In this unit you will learn how to work with clients who experience neuromuscular, sensory, cognitive and perceptual impairments as a result of a wide variety of neurological problems. Using the occupational therapy practice process you will gather information about the lived experience of people with these conditions and explore the evidence based literature in order to investigate best practice for collaborative goal-setting, intervention planning, service delivery and evaluation. You will extend your knowledge of the aetiology, pathology, and prognosis of various neurological conditions experienced by occupational therapy clients across the lifespan and from acute care settings through to the community. A series of case studies including presentations from real clients will be used to scaffold your learning and you will be required to analyse and select appropriate contemporary occupational therapy practice models to guide your response to these complex case studies.

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from In-class student feedback, Term 1 2023 SUTE feedback, and unit coordinator and sessional educator reflection.

The majority of feedback around the inclusion of an examination as part of the assessment schedule was positive (e.g., "the content included in the exam was highly relevant"; "the exam forced me to review my learning and understanding"; and "studying for the exam reinforced my knowledge and retainment of information"). However, there was general consensus amongst students that an in-class test created additional stress as it was a less familiar assessment format for them.

It is recommended that an examination be retained an an assessment task for Term 1 2024, but that it be converted to an In-Class Online Quiz(es) in format which is more familiar to the students.

Feedback from Informal student feedback, Term 1 2023 SUTE feedback, and unit coordinator observation and reflection.

Students expressed positive feedback in relation to Assessment 3 including a paired component, and also related to the introduction of 'mini due dates' as a way to break the task down into manageable sized components and known timeframes which helped to keep pairs on track even when individual approaches to assignment completion differed between pairs.

It is recommended that the 'mini due by dates' strategy for managing Assessment 3 be retained for Term 1 2024.