Promoting Occ Performance & Participation for Individuals with Complex Issues & Life Situations (OCTY3103)

Course overview

This course will expose students to the complexity of occupational therapy practice through the investigation of individual case scenarios addressing complexity at the levels of person, environment & occupation. Cultural & linguistic diversity, complexity of practice across health, education, disability & welfare sectors & complexity related to health & social issues experienced by carers & other family members will be introduced. Case studies will be the basis for teaching, demonstrating the complexity of enhancing occupational performance & participation throughout the lifespan.

This course is designed to assist students in their final preparations for full-time clinical placement. The knowledge that has been gained during the first two years of the program will be integrated and applied to clients with diverse needs in different contexts. The focus of the learning activities is on student-driven discussion and decision-making regarding rich case scenarios which have been developed to represent the diversity of clinical practice.

Course requirements

Assumed background

Students who are undertaking this course will have successfully completed the first and second year of the Bachelor of Occupational Therapy (Hons) program.

Prerequisites

You'll need to complete the following courses before enrolling in this one:

OCTY2207, OCTY2208, OCTY2209, OCTY2210, PHYL2067

Incompatible

You can't enrol in this course if you've already completed the following:

OCTY3101

Restrictions

Bachelor of Occupational Therapy

Course contact

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

A course timetable is available on the Learn.UQ (Blackboard) Site.

A complete timetable of weekly lecture and workshop topics is available on Learn.UQ for this course.ﾠ

Aims and outcomes

The aim of this course is for students to consolidate and apply their knowledge and skills to clients with complex needs in differentﾠcontexts.

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

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

Case Study Assignment - Assessment Plan

• Hurdle
• Online

Mode

Activity/ Performance, Oral, Written

Category

Paper/ Report/ Annotation, Performance

Weight

30% (Must Pass)

Due date

2/04/2025 2:00 pm

Task description

Hurdle requirements

Submission guidelines

Students are to submit the written tasks via Turnitin and the video-recorded tasks via Blackboard.

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 Assignment - Intervention Plan

• Hurdle
• Online

Mode

Activity/ Performance, Oral, Written

Category

Paper/ Report/ Annotation, Performance

Weight

30% (Must Pass)

Due date

9/05/2025 2:00 pm

Task description

Hurdle requirements

Submission guidelines

Students are to submit the written tasks via Turnitin and the video-recorded tasks via Blackboard.

Deferral or extension

You may be able to apply for an extension.

Clinical Exam

• Hurdle
• Identity Verified
• In-person

Mode

Oral

Category

Examination

Weight

40% (Must Pass)

Due date

End of Semester Exam Period

7/06/2025 - 21/06/2025

Scheduled during Exam Period (School)

Other conditions

Time limited.

See the conditions definitions

Task description

Hurdle requirements

Exam details

Submission guidelines

Deferral or extension

You may be able to defer this exam.

Sessional Placement (Adult Physical)

Mode

Activity/ Performance

Category

Placement, Practical/ Demonstration, Role play/ Simulation

Weight

Pass/Fail (Must Pass)

Task description

Submission guidelines

All progress notes made during the sessional placement are to be submitted to the clinical educator prior leaving the session each week.

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.

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 assessment items to pass this course overall, i.e. even if your final percentage mark is 55% or higher each individual ‘must pass’ assessment item must have been passed.

Supplementary assessment

Supplementary assessment is not available for some items in this course.

Should you fail a course with a grade of 3, or a non-graded 'N', you may be eligible for supplementary assessment. Refer to my.UQ for information on supplementary assessment.

Supplementary assessment may not be available for all courses, or for some of the assessment items for a course. The highest grade you can receive following supplementary assessment is a 4 or P. Details of availability of supplementary assessment for this course are set out below.

Supplementary Assessment is only available for the Case Study Assignment- Assessment Plan, Case Study Assignment- Intervention Plan and Clinical Exam Assessment Tasks. Within the 'Sessional placement' assessment item students must participate in and pass a number of practical learning activities including a Sessional placement at a Queensland Health facility. This is a must pass item for the course and a supplementary assessment is NOT available for this component of the sessional placement assessment item.

Refer to my.UQ for how to apply for supplementary assessment.

Supplementary assessment can take any form, for example, an oral or a written exam. Students who are eligible and approved for a supplementary assessment and the form of assessment is an examination, are expected to be available to sit the supplementary exam during the University’s Deferred and Supplementary examination period. Once approved, supplementary assessment cannot be rescinded by the student.

Additional assessment information

Use of Generative AI in Assessments

Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of 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.

Resubmission/Resit of assessment items

The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. In this course, the Case StudyﾠAssignmentﾠ- Assessment Plan AND the Sessional Placement Assessment item component (c) People Handling Training and Competency Assessment are eligible for consideration of the resubmission/resit option if the assessment item was submitted on time.ﾠ

After resubmission or resit, the maximum result is a pass mark for that assessment component. Students who are granted a resubmission for an assessment item and do not submit by the scheduled date will not be granted an extension.

Students will be eligible for a maximum of two resubmission options for this course.

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 - https://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 and Turnitin

When assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt. This 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 receiptﾠfrom 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: https://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.

Use of Generative AI in Student Placements

Generative Artificial Intelligence (AI) and Large Language Models (e.g., ChatGPT, Microsoft Copilot) are increasingly used in society. In terms of clinical placements, students are not permitted to use AI unless explicitly indicated by the provider that this use is permitted, and the parameters of use are clear. If these are not explicit, students are expected to consult with their practice educators before implementation to determine the acceptability of generative AI use and ensure that any potential risks associated with the intended use are addressed. AI is not a replacement of, or substitute for, professional reasoning or clinical skills. Human oversight is essential in its use, and to employ generative AI effectively and responsibly, students must understand how AI works, including its functions, data storage methods, and its impact on adherence to professional codes of conduct.

If used on placement, students are responsible for any outputs generated by AI, such as clinical notes and reports, and will be held accountable for the actions of any AI that is used in clinical practice. This responsibility includes ensuring adherence to the relevant profession's code of conduct and ethical standards. Transparency about generative AI use is essential in placement environments. Students must follow the relevant policies and procedures of their placement provider. Students are reminded that they need to demonstrate their ability to meet the inherent requirements of the relevant profession, operate within its scope of practice, and ensure that client/patient privacy and confidentiality are maintained at all times. Under no circumstances should identifiable clinical information be uploaded to open or external AI platforms, as it is unethical and irresponsible.

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

Library resources are available on the UQ Library website.

Additional learning resources information

Required Resources

Students will be required to refer to resources and texts previously recommended within their occupational therapy studies.

Statement Regarding Provision of Lecture Content

Lecture notes will be provided on Learn.UQ (Blackboard) prior to lectures and/or tutorials whenever possible. Additional material and information developed or 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. Lectures will be recorded when supported by the facilities. Students should be aware that lecture recording software is not available in all lecture theatres, and allocation of lecture rooms is out of the control of the School of Health and Rehabilitation Sciences. ﾠ

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

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:

• Working with Children Policy
• Fitness to Practise Policy
• Work Integrated Learning and Work Experience Policy

School guidelines

Your school has additional guidelines you'll need to follow for this course:

• Resources for Current Students

Course guidelines

Feedback and Evaluation

Feedback is an ongoing process and will be provided to students during the different learning activities in the course, in lectures, tutorials, sessional placement and through assessment submission. Feedback may come from staff, self, peers or during sessional placement/clinical 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.

Completion of clinical placements

Pre-requisites: In line with SHRS Program Rules, students are required to meet and maintain a valid Senior First Aid (including CPR) certificate and fulfil any other obligations defined by legislation or organisational requirements (e.g., Blue Card, Yellow Card, OHS and criminal history clearance) over the duration of their programs. Students are also required to provide proof of immunity status, which may include evidence of susceptibility, immunization or serology, prior to course commencement. Further details of immunization requirements and process for compliance are available at https://shrs.uq.edu.au/current-students/program-forms-and-advice. Certain placement organisations require students to undertake in-house orientation activities prior to the placement (e.g., SHRS Occupational Health and Safety Induction, Queensland Health Orientation Package, etc.) and students are also bound to complete these. Students who have not satisfied the above requirements prior to the beginning of clinical placements will not be permitted to undertake any scheduled clinical placements within the associated course. Failure to complete clinical placements in their entirety may result in failure of the associated course.

Allocation of Clinical Placements and Placement Locations: Course Co-ordinators and/or Clinical Education Liaison Managers (CELMs) will allocate students to clinical placements. In some courses, students will be requested to provide information concerning their preferred clinic type and location. In other courses, no such student input will be able to be accommodated. However, all allocations for placements will be made with due consideration given to equity of opportunity and students’ prior clinical learning experiences to ensure all students will meet the relevant society membership and/or registration requirements associated with clinical practice in Australia.

Students may be routinely placed at clinics within Brisbane and the greater Brisbane area, including the Sunshine Coast to the north, the Gold Coast/Tweed Heads to the south, Redlands City to the east, and Toowoomba to the west. For clinical experiences longer than one day’s duration (‘block placements’), students must be prepared to travel anywhere within Queensland (including rural/remote locations) and may be required to travel interstate.

International placements will not be routinely arranged for students, but may be offered as opportunities arise and as relevant to each student’s individual circumstances. Any such opportunity must be negotiated through the CELMs and will be subject to appropriate legal arrangements and supervision requirements. Note: All students being considered for an international placement must display an acceptable prior level of performance in the program and the Course Co-ordinator and/or CELM must approve the timing of the placement. In addition, should an official travel warning be issued by the Australian Government relevant to a potential international clinic site, such a placement will not be permitted or will be cancelled if already planned.

Funding of Clinical Placements: Students will self-fund all personal expenses for all clinical placements. This includes, but is not limited to, travel, accommodation, meals, visas, and costs of living). The University will not reimburse any student for any such expenses. Students are strongly encouraged to make the necessary financial, carer, and part-time work arrangements at the earliest opportunity in order to self-fund their placements.

On occasion, the CELMs may become aware of scholarships, grants, subsidies, and accommodation options available to support students on clinical placements. Information on how to obtain this support will be made available to students through the relevant CELMs.

Preferential Placements and Changing of Allocated Placements: Only the Course Co-ordinator and/or CELM can provide a student with a preferred clinical placement or change a student’s clinical placement. Only three conditions will be considered as valid reasons for preferentially placing a student or changing a student’s placement:

1. Medical. In these cases, the student is required to provide a valid medical certificate. Contact the Course Co-ordinator and/or CELM for details.
2. Carer responsibilities (such as for young children or chronically ill family members). In these cases, the student must sign a Statutory Declaration stating their situation. Such declarations must be completed in the presence of a Justice of the Peace. This service is available at the Student Centre in the JD Story building (Building 61a). As a Statutory Declaration is a legally binding document, there can be serious consequences and/or penalties at law for anybody who knowingly makes false or dishonest statements.
3. Special circumstances to be considered on a case-by-case basis (e.g., elite athletes, cultural issues). In these cases, the students is required to sign a Statutory Declaration as described above.

The presence of medical, carer, or special reasons does not guarantee the student will be given a preferential or changed clinical placement. If deemed appropriate, every reasonable effort will be made to accommodate the student’s individual needs.

For students seeking special consideration, the Course Co-ordinator and/or CELM can request the student seek assistance from the relevant representative in the SHRS Student and Academic Support Unit (SASU) and/or from UQ Student Services, Student Health on Campus. The University offers many types of assistance including assigning the student a Disability Advisor.

The presence of conditions other than those listed above – such as the student’s residential address relative to the clinical placement address, or whether the student works part-time/full-time outside of his or her university commitments – will not be accepted as reasons for providing preferential clinical placements or changing a clinical placement.

Failure to attend single/multiple clinical placement sessions: Students must attend all of their allocated clinical placements, as per UQ policy PPL3.10.04 (https://ppl.app.uq.edu.au/content/3.10.04-placement-courses). Failure to attend an allocated clinical placement session may result in missed learning opportunities, lower performance outcomes and the Course Co-ordinator awarding the student a failing grade for the associated course. The Course Co-ordinator may also require the student to make up any missed clinics and/or arrange for the student to attend a replacement clinic in the event of a scheduled clinical placement becoming unavailable. Only two conditions will be accepted for a student failing to attend a clinical placement session:

1. Medical. In these cases, the student is required to provide a valid medical certificate. Contact the Course Co-ordinator and/or CELM for details.
2. Legitimate, non-medical events (e.g., bereavement, private matters, elite sporting commitments). In these cases, the student is required to provide documentary evidence or sign a Statutory Declaration stating their situation and acknowledging their awareness of the consequences of non-attendance. Such declarations must be completed in the presence of a Justice of the Peace. This service is available at the Student Centre in the JD Story building (Building 61a). As a Statutory Declaration is a legally binding document, there can be serious consequences and/or penalties at law for anybody who knowingly makes false or dishonest statements.

For students meeting either of the above conditions, the Course Co-ordinator/CELM can request the student seek assistance from the relevant representative in the SHRS SASU and/or from UQ Student Services, Student Health on Campus. The University offers many types of assistance including assigning the student a Disability Advisor.

The presence of conditions other than those listed above – such as the student’s residential address relative to the clinical placement address or whether the student works part-time/full-time outside of his or her university commitments – will not be accepted as reasons for failing to attend an allocated clinical placement session.

Students are advised that some student contact details (eg UQ email addresses) will be forwarded to the facility for the purposes of facilitating communication and organisation regarding the clinical immersion experience.

Fitness to Practise: Students should also refer to UQ Fitness to Practise policy, which reaffirms the University’s commitment to early intervention (where possible) whilst also providing a framework within which the University will manage Fitness to Practise concerns. It is important to note that fitness to practise at UQ encompasses a broad range of factors including:

Conduct:              Conduct outside the bounds considered acceptable or worthy of the membership of the profession

Performance:      Performance that is not consistent with the profession’s established standards at a student’s respective stage of their program

Compliance:         Disregard for, or are unable to meet, the rules, regulations or standards for practising as a member of the profession or for undertaking practical placement with a placement provider

Health:                A disability or health condition that impairs their capacity to practise as required by the profession

It is important to note that if your performance, behaviour or condition poses a serious concern for the welfare of others, or is unreasonably disruptive to the community in which they are learning, or results in an inability to meet the requirements of a program, the University may require that your studies be interrupted or, in cases where remediation is impracticable, discontinued.