OCCTH 2003 - Rural Health and Occupational Therapy Practice
North Terrace Campus - Semester 1 - 2023
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General Course Information
Course Details
Course Code OCCTH 2003 Course Rural Health and Occupational Therapy Practice 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 2002 Restrictions Bachelor of Occupational Therapy (Hons) Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Eliza Huppatz
Course Coordinator: Eliza Huppatz
Phone: +61 8 8313 3663
Email: eliza.huppatz@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 Analyse differences in health outcomes between rural and metropolitan Australians. 2 Compare and contrast healthcare service delivery approaches in rural and metropolitan communities and discuss how these impact on occupational therapy practice. 3 Demonstrate and reflect on professional behaviours, self-management skills and communication as outlined in the SPEF-R2. 4 Discuss and critically reflect on observations of occupational therapy 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.
2, 3, 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.
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.
1, 2, 3, 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 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 2 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
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
Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include lectures (both face to face and on-line), tutorials (with a focus on scenario-based learning) and self-paced online activities. It will also include an observational placement in a rural, regional, remote, peri-urban or metropolitan setting. There will be a guided reflection on placement experiences and the opportunity for students to compare and contrast placement contexts.
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
Placement: 48 hours total
Examination: 1 x 2 hours = 2 hours
Preparation for Tutorial Sessions: 1 hour per session = 12 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 2 hours per week = 12 hours
Online modules: 2 hours per week = 24 hours
TOTAL = 159 hoursLearning Activities Summary
Modules include the following content:
- The main sources of data relevant to the population and health status of rural and metropolitan Australians
- Social determinants including social determinants of Indigenous health impacting on health in rural and metropolitan contexts
- An introduction to the different health systems and social contexts in which occupational therapists provide services
- Strategies to support successful practice in rural and metropolitan contexts
- An introduction to approaches used in different fields of occupational therapy practice
Specific Course Requirements
Students are expected to complete an 8-day observation of occupational therapy practice. This may take place either one day a week on a day that is timetabled, where the student can travel to and from the placement; or over a two-week block in the mid-semester break, where the placement is more remote.
Students will need to cover the costs of their travel. They may also need to cover costs of accommodation and incidental expenses throughout their placement experience, if the placement is more remote. All students must comply with the clinical placement requirements as outlined on the Faculty of Health and Medical Sciences website and the incidental fee schedule (e.g. criminal history check, police clearances, immunisations). Students must purchase 成人大片 uniforms (shirt and name badge).
In the event that covid restrictions (or illness) prevent students from undertaking a placement, some of the tasks can be undertaken using alternative tasks instead of placement.
Students will be given the opportunity to express a preference for up to three placement sites. Every effort will be made to accommodate these preferences, but it may not be possible in every case.
This placement will count towards the required 1000 hours for occupational therapy registration. -
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
Assessment Task Task Type Weighting Learning Outcome Continuous Assessment (scenario-based learning)
Response to scenario 1: 15%
Response to scenario 2: 15%
Response to scenario 3: 15%
Response to scenario 4: 15%
Professionalism, self-management and communication: 10%Summative 70% 1,2,3 Assignment (written reflection) Summative 30% 3,4 Placement hours Formative and summative
(hurdle assessment)0% 3,4
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Related Requirements
Placement Requirements (0%) Hurdle: Students must complete a pre-placement checklist evidencing readiness for placement. Students must complete 48 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 6 hours of missed placement due to illness or other extenuating circumstances).Assessment Detail
Continuous Assessment
Within each fortnightly workshop, students will be required to use professional reasoning skills to define a set of 'learning issues' for a different scenario relating to rural health and occupational therapy practice. Each student will be assessed on several in-class presentations addressing different learning issues. Students will also provide evidence and be given feedback on how they have demonstrated professionalism, self-management and communication as outlined in the SPEF-R2.鈥�
Assignment
On completion of their placement, students will undertake a self-reflection on strengths and areas for development against three competencies from the SPEF-R2 (professional behaviour, self-management skills and communication). Individual feedback will be provided to each student via MyUni within timeframes specified by the University.鈥�
Placement Requirements (0%) Hurdle
Students must complete a pre-placement checklist evidencing readiness for placement. Students must complete 48 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 6 hours of missed placement due to illness or other extenuating circumstances).Submission
No information currently available.
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
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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
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- 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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