OCC3031 - Enabling occupation: Performance challenges 1B - 2018

This is the second unit of the occupational therapy intervention units. It comprises 10 weeks of integrated scenario-based learning. 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.

Upon successful completion of this unit, students should 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 Canadian Practice Process Framework to typical occupational therapy practice scenarios and clinical practice;
7. describe and critique best evidence available for typical occupational therapy intervention strategies, methods and modalities used with clients of occupational therapy presenting with physical, mental/psychosocial, cognitive, social, and other related occupational performance challenges;
8. describe types and processes of traumatic stress reaction and application of strategies for processing of traumatic stress responses and models of critical stress debriefing;
9. demonstrate clinical reasoning and client-centred/family-centred approach to the development and implementation of occupationally relevant intervention strategies;
10. describe further common medical, surgical, neurological, musculoskeletal, psychosocial and developmental conditions that can present in clients of occupational therapy and their occupational sequela;
11. write relevant, concise and comprehensive reports and substantiate both written and oral reports with information form assessments, observations and interviews';
12. effectively communicate with other members of the team and refer appropriately;
13. maintain the legal, ethical and professional standards and emergency procedures set by the clinical facility, Monash University, and OT AUSTRALIA code of ethics; and
14. seek out and apply the principles of evidence-based practice and using best evidence available for practice related to clients of occupational therapy.

• Completion of five Monash Occupational Therapy Research Evidence Critique Form (MOTRECF) critical reviews for participation in class discussion (15%)
• Presentation of one MOTRECF critical review for presentation and evaluation (10%)
• Exam (2 hours) (40%)
• Oral examination including one hour written exam (20 minutes) (30%)
• Discussant of two peer presentations in oral examination (5%)

Hurdle

• Attendance at 80% of unit tutorials, practical skills sessions and seminars is required to pass this unit.
• 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.

Occupational therapy