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.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5257
Corequisites ?	None
Prohibitions ?	OCCP5238
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sanet Du Toit, sanet.dutoit@sydney.edu.au
Lecturer(s)	Sanet Du Toit, sanet.dutoit@sydney.edu.au
	Rene Fraser, rene.fraser@sydney.edu.au
	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Reflection on reasoning and learning plan Students reflect on their reasoning, communication and professional develop	40%	Formal exam period Due date: 11 Nov 2024 at 23:59	1500 words
Outcomes assessed:
Skills-based evaluation	Placements: Evaluation of Foundational Placement Competencies – Simulation EFPC – midway and final	0%	Multiple weeks	Complete EFPC
Outcomes assessed:
Placement	Time sheet for Prac Ed hours Log of participation in simulated placement activities for SIM Client 1 & 2	0%	Multiple weeks	Participation Log in SONIA
Outcomes assessed:
Assignment	Skills portfolio Students will submit selected documents associated with their SIM case	15%	Multiple weeks	Collecting evidence
Outcomes assessed:
Small test	In-Class Quiz Multiple choice and short answer questions (during the week 2 seminar)	20%	Week 02 Due date: 05 Aug 2024 at 15:00	30 minutes
Outcomes assessed:
Skills-based evaluation	Oral case discussion Oral presentation	25%	Week 09 Due date: 27 Sep 2024 at 08:00	20-minute
Outcomes assessed:
= hurdle task ?

Assessment summary

In-Class Quiz: Have an in-class quiz in Week 2 worth 20%, which incorporates the SIM admin/manual content (which we want to check before they start SIM) as well as a couple of short answer questions about their group strengths/weaknesses/strategies. This will address the need for an early feedback task, and will allow us to capture some of the aspects from the “Learning Team strengths/needs assessment” without creating a separate assessment that needs to be marked.

Oral case discussion: A a small group 20-minute oral presentation relating to your first SIM case, including an articulation of your clinical reasoning,

Portfolio: A short, individually completed portfolio of written work (due 2 days prior to your presentation).

Reflection on reasoning and learning plan: In this written assessment you will demonstrate your learning and critical reflection by completing a critical analysis of your development as a future occupational therapist and your development of professional reasoning skills across the semester. You will also be required to submit supporting documentation e.g. CRaFT (Critical Reflection after Feedback Tool) forms which you will have completed throughout semester, as an appendix.

Practice Education Skills: This includes two hurdle tasks associated with recording placment hours, as well as a midway and final Evaluation of Foundational Placement Competencies – Simulation

Assessment criteria

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.

Support for students

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

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

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

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

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

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit; reflection and professional reasoning	Seminar (3 hr)
Week 01	Orientation to SIM (mandatory) - All Groups	Simulation laboratory (4 hr)
Week 02	Module 1: Steps in the OT process - where do we start? *In-class quiz (15 minutes, pass/fail)	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 1 - A & B Groups	Simulation laboratory (6.5 hr)
Week 03	Module 1: Information gathering/case formulation/ initial assessment	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 1 - C & D Groups	Simulation laboratory (6.5 hr)
Week 04	Module 1: Feedback literacy and documentation	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 2 - A & B Groups	Simulation laboratory (6.4 hr)
Week 05	Module 1: Documentation and planning functional assessments	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 2 - C & D Groups	Simulation laboratory (6.5 hr)
Week 06	Module 2: Communicating with clients	Seminar (2 hr)
	SIM Cycle 3 - A & B Groups	Tutorial (1 hr)
	Academic Mentoring - A & B Groups	Simulation laboratory (6.5 hr)
Week 07	Module 1: Goal setting and intervention planning	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 3 - C & D Groups	Simulation laboratory (6.7 hr)
Week 08	NO SIM (Prepare for case studies)	Independent study (4 hr)
Week 09	Module 3: Modes of reasoning	Seminar (2 hr)
Week 09	Oral case presentations *NOTE: presentations replace simulated fieldwork for this Friday. Please see Canvas for more information re: the assessment	Presentation (2 hr)
Week 10	Module 3: Unpacking client-centred practice	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 4 - A & B Groups	Simulation laboratory (6.5 hr)
Week 11	Module 3: Cultural safety	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 4 - C & D Groups	Simulation laboratory (6.5 hr)
Week 12	Module 4: Continued self-development	Seminar (2 hr)
	Academic Mentoring - A & B Groups	Tutorial (1 hr)
	SIM Cycle 5 - A & B Groups	Science laboratory (6.5 hr)
Week 13	Module 4: UOS Wrap up	Seminar (2 hr)
	Academic Mentoring - C & D Groups	Tutorial (1 hr)
	SIM Cycle 5 - C & D Groups	Simulation laboratory (6.5 hr)

Attendance and class requirements

Attendance:

This is a placement unit of study (Practice Education 1 placement) and contributes to the required minimum practice education.
As such, this unit of study has minimum attendance requirements that include mandatory classes, academic mentoring, simulation laboratory placement attendance, group and individual self-directed learning. These hours together contribute a minimum of 80 hours towards the required 1000 hours of practice education placements.
Guidelines for the minimum hours per activity type, total minimum hours and mandatory sessions are outlined in the unit Canvas site. Instructions on when to apply for special arrangements or special considerations in relation to placement attendance are also available in this section. Due to the design of this placement unit, the special considerations option of ‘new or varied placement’ may not be able to be accommodated.
Students should also refer to the time-sheet guidelines on the occupational therapy page of the WIL canvas site: https://canvas.sydney.edu.au/courses/9121/pages/occupational-therapy

Class and simulation preparation requirements:

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

Study commitment

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

Required readings

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

Learning outcomes

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

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

LO1. Demonstrate professional behaviours and self- management skills appropriate to the expectations of the university and fieldwork settings.
LO2. Demonstrate, explain and critically reflect upon their professional reasoning with reference to occupational therapy theory and evidence-based practice in a culturally responsive, client-centered manner.
LO3. Communicate with a range of stakeholders to achieve professional objectives and build collegial and therapeutic relationships.
LO4. Gather and interpret information through the occupational therapy process to collaboratively establish priorities and plans relevant to the client and service context

Graduate qualities

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

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

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.12. Identifies and uses relevant professional and operational support and supervision 1.13. Manages resources, time and workload accountably and effectively 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.16. Contributes to education and professional practice development of peers and students, and 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries in all client and professional relationships 1.4. Recognises and manages conflicts of interest in all client and professional relationships 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 1.9. Identifies and manages the influence of her/his values and culture on practice
	Australian occupational therapy competency standards 2018 - 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 3.9. Implements an effective and accountable process for delegation, referral and handover 4.1. Communicates openly, respectfully and effectively 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.3. Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 4.6. Maintains contemporaneous, accurate and complete records of practice 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.12. Identifies and uses relevant professional and operational support and supervision 1.13. Manages resources, time and workload accountably and effectively 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.15. Addresses issues of occupational justice in practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. 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 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 3.9. Implements an effective and accountable process for delegation, referral and handover

Responding to student feedback

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

This is a new unit of study as part of the reviewed MOT program.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP5256: Professional Practice Education I

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect