Knowing how to locate, understand and use evidence in occupational therapy (OT) practice is an essential skill for all OTs. It is also essential for OTs to take their place as responsible members of local, national, international and professional communities of practice. In this unit of study, students will learn how to search for, appraise and summarise research evidence relevant to occupational therapy practice. Students will have the opportunity to explore diverse areas of OT practice by critically examining the research and considering the application of that research in practice.

Students will learn to determine and plan relevant occupational therapy strategies to address OT relevant needs of individuals. Students will learn to identify client problems as the clients see them and from different theoretical perspectives. Students will acquire the skills necessary to interview clients, assess their abilities and limitations in performing the daily activities which are appropriate to client roles, determine the extent of the mismatch between what clients would like to do and what they can do. Students will learn to identify problems with a range of clients with the focus being consumer (client) perspectives of problems. Students will learn to determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations. They will learn to clearly articulate the conceptual foundation and rationale for their choices.

This unit of study will introduce students to the theory and practice of occupational therapy through on campus learning activities and a fieldwork placement. Students will learn about the concepts and philosophies that underpin occupational therapy professional practice (including models of practice based on sociological, psychological and biological theories), specifically the nature of human occupations and the analysis of occupations. They will also learn about the occupational therapy process and principles of practice. Through the fieldwork placement students (with supervision and guidance) will develop an understanding of the occupational therapy process along with developing knowledge of, and skills in, behaving professionally, managing oneself as an emerging health professional, and therapetuic and professional communication. Students will also engage in reflection to identify their professional learning needs, existing strengths and required capabilities of occupational therapists.

This unit provides students with an understanding of the major theoretical perspectives, concepts and vocabulary of psychology. Psychology is concerned with the science of human behaviour - how individuals perceive, think about, and behave in the world. It is concerned with identifying how internal determinants (characteristics unique to the person, and part of physical or psychological make-up) and external determinants (physical environment and social context) impact upon the individual. It is also concerned with the way in which people change over time, as well as explaining and predicting what they might do at any one time. The unit aims to position psychology as an essential ingredient in understanding health behaviour. This unit is only available to students who have no undergraduate studies in psychology.

This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb and vertebral column as they relate to functional activities. Material will be presented in lectures, practical and tutorial sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit of study introduces fundamental concepts of nervous system organisation and function. Anatomy of the brain and spinal cord is studied using models to understand cortical and subcortical pathways as well as integrating centres that control movements and posture. The physiology component will introduce students to mechanisms underlying signal generation and neural transmission, mechanisms of spinal reflexes, the function of the somatosensory and autonomic nervous system and motor pathways. Tutorials will consist of case studies aimed at identifying simple neural problems associated with sensory and motor systems and are specifically designed for students following professional preparation degrees. This unit includes a few laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

The aim of this unit is to provide future health professionals with a strong foundation in e-Health on which they can make evidence-based decisions. In particular, this unit will provide students with opportunities to examine:
. How technology affects health care in different Australian health contexts
. Ethical issues surrounding e-Health
. Innovations in e-Health
. How emerging technologies affect patient-centred communication between health professionals, and health professionals and their clients/patients
. Strategies for interacting with patients and clients using different technologies
. Strategies for engaging in multi-disciplinary e-Healthcare delivery
. The relationship between technologies, data and the wider information network
Students will develop their skills in a variety of technologies identified as key e-Health skills for clinicians. Students will create an e-Health delivery portfolio to showcase these skills. This unit will also enable students to be lifelong learners by providing them with reflective learning skills. Reflective learning skills are identified as essential for lifelong learning.

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by biomechanical and sensory motor impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy.

This unit introduces students to the home and community environments, including the physical, psychosocial and sociocultural components, in which clients perform occupations. These may include the home, neighbourhood shopping centre, community leisure facility, and residential accommodation such as nursing homes and retirement villages. Students will learn to assess the impact of these environments on clients' occupations, analyse activities conducted in these environments and recommend appropriate adaptations and modifications. In addition students will learn about their own environments of practice as they impact on their work. These include team work practice and the politics of home, health and community settings. Students will learn appropriate presentation skills to document home and community environment assessments and recommendations including written reports and verbal presentations.

This unit is divided into material related to work and school environments. The work unit introduces students to the paid and unpaid work environments including the physical, psychosocial and sociocultural components in which clients perform occupations. Students will learn to assess the impact of these environments on clients` occupations and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice and the politics of health and work settings. The school unit introduces students to the occupation of children and students in school settings, reviewing the physical, psychosocial and sociocultural components in which they perform occupations. Students will learn to assess the needs of children and students in schools and to consider the intervention approaches necessary to facilitate learning in schools. Students will become familiar with assessments that are conducted in these environments and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice as they impact on their work. These include teamwork practice and the culture of school settings.

This unit will engage students in the process of developing professional skills within elements of the occupational therapy process. The unit will explore the importance of personal reflexivity and clinical reasoning as core capabilities in professional practice. A clinical simulation program embedded in the unit will provide opportunities for students to reflect on their own professional behaviour and development. A professional placement completed during semester breaks will further allow students to develop and document their ongoing achievement of professional competencies in a range of appropriate practice skills.

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by psychosocial and cognitive impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy

The unit aims to engage and challenge students to develop occupational therapy practice in community contexts where occupational therapy practice roles are emerging (or may have yet to develop). Students will focus their understanding of occupational therapy practice at the community-level by understanding broader health promotion, wellness, and occupations of communities. This will involve an analysis of the person, environment and occupation factors impacting on the occupational functioning of communities and groups. Students will apply community development tools and strategies through learning activities that support students to expand their role as occupational therapists from working with individuals, families, and caregivers to working with communities. This unit introduces students to notions of occupational justice that have emerged from the field of occupational science. Applications include workwithpopulations in and outside of Australia and across the lifespan.

Students will work in teams to develop and implement a structured self-directed fieldwork project over the course of the semester in partnership with a community organisation. Student teams will be supported to work independently and attend regular peer and academic supervision sessions on-campus. The project will focus on enabling participation within diverse communities relevant to OT practice. In this unit study students will develop project management skills, demonstrate their knowledge of occupation, OT models, theories and evidence and develop competency in key OT enablement skills.

Students will undertake a supervised research project in an area relevant to their discipline. This unit is designed to assist students with the development of a research question, a systematic literature review and research proposal, and any ethics applications that may be applicable to their individual research topics. Students will develop an understanding of the strengths of different research methods and be able to provide a rationale for the methodology selected for their research question. Students will effectively communicate the aims, methods and implications of their proposed research.

Extended fieldwork placements provide students with the opportunity to consolidate, apply, and further develop their knowledge of occupational therapy practice, with a focus on graduate capabilities. Enabling participation lies at the core of all occupational therapy practice and students will have the opportunity to implement, monitor, and evaluate a range of strategies as part of the fieldwork placement associated with this unit. As members of different interdisciplinary teams, students will have opportunities to engage in formal and informal inter-professional learning.

This unit includes an extended fieldwork placement and class activities to provide students with an opportunity to consolidate, apply and extend their knowledge of occupational therapy practice, with a focus on the range of competencies identified by OT Australia needed to become a novice practitioner. Students will be encouraged to incorporate their fieldwork experiences gained over the course of the Master of Occupational Therapy program into an exploration of reflexivity as a core capability in professional practice.

This unit of study provides students with the opportunity to gain skills in evaluating occupational therapy interventions and occupational therapy outcome measures relevant to practice. Both types of evaluation are core competencies identified by the national professional body. Students will apply their developing research and inquiry knowledge and skills from OCCP 5207 to an evaluation of an intervention and an outcome measure of relevance to their fieldwork experience. Students will develop skills in identifying appropriate goals that relate to the assessment of client outcomes and to the evaluation of an intervention program, and how to measure change to evaluate the degree of achievement of these goals. Students will need to locate and critique relevant literature, and determine practice issues associated with the evaluation of occupational therapy practice. As part of this unit of study, students will participate and present at a one-day student conference held on campus.

Students will undertake a supervised research project in an area relevant to their discipline. Upon completion of this unit, students will have implemented data analysis and reported on an approved research project and submitted a report suitable for publication in a peer reviewed publication describing the project and its implications. Students will develop an understanding of the strengths of different data analysis techniques and be able to defend their research project results in written and verbal format.

This unit of study will introduce students to the theory and practice of occupational therapy through on campus learning activities and a fieldwork placement. Students will learn about the concepts and philosophies that underpin occupational therapy professional practice (including models of practice based on sociological, psychological and biological theories), specifically the nature of human occupations and the analysis of occupations. They will also learn about the occupational therapy process and principles of practice. Through the fieldwork placement students (with supervision and guidance) will develop an understanding of the occupational therapy process along with developing knowledge of, and skills in, behaving professionally, managing oneself as an emerging health professional, and therapetuic and professional communication. Students will also engage in reflection to identify their professional learning needs, existing strengths and required capabilities of occupational therapists.

This unit provides students with an understanding of the major theoretical perspectives, concepts and vocabulary of psychology. Psychology is concerned with the science of human behaviour - how individuals perceive, think about, and behave in the world. It is concerned with identifying how internal determinants (characteristics unique to the person, and part of physical or psychological make-up) and external determinants (physical environment and social context) impact upon the individual. It is also concerned with the way in which people change over time, as well as explaining and predicting what they might do at any one time. The unit aims to position psychology as an essential ingredient in understanding health behaviour. This unit is only available to students who have no undergraduate studies in psychology.

This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb and vertebral column as they relate to functional activities. Material will be presented in lectures, practical and tutorial sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit of study introduces fundamental concepts of nervous system organisation and function. Anatomy of the brain and spinal cord is studied using models to understand cortical and subcortical pathways as well as integrating centres that control movements and posture. The physiology component will introduce students to mechanisms underlying signal generation and neural transmission, mechanisms of spinal reflexes, the function of the somatosensory and autonomic nervous system and motor pathways. Tutorials will consist of case studies aimed at identifying simple neural problems associated with sensory and motor systems and are specifically designed for students following professional preparation degrees. This unit includes a few laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

The aim of this unit is to provide future health professionals with a strong foundation in e-Health on which they can make evidence-based decisions. In particular, this unit will provide students with opportunities to examine:
. How technology affects health care in different Australian health contexts
. Ethical issues surrounding e-Health
. Innovations in e-Health
. How emerging technologies affect patient-centred communication between health professionals, and health professionals and their clients/patients
. Strategies for interacting with patients and clients using different technologies
. Strategies for engaging in multi-disciplinary e-Healthcare delivery
. The relationship between technologies, data and the wider information network
Students will develop their skills in a variety of technologies identified as key e-Health skills for clinicians. Students will create an e-Health delivery portfolio to showcase these skills. This unit will also enable students to be lifelong learners by providing them with reflective learning skills. Reflective learning skills are identified as essential for lifelong learning.

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by biomechanical and sensory motor impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy.

This unit introduces students to the home and community environments, including the physical, psychosocial and sociocultural components, in which clients perform occupations. These may include the home, neighbourhood shopping centre, community leisure facility, and residential accommodation such as nursing homes and retirement villages. Students will learn to assess the impact of these environments on clients' occupations, analyse activities conducted in these environments and recommend appropriate adaptations and modifications. In addition students will learn about their own environments of practice as they impact on their work. These include team work practice and the politics of home, health and community settings. Students will learn appropriate presentation skills to document home and community environment assessments and recommendations including written reports and verbal presentations.

Knowing how to locate, understand and use evidence in occupational therapy (OT) practice is an essential skill for all OTs. It is also essential for OTs to take their place as responsible members of local, national, international and professional communities of practice. In this unit of study, students will learn how to search for, appraise and summarise research evidence relevant to occupational therapy practice. Students will have the opportunity to explore diverse areas of OT practice by critically examining the research and considering the application of that research in practice.

Students will learn to determine and plan relevant occupational therapy strategies to address OT relevant needs of individuals. Students will learn to identify client problems as the clients see them and from different theoretical perspectives. Students will acquire the skills necessary to interview clients, assess their abilities and limitations in performing the daily activities which are appropriate to client roles, determine the extent of the mismatch between what clients would like to do and what they can do. Students will learn to identify problems with a range of clients with the focus being consumer (client) perspectives of problems. Students will learn to determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations. They will learn to clearly articulate the conceptual foundation and rationale for their choices.

This unit is divided into material related to work and school environments. The work unit introduces students to the paid and unpaid work environments including the physical, psychosocial and sociocultural components in which clients perform occupations. Students will learn to assess the impact of these environments on clients` occupations and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice and the politics of health and work settings. The school unit introduces students to the occupation of children and students in school settings, reviewing the physical, psychosocial and sociocultural components in which they perform occupations. Students will learn to assess the needs of children and students in schools and to consider the intervention approaches necessary to facilitate learning in schools. Students will become familiar with assessments that are conducted in these environments and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice as they impact on their work. These include teamwork practice and the culture of school settings.

This unit will engage students in the process of developing professional skills within elements of the occupational therapy process. The unit will explore the importance of personal reflexivity and clinical reasoning as core capabilities in professional practice. A clinical simulation program embedded in the unit will provide opportunities for students to reflect on their own professional behaviour and development. A professional placement completed during semester breaks will further allow students to develop and document their ongoing achievement of professional competencies in a range of appropriate practice skills.

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by psychosocial and cognitive impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy

Students will work in teams to develop and implement a structured self-directed fieldwork project over the course of the semester in partnership with a community organisation. Student teams will be supported to work independently and attend regular peer and academic supervision sessions on-campus. The project will focus on enabling participation within diverse communities relevant to OT practice. In this unit study students will develop project management skills, demonstrate their knowledge of occupation, OT models, theories and evidence and develop competency in key OT enablement skills.

Extended fieldwork placements provide students with the opportunity to consolidate, apply, and further develop their knowledge of occupational therapy practice, with a focus on graduate capabilities. Enabling participation lies at the core of all occupational therapy practice and students will have the opportunity to implement, monitor, and evaluate a range of strategies as part of the fieldwork placement associated with this unit. As members of different interdisciplinary teams, students will have opportunities to engage in formal and informal inter-professional learning.

This unit of study provides students with the opportunity to gain skills in evaluating occupational therapy interventions and occupational therapy outcome measures relevant to practice. Both types of evaluation are core competencies identified by the national professional body. Students will apply their developing research and inquiry knowledge and skills from OCCP 5207 to an evaluation of an intervention and an outcome measure of relevance to their fieldwork experience. Students will develop skills in identifying appropriate goals that relate to the assessment of client outcomes and to the evaluation of an intervention program, and how to measure change to evaluate the degree of achievement of these goals. Students will need to locate and critique relevant literature, and determine practice issues associated with the evaluation of occupational therapy practice. As part of this unit of study, students will participate and present at a one-day student conference held on campus.

Students will undertake a supervised research project in an area relevant to their discipline. This unit is designed to assist students with the development of a research question, a systematic literature review and research proposal, and any ethics applications that may be applicable to their individual research topics. Students will develop an understanding of the strengths of different research methods and be able to provide a rationale for the methodology selected for their research question. Students will effectively communicate the aims, methods and implications of their proposed research.

The unit aims to engage and challenge students to develop occupational therapy practice in community contexts where occupational therapy practice roles are emerging (or may have yet to develop). Students will focus their understanding of occupational therapy practice at the community-level by understanding broader health promotion, wellness, and occupations of communities. This will involve an analysis of the person, environment and occupation factors impacting on the occupational functioning of communities and groups. Students will apply community development tools and strategies through learning activities that support students to expand their role as occupational therapists from working with individuals, families, and caregivers to working with communities. This unit introduces students to notions of occupational justice that have emerged from the field of occupational science. Applications include workwithpopulations in and outside of Australia and across the lifespan.

Students will undertake a supervised research project in an area relevant to their discipline. Upon completion of this unit, students will have implemented data analysis and reported on an approved research project and submitted a report suitable for publication in a peer reviewed publication describing the project and its implications. Students will develop an understanding of the strengths of different data analysis techniques and be able to defend their research project results in written and verbal format.

This unit includes an extended fieldwork placement and class activities to provide students with an opportunity to consolidate, apply and extend their knowledge of occupational therapy practice, with a focus on the range of competencies identified by OT Australia needed to become a novice practitioner. Students will be encouraged to incorporate their fieldwork experiences gained over the course of the Master of Occupational Therapy program into an exploration of reflexivity as a core capability in professional practice.

Students will undertake a supervised research project in an area relevant to the discipline of occupational therapy. This unit is designed to assist students with the development of a research question, a systematic literature review and research proposal, and any ethics applications that may be applicable to their individual research topics. Students will develop an understanding of the strengths of different research methods and be able to provide a rationale for the methodology selected for their research question. Students will effectively communicate the aims, methods and implications of their proposed research in a research proposal.

This subject is designed to explore in depth the evidence base for interventions related to intrinsic and extrinsic risk factors for falls in older people. The content will be multifactorial. The unit will also provide an orientation to the conceptual framework and models that underpin falls prevention practice, with an emphasis on community contexts. The written assignment will provide an opportunity to explore and apply relevant theory to a chosen intervention and context in falls prevention.

This unit provides the opportunity for health professionals from any background to increase their knowledge and experience of stroke rehabilitation. The aim of this unit is to develop student understanding of the long-term nature of stroke recovery and rehabilitation after stroke. Topics will include stroke epidemiology, brain plasticity, person-centred goal setting, mobility, travel and driving, upper limb and cognitive retraining, communication, mood changes and self-management. Different modes of service delivery will be explored including telehealth. Students will collaborate with a stroke survivor in the community during the semester, and assist that person to set, and work towards achievement of, personal goals.

This unit will give opportunities for students to study the impact of learning disabilities on children's home and school occupational performance. During the semester, students will study: various explanations learning disorders; common assessment procedures used by occupational therapists to identify problems; and interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children and consultation with schools. Students will be required to test at least one young child (typical child, rather than child with difficulties) aged between 5 and 9 years.

This unit of study will give students the opportunity to advance their assessment, intervention and professional communication in the area of workplace health and safety, rehabilitation and other areas of private practice, where there is a strong focus on client and customer centred services. Students will practice work health and safety assessments through hazard identification, risk assessments and development of an intervention plan in an industry. In this unit, students will conduct a functional assessment, as well as develop their communication skills, needed to negotiate and collaborate with other health professionals and stakeholders in this area of practice. Students will also refine their written communication skills to be able to produce professional reports. In all area of this unit, there will be a focus on students articulating their clinical reasoning and justification in decision making.

This elective unit will extend students' knowledge and skills in occupational therapy mental health practice. A large experiential learning component will build student confidence in working collaboratively with people living with mental illness to identify their needs and to use both occupational therapy specific and generic mental health strategies to support their mental health recovery. In line with current state and national directions, the unit will focus on trauma-informed care, well-being and recovery-oriented practice. We will cover adolescent, youth and adult mental health practice across acute, rehabilitation, community and forensic contexts.

This unit aims to develop students` knowledge, skill and attitudes for working with people with intellectual disability, with a focus on children and adults, their participation and support needs. Students will study: the definition of intellectual disability; the abilities and support needs of people with intellectual disability; the service settings which people with intellectual disability use, their occupational roles in those settings, clinical communication with people with intellectual disability, individual planning, choice and self-determination, , positive support for challenging behaviourand families. There will be a detailed focus on `Active Support` as one important approach to supporting people with intellectual disability participate fully (with support) in domestic and community life. Students will learn how to use Active Support techniques when working directly with people with intellectual disability, as well as learning how to train and support carers and direct-care staff in the use of these techniques. Classroom teaching will be supported by a small-group fieldwork project conducted in disability service settings.

This unit of study will present a topic for a professional elective that allows students to explore an area of OT practice in depth. The specific topic to be explored will be determined from time to time as teaching staff, visiting scholars and resources are available. The unit taught will extend the learning students have achieved in the relevant content area in previous years of the course, and will require an increase in the depth of student understanding of this topic.

Students will develop the knowledge and skills required to provide intervention for people whose impaired hand and upper limb capacity impacts on their ability to carry out needed or desired daily tasks and routines. Causes of impairments include disease, disorders and conditions that affect the peripheral and central nervous system, bones and joints, and connective tissues. Skills developed will include orthotic prescription and fabrication, task-embedded joint mobility and muscle strengthening methods and use of oedema and scar management techniques. Students will learn to clearly articulate the theoretical and evidence-based rationale for interventions selected.