Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course addresses occupational therapy practice for children & youth with social emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological conditions that impact their occupational performance and participation. Frames of reference for addressing these issues will be introduced along with appropriate information gathering methods, interventions and service provision. It will also address the participation of children, youth and their families in relation to their home, school and community environments.
Occupational therapy's scope of concern ﾠis human occupation and itsﾠ capacity to support health and participation throughout the lifespan. This course is ﾠpresented in two modules:ﾠModule 1ﾠ is designed to develop students' knowledge of children and youth withﾠ neurological and physical conditions and Module 2 is designed to develop students' knowledge aboutﾠchildren and youth with mental health conditions. Students will consolidate their ﾠunderstanding of the occupational therapy process i.e. the ability to develop a pre-assessment image and plan for information gathering; conduct assessment and goal setting with clients and families; analyse and evaluate results;ﾠ create an intervention plan; and evaluate outcomes. Application and articulation of decision-making and early clinical reasoning skillsﾠ as part of the occupational therapy process is an important part of the learning in this course.ﾠﾠ Students will be introduced to course concepts and guided in their acquisition of knowledge and understanding through their engagement with lectures and tutorials, fieldwork activities involving infant simulation, and other assessment activities, including a case assignment.ﾠ
Course requirements
Assumed background
Students should be familiar with the theoretical foundations of occupational therapy practice as well as the occupational therapy process, particularly with reference to working with children and youth. An understanding of occupation and family-centred practice, aspects of motor, psychological and social functioning in childhood and adolescence and their impact on skill acquisition and occupational performance is assumed. Students should also be familiar with the range of personal, social, environmental, and developmental factors that influence the acquisition of occupational roles throughout childhood and adolescence, as well as a range of frames of reference used to guide occupational therapy practice with children and youth.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
OCTY2103, OCTY2104
Incompatible
You can't enrol in this course if you've already completed the following:
OCTY2201, OCTY2206, OCTY7826
Restrictions
Bachelor of Occupational Therapy
Course contact
Course staff
Lecturer
Dr Jessica Hill
Tutor
Dr Jessica Hill
Dr Cathy McBryde
Field coordinator
Dr Cathy McBryde
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
For details of lecture and tutorial outline please see the Learn.UQ (Blackboard) site for this course.
ﾠ
Aims and outcomes
The purpose of this course is to develop students' understanding of, and competence in, occupational therapy practice for children and youth with social and emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological and non-neurological physical conditions and their families. An understanding of the key issues that may impact upon occupational performance and participation in addition to theﾠmodels of service delivery and frames of reference utilised when addressing these issues will be developed.ﾠAn overarching aim of the courseﾠisﾠfor students to consolidate an understanding of the occupational therapy process i.e.ﾠdeveloping a pre-assessment image and plan for information gathering; conducting assessment and goal setting; analysing and evaluating results; creating an intervention plan; and evaluating outcomes. Application and articulation of decision-making and early clinical reasoning skillsﾠas part of the occupational therapy process is also an important part of the learning in this course.ﾠ
ﾠ
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Articulate knowledge and understanding of the factors that contribute to the development and maintenance of a range of social and emotional challenges and neurological and non-neurological physical conditions, and apply this knowledge to identify the impact of these challenges on the occupational performance and participation of infants, children and youth.
LO2.
Reflect on and understand the role of families and other health professionals who work with children with a neurological or non-neurological physical disabilities and those with mental health conditions or social-emotional challenges.
LO3.
Critique the application of several OT frames of reference and theories in relation to occupational therapy practice with children and youth with social emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological and non-neurological physical conditions.
LO4.
Analyse and evaluate information gathering applicable to infants, children, youth and families where psychosocial and/or neurological/non-neurological physical concerns exist.
LO5.
Design appropriate service provision relevant to improving occupational performance and participation of infants, children, youth and families where there are social-emotional and/or neurological and non-neurological physical challenges.
LO6.
Integrate the best available evidence, knowledge of client factors, understanding of practice context and application of clinical expertise to make clinical decisions and demonstrate clinical reasoning when working with children and youth with social emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological and non-neurological physical conditions.
LO7.
Implement professional and therapeutic communication skills in all written and oral communication that is appropriate to the audience and context.
LO8.
Demonstrate interprofessional practice skills including role clarification, team functioning, interprofessional communication and client-centred care.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration, Role play/ Simulation |
Infant Simulation Fieldwork
|
25% (MUST PASS) |
30/08/2024 8:00 am
The infant simulation session conducted in week 4 must be completed in order for students to participate in the infant simulation clinical examination. |
| Paper/ Report/ Annotation |
Case Study Part 1 - Assignment
|
40% (MUST PASS) |
20/09/2024 2:00 pm
This assessment will be completed and submitted as an individual. |
| Examination, Practical/ Demonstration |
Case Study Part 2 - End of Semester Clinical Examination
|
35% (MUST PASS) |
End of Semester Exam Period 2/11/2024 - 16/11/2024
End of semester exam period |
| Project |
IPCP Curriculum Assessment
|
PASS/FAIL (MUST PASS) |
3/10/2024 - 24/10/2024
3 October to 24th October 2024 (depends on group allocation; 2 weeks after last tutorial in each group) |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Infant Simulation Fieldwork
- Hurdle
- Identity Verified
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Practical/ Demonstration, Role play/ Simulation
- Weight
- 25% (MUST PASS)
- Due date
30/08/2024 8:00 am
The infant simulation session conducted in week 4 must be completed in order for students to participate in the infant simulation clinical examination.
Task description
This is a fieldwork experience and as such, the hours contribute directly to the requirement for all occupational therapy students to undertake 1000 hours of fieldwork in order to graduate. Students MUST watch the recorded lecture about infant development and participate in the infant simulation session scheduled within your timetable. Standardised Patient Assessment will be undertaken on 30/08/2024.
This assessment will be completed in PAIRS.
This is a Must Pass piece of assessment.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Submission guidelines
Clinical examinations will be conducted in pairs. Examinations will occur on the 30/08/2024 and student pairs will be scheduled to individual times between 8am-5pm.
Deferral or extension
You may be able to defer this exam.
Please apply for an in semester deferral. Any approved deferral will apply to both students.
Case Study Part 1 - Assignment
- Hurdle
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% (MUST PASS)
- Due date
20/09/2024 2:00 pm
This assessment will be completed and submitted as an individual.
Task description
The Case Study is completed in two parts - Assignment and Oral Examination.
Details of assessment to be provided in class and on Learn.UQ.
Students will complete this assessment as an INDIVIDUAL.
Note: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
This is a 'Must Pass' piece of assessment.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Submission guidelines
Assignment is to be submitted via Turnitin in Learn.UQ.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Case Study Part 2 - End of Semester Clinical Examination
- Hurdle
- Mode
- Oral
- Category
- Examination, Practical/ Demonstration
- Weight
- 35% (MUST PASS)
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
End of semester exam period
Task description
The Case Study is completed in two parts - Assignment and Oral Examination.
The oral examination is done individually during the End of Semester Exam period.
Details of assessment to be provided in class and on Learn.UQ.
Students will be required to complete this assessment as an INDIVIDUAL.
This is a 'Must Pass' piece of assessment.
As per 3.10.02 Assessment PPL, under 3.4 oral and practical assessment;
When a student is required to complete a live oral or practical assessment item worth 20% or more, the performance will be recorded in accordance with Appendix 7.2 and retained as the official recording of the item for re-mark purposes.
Recordings will be stored in a secure manner and will only be accessed for the purposes of:
a. moderation of marking
b. provision of feedback to the student(s) recorded; and/or
c. re-marking following a successful re-mark application.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Exam details
| Planning time | no planning time minutes |
|---|---|
| Duration | 30 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - specified written materials permitted |
| Materials | One A4 sheet of typed notes, single sided, is permitted A single-sided A4 page of typed notes (minimum 10pt font) is permitted. |
| Exam platform | Other |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Please apply for an end of semester deferral.
IPCP Curriculum Assessment
- Hurdle
- In-person
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Project
- Weight
- PASS/FAIL (MUST PASS)
- Due date
3/10/2024 - 24/10/2024
3 October to 24th October 2024 (depends on group allocation; 2 weeks after last tutorial in each group)
Task description
Please refer to the assessment information on Learn.UQ for the assessment due date for your team.
This is a team assessment, and all team members are expected to contribute equally to the team’s assessment items. Teams will be assigned during your first tutorial. There are three (3) parts to this assessment:
Part one requires you to complete a worksheet and will draw on the online and face-to-face content from Module 1 of the IPCP curriculum focusing on role-clarification and client-centred care. Length: There is no word limit for the worksheet.
Part two involves creating a 3-minute video which draws upon the online and face-to-face content from Modules 2 and 3 of the IPCP curriculum focusing on interprofessional communication, team functioning and client-centred care. Length: Video 3 minutes
Part Three involves a written assignment (300 words max) which draws on the online and face-to-face content from Modules 2 and 3 of the IPCP curriculum focusing on how client-centred care can be improved. Length: The word limit for the written assignment is 300 words combined, including in-text references
Teams will need to submit all three parts of your assessment in the Assessment tab on the IPCP Learn.UQ course site. Additional information regarding submission will be provided on the IPCP Learn.UQ course site.
Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment.
Submission:
Online submission via Blackboard.
The IPCP module is a Pass/Fail assessment task. Students who pass the module will receive a course grade based on the remaining assessment in the course.
· For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, there will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade will be awarded based on the remaining assessment in the course.
· Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable the student to be eligible to pass the course with a maximum grade of 4 (if the remaining assessment in the course would result in a grade higher than 4, a maximum grade of 4 will be awarded).
· Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a maximum grade of 3 (if the remaining assessment in the course would result in a grade higher than 3, a maximum grade of 3 will be awarded).
Hurdle requirements
Students must complete and pass this assessment to pass the course.Submission guidelines
Online submission via Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 35 - 44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45 - 54%. A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not pass the must pass assessment items noted below. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 55 - 64% and has passed the 'must pass' assessment items noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 - 74% and has passed the 'must pass' assessment items noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75 - 84% and has passed the 'must pass' assessment items noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85 - 100% and has passed the 'must pass' assessment items noted below. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
IMPORTANT NOTE: This course contains ‘must pass’ assessment items. You must pass ALL items to pass this course overall, i.e. even if your final percentage mark is 55% or higher the individual ‘must pass’ assessment items must have been passed.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Resubmissions/Resit of Assessment Items
The School of Health & Rehabilitation Sciences supports the concept of resubmissions or resitting of failed assessment items in specific and defined circumstances. In this course, the Infant Standardised Patient Assessment is eligible for consideration of the resit option. Case Study Part 1, Case Study Part 2 and the IPCP Curriculum Assessment ARE NOT eligible for resubmission/resit option.
After resubmission or resit, the maximum result is a pass mark for that assessment component. Students who are granted a resubmission/resit ﾠfor an assessment item and do not submit by/attend on ﾠthe scheduled date will not be permitted to reschedule the assessment/granted an extension.
Deferred exams
Students may be eligible for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam.
Further details, including how to apply, can be found at -ﾠhttps://my.uq.edu.au/node/189/0#0. Please also email the Course Coordinator to advise of the deferred exam request.
Submitting assessment in Blackboard andﾠTurnitin
When assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt. ﾠThis information will also be sent to your student e-mail account. Please ensure you keep this email.
When assessment is submitted through Turnitin you will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receiptﾠ from yourﾠAssignment inbox. ﾠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at:ﾠhttps://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Feedback and Evaluation
Feedback is an ongoing process and will be provided to students during learning activities, in lectures and tutorials and through assessment submission. Feedback may come from staff, self, peers or during fieldwork encounters. Students whose participation is limited may find that they receive limited ongoing feedback. Students are encouraged to ask for feedback on their performance during learning activities and are welcome to approach staff for individual feedback or discussion of performance at mutually negotiated times.
Students are also welcome to provide feedback on course content, resources and learning experiences to the course coordinator. This may be done directly via email to the course coordinator throughout the semester or may be provided through the formal process of completing course and teaching evaluations at the end of each semester.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Occupational Therapyﾠ Statement Regarding Provision of Lecture Content
Lecture notes will be provided on Learn.UQ (Blackboard) prior to lectures and/or tutorials whenever possible. Occupational Therapy has a policy that additional material and information conveyed during lectures and tutorials will not be supplied to students in electronic form after the class has finished. It is expected that students will take notes during classes to supplement the notes provided on Learn UQ, as note taking enhances learning and recall of information.
It is the responsibility of students who are not able to attend a lecture/tutorial to liaise with other students to obtain content from missed classes. Lecturesﾠ will be recorded and made available to students wherever possible.
Occupational Therapy Statement Regarding Class Participation
As occupational therapists-in-training, occupational therapy students are required to develop a range of professional competencies that must be demonstrated as graduate therapists.ﾠOCTY coded courses aim to provide students with learning activities and experiences that support the development of these professional skills and behaviours. Thus, participation in tutorials and other practical sessions may be compulsory, and may therefore be monitored. Pass/fail criteria may be assigned for the quality of contributions and appropriate participation in tutorials or practical sessions (Refer to PPL 3.10.02 Assessment). Students who do not participate appropriately may be required to contribute additional work to demonstrate their understanding of this component of the course. Students should ensure that they check assessment details in the assessment section of their ECP to confirm whether or not they will be enrolled in courses for which this statement applies.
Occupational Therapy Statement Regarding Provision of In-Class Content
Course notes will be provided on or via Learn.UQ (Blackboard) prior to course workshops whenever possible. Additional material and information conveyed during class contacts (i.e., workshops) will not be supplied to students in electronic form after the class has finished, unless planned as part of course activities. It is expected that students will take notes during classes to supplement the notes provided on Learn.UQ, as note taking enhances learning and recall of information. It is the responsibility of students who are not able to attend a workshop and class contact to liaise with other students to obtain content from missed classes. The nature and structure of the workshops and associated activities do not lend themselves to successful recording using centralised recording software, therefore recordings of workshops will not typically be made or provided to students.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks |
Tutorial |
Interprofessional Collaborative Practice Modules Interprofessional Collaborative Practice Modules (Monday/ Thursday) (Tutorials); Dates on Allocate + Participants will work in small teams in the tutorial groups with students from Dentistry, Exercise Physiology and Sports Science, Midwifery, Nursing, Occupational Therapy, Pharmacy, Physiotherapy, Social Work and Speech Pathology. There are three modules that consist of on-line preparation and face-to-face in class (or via Zoom) learning activities. You will work in your team to engage in a range of learning activities to develop your knowledge and skills to help prepare you for working in teams when caring for clients. · In Module One, you will learn from, with and about your peers on their role and the roles of others in caring for clients. · In Module Two you will develop the skills to communicate effectively with team members and appreciate the consequences when communication breaks down and is ineffective. · In Module Three, you will develop your knowledge and skills to work in an effective team through participation in an on-line escape room activity with your team. You will also follow the healthcare journey of a client across the three modules. |
Multiple weeks From Week 1 To Week 13 |
Lecture |
Lecture Series Lectures will be pre-recorded and provided to students the week of the corresponding tutorial. Weeks 1-9 will cover topics relating to working with children and youth with neurological and physical conditions. Weeks 10-13 will cover topics relating to working with children and youth diagnosed with mental health conditions. |
Tutorial |
Tutorials Tutorials will be delivered in-person and will provide a practical application of the topics covered within the lecture. Please note that active participation within the tutorials will strongly support your completion of the Case Assignment 1 and 2. Due to the client videos shown within these tutorials, as well as their practical nature these can not be recorded. Students who are unable to attend the tutorials are encouraged to speak with their peers to ensure they do not miss crucial information. |
|
Week 4 (12 Aug - 18 Aug) |
Fieldwork |
Infant Simulation The infant simulation learning activity will be delivered in person and is compulsory. Participation within this session will directly inform the completion of your assessment. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: