Outline

Overview

An extended fieldwork placement and intensive on-campus study provides students with the opportunity to consolidate, apply, and further develop their knowledge of occupational therapy practice, with a focus on graduate capabilities. Enabling participation lies at the core of all occupational therapy practice and students will have the opportunity to implement, monitor, and evaluate a range of strategies for an agreed caseload. As members of different interdisciplinary teams, students will have opportunities to engage in formal and informal inter-professional learning. This unit enables students to continue to build on learning gained through OCCP5237, OCCP5238 and OCCP5239 through the participation in a seven-week, supervised 36hr/week placement in a professional service setting.

Unit details and rules

Academic unit	Participation Sciences
Credit points	9
Prerequisites ?	OCCP5237 and OCCP5238 and OCCP5239 and OCCP5208 and OCCP5218 and OCCP5219
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Davis, sarah.davis@sydney.edu.au
Lecturer(s)	Sarah Davis, sarah.davis@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Student Placement Evaluation Form (SPEF-R2) SPEF-R@: Competency based evaluation completed by facilitator and student	0%	Multiple weeks	n/a
Outcomes assessed:
Placement	Continuing Professional Development Plan CPD Plan: Written assessment	0%	Multiple weeks	As per CPD template
Outcomes assessed:
Assignment	Professional Reasoning Case Study Articulation (visual/audio) of professional reasoning	70%	Multiple weeks	1 page poster & video recording (8 min)
Outcomes assessed:
Assignment	Evaluation of Telehealth Implementation Telehealth Evaluation: Written assessment	30%	Week -04 Due date: 12 Jul 2020 at 23:59	1250 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Continuing professional development plan: Within the first two weeks of placement, students and supervisors will identify three goals and associated outcomes. For each of these, students will complete two activities, identifying the resources and implications for their practice as an occupational therapy student. One of these goals will be associated with Development of Inter Professional Learning, and will include one Activity from the IPL Resources for Placement. The number of CPD hours completed in the course of the placement should also be included. This plan is to be implemented by the completion of the placement, with copy ofIPL completion certificate uploaded with completed CPD Plan.

Student Placement Evaluation Form: Using the SPEF-R (provided electronically or in paper form), students and educators will independently rate students’ demonstration of core professional behaviours and skills during their off-campus placement. Students will arrange with their educators to review performance midway through the placement (approximately end of Week 4) and each will complete and then together discuss the entire assessment form near the end of the placement. The educator will make their final recommendation for the Unit of Study Coordinator to review and determine the final result (Pass/Fail) in relation to the placement expectations and unit learning outcomes.

Evaluation of Telehealth Implementation: This written assessment allows you to demonstrate your ability to evaluate the implementation of telehealth videoconferencing for a given case example.

Professional Reasoning Case Study: This written and video-based assessments allows you to demonstrate your ability to articulate and justify your reasoning.

To pass this unit of study, students must:

submit all assessments as per the instructions in CANVAS.
achieve a cumulative mark of 50% or higher across the Evaluation of Telehealth Implementation and Professional Reasoning Case Study assessments
achieve a pass grade on the SPEF-R
Achieve a pass grade on the HCC assessment.

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. https://tinyurl.com/FMH-Placement-Provisions An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

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:

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	The detailed schedule for this unit of study is provided on the CANVAS site. total hours for the unit of study are provided on the CANVAS site	Clinical practice (260 hr)
Week -01	Orientation to Unit and Fieldwork 4	Independent study (1 hr)
	Seminar Professional Reasoning with application to models of occupational performance and OT Process,	Seminar (3 hr)
	Telehealth: Charles Sturt University and Three Rivers UDRH Online course. Refresher if not previously completed.	Independent study (3 hr)
	Competent Practise: Introduction to SPEFr-2 and Continuing Professional Development Plan.	Block teaching (4 hr)
Week 08	Debrief	Seminar (1.5 hr)

Attendance and class requirements

Attendance: This unit has minimum attendance requirements that include placement, on-campus mandatory classes, active engagement in online discussions in learning teams, group and individual self-directed learning.

Guidelines for the minimum hours per activity type, total minimum hours and mandatory sessions are outlined in the OCCP5240 Canvas site (https://canvas.sydney.edu.au/courses/34477/). Failure to meet and accurately log minimum attendance requirements will prevent students from satisfactorily completing the unit of study. Students are required to log their attendance accurately and in a timely manner (within one week of each activity) in a Sonia timesheet, according to the guidelines provided. Attendance records are taken for classes and may be checked against Sonia records.

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.

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 9 credit point unit, this equates to roughly 180-225 hours of student effort in total.

Required readings

There is no single prescribed text for this unit of study. Students are encouraged to read widely around the topic of professional/clinical reasoning and most occupational therapy texts now include one or more chapters on this topic.

Relevant codes of conduct and ethical practice can be found on the WIL Canvas site, Occupational Therapy page: https://canvas.sydney.edu.au/courses/9121/pages/occupational-therapy

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, self-management, therapeutic, and professional communication skills expected at a level of expected of an emerging to competent practitioner
LO2. implement all aspects of an occupational therapy process for an assigned caseload with appropriate supervision
LO3. evaluate the application of telehealth practices in occupational therapy practice
LO4. discuss the contributions of a range of health professions in meeting patient/client needs
LO5. clearly articulate and justify professional reasoning with reference to the Canadian Practice Process Framework and an occupational therapy model.

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
1.11		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
1.15		Addresses issues of occupational justice in 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
2.10		Maintains digital literacy for 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
2.6		Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
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
2.9		Maintains knowledge of relevant resources and technologies, and
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
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.14		Contributes to quality improvement and service development.
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
3.6		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
4.1		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 theoretical content of this unit underwent significant changes based on the 2019 academic/student review. These changes have been maintained for 2022.

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.
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.

Administrative and professional staff

For specific queries related to placement please contact
Ru Matiu, Placement and WIL Officer: shs.otclinical@sydney.edu.au

Overall unit queries should be directed to Sydney School of Health Sciences Learning and Teaching Administrative Unit at SHS.ltadmin@sydney.edu.au

Student Administration Manual on the Faculty of Health Sciences

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

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.

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.

Consistent with New South Wales WHS legislation, students are required to complete a WHS induction within the first few days of placement, and if relevant, at any time they attend to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for students and others for whom student are responsible. The university has a duty of care to you to ensure students have been inducted appropriately and similarly students are responsible for demonstrating that they are aware of and know how to manage risk appropriately.

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

Work, health and safety

Disclaimer

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Useful links

Media

Student links

About us

Connect

Current students

OCCP5240: Implementing Skills in OT Prof Practice

Intensive February - March, 2022 [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

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect