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Course Outlines

OCCTH 2000 - Occupational Perspectives of Health A

North Terrace Campus - Semester 1 - 2022

In this course, students will explore the theoretical foundation of occupational therapy and the relationship between occupation, health and well-being. Perspectives of how to learn and teach new occupations will be explored using key concepts from the Canadian Model of Occupational Performance and Engagement. Students will be taught pre-professional knowledge of occupation, community diversity, social participation and the impact of socioeconomic and environmental factors on participation. Students will develop and apply intentional communication skills as an important feature of culturally safe practice. Students will explore research to further their understanding of occupation.

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  • General Course Information
    Course Details
    Course Code OCCTH 2000
    Course Occupational Perspectives of Health A
    Coordinating Unit Occupational Therapy
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites OCCTH 1000
    Corequisites OCCTH 2001
    Restrictions Restricted to Bachelor of Occupational Therapy (Honours)
    Assessment Final examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Dr Suzanne Dawson

    Course Coordinator: Dr Suzanne Dawson
    Phone: +61 8 8313 3688
    Email: suzanne.dawson@adelaide.edu.au
    Location Level 4, Engineering & Maths Sciences Building

    Tutor: Dr Emma George
    Phone: +61 8 8313 3122
    Email: emma.george@adelaide.edu.au
    Location Level 4, Engineering & Maths Sciences Building
    Course Timetable

    The full timetable of all activities for this course can be accessed from .

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Describe core occupational concepts and theories to support health and wellbeing among individuals and communities.
    2 Communicate effectively with peers, consumers and groups using culturally safe verbal and non-verbal skills.
    3 Identify and apply evidence to describe core occupation theories.
    4 Apply skills in reflection to self and contemporary community issues, including culturally safe practice.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    		 1, 3, 4

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    		 1, 2, 3, 4

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    		 2, 4

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    		 4

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    		 1, 2, 4

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    		 1, 2, 4

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    		 -

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    		 2, 4
  • Learning Resources
    Recommended Resources
    Townsend, E. A., & Polatajko, H. J. (Eds.). (2013). Enabling Occupation II: Advancing an Occupational Therapy Vision for Health, Well-Being & Justice Through Occupation, 2nd Edition. CAOT Publications ACE.

    Boyt Schell, B. A., & Gillen, G. (Eds.). (2019). Willard and Spackman's Occupational Therapy 13th Edition. Wolters Kluwer.
    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    In this course lectures and workshops are supported by online learning activities that aid students to explore the theoretical foundations of occupational therapy and the relationship between occupation, health and wellbeing. The content is structured to connect core issues with the Canadian Model of Occupational Performance and Engagement. Content is structured around how students will learn a new occupation and teach a new occupation as a foundation for practice. This is linked to skills in intentional interviewing and developing culturally safe practice.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Lectures: 12 x 1 hour = 12 hours
    Workshops: 12 x 2 hours = 24 hours
    Examination: 1 x 2 hours = 2 hours
    Preparation for Workshop Sessions: 1 hour per session = 12 hours
    Preparation for Assessment Tasks = 30 hours
    Weekly reading: 2 hours per week = 24 hours
    Online modules: 4 hours per week = 48 hours
    TOTAL = 152 hours
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Examination Summative 40% 1, 2, 3, 4
    Assignment Summative 20% 1, 2, 3, 4
    Continuous Assessment Formative & Summative 40% 1, 2, 3, 4
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail

    Oral Examination: Train the Trainer Presentation (40%)
    Students will give a formal presentation under exam conditions. This is structured as a ‘Train the Trainer’ presentation, to outline for the examiners everything they need know if they were teaching someone else your chosen occupation. The presentation includes considerations of cultural safety and occupational enablement. Each individual presentation is 12 minutes with 3 minutes of question time.

    Written Assignment: Intentional Interview (20%)
    Students will conduct an intentional interview and submit a semi-structured interview guide, a 500-word summary of interview findings with links between occupation, health and well-being, and a 500-word reflection on the interview process, including a reflection on cultural safety. 1000 words in total. 

    Continuous Assessment: Learning and Teaching New Occupation (40%)
    Continuous assessment tasks will occur frequently throughout scheduled course time and will not require additional preparation time beyond normal expectations. The continuous assessment contains three components:

    1. Students submit an individual OPA Plan for learning and teaching a new occupation across the semester. This will be presented as a GANTT chart (10%)
    2. Students submit a written analysis of learning a new occupation, linking their experience to the CMOP-E. An annotated bibliography is submitted as an appendix (15%)
    3. Students submit an analysis of teaching a new occupation. This includes their teaching plan, feedback from their learner and observer, and a 500-word reflection on the process of teaching a new occupation (15%)
    Submission
    Detailed information on assessment task submission can be found in the MyUni website for this course.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through .

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
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