Overview and Purpose:

In a small group, you will prepare and deliver a professional presentation about legislation influencing occupational therapy and multidisciplinary team roles in work enablement. You will apply principles from legislation and occupational justice pertinent to selected contexts for enabling work participation practice as an occupational therapist. You will also gain knowledge from engaging with peer presentations. It is expected you will demonstrate effective and professional presentation skills, building on the skills you have already used in Year 1 & 2.

This assessment reflects common oral presentation formats for many professional conferences, in-service and training opportunities and contains the following parts:

Group Part A:

A 15-minute oral presentation using PowerPoint for a specific legislative and population context. You are provided with choices for the legislation and population context in Moodle to use for your group presentation. You will design a specific case scenario and apply an occupational therapy practice model to help you contextualise your explanations for the work enabling roles of the occupational therapist and team. You will use appropriate evidence to prepare the content of your presentation. As part of the professional presentation format, your group will facilitate a class discussion time for your student peers at the end of your oral presentation.

Individual Part B:

An individually prepared Annotated Bibliography of two key sources that you will provide to your peers as a handout in digital form. A verbal explanation of one source per student from your handout. Your personal professional verbal and nonverbal communication will be evaluated during the presentation.

Preparation for your Assessment task:

• You will be allocated to a group before term starts.
• Your group will complete a Moodle Choice activity listing the campus-based topic options for the population context and legislation that you will discuss in your presentation.
• Groups will select and save one Moodle Choice topic for your campus of enrolment, then that choice will be unavailable to other groups.
• In your group, you will independently explore professional literature and relevant legislation to identify factors that influence practice as an occupational therapist in your chosen legislative and population context.
• You will use professionally prepared PowerPoint slides to support your oral presentation and class discussion time.
• Before the due date, you will post in the OCCT13001 Moodle forum to share your individually prepared Annotated Bibliography with your peers.
• You will submit your group PowerPoint slides, Presentation Script and individual Annotated Bibliography to Moodle for marking before the due date.

Filenames for Submission

Each group must submit one completed CB84 assignment coversheet, one copy of the PowerPoint, one copy of the Presentation Script and all individual student Annotated Bibliographies to Moodle. Name your Moodle file submissions as follows to expedite marking:

• Assignment Coversheet: Campusgroupnumber_CS e.g. BDG1_CS
  
• Annotated Bibliography: FirstnameLastname_AB e.g. SueJones_AB
• PowerPoint slides: Campusgroupnumber_PP e.g. BDG1_PP
• Presentation script: Campusgroupnumber_PS e.g. BDG1_PS

Schedule of Presentation Topics:

The schedule for the presentation order is fixed by your group choice of legislative and population context. For example, the Bundaberg group that selects Moodle Choice 3 will present 3rd and so on. The draft and final Presentation Schedule will be available on Moodle.

Group Part A: Oral Presentation Content

1. For your setting, create a case scenario client history to contextualise your presentation. Choose a practice model to explain the role of occupational therapy for the client context. Give a brief overview of multidisciplinary team member roles: (suggest 4-6 slides)

• Develop a case scenario history for a client within the legislative and population context chosen. An ideal case scenario will be realistic for the population context, with clearly identified client occupational needs and consistently linked to work enabling principles and interventions discussed throughout the presentation.
• Examine evidence from professional literature and current Australian occupational therapy practitioners to clearly outline the role of the occupational therapist in your allocated area of work enabling practice. Give examples of the expected work enabling duties for an occupational therapist helping your case scenario client.
• Select an appropriate occupational therapy practice model (CMOP-E, MOHO, KAWA, or PEO) and use it to support occupational therapy evaluation and interventions for your case scenario client. Explain who would pay for occupational therapy interventions in this context.
• List other professionals who would potentially be part of the multidisciplinary team working with the client. Provide a brief description of the contribution of other key professionals in the team to the process of enabling the client’s work participation.
• Use in-text citations on your slides to provide appropriate professional evidence to support your explanations.

2. Explain how principles from the legislation can help reduce occupational injustices relevant to work participation with your case scenario client: (suggest 3-4 slides)

• Select three of the six occupational injustices outlined in Whiteford, G. E., Parnell, T., Ramsden, L., Nott, M., & Vine-Daher, S. (2022). Understanding and Advancing Occupational Justice and Social Inclusion. In P. Liamputtong (Ed.), Handbook of Social Inclusion: Research and Practices in Health and Social Sciences (pp. 181–210). Springer International Publishing. 
• Explain how at least 3 principles from your allocated legislation reduces your three chosen occupational injustices to support work participation for your case scenario client.
• Use intext citations on your slides as professional evidence to justify your explanations

3. Engage your audience.

• Use multimedia to enhance the appearance of your slides, referencing image sources appropriately. Slides should be visually appealing and easy to follow. Deliver within the time limits set (minimum 12-maximum 17 minutes) for the 15-minute presentation and maximum 5 minutes’ question time.

4. Facilitate a Class Discussion: (suggest 1-3 slides)

• Develop 2 open-ended questions to ask your audience to facilitate peer engagement in the 5-minute class discussion time after your presentation.
• Ensure your questions are easily able to be answered by your peers in relation to what you have already presented. (Suggest 1-3 slides)
• Make sure your discussion time is inclusive by actively asking for responses from students at both Rockhampton and Bundaberg locations.
• Do not prepare any new information to present during the class discussion time.
• NB: Any student with an approved extension who is not able to present in class on the scheduled day cannot facilitate a class discussion time and will be set an alternative task as part of the presentation assessment.

5. Format references and bibliography sources: (not directly marked)

• Provide in-text style APA 7 citations on each relevant slide for all References and Annotated Bibliography sources.
• Use APA 7 style to provide the full reference list for all your cited sources as the last slide/s of your PowerPoint presentation, including your Legislative Act.

Individual Part B: Annotated Bibliography Content

6. Share key resources: (suggest one page handout and 1-2 slides for 1 key source)

i) Provide peers with an Annotated Bibliography class handout

• You will individually select two key professional literature sources to annotate as a class handout for your peers to accompany your presentation. 

• Use the CQU library guide "Academic Writing for Annotated Bibliographies" to help you prepare your handout. It is suggested you use a Word document for your handout.  In your Annotated Bibliography, present detail about the Coverage and Relevance of each source (around 200 words). You DO NOT need to provide information about the Currency, Authority and Objectivity of each source. Use APA 7 style to list the full reference for each source in your handout.

• Provide the handout as a digital resource for your peers via the OCCT13001 Moodle forum before your presentation. It is expected that group members will select different sources to include in the Annotated Bibliography so that your peers will be provided with a broad range of key sources about the legislative and population context.
• The Annotated Bibliography will NOT include your allocated Legislative Act.
• If you do not share your Annotated Bibliography handout in the Moodle Forum for your peers, time stamped before the due date on the presentation day, you will not obtain any marks for this component.
  
  

ii) Oral presentation of one key Annotated source

• Each group member will orally present one key professional literature source (not a website) from your individual Annotated Bibliography of 2 sources. Provide an oral explanation of the source’s
• Coverage: explain the main points, argument, and level of content
• Relevance: why you found the key source useful in your topic preparation, new information you learned and how it shaped your presentation and/or your case scenario.
• Provide an in-text style APA 7 citation on the slide when you discuss your key Annotated Bibliography source. You will provide the full citation in your presentation reference list and handout.
• Include succinct key points on your slide that outlines the main aim, content, or recommendations of the source. It is NOT recommended to copy and paste your whole 200 word annotation on your slide.
• Deliver your presentation using professional verbal and non-verbal communication. You will be individually marked on all of your oral delivery including your one key professional literature source.

Tips for preparing your content:

See the Task instruction document on Moodle for tips on designing your slides and facilitating the class discussion.

Use of GenAI for this task:

You may use editing and citation tools such as Grammarly and Perplexity to assist you to improve your work. NO use of Generative Artifical Intelligence (GenAI similar to but not limited to CoPilot, Chat GPT etc.) is permitted for this assessment. Explain your ethical use of tools in the CB84 Assignment Coversheet to avoid Academic Misconduct reporting.

Word count:

Research has found that on average we can clearly present up to 150 spoken words per minute of presentation time, less if there are a lot of complex words of more than three syllables.

• Your group's prepared Presentation Script, including individual annotations, should therefore be approximately 2250-2500 words.
• Ensure that you orally present your information as concisely as possible while covering all key elements required. Allocate your time wisely according to the marks available for each element.
• It is suggested that presentation of each key professional literature source should take a maximum of 2 minutes or it will not fit into the total group presentation time available.

See the A1 Marking Rubric 2025 for points available for each section of the assignment. Your total points score out of 100 will be weighted at 25% of your OCCT13001 grade.

Group marks:

1. Develops a case scenario that relates to key interventions for the work enabling context. (10 points)
2. Describes the duties performed by an occupational therapist in the work enabling context (10 points)
3. Selects and applies an appropriate occupational therapy practice model and explains a payment source. (10 points)
4. Describes the contribution of key team members to client care. (10 points)
5. Applies principles from occupational justice and contextually relevant legislation to concepts for client advocacy (10 points)
6. Facilitates peer engagement in class discussion time that relates to presented content. (10 points)
7. Uses multimedia and organisation of content to maximise available time within set limits. (10 points)

Individual Marks:

1. Explains why the key professional source was relevant to the case study and topic. (10 points)
2. Provides peers with an APA7 style Annotated Bibliography handout for 2 relevant sources. (10 points)
3. Uses professional verbal and nonverbal communication. (use of eye contact, body language, speech volume, pace, pronunciation & enthusiasm). (10 points)

Overview and Purpose:

As occupational therapists, we can give advice regarding a client’s occupational performance needs for work. In this assignment you will address the needs of a client at Level 1 of the Return-to-Work Hierarchy who is likely to return to the same job with the same employer. You will highlight principles related to section 228 of the Workers’ Compensation and Rehabilitation Act 2003 when discussing the obligations of the client’s employer. You will generate a realistic graded “Suitable Duties “plan for the worker observed during the in-class worksite evaluation.

Scenario:

You are the occupational therapist who has received the WorkCover referral for the university maintenance employee who has had a Grade 2 lower back strain from lifting heavy objects at work. The worker is keen to return to work in some capacity, however the supervisor has previously mentioned that he wants the worker to be fully fit before resuming work. You will need to explain the benefits of the “Suitable Duties” program and selected key points from the “Guideline for standard for rehabilitation” (2nd ed., 2023) to the supervisor so he agrees to participate. This will enable you to facilitate the worker’s return to work as a key part of an effective vocational rehabilitation program.

Your task:

You will document information in the "Job Analysis Template" after the workplace evaluation of one of the worker’s colleagues, to consider how to grade the usual work duties. You will interpret information from the workplace evaluation to help determine essential functional capacities for all usual work duties and to guide your recommended interventions. You will have access to additional information about the client from a written referral, the Oswestry Disability Index and Work Capacity Capabilities Form for the worker's job type.

Synthesising the information that you gather, you will develop tables for each of the four MOHO components: volition, habituation, performance capacity and the environment in the “Intervention planning template”. You will identify barriers and set goals for the client before developing an evidence-based range of work enabling interventions. Use in-text citations of references containing best practice evidence to support all your recommended interventions.

One of your intervention strategies will be to create a graded "Suitable Duties Plan" for your client using an industry standard template. You will discuss how this intervention will be negotiated with the worker, the supervisor and WorkCover Rehabilitation Counsellor and how it addresses principles from the “Guidelines for standard for rehabilitation”. You will provide a clearly documented schedule of hours and duties to gradually upgrade to all usual work duties over the 4-week period of the Suitable Duties Plan.

Use the Word document settings that are contained within the templates. You will submit the following files to Moodle:

• Job Analysis Template (available on Moodle, 600 words ±10%)
• Intervention Planning Template (available on Moodle, 2600 words ±10%)
• WorkCover Queensland Suitable Duties template (available on Moodle, 150 words ±10%)
• Completed CB84 Assignment coversheet.

Filenames for submission:

Name your Moodle file submissions as follows to expedite marking:

• CB84 Assignment coversheet FirstnameLastname_A2CS e.g. SueJones_A2CS
• Job Analysis Template: FirstnameLastname_JA e.g. SueJones_JA
• Intervention Planning Template: FirstnameLastname_Ix e.g. SueJones_Ix
• WorkCover Queensland Suitable Duties Template: FirstnameLastname_SD e.g. SueJones_SD

Use of professional language and medicolegal writing style is expected for this report:

Correct tense

• Use third person past tense for history, assessment (e.g., client was referred, Assessments were carried out)
• Use third person present tense for job analysis, identification of barriers (e.g., can, uses both hands)
• Use third person future tense for Goals and intervention strategies (e.g., In 3 weeks, client will…., occupational therapist to provide…)

Be professional and accurate

• Use professional terminology as discussed in OCCT13001 classes (e.g., workplace assessment, task modification, home exercise program)
• Maintain an objective and factual tone with your content. Make sure you are cautious about information the client has reported but may not have any evidence for.
• Avoid value judgements not based on fact (e.g., could barely drive, has a great family, is really wanting to work)
• Carefully choose words that precisely reflect the intended meaning.

Be careful with the following

• Do not use colloquial phrases unless it is presented as a “direct quote” from a client (e.g., it was “okay”, “took it easy”, “smokos”, etc.)
• Do not use abbreviations or acronyms unless you have clearly defined what they mean first
• Do not attribute blame to any person, this is not our role.

Communicate clearly:

• Keep your sentences short and succinct. Do not include long sentences if you can use dot points.
• This type of document can be subpoenaed to a court of law. It could be read by lawyers, judges, the client, and/or employer(s). Keep this in mind as you write your information.

Use of GenAI for this task:

You may use editing and citation tools such as Grammarly and Perplexity to assist you to improve your work. NO use of Generative Artifical Intelligence (GenAI similar to but not limited to CoPilot, Chat GPT etc.) is permitted for this assessment. Explain your ethical use of tools in the CB84 Assignment Coversheet to avoid Academic Misconduct reporting.

Word count:

Overall, we expect this assignment will take 3350 words ±10% to complete as per the suggested word counts for each document. In real world practice, the time taken to prepare long wordy reports may not be fully funded. Efficient production of written reports to meet industry standards is a critical professional skill to master.

Marking Criteria:

See the A2 Marking Rubric 2024 for points available for each section of the assignment. Your total points score out of 100 will be weighted at 35% of your OCCT13001 grade.

1. Documents observations from the simulated worksite visit in the Job Analysis template. (10 points)
2. Potential MOHO component barriers to desired outcomes are identified. (10 points)
3. Work related goals for each barrier are presented. (10 points)
4. Interventions to address volition and habituation goals are discussed. (2 X 5=10 points)
5. Interventions to address performance capacity and environmental goals are discussed. (2 X 5=10 points)
6. Outlines how the Suitable Duties plan will be negotiated with worker, supervisor, doctor, and insurer. (10 points)
7. Presents a graded schedule of work hours and restrictions for a 4-week Suitable Duties plan. (10 points)
8. Uses templates to record information about the client’s capabilities for work. (10 points)
9. Word choices, language structure and style used is chosen to communicate intended meaning. (10 points)
10. Evidence to justify best practice is cited and referenced in APA 7 style. (10 points)

Overview and Purpose:

This assessment requires you to apply the work enabling skills and knowledge you have developed throughout this unit of study. Using a Generative AI tool, you will produce and edit a realistic Functional Capacity Assessment (FCA) report for a case study client with a disability who needs support to find and/or maintain a job.

Scenario: 

You are the occupational therapist who has received a referral for a client from the NDIS support coordinator. You have been asked to develop a list of necessary supports to facilitate a work enabling plan for a participant in line with their current functional capacities. You know that producing a complex FCA report takes many hours, and you wish to use GenAI to streamline how long it takes to do your work. Your clinical supervisor has already created an FCA report template and a simple cover letter format using GenAI. 

You realise that GenAI can produce “hallucinations” or off target responses. You are prepared to update and edit the GenAI responses until the FCA report is of similar accuracy and quality that you would produce without GenAI. You reason that this will be a more efficient use of time. Creating the best prompts to the GenAI tool will require you to select from one of the case study choices in Moodle as your referred client. You will upload the report template and deidentified details from your chosen case study history to your selected GenAI tool. You will develop appropriate prompts and engineer pathways for the GenAI tool in order to ethically and confidentially develop basic content for all of the FCA report headings and section requirements. 

After your GenAI tool has produced a response, you will use the “Track Changes” feature in Microsoft Word to analyse the report content.  You will highlight parts of the report that require editing and put a brief comment about what needs to be improved and why.  You will then revise your prompts and pathways so that the GenAI output is a more appropriate FCA report and provide manual edits to the updated report where needed for accuracy and clarity. You will insert the client identifying details and any other confidential information after your final GenAI response has been generated to ensure ethical practice and confidentiality is maintained.

You will submit an assignment coversheet, all GenAI prompts and responses including your “Track Changes” analysis comments. You will also submit the final edited version of the FCA report, which will be evaluated using the marking criteria. 

Filenames for submission:

Name your Moodle file submissions as follows to expedite marking:

• Occupational therapy coversheet FirstnameLastname_A3CS e.g. SueJones_A3CS
• Gen AI prompts: FirstnameLastname_GP e.g. SueJones_GP
• Gen AI responses and Track changes comments: FirstnameLastname_Ix e.g. SueJones_GR
• Final FCA report: FirstnameLastname_FCA e.g. SueJones_FCA

GenAI tools permitted for this assessment:

• You are required to use the University subscription to Microsoft Copilot to complete this task.
• You may use editing and citation tools such as Grammarly and Perplexity to assist you to improve your work.
• Provide a detailed explanation of your ethical use of tools in the CB84 Assignment Coversheet to avoid Academic Misconduct reporting.

Word Count:

Please note that the word count for each section of the FCA report in the Task Instruction sheet on Moodle is a suggested maximum. Your GenAI tool may easily produce content well below the maximum word count. It is part of your professional learning to use your critical thinking skills at an intermediate level to analyse the GenAI response as part of your task performance. You will identify any gaps in the report content to decide whether the detail and number of words produced for each section is sufficient in your final FCA report to meet the marking criteria.

More details about the FCA report section requirements are available on Moodle. Templates for the FCA report and cover letter will be available on Moodle.

Marking Criteria:

The focus of marking for this task is the quality of the final FCA report, as expected in professional practice. The final FCA report represents the outcome of your professional and ethical use of GenAI to demonstrate capacity to meet the A3 task Learning Outcomes. Therefore the use of GenAI will not be directly marked.

See the A3 Marking Rubric 2025 for points available for each section of the assignment. Your total points score out of 80 will be divided by 2 to calculate your Assessment 3 grade. 

1. Transfers client information to the template and provides a “Reason for the Report.”   (2.5 points)
2. Provides professional statements for NDIS Participant goals (5 points)
3. Includes relevant background and service information for the Participant (5 points)
4. Functional capacities for client’s Activities of Daily Living are discussed (5 points)
5. Functional capacities for client’s Instrumental Activities of Daily Living are discussed (5 points)
6. Functional capacities for client’s cognitive performance are discussed (5 points)
7. Functional capacities for client’s social emotional skills are discussed (5 points)
8. Assessment names and medical history are stated correctly and professionally. (5 points)
9. Assessment results are interpreted and linked to relevant domains of participant functional performance (2 X 10 = 20 points) 
10. Recommendations for work enabling supports required are presented in the template table (10 points)
11. Statement of need explains why funding is reasonable and necessary (2.5 points)
12. Writes a cover email to communicate with funding approvers. (5 points)
13. Cites evaluation tool authors and high quality sources to substantiate recommended supports using APA7 style. (5 points)