Outline

Overview

This practice education unit provides students with the opportunity to build on prior practice learning opportunities in the first year of the course. This unit continues the focus on professional development, ensuring students have the foundational competencies required for Year 3 practice education units. The primary focus of this unit is to support students' capacity to actively engage in aspects of the occupational therapy process for an assigned caseload through participation in a simulated practice education placement. Students will apply professional reasoning, understanding how these metacognitive skills support their implementation of the occupational therapy process, and further develop their use of professional and therapeutic communication and ultimately teamwork. Throughout their simulated practice education placement students will develop their capacity to process and use feedback in their practical learning, which they will demonstrate through assessment.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	(OCCP1103 AND OCCP1104 AND OCCP1105 AND OCCP1106) OR (OCCP1099 AND OCCP1100)
Corequisites ?	None
Prohibitions ?	OCCP2086
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Critical reflection on developing professional reasoning Written reflection on development through SIM *NOTE: group due dates	0%	Formal exam period Due date: 03 Jun 2024 at 00:01	1500 words
Outcomes assessed:
Participation	Activity summary form - SIM Client 1 Log of participation in simulated placement activities for SIM Client 1	0%	Multiple weeks	SONIA timesheet for practice ed hours
Outcomes assessed:
Participation	Activity summary form - SIM Client 2 Log of participation in simulated placement activities for SIM Client 2	0%	Multiple weeks	SONIA timesheet for practice ed hours
Outcomes assessed:
Placement	Evaluation of Foundational Placement Competencies (EFPC) Midway, formative, placement performance assessment	0%	Multiple weeks Due date: 28 Mar 2024 at 23:59	Form ratings and comments
Outcomes assessed:
Placement	Evaluation of Foundational Placement Competencies (EFPC) Final, summative, placement performance assessment	0%	Multiple weeks Due date: 26 May 2024 at 23:59	Form ratings and comments
Outcomes assessed:
Online task	In-class quiz Formative quiz assessing understanding of UOS requirements and expectations	0%	Week 02 Due date: 26 Feb 2024 at 15:00	15-minute Canvas quiz in Monday seminar
Outcomes assessed:
Presentation	Oral case presentation and portfolio Presentations on Friday 26/4. Portfolio & group slides due Wednesday 24/04.	0%	Week 09 Due date: 24 Apr 2024 at 23:59	15 mins presentation, 5 mins questions
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Evaluation of Foundational Placement Competencies (EFPC) - This is a placement performance assessment that you will complete after SIM Cycle 2 (formative - "midway EFPC"), and again after SIM Cycle 5 (summative - "final EFPC). At each time point, you will submit a self-evaluation and staff will also complete the evaluation of your competencies. You must meet minimum requirements (staff assessed) to pass the unit of study. You need to consider staff feedback in light of your own self-evaluation and address any concerns before placement. You must raise any concerns arising at any time with your academic mentor or coordinator. The educator will make their final recommendation in the EFPC for the PE/WIL Unit of Study Coordinator to review. The Unit of Study Coordinator will determine the final result (pass/fail) in relation to the placement expectations and unit learning outcomes.
In-class quiz - A 15-minute, in-class quiz containing both MCQ and short answer questions. Focus is on administrative aspects of unit, student responsibilities, as well as SWOT analysis of SIM learning team.
Oral case presentation and portfolio - This assessment contains multiple aspects: 1) a small group 20-minute oral presentation relating to your first SIM case, including an articulation of your clinical reasoning, 2) a short, individually completed portfolio of written work (due 2 days prior to your presentation), and 3) peer evaluation including both intra and inter group feedback (you will both give and receive peer feedback for case presentations).
Critical reflection on developing professional reasoning - In this written assessment you will demonstrate your learning and critical reflection by completing a critical analysis of your development as a future occupational therapist and your development of professional reasoning skills across the semester. You will also be required to submit supporting documentation e.g. CRaFT (Critical Reflection after Feedback Tool) forms which you will have completed throughout semester, as an appendix.
Activity Summary Form: Students must maintain a summary of their placement activities in Sonia. This includes contact details of SIM Facilitator, types of experiences and timesheets. This should accurately reflect all fieldwork attendance activities as per attendance requirements and guidelines and submitted by the due date. Attendance records may be taken, and audits and verifications of hours entered in timesheets will be conducted. Falsely declaring information on attendance records or timesheets is unprofessional behaviour and may represent serious misconduct. Students are to declare on Canvas that they have met the required hours for the unit.
Required tasks - Students are required to complete and submit evidence of required pre-placement checks and maintain their currency, to maintain a timely and accurate placement timesheet record, and to actively participate in learning activities to pass this unit of study. See also attendance and class requirements.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply. https://tinyurl.com/FMH-Placement-Provisions An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy or for other serious breaches of personal and professional behaviour standards.

Detailed information for each assessment and required task can be found on Canvas.

Assessment criteria

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

Result Name	Description
Satisfied requirements (SR)	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the Faculty.
Failed Requirements (FR)	Awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the Faculty. This is the overall unit grade awarded to students who fail to meet the requried standard of performance on a placement performance assessment, or fail to satisfactorily complete any hurdle task, or who fail to attempt all assessment required tasks.

Result Name

Description

Satisfied requirements (SR)

Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the Faculty.

Failed Requirements (FR)

Awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the Faculty.

This is the overall unit grade awarded to students who fail to meet the requried standard of performance on a placement performance assessment, or fail to satisfactorily complete any hurdle task, or who fail to attempt all assessment required tasks.

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:

The above policy is written for mark-graded assessments. Although a mark is not awarded on pass/fail assessments, penalties apply to late submission of pass/fail written assessments according to the assessment of the unit learning outcomes regarding professional and learner behaviour as per the Canvas site. Late submission or inadequate completion of self-evaluations on placement performance assessments or maintenance of required records (e.g., timesheets) may result in lowered ratings on the relevant competencies. Depending on the student's overall performance, these may result in failure to meet the required minimum standard and thereby failure of the unit of study.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit; reflection and professional reasoning	Seminar (3 hr)
Week 01	Orientation to SIM (mandatory) - All Groups	Simulation laboratory (4 hr)
Week 02	Module 1: Steps in the OT process - where do we start? *In-class quiz (15 minutes, pass/fail)	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 1 - A & B Groups	Simulation laboratory (6.5 hr)
Week 03	Module 1: Information gathering/case formulation/initial assessment	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 1 - C & D Groups	Simulation laboratory (6.5 hr)
Week 04	Module 1: Feedback literacy and documentation	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 2 - A & B Groups	Simulation laboratory (6.5 hr)
Week 05	Module 1: Documentation and planning functional assessments	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 2 - C & D Groups	Simulation laboratory (6.5 hr)
Week 06	Module 2: Communicating with clients *NOTE: no academic mentoring as there is no simulated placement on Friday 29/3 due to the public holiday	Seminar (2 hr)
Week 07	Module 1: Goal setting and intervention planning	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 3 - A & B Groups	Simulation laboratory (6.5 hr)
Week 08	Module 2: Communicating with co-workers and supervisors	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 3 - C & D Groups	Simulation laboratory (6.5 hr)
Week 09	Module 3: Modes of reasoning	Seminar (2 hr)
Week 09	Oral case presentations *NOTE: presentations replace simulated fieldwork for this Friday 26/4. Please see Canvas for more information re: the assessment	Presentation (2 hr)
Week 10	Module 3: Unpacking client-centred practice	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 4 - A & B Groups	Simulation laboratory (6.5 hr)
Week 11	Module 3: Cultural safety	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 4 - C & D Groups	Simulation laboratory (6.5 hr)
Week 12	Module 4: Continued self-development	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 5 - A & B Groups	Simulation laboratory (6.5 hr)
Week 13	Module 4: UOS Wrap up	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 5 - C & D Groups	Simulation laboratory (6.5 hr)

Attendance and class requirements

Attendance:

This is a placement unit of study (Practice Education 1 placement) and contributes to the required minimum practice education.
As such, this unit of study has minimum attendance requirements that include mandatory classes, academic mentoring, simulation laboratory placement attendance, group and individual self-directed learning. These hours together contribute a minimum of 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 unit Canvas site. 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/pages/occupational-therapy

Class and simulation preparation requirements:

This unit of study is designed to use an interactive ‘flipped classroom’ mode of learning. Students will be expected to complete preparation for all class sessions and simulation laboratory placement days, including self-directed learning. Seminars will be designed to enable students to apply learning in practice, and to consolidate understanding, and as such will require active engagement in preparation by students.
At least a minimum amount of time spent in preparation, both individually and in assigned small group learning teams, is required to be documented in placement timesheets.
Preparation for simulation is reflected in the placement performance assessment. Preparation and participation in classes is likely to influence students’ performance in the written assessment task.

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 preparatory material will be posted on Canvas in the weekly module pages.

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 placement setting
LO2. Critically reflect on internal strategies to examine and monitor personal responses to cultural and social differences, with particular reference to Aboriginal and Torres Strait Islander peoples
LO3. Engage in culturally safe communication with a range of audiences to enable teamwork and implementation of the occupational therapy process, with particular reference to Aboriginal and Torres Strait Islander peoples
LO4. Gather and interpret information through the occupational therapy process for an assigned caseload
LO5. Articulate own professional reasoning underpinning the delivery of culturally safe health practices 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

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 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 1.16. 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 1.7. 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
	Australian occupational therapy competency standards 2018 - 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 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 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 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
	Australian occupational therapy competency standards 2018 - 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 2.2. Applies theory and frameworks of occupation to 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 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 3.2. 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 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 3.9. Implements an effective and accountable process for delegation, referral and handover 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 4.8. 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
	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 1.12. 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 1.7. 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 2.3. 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 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 3.2. 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 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 3.9. Implements an effective and accountable process for delegation, referral and handover
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 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

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.
1.2		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
2.2		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
2.7		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
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
3.6		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
4.4		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.

This unit of study was redesigned in 2023 and continues to undergo minor changes to improve student experience and learning outcomes. In response to student feedback, we have focused on: - improving communication and consistency between all academic and SIM teaching staff - streamlining assessments to address learning outcomes - hiring and training SIM facilitators with specialised clinical and educational skills

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/ including specific course rules for students undertaking clinical placements.

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. The handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

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.

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies.

Work Integrated Learning Canvas site

Additional costs

Costs associated with student-directed simulation activities, and with placement, are the responsbility of the student. Information on financial supports is available from the Work Integrated Learning (WIL) Canvas site and Univesity current students sites.

Work, health and safety

As you are completing a health-related degree, there are clinical checks and clearances you will need to complete before you can undertake placement. You can find more information at:

https://www.sydney.edu.au/students/clinical-placement-checks.html

You must meet all pre-placement requirements as outlined on the above site to participate in and complete this unit of study. You must also comply with all directives and relevant COVID-19 Public Health Orders and covid-safe plans, which are subject to change. This includes that there is a requirement for health care workers including students, and others so directed by the Chief Health Officer, to comply with vaccination directives. Acceptable vaccines are those stipulated by the Therapeutic Goods Administration (TGA) and protocols specified by the Australian Technical Advisory Group on Immunisation (ATAGI). If you have not completed and had verified all relevant checks, you may not be able to attend and/or complete your placement, irrespective of your enrolment status.

Further, you 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 you from being allocated to and/or completing the placement, irrespective of your enrolment status.

You are also required to comply with all directions of staff and apply your own risk assessments to activities you plan and in which you participate, and act in a manner consistent with New South Wales WHS legislation. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately.

Students will be required to wear the USYD School of Health Sciences Occupational Therapy uniform (detailed on Canvas in the SIM manual).

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

Support for students

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

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OCCP2105: Practice Education 1

Semester 1, 2024 [Professional practice] - 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

Support for students

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

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