OCCT13001 - Enabling Work Participation

General Information

Unit Synopsis

In this unit, you will explore the role of occupational therapy in assisting clients to engage in work, considering historical perspectives as well as contemporary legislative and professional frameworks that guide practice. Building on your emerging task analysis skills, you will identify enablers and barriers to work participation, for use in creating appropriate client-centred goals. You will engage in simulations using occupational therapy tools to evaluate work environments and clients’ functional capacity for work. Learning activities provide you with the opportunity to develop case management and return to work plans for clients with a range of physical and psychosocial conditions.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

The following unit is an essential co-requisite:

OCCT13007

Successful completion of the following units as essential pre-requisites:

OCCT12002

OCCT12004

OCCT12006

BMSC12007

HLTH12028


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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

Term 1 - 2024 Profile
Bundaberg
Rockhampton
Term 1 - 2025 Profile
Bundaberg
Rockhampton
Term 1 - 2026 Profile
Bundaberg
Rockhampton

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Presentation 25%
2. Written Assessment 35%
3. Case Study 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 50.00% (`Agree` and `Strongly Agree` responses), based on a 25% response rate.

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.

Source: SUTE comments, informal student comments and unit coordinator reflection.
Feedback
Student feedback indicated some challenges with understanding the requirements of the assessment tasks, in particular assessment task 3.
Recommendation
It is recommended that the assessment tasks be reviewed for clarity, and this is reflected on Moodle and assessment task sheets.
Action Taken
Assessment tasks were reviewed by the unit coordinator, in consultation with the sessional lecturer prior to teaching in Term 1, 2025. Adjustment was made to Assessment task 3 to enhance the clinical relevance of this task. Clear information was provided in the unit profile, assessment task instructions and in class examples were provided to enhance student understanding of the assessment piece.
Source: SUTE comments, informal student comments and unit coordinator reflection.
Feedback
Students found the "real world" experience of the teaching staff beneficial to their learning.
Recommendation
It is recommended to continue to include educators with current clinical experience on the teaching team to offer "real world" examples for students.
Action Taken
A teaching staff member was present and had an active teaching role each week at both campuses. This included a sessional appointment of a clinical OT to provide "real world" experience. Guest speakers (2 x OTs and one consumer) presented in the later weeks of the term to offer further "real world" clinical input for the students.
Source: SUTE comments, informal student comments and unit coordinator reflection.
Feedback
Student feedback suggested some challenges with receiving learning materials in a timely manner, impacting on preparation for unit content prior to class.
Recommendation
It is recommended that teaching staff aim to upload learning materials 24 hours prior to class to allow students time to prepare for class content.
Action Taken
In Progress
Source: SUTE comments, informal student comments and unit coordinator reflection.
Feedback
Student feedback identified some perceived delays in teaching staff responses to online questions through Moodle, especially related to assessment tasks.
Recommendation
It is recommended that teaching staff provide students with clear guidelines around the expected response times for online questions through Moodle. In addition, teaching staff may provide opportunity for assessment related questions in class for further clarification.
Action Taken
In Progress
Source: SUTE comments, informal student comments and unit coordinator reflection.
Feedback
Student feedback indicated some challenges with understanding the requirements of assessment tasks, especially in relation to the use of AI (assessment task 3) and appropriate completion of templates (assessment task 2&3).
Recommendation
It is recommended that the assessment tasks are further reviewed for clarity, especially assessment task 3 that was adapted in 2025, and this is reflected on Moodle and assessment task sheets. Additionally, consideration may be given for the provision of template examples to support student understanding.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Describe occupational therapy roles for enabling work participation
  2. Use selected occupational therapy assessment tools to identify barriers to work participation
  3. Synthesise information from clients and stakeholders to set appropriate work participation goals
  4. Develop work-based interventions using contemporary evidence and clearly communicated professional reasoning
  5. Integrate principles from the legislation and occupational justice when planning inclusive occupational therapy interventions that promote work participation.

OCCT13001 learning outcomes link directly to the following professional standards from the Australian Occupational Therapy Competency Standards (2018):

  1. Professionalism: Standards 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.13, 1.15, 1.17
  2. Knowledge and Learning: Standards 2.1, 2.2, 2.3, 2.5, 2.6, 2.8
  3. Occupational Therapy Process and Practice: Standards 3.1, 3.2, 3.3, 3.4, 3.7, 3.8
  4. Communication: Standards 4.1, 4.2, 4.4, 4.5, 4.10, 4.11

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation • •
2 - Written Assessment • • • •
3 - Case Study • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
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 • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Presentation • • • • • • • • •
2 - Written Assessment • • • • • • • •
3 - Case Study • • • • •