OCC3030 - Enabling occupation: Performance challenges 1B

Leader: Dr Ted Brown

Offered

Peninsula First semester 2007 (Day)

Synopsis

This is the second unit of the occupational therapy intervention units. It comprises 10 weeks of integrated scenario-based learning followed by a 5-week clinical fieldwork placement to consolidate application of knowledge into practice. In this unit, students further describe, apply and critique the principles of assessment and intervention for individual and groups of clients who are restricted in their ability to engage activities, occupations, and participation in community life. Intervention principles will also incorporate environmental supports and barriers (advocacy, organisational change, environmental adaptation) and evidence-based practice.

Objectives

Upon successful completion of this unit, students will be able to:

1. take responsibility for own attitudes and behaviour, as demonstrated by acknowledging prejudices, limitations, and lack of knowledge, and commitment to change and growth as a result of professional development, and reflective learning;
2. further develop skills in self-assessment and the provision of constructive feedback to others;
3. function effectively as a member of a small learning group;
4. understand further the relationship between the person, the environment (physical social, institutional and cultural) and occupation as the basis for occupational therapy practice;
5. further appreciate the complex and interacting factors that contribute to notions of culture and cultural relationships, health and illness and multicultural diversity to professional practice and citizenship;
6. describe and apply the Occupational Performance Process Model to typical occupational therapy practice scenarios and clinical practice;
7. describe and critique typical occupational therapy presenting with physical, mental/psychosocial, cognitive, social, and other related occupational performance challenges;
8. describe and apply to practice strategies using the principles of remediation versus compensation and critique outcomes of such strategies;
9. describe types and processes of traumatic stress reaction and application of strategies for processing of traumatic stress responses and models of critical stress debriefing;
10. demonstrate clinical reasoning and client-centred/family-centred approach to the development and implementation of occupationally relevant intervention strategies;
11. describe further common medical, surgical, neurological, musculoskeletal, psychosocial and developmental conditions that can present in clients of occupational therapy and their occupational sequela;
12. apply to practice the Occupational Performance Process Model including:
• naming, validating and prioritising occupational performance issues;
• identifying occupational performance components and the environmental conditions;
• identifying clients' strengths and resources;
• negotiating targeted outcomes and developing action plans;
• implementing plans through occupation;
• demonstrate clinical reasoning and a client-centred approach to the development and implementation of occupationally relevant intervention strategies relevant to clients of occupational therapy;
13. write relevant, concise and comprehensive reports and substantiate both written and oral reports with information form assessments, observations and interviews';
14. effectively communicate with other members of the team and refer appropriately;
15. maintain the legal, ethical and professional standards and emergency procedures set by the clinical facility, Monash University, and OT AUSTRALIA code of ethics; and
16. seek out and apply the principles of evidence-based practice and using best evidence

Assessment

Oral presentation (20 minutes): 10%
Report (1500 words): 10%
Written examination (2 hours): 30%
Written (1 hour) and oral examination (30 minutes):40%
Discussant of two peers in oral examination: 10%
Hurdle requirements: attendance at 80% of tutorials, skills classes and fieldwork placement honours, two self evaluations of group presentation, attendance at two group reflection sessions, group evaluation of completion of each case and satisfactory completion of clinical placement as assessed through the Student Placement Evaluation Form (SPEF).

Prerequisites

OCC2011