OCC5060 · Enabling occupation 3

Overview

In this unit, you will begin to shift your view beyond the occupational challenges facing individuals, to consider the ways in which the occupations, health and well-being of groups, communities, and populations' may be impacted by social, political and organisational factors. You will apply advanced clinical reasoning and intervention skills in case-based scenarios applied to groups of people and communities who are experiencing complex health and social problems rather than individuals. The cases chosen highlight the multiple approaches to occupational intervention, both individual/clinical and community/prevention. Additionally, you will apply the principles of enabling occupational participation, occupational rights and justice to promote health and wellbeing for an identified population. You will learn and apply collaborative project management skills to co-design a project plan outlining the rationale for potential strategies for addressing a population- based occupational participation issue. You will consolidate skills in information gathering and how to apply ethical principles to ensure safe practice when planning quality improvement activities.

Areas of study: Occupational therapy

Offerings

Assessment

The Handbook lists an examination for this unit.

Assessment in this unit includes hurdle assessment tasks. Failure of any hurdle assessment task may result in failure of the unit.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. Appraise the historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples and explain how to implement these into population-level occupational therapy practice.
2. Interpret frameworks that underpin health promotion, and how these are operationalised and evaluated in health care settings.
3. Evaluate the challenges and opportunities for integrating health promotion into contemporary practice in occupational therapy.
4. Identity, justify and implement collaborative practice with key stakeholders to co-design and plan a community-based quality improvement project that addresses an occupational participation need for an identified population.
5. Synthesise the principles of enabling occupational participation, occupational rights and justice to promote health and wellbeing for an identified population.
6. Apply ethical principles in designing and planning quality improvement activities to a community partnership project and adapt service provision to ensure safe practice.
7. Interpret and synthesise primary and secondary information sources to guide project scope and to prepare for service provision.
8. Interpret and apply different methodological approaches used in project management.
9. Interpret and transmit relevant project management knowledge, skills and ideas to key stakeholders using effective verbal and written communication.

Workload

9 weeks of academic and practice education comprising: • 2 days per week PCP practice education • SBL tutorials: 4.5 hours per week • 4 hours Tutorials per week • 12 hours per week self-directed study Practice education (weeks 1-9) Up to 12 hours per week. Practice education will require you to travel to practice education locations. These may be near or away from the campus.

Student experience, not official rules. Nothing here changes what the Handbook says.