OCCTH 2002 - Occupational Perspectives of Health B
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code OCCTH 2002 Course Occupational Perspectives of Health B Coordinating Unit Occupational Therapy Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange N Prerequisites OCCTH 2000 Restrictions Restricted to Bachelor of Occupational Therapy (Honours) students only Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Karen Adams- Leask
Course Coordinator: Karen Adams-Leask
Phone: +61 8 8313 3699
Email: karen.adams-leask@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse 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 Apply core occupational concepts and theories in diverse and changing health contexts and across the lifespan. 2 Apply and articulate key concepts of the model of Human Occupation, including volition, habituation and performance capacity. 3 Utilise occupation-focused research to increase knowledge of occupational concepts. 4 Demonstrate effective communication with peers and consumers using a variety of verbal, non-verbal and written skills, 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, 2, 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.
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.
2, 3, 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.
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.
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.
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Learning Resources
Required Resources
Taylor, R. R. (2017). Kielhofner’s Model of Human Occupation, 5th Edition. Lippincott Williams & Wilkins.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 focus in detail on the Model of Human Occupation and concepts of volition, habituation, performance capacity and environmental factors. Students are introduced to a range of MOHO assessments and have opportunities during workshops to practice them. The MOHO content is further enhanced through Scenario-based-learning tutorials that aid students to explore the theoretical foundations of occupational therapy and the relationship between occupation, health and wellbeing.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
Tutorials: 12 x 2 hours = 24 hours
Workshops: 12 x 3 hours = 36 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 1 hour per session = 12 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 2 hours per week = 24 hours
TOTAL = 159 hoursLearning Activities Summary
No information currently available.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 3, 4 Assignment Summative 20% 2, 4 Continuous Assessment Formative & Summative 40% 1, 2, 3, 4 Assessment Detail
Written Examination (40%):
Students will complete a 2-hour written exam, during the University examination period, in which they will be required to complete questions in varying formats on all MOHO concepts covered across the semester.
Assignment (20%): MOHO Assessment and Report
Students will work in pairs and video themselves conducting an assessment from the Model of Human Occupation. Each student submits a video, along with an individual report summarising the assessment and clinical reasoning during the assessment, linking occupation, health and well-being.
Continuous Assessment (40%): Scenario Based Learning Assessment
For every scenario, students are required to develop and complete a scenario-based task. Tutors will provide formative feedback to the class on the content and quality of learning issues for each scenario during tutorials. After completing all scenario-based tasks, students will write an essay on the effectiveness of their communication, the suitability of different learning formats, and how well they achieved their goals.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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
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