School: Medical and Health Sciences
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Clinical Science 2Unit Code
OCT1208Year
2016Enrolment Period
1Version
3Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
In this unit students focus on the development of their professional skills, evidence-based practice and the tools required to systematically review evidence. This unit is a continuation from Clinical Science 1 and considers issues related to the documentation of the results and the synthesis of evidence to determine best practice guidelines for occupational therapists. It also includes the synthesis and translation of information derived from research into practical knowledge and skills. The use of observation and interviewing as tools for client interaction and data collection are developed, as is the purpose and understanding of allied health professional teams and environments.
Prerequisite Rule
Students must pass 2 units from OCT1101, OCT1104
Learning Outcomes
On completion of this unit students should be able to:
- Apply the process of systematically reviewing evidence to determine best practice in an area of occupational therapy.
- Construct best-practice guidelines based on the synthesis of available evidence, professional expertise and the needs and preferences of the client with appropriate cultural sensitivity to the individual, group, community or population.
- Demonstrate techniques for client engagement and analysis of occupational performance and its components.
- Describe the role of allied health teams and the occupational therapy process within this environment.
- Outline the rationale for systematically reviewing evidence in the practice of occupational therapy.
Unit Content
- Evidence-based practice: translating research findings into practice.
- Issues related to best practice and the skills required to retrieve, analyse and interpret research evidence.
- Systematically reviewing evidence, measurement and analysis technologies applied to occupational performance.
- Documentation of best-practice guidelines based on the synthesis of scientific evidence, expertise, client preference and client need.
- The role of the client and allied health professional team.
- Development of observation and client engagement skills.
- Cultural awareness and sensitivity when working with diverse clients.
Additional Learning Experience Information
Lectures, tutorials, class discussions, guest speakers, small group activities, e-learning activities and on/off campus clinics (practical placement).
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.
ON CAMPUS| Type | Description | Value |
|---|
| Presentation | Presentation of best practice | 30% |
| Practicum ^ | Practicum-related activity | 20% |
| Portfolio ^ | Clinical learning portfolio | 50% |
^ Mandatory to Pass
Text References
- ^ Taylor, M.C. (2007). Evidence-based practice for occupational therapists (2nd ed.). Oxford, England: Blackwell Science.
- ^ World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: WHO. Note: Seminal Reference.
- Boyt-Schell, B., Gillen, G., & Scaffa, M.E. (2014). Willard & Spackman's occupational therapy (12th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
- Christiansen, C.H., & Baum, C.M. (2005). Occupational therapy: Performance, participation, and well-being. New Jersey, NJ: Slack Inc.
- DeVito, J.A. (2012). The interpersonal communication book (13th ed.). Boston, MA: Allyn & Bacon.
- Fawcett, A.L. (2007). Principles of assessment and outcome measures for occupational therapists and physiotherapists. Queensland, Australia: John Wiley & Sons, Ltd.
- Freegard, H. (2007). Ethical practice for health professionals. Melbourne, Australia: Thompson Learning.
- Kielhofner, G. (2008). A model of human occupation: Theory and application (4th ed.). Baltimore, MD: Lippincott.
- Nagaya, J., Schidehette, S., & Richardson, J. (2005). The professional portfolio in occupational therapy. New Jersey, NJ: SLACK.
Journal References
- American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68, S1-S48.
- American Journal of Occupational Therapy
- Australian Occupational Therapy Journal
- Australian and New Zealand Journal of Occupational Health and Safety
- British Journal of Occupational Therapy
- Canadian Journal of Occupational Therapy
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
OCT1208|3|1
School: Medical and Health Sciences
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Clinical Science 2Unit Code
OCT1208Year
2016Enrolment Period
2Version
3Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
In this unit students focus on the development of their professional skills, evidence-based practice and the tools required to systematically review evidence. This unit is a continuation from Clinical Science 1 and considers issues related to the documentation of the results and the synthesis of evidence to determine best practice guidelines for occupational therapists. It also includes the synthesis and translation of information derived from research into practical knowledge and skills. The use of observation and interviewing as tools for client interaction and data collection are developed, as is the purpose and understanding of allied health professional teams and environments.
Prerequisite Rule
Students must pass 2 units from OCT1101, OCT1104
Learning Outcomes
On completion of this unit students should be able to:
- Apply the process of systematically reviewing evidence to determine best practice in an area of occupational therapy.
- Construct best-practice guidelines based on the synthesis of available evidence, professional expertise and the needs and preferences of the client with appropriate cultural sensitivity to the individual, group, community or population.
- Demonstrate techniques for client engagement and analysis of occupational performance and its components.
- Describe the role of allied health teams and the occupational therapy process within this environment.
- Outline the rationale for systematically reviewing evidence in the practice of occupational therapy.
Unit Content
- Evidence-based practice: translating research findings into practice.
- Issues related to best practice and the skills required to retrieve, analyse and interpret research evidence.
- Systematically reviewing evidence, measurement and analysis technologies applied to occupational performance.
- Documentation of best-practice guidelines based on the synthesis of scientific evidence, expertise, client preference and client need.
- The role of the client and allied health professional team.
- Development of observation and client engagement skills.
- Cultural awareness and sensitivity when working with diverse clients.
Additional Learning Experience Information
Lectures, tutorials, class discussions, guest speakers, small group activities, e-learning activities and on/off campus clinics (practical placement).
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.
ON CAMPUS| Type | Description | Value |
|---|
| Presentation | Presentation of best practice | 45% |
| Portfolio ^ | Clinical learning portfolio | 45% |
| Practicum ^ | Practicum | 10% |
^ Mandatory to Pass
Text References
- ^ Taylor, M.C. (2007). Evidence-based practice for occupational therapists (2nd ed.). Oxford, England: Blackwell Science.
- ^ World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: WHO. Note: Seminal Reference.
- Boyt-Schell, B., Gillen, G., & Scaffa, M.E. (2014). Willard & Spackman's occupational therapy (12th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
- Christiansen, C.H., & Baum, C.M. (2005). Occupational therapy: Performance, participation, and well-being. New Jersey, NJ: Slack Inc.
- DeVito, J.A. (2012). The interpersonal communication book (13th ed.). Boston, MA: Allyn & Bacon.
- Fawcett, A.L. (2007). Principles of assessment and outcome measures for occupational therapists and physiotherapists. Queensland, Australia: John Wiley & Sons, Ltd.
- Freegard, H. (2007). Ethical practice for health professionals. Melbourne, Australia: Thompson Learning.
- Kielhofner, G. (2008). A model of human occupation: Theory and application (4th ed.). Baltimore, MD: Lippincott.
- Nagaya, J., Schidehette, S., & Richardson, J. (2005). The professional portfolio in occupational therapy. New Jersey, NJ: SLACK.
Journal References
- American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68, S1-S48.
- American Journal of Occupational Therapy
- Australian Occupational Therapy Journal
- Australian and New Zealand Journal of Occupational Health and Safety
- British Journal of Occupational Therapy
- Canadian Journal of Occupational Therapy
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
OCT1208|3|2
