Overview
This 18 credit point unit is a clinical unit where you will complete your first long block of work integrated learning. Successful completion of the professional practice hours will contribute towards your accreditation requirements of completing a minimum of 1000 work integrated learning hours. This unit aims to foster your ability to consistently utilise the occupational therapy process when working with clients. Through integrating and applying the academic concepts, professional reasoning and professional behaviours you have developed throughout your course you will ensure the ethical and legal responsibilities of your professional practice are met. You will be allocated to one work integrated learning opportunity, which will be selected by the practice education manager from a variety of settings and client groups. You may also be required to undertake your work integrated learning away from your home town at your own expense. Work integrated learning opportunities will vary in start and finish dates and it is important to plan on being available for commencement from the end of Term 1 until 31 December of the same year. Additionally you will participate in a compulsory residential focusing on preparing you for the work integrated learning experience through a variety of seminars and workshops.
Details
Pre-requisites or Co-requisites
To enrol in this unit you must be enrolled in CB84 Bachelor of Occupational Therapy (Honours) and meet the following pre-requisites: OCCT13001 Enabling Work Participation OCCT13002 Enabling Strategies in Neurological Rehabilitation OCCT13007 Enabling Mental Health ALLH13011 Rural and Remote Practice for Health Professionals
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 18-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 37.5 hours of study per week, making a total of 450 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
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 Student feedback and unit coordinator reflection
Student feedback highlights that being well prepared prior to placement commencing is very important to support learning.
It is recommended that during the pre-placement briefing students are allocated more time to prepare strategies for academic and personal progression on placement. For example, strategies to support time management, wellbeing and beginning to progress applications for scholarships.
Feedback from Student feedback and unit coordinator reflection
Student feedback highlights the stress and anxiety associated with placement has on student health and wellbeing which can be detrimental to their learning.
It is recommended that the CQU counselling team and Academic Learning Support team are invited to present a workshop at the pre-placement briefing that supports the development of student health and wellbeing skills as they prepare for their placement and managing other university education requirements.
Feedback from SUTE comments, student feedback and unit coordinator reflection
Student feedback highlights the financial challenges and “placement poverty” when completing practice placement, which is exacerbated for students who have had to travel to attend placement and cannot engage in their part-time employment.
It is recommended that information regarding potential scholarships and financial assistance is discussed during the 3rd year Residential (held six months before the first placement block) as well as throughout the duration of the CB84 course.
Feedback from SUTE comments, Student feedback, clinical educator feedback and unit coordinator reflection
Student feedback highlights challenges with the length of long block placements and expected university requirements for ALLH14002 during OCCT13009 practice placement.
It is recommended that the duration of long-placement blocks is reviewed, and reduced where possible, whilst still ensuring that 1000 hours of work integrated learning is achieved throughout the course. It is also recommended that the weekly hour expectations for students on placement are reduced to account for OCCT13009 and ALLH14002 running simultaneously.
- Utilise the occupational therapy process when working with clients
- Apply sound professional reasoning within a client-centred professional practice approach
- Demonstrate professional behaviour that meets ethical and legal responsibilities
- Demonstrate critical reflection of learning experiences during professional practice and relate this to relevant work integrated learning experiences, published sources and professional development
The World Federation of Occupational Therapy (WFOT) stipulates that all occupational therapy education programs must meet the requirements of offering students a minimum of 1000 hours of work integrated learning within a variety of settings. WFOT also requires that students in consultation with their practice educator develop and complete learning goals to support their professional practice requirements.
Students will continue to be meet external accreditation requirements of an honours course, as well as meeting AQF Level 8 requirements, through both learning and applying research and Evidence Based Practice (EBP) skills across the curriculum as well as completing the new Allied Health research units.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Professional Practice Placement - 0% | ||||
| 2 - Portfolio - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - First Nations Knowledges | ||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
| 1 - Professional Practice Placement - 0% | |||||||||||
| 2 - Portfolio - 0% | |||||||||||
Textbooks
Clinical and Fieldwork Placement in the Health Professions
- Edition: Second (2013)
- Authors: Stagnitti, Karen., Schoo, Adrian., Welch, Dianne.
- Oxford University Press
- South Melbourne South Melbourne , Victoria , Australia
- ISBN: 9780195519600
- Binding: eBook
Documentation Manual for Occupational Therapy
- Edition: Fifth (2023)
- Authors: Gateley, Crystal A.,
- SLACK Incorporated
- Thorofare Thorofare , New Jersey , United States of America
- ISBN: 9781638220602
- Binding: eBook
The Reflective Journal
- Edition: Third (2020)
- Authors: Bassot, Barbara
- MacMillan International Higher Education and Red Globe Press
- London London , United Kingdom
- ISBN: 978-1-352-01029-9
- Binding: eBook
Evidence-Based Practice Across the Health Professions
- Edition: Third (2017)
- Authors: Hoffmann, Tammy., Bennett, Sally., Del Mar, Chris.
- Elsevier
- Chatswood Chatswood , New South Wales , Australia
- ISBN: 9780729542555
- Binding: eBook
Additional Textbook Information
Documentation Manual for Occupational Therapy Fifth Edition is a new edition of this textbook. Students may have already purchased the Documentation manual for occupational therapy: writing SOAP notes (fourth edition) textbook and are therefore not required to purchase the newest edition if they do not wish to.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Teams - camera and microphone
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.p.kelly@cqu.edu.au
Week 1
Begin Date: 08 Jul 2024Module/Topic
Work Integrated Learning (WIL) will commence at various times across the term. Please refer to the Term Specific Information for information regarding the unit, readings, events and submissions.
Chapter
Events and Submissions/Topic
Schedule information can be found in this section as work integrated learning (WIL) may commence on different dates throughout the term.
Professional Practice Residential
The compulsory professional practice residential was held on campus in Bundaberg and Rockhampton on the 26th-27th February 2024. The residential focused on assisting you with your preparation for your work integrated learning (WIL) experience (also known as professional practice placement) and detailed the requirements for your Portfolio submission due at the close of your placement. Details of topics covered were emailed prior to the residential being held and are also available on this unit’s Moodle site – please be sure to review content covered.
Readings and Resources
Readings are located on the unit Moodle site. Each tile supports a different area of work integrated learning, for example, reflection, and the relevant resources can be sourced in the same area.
**IMPORTANT**: If your work integrated learning (WIL) occurs during Term 2 dates (8th July to 4th October) you will need to discuss with your practice educator your attendance at tutorials to support your research in ALLH14002 Research Project for Health Professionals 1. Your attendance at these tutorials should be logged separately and can be signed off by the unit coordinator.
Work Integrated Learning (WIL) expected activities include:
Week 1
Orientation
Preparing for supervision
Beginning learning goals and learning plan, which may include expected projects and presentations
Populate diary, highlighting expected dates over the coming 7 weeks
Beginning to document reflections
Completion of week one log of hours
Week 2 / 3
Prepare for supervision
Complete learning goals and learning plan
Document reflections
Begin Portfolio
Completion of weekly log of hours
Week 4
Complete self-assessment with SPEF-R2
Mid-way assessment SPEF-R2 with practice educator
Review of learning goals and learning plan
Completion of weekly log of hours
Prepare for supervision
Document reflections
Continue Portfolio
Week 5 / 6
Prepare for supervision
Document reflections
Continue Portfolio
Completion of weekly log of hours
Week 7
Prepare for final supervision
Complete final self-assessment using SPEF-R2
Document reflections
Final assessment on SPEF-R2 with practice educator
Finalise log of hours
Week 8
Finalise and submit Portfolio one week after completion of WIL.
1 Professional Practice Placement
This unit requires you to complete a minimum of 266 hours (38 hours per week expectation) of supervised professional practice over a seven (7)-week block placement. This intermediate level placement will provide key opportunities for you to integrate previously acquired knowledge (theories and principles of occupational therapy) within your professional practice experience. The practice educator who supervises the professional placement will assess you using the Student Practice Evaluation Form Revised Second Edition (SPEF-R2). This will then be returned to the CQU Professional Education Manager, Occupational Therapy for the results to be recorded on Moodle. You are strongly encouraged to familiarise yourself with the SPEF-R2 to understand the criteria for all professional behaviours you need to demonstrate and areas of your personal and clinical performance that will be assessed.
NOTE: It is your responsibility as a student to maintain and keep copies of the signed log of hours for your placement units (OCCT13009 and OCCT14007) and OCCT14004 community project.
Your practice educator will submit / forward the completed SPEF-R2 to the unit coordinator within one week of WIL completion.
You will receive your SPEF-R2 result during the final evaluation with the practice educator during WIL.
You will be assessed as pass or fail using the Student Practice Evaluation Form Revised Second Edition (SPEF-R2) by the supervising practice educator/s. In addition to rating items, practice educators provide written feedback in the feedback/recommendation spaces provided on the form. The evaluation is completed at halfway and again at completion of the professional placement. To achieve an overall pass on the final evaluation you will need to:
- Pass all core items (a rating of 3 or more). If you fail a core item, you will consequently fail the evaluation overall.
- Pass the additional minimum requirements indicated for each learning objective
- Pass the relevant learning objectives for all domains
More detailed information around the SPEF-R2 can be found in the user manual supplied to you during the residential and also located on the unit Moodle site. Minimum requirements for passing each learning objective are specifically located on page 15 of the SPEF-R2 user manual.
A final summary statement regarding your overall performance is recorded together with your final grade of pass or fail.
- Utilise the occupational therapy process when working with clients
- Apply sound professional reasoning within a client-centred professional practice approach
- Demonstrate professional behaviour that meets ethical and legal responsibilities
- Demonstrate critical reflection of learning experiences during professional practice and relate this to relevant work integrated learning experiences, published sources and professional development
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Portfolio
Your Portfolio will include all of the following elements:
1. Evidence of student introduction on Moodle forum post completed by the end of your first week of placement including a brief overview of your placement setting/caseload and a brief summary of how your first week of placement has gone. You must also ensure that you have a photo on your Moodle student profile.
2. An introductory statement which provides a clear description of the placement (i.e. organisation, setting, location, caseload);
3. A completed Learning Plan that:
a) Is signed by the practice educator;
b) Has at least four (4) goals representing a range of domains in the SPEF-R2;
c) Clearly identifies which domain of the SPEF-R2 each goal represents;
4. Evidence of the different types of learning activities completed during placement including:
a) Four (4) examples of different types of activities that you have completed during placement to support your learning. Whilst not limited to, the learning activities may include one of any of these examples; in-service education programs, workshops, journal club, development of evidence-based practice resources, reading a journal article, deidentified part of a case summary, reflective journaling and online learning opportunities;
b) Reflection on each activity presented regarding how it is linked to your Learning Plan goals and its impact on your practice as an occupational therapy student;
5. Evidence of at least four (4) Moodle discussion forum posts, including:
a) One (1) post on your use of the hierarchy of thinking to reflect on your professional and clinical reasoning as it was used to support one aspect of your occupational therapy practice as a student during placement;
b) Feedback on at least two (2) other students' reflections as above;
c) Sharing of one resource you found beneficial during your placement;
6. Completed log of placement hours signed by your practice educator;
7. Completed Student Review of Professional Practice Placement form included in the SPEF-R2. A minimum of at least one comment for each of the feedback questions is required;
8. Completed Student Practice Education Form - Revised Second Edition (SPEF-R2) is to be included in your Portfolio if your practice educator uses the hard copy of the form. If your practice educator uses the online form, they will submit your completed SPEF-R2 through that online platform;
9. Summary statement at the end of the Portfolio which summarises your strengths and future learning and career goals as an occupational therapy student.
You can find full details of the Portfolio assessment and marking rubric on the unit Moodle site.
The Portfolio is due one week following completion of work integrated learning.
You will be informed of your final results for the Portfolio upon certification of grades.
To achieve a pass, all required Portfolio components outlined above must be submitted. If any content is missing upon submission, the Portfolio will require revision. Revisions must be returned within one week and meet the satisfactory requirements in order to receive a pass.
IMPORTANT INFORMATION
Each piece of evidence of learning, cited in the Portfolio, is clearly linked to the Learning Plan goals. The Portfolio is presented logically and is easy to follow with a fluent and mature writing style that includes accurate grammar, spelling, and APA referencing.
*Client and/or organisation confidentially is rigorously maintained throughout the Portfolio. Ensuring all information presented is completed in a manner that does not allow the reader to identify who the client and their family/caregivers are.
- Utilise the occupational therapy process when working with clients
- Apply sound professional reasoning within a client-centred professional practice approach
- Demonstrate professional behaviour that meets ethical and legal responsibilities
- Demonstrate critical reflection of learning experiences during professional practice and relate this to relevant work integrated learning experiences, published sources and professional development
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
