General Information
Occupational therapy roles are adapted to specific needs of contemporary health and social care contexts. In this subject you will develop core skills to fulfil your responsibilities as an occupational therapist across health and social care contexts. You will also explore the occupational therapy role in common areas of practice and develop key skills and knowledge aligned with the Australian Occupational Therapy Competency Standards.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: OCTY71-106 Subject title: Occupational Therapy Roles and Responsibilities Subject level: Postgraduate Semester/Year: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x5 (Total hours: 40) - Workshop content, case scenarios, and practical activities
- Practical: x1 (Total hours: 8) - 30 min OSCE and 7.5 hrs professional portfolio activities
- Personal Study Hours: x9 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: N/A -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | OCTY71-106 |
| Subject title: | Occupational Therapy Roles and Responsibilities |
| Subject level: | Postgraduate |
| Semester/Year: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | N/A |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
- Apply knowledge of ethical standards of practice to inform decision-making in professional interactions.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Skills Test Documentation practical test- to be conducted during class with peer and staff feedback provided as preparation for OSCE. 20.00% Week 1 1 OSCE 25 min practical demonstration of foundational clinical skills during an OT session with a standardised patient and 20 min documentation of the intervention. 40.00% Week 1 1,2,3 Portfolio Completion of self-directed learning activities and critical reflection (1500 words) to address specific OT competency standards (e.g. professionalism, ethical and culturally responsive practice). Document and build evidence of achievement of OT competency standards in your professional portfolio, which is developed across all subjects and practice education placement experiences in the program. 40.00% Week 9 1,2,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
In the case of a failed OSCE, the student will be required to complete a learning plan (remediation) to demonstrate safety and competency in relation to required standards.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Skills Test | Documentation practical test- to be conducted during class with peer and staff feedback provided as preparation for OSCE. | 20.00% | Week 1 | 1 |
| OSCE | 25 min practical demonstration of foundational clinical skills during an OT session with a standardised patient and 20 min documentation of the intervention. | 40.00% | Week 1 | 1,2,3 |
| Portfolio | Completion of self-directed learning activities and critical reflection (1500 words) to address specific OT competency standards (e.g. professionalism, ethical and culturally responsive practice). Document and build evidence of achievement of OT competency standards in your professional portfolio, which is developed across all subjects and practice education placement experiences in the program. | 40.00% | Week 9 | 1,2,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
In the case of a failed OSCE, the student will be required to complete a learning plan (remediation) to demonstrate safety and competency in relation to required standards.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their subject coordinator and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Occupational therapy professionalism, self-care, and self-management
Concepts of, and influences on, occupational therapy professionalism. self-care and self-management as a registered health professional.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
- Apply knowledge of ethical standards of practice to inform decision-making in professional interactions.
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Communication and documentation
Professional communication (verbal and non-verbal) and implications, key requirements for documentation; preparation for practical skills assessment.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
- Apply knowledge of ethical standards of practice to inform decision-making in professional interactions.
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Safety in professional practice
Risk identification and management, infection control and vital signs.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
- Apply knowledge of ethical standards of practice to inform decision-making in professional interactions.
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Patient Safety and pressure care
Risk identification, medico-legal responsibilities, systems, organisational level and individual level, focus on pressure injury management.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
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Clinical reasoning and reflection
Case-based application of key OT clinical reasoning frameworks for assessment and intervention planning.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
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Manual tasks and people handling
Develop skills in safe patient handling and education for patients and carers. Practice for OSCE assessment.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
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Ethical decision making
Ethical reasoning related to confidentiality, personal relationships, respect, discrimination, conflicts of interest, complaints and other common ethical dilemmas.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
- Apply knowledge of ethical standards of practice to inform decision-making in professional interactions.
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Professional portfolio development
A series of self-directed and reflective tasks to be completed across the semester for ongoing development of your professional competencies as required for professional registration and professional portfolio.
SLOs included
- Demonstrate open, responsive, and appropriate communication and documentation (written and electronic) to effectively convey needs and rationale for occupational therapy services and recommendations across common clinical environments and diverse client populations.
- Demonstrate sound judgement regarding safety of self and others (including management of personal well-being and cultural safety), adhering to relevant legal and professional standards.
- Demonstrate awareness of safety and sound clinical judgement during OT service provision for clients with physical impairments (e.g., assessment and monitoring of vital signs, recommendations, and education regarding relevant assistive devices, physical transfers, seating, and positioning).
- Apply knowledge of ethical standards of practice to inform decision-making in professional interactions.