Outline

Overview

This unit will engage students in the process of developing professional skills within elements of the occupational therapy process. The unit will explore the integration of personal reflexivity, client's lived experience, evidence-based practice, and clinical reasoning as core capabilities in professional decision-making and the application of client-centred occupational therapy processes. Tools learned in the classroom context will be applied in a clinical simulation program (embedded in the unit). This will provide opportunities for students to reflect on their own professional behaviour and development. A professional placement completed during semester breaks will further allow students to develop and document their ongoing achievement of professional competencies in a range of appropriate practice skills.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5237
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jennie Brentnall, jennie.brentnall@sydney.edu.au
Lecturer(s)	Jennie Brentnall, jennie.brentnall@sydney.edu.au
Lecturer(s)	Jessica Rafanelli, jessica.rafanelli@sydney.edu.au
Tutor(s)	Sarah Davis, sarah.davis@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Oral examination Viva voce - up to 15 minutes	60%	Formal exam period	n/a
Outcomes assessed:
Participation	Participation Participation and assigned tasks, logged in a submitted timesheet	0%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	Evaluation of Foundational Placement Competencies - Simulation Placement performance assessment	0%	Multiple weeks	n/a
Outcomes assessed:
Placement	Evaluation of Foundational Placement Competencies - Placement Placement performance assessment	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Critical reflection on developing professional reasoning Critical analysis	40%	Multiple weeks	1,100 words
Outcomes assessed:
= hurdle task ?

Assessment summary

In order of completion...

Evaluation of Foundational Placement Competencies - Simulation You will complete this placement performance assessment after SIM Day 2 (formative), and again after SIM Day 5 (summative). 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.
Critical reflection on developing professional reasoning In this two-part written assessment you will demonstrate your learning and critical reflection by completing a critical analysis of your developing professional reasoning so far and how you will continue to develop.
Oral examination In up to 15 minutes in an interview format, you will articulate your understanding of your approach and reasoning in the occupational therapy process and application of therapeutic communication. Questions will focus on your experiences in the second half of simulation and learning throughout the unit, drawing on your direct experiences and variations that you may encounter in practice.
Evaluation of Foundational Placement Competencies - Placement You will complete this placement performance assessment around midway through placement (formative), and again nearing the completion of placement (summative). At each time point, you will complete a self-evaluation and your placement educator(s) will also complete the evaluation of your competencies. You must meet minimum requirements (coordinator moderated) to pass the unit of study. You need to consider your performance in simulation and educator feedback throughout, as well as your own self-evaluation, and address any concerns as they arise. You must promptly communicate concerns arising at any time to your coordinator.
Participation Required participation in this unit includes mandatory classes, academic mentoring, simulation, placement, individual and group self-directed learning, and completion of assigned tasks. Fieldwork timesheets must be completed and submitted for simulation and placement, with minimum total hours and minimum hours per activity type required to satisfactorily complete this unit of study.

Detailed information for each assessment can be found on Canvas.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply.

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	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined in the rubrics for each graded assessment task. This generally equates with performance consistently well in the ‘Extensions’ level of the ICE rubric.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Extensions’ level of the ICE rubric.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by the rubrics for each graded assessment task. This generally equates with performance consistently well in the ‘Connections’ level of the ICE rubric.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Connections’ level of the ICE rubric.
Fail	0 - 49	Awarded when you don’t meet the learning outcomes of the unit to a satisfactory standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Ideas’ level of the ICE rubric. This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, irrespective of cumulative performance on other assessment 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:

Supplementary information: The above policy applies to written (graded) assessments. 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.

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
Multiple weeks	Fieldwork 2 (FW2) placement	Placement (80 hr)
Week 01	Introduction to OCCP5238: Occupational Therapy Process and Occupational Therapy Student Processes	Seminar (3 hr)
Week 01	Introduction to SIM: People and Spaces	Clinical practice (3 hr)
Week 02	Professional Reasoning: Noticing, Recalling, Planning	Seminar (3 hr)
Week 03	Reasoning with procedural and scientific factors (+mentoring groups A and B)	Seminar (1.5 hr)
Week 03	SIM Day 1: groups A and B	Clinical practice (7 hr)
Week 04	OT roles in a continuum (+mentoring groups C and D)	Seminar (1.5 hr)
Week 04	SIM Day 1: groups C and D	Clinical practice (7 hr)
Week 05	Reasoning with narrative factors (+mentoring groups A and B)	Seminar (1.5 hr)
Week 05	SIM Day 2: groups A and B	Clinical practice (7 hr)
Week 06	Reasoning with interpersonal factors (+mentoring groups C and D)	Seminar (1.5 hr)
Week 06	SIM Day 2: groups C and D	Clinical practice (7 hr)
Week 07	Reasoning with pragmatic factors (+mentoring groups A and B)	Seminar (1.5 hr)
Week 07	SIM Day 3: groups A and B	Clinical practice (7 hr)
Week 08	Team communication (+mentoring groups C and D)	Seminar (1.5 hr)
Week 08	SIM Day 3: groups C and D	Clinical practice (7 hr)
Week 09	Therapeutic communication (+mentoring groups A and B)	Seminar (1.5 hr)
Week 09	SIM Day 4: groups A and B	Clinical practice (7 hr)
Week 10	Therapeutic relationships (+mentoring groups C and D)	Seminar (1.5 hr)
Week 10	SIM Day 4: groups C and D	Clinical practice (7 hr)
Week 11	Conditional reasoning (+mentoring groups A and B)	Seminar (1.5 hr)
Week 11	SIM Day 5: groups A and B	Clinical practice (7 hr)
Week 12	Reasoning with ethical factors (+mentoring groups C and D)	Seminar (1.5 hr)
Week 12	SIM Day 5: groups C and D	Clinical practice (7 hr)
Week 13	Transitioning from simulated to real-life practice education placement settings	Seminar (3 hr)

Attendance and class requirements

Attendance

This unit has minimum attendance and participation requirements that include mandatory classes, academic mentoring, simulation, placement, group and individual self-directed learning, assigned tasks, and record keeping.
Requirements contributing toward the required 1000 hours of practice education placements in the degree must be promptly and accurately logged in submitted timesheets. Guidelines for the minimum hours per activity type, total minimum hours and mandatory sessions are outlined in the unit Canvas site. Students should also refer to the timesheet gudelines on the occupational therapy page of the WIL canvas site.
Instructions on when to apply for special arrangements or special considerations in relation to placement attendance are also available on the unit Canvas site and students should consult the unit coordinator for instruction on correct applications. Due to the design of this placement unit, the special considerations option of ‘new or varied placement’ may not be able to be provided.

Class requirements

Classes in this unit are highly interactive and advance preparation and follow-up work are expected to succeed in the unit. Please raise any concerns or difficulties promptly with your academic mentor.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate professional behaviours and self-management skills appropriate to the expectations of the university and fieldwork settings;
LO2. explain and critically reflect upon their professional reasoning with reference to occupational therapy theory and evidence-based practice;
LO3. communicate with a range of audiences to achieve professional objectives and build collegial and therapeutic relationships;
LO4. gather and interpret information through the occupational therapy process to develop priorities with an assigned caseload.

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

Responding to student feedback

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

This unit is continually updated. The academic team continue to work with students to understand the complementary roles of the academic mentors and SIM facilitators. We also continue to further develop the learning resources to support your development. Finally, experiences of adapting the equivalent first semester unit in response to Covid-19 requirements have been used to develop adaptations for this unit.

Additional information

This unit of study outline MUST be read in conjunction with the Medicine and Health Handbook http://sydney.edu.au/handbooks/medicine_health/ . All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.
The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements.

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

Students must also meet all pre-placement requirements as outlined on the University of Sydney Course-specific Checks and Clearances website (http://sydney.edu.au/current_students/enrolment/course_check.shtml). Further, students 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 a student from being allocated to, and/or completing a placement or placement unit of study irrespective of their enrolment status and may thereby be unable to meet mandatory attendance requirements to satisfactorily complete the unit.

Consistent with New South Wales WHS legislation, you are also required to complete a WHS induction within the first few days of your placement, and if relevant, at any time you attend to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for yourself and others that you are responsible for. The university has a duty of care to you to ensure you have been inducted appropriately and similarly you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist form in Sonia. Completing this task within the time limits provided is consistent with the professional behaviour expectations of learning outcome 1 of this unit of study and assessed as part of the placement assessment.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

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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Media

Student links

About us

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Current students

OCCP5238: Developing OT Prof. Skills in Practice

Semester 2 Early, 2020 [Normal day] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect