Outline

Overview

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?

Unit details and rules

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

Teaching staff

Coordinator	Joan O'Donnell, joan.odonnell@sydney.edu.au
Lecturer(s)	Bronwyn Simpson Simpson, bronwyn.simpson@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Open book)	Final Exam n/a	50%	Formal exam period	2 hours
Outcomes assessed:
Participation	Attendance Students must attend at least 10 out of 12 tutorials.	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Community access and participation workbook Written assessment	50%	Week 09	3000 words
Outcomes assessed:
= hurdle task ? = Type C final exam ?

Assessment summary

Community access and participation workbook: The workbook will include a series of readings and community-based activities, with reflection questions.
End of Semester Exam: Based on lecture content, the exam will consist of case studies to examine students’ ability to apply knowledge learnt in the lectures (and associated readings) to clinical situations.

Detailed information for the assessment will be available 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.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

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	1. Introduction; 2. Unit of study outline; 3. Assessments	Online class (1 hr)
Week 01	Introduction to community	Online class (2 hr)
Week 02	Barriers and enablers to community participation	Online class (1 hr)
Week 02	OT assessment and intervention to facilitate community participation	Online class (2 hr)
Week 03	Self-care activities and mobility in the community	Online class (1 hr)
Week 03	Self-care activities and mobility in the community (practical)	Tutorial (2 hr)
Week 04	Transport	Online class (1 hr)
Week 04	Wheelchair and scooter use in the community (practical)	Tutorial (2 hr)
Week 05	Driving	Online class (1 hr)
Week 05	Vehicle modifications and instrumental ADLs in the community	Tutorial (2 hr)
Week 06	Leisure Part A	Online class (1 hr)
Week 06	Self-directed learning: leisure and community organisations	Independent study (2 hr)
Week 07	Leisure Part B: Sargood on Collaroy	Lecture (1 hr)
Week 07	Community visit: Collaroy precinct	Field trip (2 hr)
Week 08	Travel training for adults with intellectual disability	Online class (1 hr)
Week 08	NDIS and community participation	Online class (2 hr)
Week 09	Assistive technology for community occupations	Online class (1 hr)
Week 09	Presentation of leisure and community case studies	Tutorial (2 hr)
Week 10	Productivity	Online class (1 hr)
Week 10	Productivity	Online class (2 hr)
Week 11	Goal setting and paediatric case studies	Online class (1 hr)
Week 11	Risk, rights, and self-management	Online class (2 hr)
Week 12	1. Unit of study evaluations; 2. Unit of study review	Online class (1 hr)
Week 12	Practical considerations for working in the community	Online class (2 hr)

Attendance and class requirements

Attendance: Attendance at tutorials is compulsory in this unit. Attendance is recorded for the tutorial groups. A student who attends a minimum 10 of the 12 tutorials will be eligible to sit the examination. Lecture attendance is not compulsory, however knowledge gained from the lecture will be essential for the tutorial and exam. It is the student’s responsibility to have their attendance registered by the instructor at each tutorial. Failure to register even if present will be deemed non-attendance. A student who attends less than 10 tutorials will not be eligible to pass the unit unless special consideration applications have been received. Special Consideration is required using University of Sydney policies, processes, forms and with supporting documentation that demonstrates the student meets eligibility criteria and official approval for each instance of absence must be granted by the University Student Administration and where required, the Unit Coordinator.

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.

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. define the meaning of ‘community’ and ‘community participation’
LO2. assess the needs and capacities of people living with lifelong, chronic, and complex conditions, with regard to meaningful community participation
LO3. assess, select, and modify community environments to enhance participation and identify environmental constraints that cannot be modified
LO4. use skills, knowledge, and attitudes to promote social inclusion by community members, volunteers, and mentors
LO5. enable individuals to advocate on their own behalf with regard to community participation
LO6. demonstrate knowledge of interventions that enable community participation, including (but not limited to) self-management, case management, environmental modifications, and assistive technology
LO7. describe and critique published evidence about these interventions.

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 - 1.15. Addresses issues of occupational justice in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in 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
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 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 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.15. Addresses issues of occupational justice in practice 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 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 3.4. Develops a plan with the client and relevant others to meet identified 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 3.6. 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 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.15. Addresses issues of occupational justice in practice 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 3.4. Develops a plan with the client and relevant others to meet identified 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 3.6. 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 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified 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
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.15. Addresses issues of occupational justice in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 3. Occupational therapy process and practice

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
1.11		Maintains professional competence and adapts to change in practice contexts
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
1.15		Addresses issues of occupational justice in 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.
1.2		Adheres to legislation relevant to practice
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
1.6		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
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
2.10		Maintains digital literacy for 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
2.4		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
2.6		Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.7		Implements a specific learning and development plan when moving to a new area of practice or returning to practice
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
3.1		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
3.12		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
3.14		Contributes to quality improvement and service development.
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
3.4		Develops a plan with the client and relevant others to meet identified 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
3.6		Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
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
4.3		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
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.6		Maintains contemporaneous, accurate and complete 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.

Feedback from the past 2 years has highlighted the benefits of case-based and experiential learning activities eg distributors explaining the latest technology and the off-site visit. This will be difficult to implement and extend opportunities with the current restrictions, but every endeavour will be made to provide the same experiences.

Additional information

Additional costs

The wheelchair task for assessment 1 will involve public transport fares and a drink purchase.

Site visit guidelines

Pending COVID19 restrictions, there will be an off-site visit to Collaroy in week 7. Instructions will be given closer to the date.

Work, health and safety

The Assessment 1 task involves each student using a manual wheelchair in the community, with assistance from a peer student. Please let the tutors know if you have concerns about being able to conduct this activity.

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

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

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2087: Occupational Performance: Community

Semester 2, 2020 [Normal day] - 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

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

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect