Outline

Overview

Students will learn to determine and plan relevant occupational therapy strategies to address OT relevant needs of individuals. Students will learn to identify client problems as the clients see them and from different theoretical perspectives. Students will acquire the skills necessary to interview clients, assess their abilities and limitations in performing the daily activities which are appropriate to client roles, determine the extent of the mismatch between what clients would like to do and what they can do. Students will learn to identify problems with a range of clients with the focus being consumer (client) perspectives of problems. Students will learn to determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations. They will learn to clearly articulate the conceptual foundation and rationale for their choices.

Unit details and rules

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

Teaching staff

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

Type	Description	Weight	Due	Length
Final exam	Exam Online exam	55%	Formal exam period	2 hours
Outcomes assessed:
Participation	Tutorial attendance Attendance will be taken at each 2 hour tutorial.	0%	Multiple weeks Closing date: 26 May 2020	Attendance of a minimum of 10 tutorials
Outcomes assessed:
Skills-based evaluation	Recorded interview Oral presentation	20%	Week 08	10 minutes
Outcomes assessed:
Presentation	Recorded group case presentations Case study 5 marks allocated individually for verbal presentations skills	25%	Week 12	20 minutes total time
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Interview viva voce: The examiner will be the interviewee. After the 8 minute interview, the examiner will ask for a 2 minute summary of information gained from the interview. Interviews will be recorded. 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.
Case presentation: Students will work in a small group and complete either an adult or paediatric case study. Students will be allocated 2 hour tutorials to work through the OT process and develop a case study presentation summarising the steps
that they took to demonstrate the OT assessment and planning
process.
Exam: Students will be allocated a case study during the last week of class. Students will be required to prepare themselves for the tasks set in the examination by researching the case thoroughly and gathering relevant information to bring to the examination.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

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

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

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

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

Academic integrity

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

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

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to assessment in occupational therapy, defining occupational performance issues	Lecture (1 hr)
Week 01	Communication skills	Tutorial (2 hr)
Week 02	Interviewing guests	Lecture (1 hr)
Week 02	Person-environment-occupation model and interviewing skills	Tutorial (2 hr)
Week 03	Introduction to the Australian health system	Lecture (1 hr)
Week 03	Goal setting - shared decision making in practice	Tutorial (2 hr)
Week 05	Selection of assessments	Lecture (1 hr)
Week 05	Selecting assessments	Tutorial (2 hr)
Week 06	Activities of daily living/instrumental adcitivities of daily living assessments	Lecture (1 hr)
Week 06	Activities of daily living assessments and case allocation	Tutorial (2 hr)
Week 07	Paediatric assessment	Lecture and tutorial (3 hr)
Week 08	Mental health assessments	Lecture and tutorial (3 hr)
Week 09	Home visit and mobility/falls assessments	Lecture (1 hr)
Week 09	Falls, mobility and home visit assessments	Tutorial (2 hr)
Week 10	Cognitive and driving assessments	Lecture (1 hr)
Week 10	Cognitive assessments and case study preparation	Tutorial (2 hr)
Week 11	Assessment through play	Lecture (1 hr)
Week 11	Case study preparation	Tutorial (2 hr)
Week 12	Pressure care assessments	Lecture (1 hr)
Week 13	Summary, exam prep	Lecture (1 hr)
Week 13	Exam prep	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 12 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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Law, M., Baum, C., & Dunn, W. (Eds) (2016). Measuring occupational performance: Supporting best practice in occupational therapy. (3rd ed) SLACK: Thorofare

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. explain the process of occupational therapy from referral to discharge, with a focus on explaining the place of assessment and planning in the context of the occupational therapy process
LO2. demonstrate the skills necessary to interview clients
LO3. apply a consumer/client perspective to the identification of occupational performance issues with a range of clients
LO4. demonstrate the skills necessary to assess clients’ abilities and limitations in performing the daily activities appropriate to client roles
LO5. frame the assessment of client abilities and limitations within an occupation-based theoretical framework
LO6. critique standardised assessments commonly used in practice in terms of their reliability, validity and measurement parameters (e.g. frequency, duration, measurement criteria), and their application to measurement decisions
LO7. determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations
LO8. clearly articulate the conceptual foundation and rationale for your choices of assessment strategies when applied to individual cases
LO9. plan and execute selected measurement strategies appropriately
LO10. interpret assessment findings in relation to occupations, tasks, roles and environments, and document these
LO11. write short and long-term goals that are measurable, based on assessment findings
LO12. link assessment findings to a beginning-level intervention plan which incorporates goals, strategies, and selection of appropriate interventions
LO13. reflect on your own level of capability in occupational therapy assessment and planning, and set goals for continued learning in the semester which follows.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10		Practises within limits of her/his own level of competence and expertise
1.5		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
1.9		Identifies and manages the influence of her/his values and culture on practice
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4		Develops a plan with the client and relevant others to meet identified occupational therapy goals
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
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

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

Feedback from students last year indicated peer review of presentation performance and participation was not in a standardised manner. This will not be a requirement, and instead presentation performance/communication will be marked by the examiner for each individual

Additional information

Student Administration Manual on the Faculty of Health Sciences

Disclaimer

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

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP5217: OT Assessment and Planning

Semester 1, 2020 [Normal day] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect