Outline

Overview

This unit of study examines the impact of occupational performance limitations on occupations that are necessary for self-care at home or in the community. These include mobility, personal care (eating, dressing, bathing, toileting, grooming, etc.) and rest/sleep. Disturbances in self-maintenance and sleep/rest can occur then people experience reduced physical, cognitive and psychosocial capacity and/or environmental constraints. Students will develop skills in the assessment, enhancement, maintenance and restoration of mobility and personal care occupations. Specifically, students will examine: the importance of mobility and personal care to human existence; the concept of maintaining self (physical and psychological); and the importance of sleep and rest to everyday health and function. Students will learn and demonstrate: current approaches to manual handling when assisted transfers are required; mobility sequences (bed, wheelchair and walking mobility), transfers and seating; personal care routines and tasks (eating, dressing, bathing, toileting, grooming and personal hygiene), including parenting children who require additional assistance with mobility and personal care routines; and equipment prescription, including wheelchair prescription and associated sources of funding.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP1103 and OCCP1105 and OCCP2090
Corequisites ?	None
Prohibitions ?	OCCP2085
Assumed knowledge ?	OCCP1101 and OCCP1102 and OCCP1104
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Weihong Zhang, weihong.zhang@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Viva Demonstration of skills with clinical reasoning	50%	Formal exam period	15 minute demonstration
Outcomes assessed:
Participation	Tutorial Attendance Students must attend and participate in a minimum of 10 of the 13 tutorials	0%	Multiple weeks	Minimum of 10 tutorials
Outcomes assessed:
Tutorial quiz	Multiple choice quizzes Fortnightly quiz of the previous 2 weeks' content	5%	Week 02 Due date: 06 Mar 2023 at 11:30 Closing date: 06 Mar 2023	10 minutes
Outcomes assessed:
Tutorial quiz	Multiple choice quiz Informal test of the previous 2 week's content	5%	Week 04 Due date: 20 Mar 2023 at 11:30 Closing date: 20 Mar 2023	10 minutes
Outcomes assessed:
Tutorial quiz	Multiple Choice quiz Informal test of previous 2 weeks' content	5%	Week 06 Due date: 03 Apr 2023 at 11:30 Closing date: 03 Apr 2023	10 minutes
Outcomes assessed:
Tutorial quiz	Multiple Choice Quiz Informal test of previous 2 weeks' content	5%	Week 08 Due date: 24 Apr 2023 at 11:30 Closing date: 24 Apr 2023	10 minutes
Outcomes assessed:
Tutorial quiz	Multiple Choice quiz Informal test of previous 2 weeks' content	5%	Week 10 Due date: 08 May 2023 at 11:30 Closing date: 08 May 2023	10 minutes
Outcomes assessed:
Presentation	Case Presentation Group preparation and presentation of a case study	25%	Week 12 Due date: 21 May 2023 at 23:59 Closing date: 21 May 2023	10 minute presentation
Outcomes assessed:
= group assignment ?

Assessment summary

Fortnightly quiz – students will be required to complete a quiz of the previous 2 weeks’ content at the end of weeks 2, 4, 6, 8 & 10. The quiz will be administered through the OCCP2101 CANVAS site.
Case presentation: Students will work in a small group and complete either an adult or paediatric case study. Students will give a presentation of occupational therapy assessments, goal setting and interventions to manage the case with evidence and clinical reasoning to justify their choices.
Viva: Students will demonstrate clinical reasoning and ability to perform an assessment or intervention for a given a self maintenance or rest occupation.

You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. Detailed information for each assessment will be available on Canvas.

Assessment criteria

Result name	Mark Range	Description
High distinction	85-100
Distinction	75 – 84
Credit	65 – 74
Pass	50 – 64
Fail	0 – 49	Learning outcomes not met at 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	Self maintenance and rest occupations - introduction, definitions, cultural context, ethical issues, occupational therapy framework, potential OPIs and goals	Lecture (1 hr)
Week 01	Introduction to self maintenance and rest occupations - context and issues for practical consideration	Tutorial (2 hr)
Week 02	Safe ambulation, mobilisation with mobility aids, transfer abilities and techniques: assessments and interventions	Lecture (1 hr)
Week 02	Safe ambulation, mobilisation with mobility aids, transferring. Clinical skill development in assessment and methods for OT interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 03	Seating, wheelchair assessment and prescription, stages of growth and changing needs Assessment and intervention, electric wheelchairs and scooters; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 03	Seating, wheelchair assessment and prescription, stages of growth and changing needs. Clinical skills for assessment and intervention.	Tutorial (2 hr)
Week 04	Sleep – definition, pathology, routine/hygiene, environment, impact on wellness, assessment, interventions for new born to advanced age.	Lecture (1 hr)
Week 04	Sleep – Assessment and intervention; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 05	Rest – definition and comparison with leisure, pathology, assessment, interventions; new born to advanced age	Lecture (1 hr)
Week 05	Task analysis – tools for self report vs observational assessment; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 06	Bed mobility, Pressure care, beds, developmental and prognostic considerations Assessment and intervention; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 06	Bed mobility, Pressure care, beds - Assessment and intervention; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 07	Bathing, cultural expectations and methods, temporary/degenerative/permanent inability – assessments and interventions; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 07	Bathing; clinical skills and techniques for assessments and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 08	Dressing; cultural expectations and methods, stage of development, temporary/degenerative/permanent inability – assessments and interventions Tools for assessment, interventions; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 08	Dressing; clinical skills for assessment and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 09	Eating; independent and safe eating/self feeding; safe swallowing, mastication, drinking, upper limb function, choice (eg vegetarian or eating disorder etc).Neo-natal to aged physiology of swallowing, positioning, signs of dysphagia, self-feeding in cultural context, mental and physical wellbeing. Observational assessment and interventions; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 09	Eating; clinical skills to enable independent and safe eating/self feeding. Observational assessment and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 10	Toileting; cultural expectations and methods, life-stage expectations, continence, bladder and bowel management.	Lecture (1 hr)
Week 10	Toileting, cultural expectations and methods, life-stage expectations, continence, temporary/degenerative/permanent inability – assessments and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 11	ADLs assessment and outcome tools, overview of psychometric properties	Lecture (1 hr)
Week 11	Task analysis – tools for self report vs observational assessment; physical, cognitive, psychosocial components. Selection and appraisal of assessment tools.	Tutorial (2 hr)
Week 12	Personal hygiene and grooming; menstruation management, teeth cleaning, shaving, hair brushing/combing, sexual activity and managing contraceptive devices. Assessment and interventions; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 12	Personal hygiene and grooming, clinical skills for assessment and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 13	OT interventions and outcomes measurement to enable self maintenance and rest. Viva preparation.	Lecture (1 hr)
Week 13	Revision of clinical assessment and interventions to enable self maintenance and rest	Tutorial (2 hr)

Attendance and class requirements

Attendance: Students must attend one tutorial per week and one lecture per week. Attendance at tutorials is compulsory in this unit and will be recorded for the tutorial groups. A student who attends a minimum 10 of the 13 tutorials will be eligible to sit the examination. Students who attend fewer than 10 tutorials must be approved special considerations through the formal applications process to be eligible to sit the final examination. If approved, the student must complete, submit and have assessed as satisfactory, prescribed “work in lieu” modules by the end of week 12.

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

Readings will be primarily from the following text books:

Schell, B.B., & Gillen, G. (2018). Willard and Spackman's Occupational Therapy. 13th Edition. Wolters Kluwer
Powers-Dirette D., & Gutman S.A., (2020) . Occupational Therapy for Physical Dysfunction. 8th Edition. Wolters Kluwer

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 concepts of “self maintenance and rest” and frame the assessment of client abilities and limitations within an occupation-based theoretical framework.
LO2. Apply a consumer/client perspective to the identification of self-care issues and practices for Aboriginal and Torres Strait Islander peoples and people of culturally diverse backgrounds.
LO3. Demonstrate the skills necessary to assess clients’ abilities and limitations in performing their daily self maintenance and rest activities appropriate to clients’ lifestage and role within their home and community environment.
LO4. Determine the appropriateness of, and select from a variety of self-care assessment methods including interviews, clinical observation, standardized and non-standardized assessments.
LO5. Link assessment findings to an intervention plan which incorporates goals, strategies, and selection of appropriate measurement of intervention outcomes.
LO6. Demonstrate knowledge of interventions that enable self maintenance and rest, including [but not limited to]: functional skills training, remediation, task modification, environmental modifications, psychological interventions and assistive technology.
LO7. Describe and critique published evidence about the assessments and 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 - 1.1. 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 3.3. 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
	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 3.3. 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 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 3.3. 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 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 3.3. 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
	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 3.3. 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 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 3.3. 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 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 3.5. 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 -

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
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
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

Responding to student feedback

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

The time of each tutorial will be increased from 1 hour to 2 hours based on USS report from last year. This change will enable students to master and knowledge and skills required for this unit of study.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2101: Self-maintenance and Rest Occupations

Semester 1, 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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect