Assignment	Critical reflection on developing professional reasoning A written critical reflection on your developing professional reasoning.	40%	Multiple weeks	1000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Evaluation of Foundational Placement Competencies (EFPC) - Midway & Final Self-Evaluation This skills-based assessment is completed by yourself and your facilitators at midway of the placement (after Day 1 and 2 of the simulated placement) and at the end of placement (after Days 3, 4 and 5).

Critical reflection on developing professional reasoning: This written assessment allows you to demonstrate the development of your professional reasoning through a critical analysis of your reasoning for Client 1 and 2.

Oral examination: This oral assessment requires you to draw on all your learning throughout the semester (seminars, mentoring, peer and facilitator discussions, interactions with your 2 SIM clients). With an emphasis on Client 2, you will demonstrate the ability to justify your professional reasoning and application of therapeutic communication.

Detailed information for each assessment can be found on Canvas

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable 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:

Late submission of your EFPC midway and final self-evaluation may lead to a lower rating on the Professional Behaviour Competency.

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	Introduction to the unit (3 hr seminar)	Seminar (3 hr)
Week 01	Orientation to Cumberland Health	Clinical practice (3 hr)
Week 02	Professional Reasoning Processes/Learning Tools (3 hr seminar)	Seminar (3 hr)
Week 03	Aspects of Procedural/Scientific Reasoning (1 hr seminar; GpA/B mentoring 30 mins)	Seminar (1.5 hr)
Week 03	Day 1: Client 1, Encounter 1 Group A 0830-1615 Group B 0945-1715	Clinical practice (7 hr)
Week 04	Communicating with your client/patient (1 hr seminar; GpC/D mentoring 30 mins)	Seminar (1.5 hr)
Week 04	Day 1: Client 1, Encounter 1 Group C 0830-1615 Group D 0945-1715	Clinical practice (7 hr)
Week 05	Aspects of interactive reasoning (1 hr seminar; GpA/B mentoring 30 mins)	Seminar (1.5 hr)
Week 05	Day 2: Client 1, Encounter 2 Group A 0830-1615 Group B 0945-1715	Clinical practice (7 hr)
Week 06	Communicating your reasoning (1 hr seminar; GpC/D mentoring 30 mins)	Seminar (1.5 hr)
Week 06	Day 2: Client 1, Encounter 2 Group C 0830-1615 Group D 0945-1715	Clinical practice (7 hr)
Week 07	Working with another team member (3 hr seminar, based at Camperdown campus)	Seminar (3 hr)
Week 08	Aspects of pragmatic reasoning; GpA/B mentoring 30 mins)	Seminar (1.5 hr)
Week 08	Day 3: Client 2, Encounter 1 Group A 0830-1615 Group B 0945-1715	Clinical practice (7 hr)
Week 09	Aspects of narrative reasoning (1 hr seminar; GpC/D mentoring 30 mins)	Seminar (1.5 hr)
Week 09	Day 3: Client 2, Encounter 1 Group C 0830-1615 Group D 0945-171	Clinical practice (7 hr)
Week 10	Aspects of ethical reasoning (1 hr seminar; GpA/B mentoring 30 mins)	Seminar (1.5 hr)
Week 10	Day 4: Client 2, Encounter 2 Group A 0830-1615 Group B 0945-1715	Clinical practice (7 hr)
Week 11	OT role in the continuum of care (1 hr seminar; GpC/D mentoring 30 mins)	Seminar (1.5 hr)
Week 11	Day 4: Client 2, Encounter 2 Group C 0830-1615 Group D 0945-1715	Clinical practice (7 hr)
Week 12	Combining all aspects of reasoning (1 hr seminar; GpA/B mentoring 30 mins)	Seminar (1.5 hr)
Week 12	Day 5: Client 2, Encounter 3 Group A 0830-1615 Group B 0945-1715	Clinical practice (6.5 hr)
Week 13	Preparation for final assessment (1 hr seminar; GpC/D mentoring 30 mins)	Seminar (1.5 hr)
Week 13	Day 5: Client 2, Encounter 3 Group C 0830-1615 Group D 0945-1715	Clinical practice (6.5 hr)

Attendance and class requirements

Attendance:

This unit has minimum attendance requirements that include mandatory classes, academic mentoring, Cumberland Health Simulated Placement attendance, group and individual self-directed learning. These hours together contribute 80 hours towards the required 1000 hours of practice education placements.
Guidelines for the minimum hours per activity type, total minimum hours and mandatory sessions are outlined in the OCCP2086 Canvas site (refer to https://canvas.sydney.edu.au/courses/19593/modules/items/733795 ). Instructions on when to apply for special arrangements or special considerations in relation to placement attendance are also available in this section. Due to the design of this placement unit, the special considerations option of ‘new or varied placement’ may not be able to be accommodated.
Students should also refer to the timesheet gudelines on the occupational therapy page of the WIL canvas site ( https://canvas.sydney.edu.au/courses/9121/files/3953490/download?wrap=1 )

Class requirement:

This unit of study is designed to use a ‘flipped classroom’ mode of learning. Students will be expected to complete pre-readings in preparation for the Tuesday seminars. These seminars will be designed to enable students to apply the learning gained through the pre-reading.

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

There is no single prescribed text for this unit of study. Students are encouraged to read widely around the topic of professional/clinical reasoning and most occupational therapy texts now include one or more chapters on this topic. Pre-reading for each class will be linked from each weekly module to the eReserve tab in Canvas.

Chapter 34 from the following textbook provides an overview of the aspects (theories) of professional reasoning that will be covered in this unit.

Schell, B. A. B. (2018b). Professional reasoning in practice. In B. A. B. Schell & G. Gillen (Eds.), Willard and Spackman’s Occupational Therapy (13th edition, pp. 482–497). Philadelphia: Wolters Kluwer.

Relevant codes of conduct and ethical practice can be found on the WIL Canvas site, Occupational Therapy page: https://canvas.sydney.edu.au/courses/9121/pages/occupational-therapy

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. Demonstrate professional behaviours appropriate to the expectations of the university and fieldwork setting
LO2. Communicate with a range of audiences to enable teamwork and implementation of the occupational therapy process
LO3. Gather and interpret information through the occupational therapy process to develop priorities with an assigned caseload
LO4. Explain and critically reflect upon their professional reasoning with reference to occupational therapy theory and evidence-based practice.

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

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10		Practises within limits of her/his own level of competence and expertise
1.12		Identifies and uses relevant professional and operational support and supervision
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
1.16		Contributes to education and professional practice development of peers and students, and
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.3		Maintains professional boundaries in all client and professional relationships
1.4		Recognises and manages conflicts of interest in all client and professional relationships
1.5		Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
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
1.9		Identifies and manages the influence of her/his values and culture on 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
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4		Uses culturally responsive, safe and relevant communication tools and strategies
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.7		Obtains informed consent for practice and information-sharing from the client or legal guardian
4.8		Maintains collaborative professional relationships with clients, health professionals and relevant others
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

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

The academic team continue to work with students to understand the distinct but overlapping roles of the academic mentors and SIM facilitators. We also continue to further develop the learning resources to support your development towards becoming the best 'thinking' and 'acting' occupational therapist you can be.

Additional information

This unit of study outline MUST be read in conjunction with the Medicine and Health Handbook http://sydney.edu.au/handbooks/medicine_health/ . All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements.

Additional costs

In designing assessment tasks, your group may plan to purchase specific food items or other resources for a session for your client.

Site visit guidelines

For information about Cumberland Health ad expectations for professional behaviour, your health, safety and security, please refer to the Cumberland Health SIM Handbook available in the OCCP2086 canvase site: https://canvas.sydney.edu.au/courses/19593/modules/items/622668

Work, health and safety

Students must also meet all pre-placement requirements as outlined on the University of Sydney Course-specific Checks and Clearances website (http://sydney.edu.au/current_students/enrolment/course_check.shtml). Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/email etiquette. Failure to meet these requirements may prevent a student from being allocated to, and/or completing a placement or placement unit of study irrespective of their enrolment status and may thereby be unable to meet mandatory attendance requirements.
When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2086: Professional Practice 2

Semester 1, 2020 [Professional practice] - Cumberland, 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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect