Overview
This 18 credit point unit is a clinical unit where you will complete your second long block of work integrated learning. Successful completion will contribute towards your accreditation requirements of completing a minimum of 1000 professional practice hours. This unit aims to foster your ability to consistently utilise the occupational therapy process when working with clients at a graduate level. 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 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 January until the end of the Term 2 break of the same year.
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: OCCT13008 Professional Occupational Therapy Practice 1 OR OCCT13009 Professional Occupational Therapy Practice 1
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 1 - 2025
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 the importance of placement resources being readily available and clear examples of expected Portfolio assessment content to support their learning.
It is recommended that additional examples of Portfolio content, particularly evidence of learning, be available for students to review on Moodle. A tile named "Placement Resources" is to remain on the unit Moodle site to improve accessibility of resources for students.
Feedback from Student feedback and unit coordinator reflection
Student feedback highlights the benefit of the unit being self-paced with relevant content to support the students' professional development.
It is recommended that the unit continue to be presented in a self-paced format and that resources and content are regularly evaluated to ensure they are relevant to practicum.
- Utilise the occupational therapy process when working with clients
- Demonstrate sound professional reasoning within a client-centred professional practice approach
- Demonstrate professional behaviour that meets ethical and legal responsibilities
- Demonstrate critical reflection of professional practice learning experiences.
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 professional practice 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
Documentation Manual for Occupational Therapy
- Edition: Fifth (2023)
- Authors: Gateley, Crystal A.,
- SLACK Incorporated
- Thorofare Thorofare , New Jersey , United States of America
- ISBN: 9781638220602
Evidence-Based Practice Across the Health Professions
- Edition: Third (2017)
- Authors: Hoffmann, Tammy., Bennett, Sally., Del Mar, Chris.
- Elsevier
- Chatswood Chatswood , NSW , Australia
- ISBN: 9780729542555
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
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: 10 Mar 2025Module/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.
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.
Placement Leave for Coursework Assessment
If your Work Integrated Learning (WIL) occurs during Term 1 dates (10th March - 20th June) you will be engaged in OCCT14003 Transition to Professional Practice. This is an online unit and can be completed outside of placement hours. This unit will focus on preparing you for transitioning to the workforce after graduation, including preparation of a curriculum vitae and interview skills. Students on placement at the time of the OCCT14003 Transition to Professional Practice oral examination in June will need to negotiate this time to attend with your practice educator. Practice educators will be notified of the general details of the examination but not your specific time of your examination. Students are also required to provide a minimum of 3 hours in total (maximum of 6 hours) of mentoring to the second-year students throughout Term 1 for OCCT14003, and you may negotiate some of this time off during placement hours to complete this. Any time spent during mentoring is not attributed to WIL hours and will need to be logged separately. Students are advised against participating in mentoring on the weekends or public holidays.
Expected Work Integrated Learning 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 10 weeks
Beginning to document reflections
Completion of week one log of hours
Week 2
Prepare for supervision
Complete learning goals and learning plan
Document reflections
Begin Portfolio
Completion of weekly log of hours
Week 3 / 4
Prepare for supervision
Document reflections
Continue Portfolio
Completion of weekly log of hours
Week 5 / 6
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 7 - 9
Prepare for supervision
Document reflections
Continue Portfolio
Completion of weekly log of hours
Week 10
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 11
Finalise and submit Portfolio one week after completion of professional practice.
Skills Translation Workshop
Students are required to attend a mandatory Post-Practicum Skills Translation Workshop that is scheduled during Week 1 of Term 2. This is a 3-hour workshop that focuses on post-practicum reflection and how you can bring your skills forward for the capstone term. The date for this workshop will be finalised during Term 1 and communicated to the students.
1 Professional Practice Placement
This unit requires you to complete a minimum of 380 hours of supervised work integrated learning (WIL) over a ten (10)-week block placement. This 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 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 in Moodle Gradebook. 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. It is recommended that you reflect on your third-year placement experience and SPEF-R2 feedback to plan how you can further consolidate your identified strengths and address any areas for development. Upon the commencement of placement, students are encouraged to discuss with their practice educator/s what the performance expectations are that relate to their respective practice setting, as there may be slight variations across different organisations (i.e. private practice verses hospital setting).
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 on the SPEF-R2 can be found in the user manual supplied to you during the residential in 3rd year 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 on the SPEF-R2 together with your final grade of pass or fail.
**IMPORTANT**
The final decision to award a Pass or Fail grade is primarily the responsibility of the Unit Coordinator. This decision is informed by the SPEF-R2 and feedback provided by the practice educator.
- Utilise the occupational therapy process when working with clients
- Demonstrate sound professional reasoning within a client-centred professional practice approach
- Demonstrate professional behaviour that meets ethical and legal responsibilities
- Demonstrate critical reflection of professional practice learning experiences.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Portfolio
As a qualified Occupational Therapist, you are required to engage in Continuing Professional Development (CPD) in order to meet the Occupational Therapy Board (AHPRA) registration standard. Engaging in CPD allows you to maintain, improve and build on your existing knowledge base and competence. You are required to maintain a Portfolio that documents your learning goals and records all your planned CPD activities and your reflection on how these CPD activities are expected to improve or have improved your practice. As CPD is an important component in the continued provision of safe and effective services, the Professional Portfolio assessment has been incorporated with your WIL experience to prepare you for this requirement in real life practice. Your Professional Portfolio will include all 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, services, OT role, members of the team, referral process);
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 supported your learning 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) Comprehensive feedback on at least two (2) other students' Moodle posts;
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. You are required to provide this feedback to your practice educator, and they must sign the form;
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 and you do not need to include a copy;
9. Summary statement at the end of the Portfolio which summarises your strengths, 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.
Artificial Intelligence Use
At CQUniversity, students can use generative artificial intelligence (AI) depending on your unit of study. For the Portfolio written assessment components of OCCT13009 and OCCT14007 units, generative AI is not allowed and may breach academic integrity standards if used. Serious breaches of academic integrity can result in exclusion and even revocation of degrees. All students signed and submitted an Artificial Intelligence Declaration Form, prior to their OCCT13009 placement commencing, which attested that there will be no use of generative artificial intelligence (AI) technology in the generation of text, figures, or other informational content in both the OCCT13009 and OCCT14007 Portfolio written assessments.
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 outlined in the marking rubric in order to receive a pass.
IMPORTANT INFORMATION
Each piece of evidence of learning, cited in the Portfolio, is representative of the activities experienced throughout WIL that have supported learning and professional development. 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 confidentiality 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. A breach of confidentiality may be a reportable complaint to AHPRA under section 3.3 Confidentiality and privacy in the AHPRA Code of Conduct, and as a result have an impact on your registration as a student health professional.
If you require an extension for your Portfolio, please directly contact the Unit Coordinator as you are unable to apply for an extension through the usual Moodle systems.
- Utilise the occupational therapy process when working with clients
- Demonstrate sound professional reasoning within a client-centred professional practice approach
- Demonstrate professional behaviour that meets ethical and legal responsibilities
- Demonstrate critical reflection of professional practice learning experiences.
- 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?
