OCC2020 - Enabling occupation: Performance challenges 1A - 2018

This is the first unit of the occupational therapy intervention units. It comprises integrated case based learning with some time spent in facilities to consolidate application of knowledge into practice. Students will begin to describe, apply and critique the principles of assessment and intervention for clients with problems related to capacities to engage in 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.

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

1. Apply the Canadian Model of Occupational Performance and Engagement (CMOP-E) and the Canadian Practice Process Framework (CPPF) to typical occupational therapy practice scenarios addressing different areas of practice;
2. Apply and explain typical occupational therapy theories, intervention strategies, methods and modalities used with clients of occupational therapy;
3. Describe common musculoskeletal, medical, surgical, neurological, mental and psychosocial disease processes relevant to clients of occupational therapy in the context of their occupational sequelae;
4. Design technical drawings of home modifications, evaluate these relative to clients' needs and communicate recommendations to home modification;
5. Construct an orthosis using the principles of orthotic fabrication and justify design, manufacture and application of a specific orthosis;
6. Select, measure, prescribe and use appropriate assistive equipment to create recommendations for increased occupational participation and performance in typical client scenarios;
7. Integrate evidence-based practice with a client-centred approach to recommend relevant occupational therapy intervention strategies and services;
8. Write relevant, concise and comprehensive reports and substantiate both written and oral reports with information from assessments, observations and interviews;
9. Define and describe search strategies to identify the principles of evidence based practice and use the best available evidence for typical occupational therapy scenarios.

45 hour volunteering community based experience.

• Critically evaluate splint (5%)
• Technical drawing of home environment (12.5%)
• Office/workplace assessment assignment (1,500 words) (10%)
• 2 x Exam (1 hour each) (Short answer and MCQ) (40%)
• Written exam (1 hour) and oral exam (30 minutes) (30%)
• Peer assessor in oral examination (2.5%)

Hurdle

Attendance at 80% of scenario-based tutorials, seminars, workshops, practical skills classes (including IPE week), seminars, and community based experience hours.

The manufacture of splints as directed

• Completion of two self-evaluations of participation in scenario-based learning groups.
• Completion of evaluation of group process for each scenario-based learning case covered.
• Completion of reflection assignment on community based experiences to a satisfactory standard.
• Submission of a time sheet documenting hours at the community based clinical experience.

Occupational therapy