OCCP3102: Intensive April

Overview

Evidence Based Practice is the cornerstone of modern service delivery approaches in all healthcare settings. In this unit of study, students will learn and apply modern approaches to Evidence Based Practice and will explore challenging questions such as, How do I integrate client centred and person directed planning approaches with concepts of Evidence Based Practice? How do I approach situations where there is limited evidence to guide my interventions? How can I establish rigorous evaluation approaches to ensure my interventions are achieving the desired outcomes, and How can I develop practice based quality improvement and research projects to help general evidence to support best practice? This unit will be delivered in block mode alongside Practice Education placements, so students will have the opportunity to use their practice based experiences to explore and apply the content of this unit in their practice.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP2105
Corequisites ?	OCCP3101
Prohibitions ?	OCCP4089
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Liesl Peters, liesl.peters@sydney.edu.au
Lecturer(s)	Justin Scanlan, justin.scanlan@sydney.edu.au
Lecturer(s)	Liesl Peters, liesl.peters@sydney.edu.au

Assessment

The census date for this unit availability is 2 May 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Evaluation proposal Evaluation proposal for a proposed or existing program	40%	Mid-semester break Due date: 24 Apr 2025 at 23:59 Closing date: 24 Apr 2025	Approx 2000 words
Outcomes assessed:
Small continuous assessment	Portfolio of small tasks Portfolio of small tasks completed before and during class activities. This includes preparation and consolidation activities to assess the development of student knowledge during the unit.	60%	Week 08 Due date: 17 Apr 2025 at 18:00	Approximately 3000 words
Outcomes assessed:
= AI allowed ?

Assessment summary

Assessment 1: Portfolio of small tasks

Prior to, during and following block mode workshops, students will engage individually and in small learning teams to develop, refine and apply a variety of skills required to meet the learning outcomes for this unit. These will be embedded within a number of small tasks that are completed throughout the course of the block and can also include small within-class tests. Formative feedback will be provided through peer review and appraisal as well as general “whole-of-class” feedback. This feedback will then be integrated by students to enhance their final responses. The original submissions, peer feedback and appraisal and revised submissions (updated based on peer review and general feedback) will be compiled and submitted as a portfolio of continuous assessment. Students will be required to have completed their portfolio for grading by the end of day on the date for workshop 3 (b) (17/04).

Assessment 2: Evaluation Proposal

Drawing together all aspects of learning, students will prepare an evaluation proposal for an occupational therapy program. Guided by a structured template, students will identify existing knowledge and knowledge gaps, as well as outcome measures suitable to be implemented in the evaluation. Programs to be evaluated could be ones that students have observed during placement experiences in Practice Education (OCCP3101) or could be a program to address a need identified by the student or their learning team.

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	Outstanding level of achievement: Moves well beyond what would normally be expected for the student’s level of learning. The work is structured appropriately, deeply analytical and well supported.
Distinction	75 - 84	Excellent level of achievement: Clearly structured and presented. Ideas/arguments are well articulated and systematically presented. All tasks set by the assessment item are completed. Work is comprehensive, analytical and presents evidence of critical thinking.
Credit	65 - 74	Above average level of achievement: Incorporates many of the aspects listed above but without the same degree of analysis or critical thinking. Demonstrates a sound understanding of the content.
Pass	50 - 64	Acceptable level of achievement: Work submitted meets the basic requirements of the set task. Demonstrates a basic understanding of the topic/issue/concern but is less precise and less discriminating than higher level responses.
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.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

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

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

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

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

Academic integrity

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

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

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
Mid-semester break	Self-directed preparation activities	Individual study (8 hr)
	Workshop 4(a): Developing your program evaluation proposal	Block teaching (3 hr)
	Workshop 4(b): Developing your program evaluation proposal	Block teaching (3 hr)
Week 06	Self-directed preparation activities	Individual study (8 hr)
Week 06	Workshop 1: Evidence based practice in occupational therapy part 1: Introduction to evidence-based practice, its process and core skills	Block teaching (6 hr)
Week 07	Self-directed preparation activities	Individual study (8 hr)
Week 07	Workshop 2: Evidence based practice in occupational therapy part 2: Consolidation of critical appraisal skills and application of findings to practice and practice redesign; processes and skills in selecting and using outcome measures	Block teaching (6 hr)
Week 08	Self-directed learning activities	Individual study (8 hr)
	Workshop 3(a): Program logic and research planning.	Block teaching (3 hr)
	Workshop 3(b): Program evaluation and research planning – generating evidence for practice	Block teaching (3 hr)

Attendance and class requirements

Attendance at all workshops is mandatory. Any absence needs to be approved via special considerations process.

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

1.	Hoffman, T., et al. (2024). Introduction to Evidence-Based Practice. Evidence-Based Practice Across the Health Professions. T. Hoffman, S. Bennett and C. Del Mar. New South Wales, Australia, Elsevier: 1-13.
2.	Del Mar, C., et al. (2024). Information Needs, Asking Questions, and Some Basics of Research Studies. Evidence-Based Practice Across the Health Professions. T. Hoffman, S. Bennett and C. Del Mar. New South Wales, Australia, Elsevier: 14-33.
3.	Clark, J. (2024). Finding the Evidence. Evidence-Based Practice Across the Health Professions. T. Hoffman, S. Bennett and C. Del Mar. New South Wales, Australia, Elsevier: 34-48.
4.	Page, M. J., et al. (2024). Appraising and Interpreting Systematic Reviews. Evidence-Based Practice Across the Health Professions. T. Hoffman, S. Bennett and C. Del Mar. New South Wales, Australia, Elsevier: 253-280.
5.	Hoffman, T. and L. Tooth (2024). Shared Decision Making. Evidence-Based Practice Across the Health Professions. T. Hoffman, S. Bennett and C. Del Mar. New South Wales, Australia, Elsevier: 293-318.
6.	Fawcett, A. L. (2007). Purposes of assessment and measurement. Principles of assessment and outcome measurement for occupational therapists and physiotherapists: theory, skills and application. A. L. Fawcett. Chichester, England, Wiley: 91-133.
7.	Fawcett, A. L. (2007). Validity and Clinical Utility. Principles of assessment and outcome measurement for occupational therapists and physiotherapists: theory. skills and application. A. L. Fawcett. Chichester, England, Wiley: 169-191.
8.	Fawcett, A. L. (2007). Reliability. Principles of assessment and outcome measurement for occupaitonal therapists and physiotherapists: theory, skills and application. A. L. Fawcett. Chichester, England, Wiley: 193-212.
9.	Unsworth, C. (2000). "Measuring the outcome of occupational therapy: Tools and resources." Australian Occupational Therapy Journal 47(4): 147-158.
10.	Centre for Epidemiology and Evidence (2017). Developing and Using Program Logic: A Guide. . Population and Public Health Division. Sydney, NSW, Ministry of Health.
11.	RCSLT (2021) RCSLT Framework. Measuring outcomes outside of individualised care: a framework.

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. Apply skills in literature searching and critical appraisal tools to source and evaluate research evidence to underpin evidence-informed practice in occupational therapy
LO2. Describe the value of outcome measurement as a key component of evidence-informed OT practice
LO3. Apply appraisal tools and guidelines to intervention research and outcome measures suited to occupational therapy interventions
LO4. Apply modern evidence-based practice approaches, especially in the context of consumer-directed service contexts and in contexts where evidence may be limited
LO5. Critically evaluate and analyse approaches to outcome measurement and evaluation to ensure culturally responsive and culturally safe service delivery is supported
LO6. Articulate the components of program logic and apply to evaluation and outcome measurement in occupational therapy programs.

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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 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 2.9. Maintains knowledge of relevant resources and technologies, and 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. 4.6. Maintains contemporaneous, accurate and complete records of practice 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
	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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 3.14. Contributes to quality improvement and service development. 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	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 2.10. Maintains digital literacy for practice. 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 2.9. Maintains knowledge of relevant resources and technologies, and
	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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 3.6. 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 4.10. 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
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.5. 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 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.8. 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 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 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. 4.6. Maintains contemporaneous, accurate and complete records of 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
1.6		Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10		Maintains digital literacy for practice.
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.4		Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
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
2.9		Maintains knowledge of relevant resources and technologies, and
3.11		Evaluates client and service outcomes to inform future practice
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
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice

Responding to student feedback

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

The unit was first delivered in 2023. Students found the online independent preparation work useful and the on-campus classes stimulating as they used a variety of teaching methods. The cumulative development of the portfolio and hard-copy progressive presentation of work at on-campus classes was valued. These strategies will be retained and refined in 2024.

Disclaimer

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

This unit of study outline was last modified on 26 Feb 2025.

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

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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP3102: Using and Generating Evidence in OT

Intensive April - May, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect