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Unit of study_

OCCP2101: Self-maintenance and Rest Occupations

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

This unit of study examines the impact of occupational performance limitations on occupations that are necessary for self-care at home or in the community. These include mobility, personal care (eating, dressing, bathing, toileting, grooming, etc.) and rest/sleep. Disturbances in self-maintenance and sleep/rest can occur then people experience reduced physical, cognitive and psychosocial capacity and/or environmental constraints. Students will develop skills in the assessment, enhancement, maintenance and restoration of mobility and personal care occupations. Specifically, students will examine: the importance of mobility and personal care to human existence; the concept of maintaining self (physical and psychological); and the importance of sleep and rest to everyday health and function. Students will learn and demonstrate: current approaches to manual handling when assisted transfers are required; mobility sequences (bed, wheelchair and walking mobility), transfers and seating; personal care routines and tasks (eating, dressing, bathing, toileting, grooming and personal hygiene), including parenting children who require additional assistance with mobility and personal care routines; and equipment prescription, including wheelchair prescription and associated sources of funding.

Unit details and rules

Unit code OCCP2101
Academic unit Participation Sciences
Credit points 6
Prohibitions
? 
OCCP2085
Prerequisites
? 
OCCP1103 and OCCP1105 and OCCP2090
Corequisites
? 
None
Assumed knowledge
? 

OCCP1101 and OCCP1102 and OCCP1104

Available to study abroad and exchange students

No

Teaching staff

Coordinator Weihong Zhang, weihong.zhang@sydney.edu.au
Guest lecturer(s) Toni Blanch, toni.blanch@sydney.edu.au
Chin Moi Chow, chin-moi.chow@sydney.edu.au
Nicola Fearn, nicola.fearn@sydney.edu.au
Sandra Lever, Sandra.Lever@sydney.edu.au
Sarah Courtenay, sarah.courtenay@sydney.edu.au
Tutor(s) Sumei Wrigley, sumei.wrigley@sydney.edu.au
Type Description Weight Due Length
Skills-based evaluation hurdle task Viva
Demonstration of skills with clinical reasoning
45% Formal exam period 15 minute demonstration
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Participation Tutorial Attendance
Students must attend and participate in a minimum of 10 of the 13 tutorials
0% Multiple weeks Minimum of 10 tutorials
Outcomes assessed: LO3 LO6 LO4
Tutorial quiz Multiple choice quizzes
Fortnightly quiz of the previous 2 weeks' content
5% Week 03
Due date: 04 Mar 2024 at 09:15

Closing date: 04 Mar 2024
10 minutes
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Tutorial quiz Multiple choice quiz
Informal test of the previous 2 week's content
5% Week 05
Due date: 18 Mar 2024 at 09:15

Closing date: 18 Mar 2024
10 minutes
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Tutorial quiz Multiple Choice quiz
Informal test of previous 2 weeks' content
5% Week 07
Due date: 08 Apr 2024 at 09:15

Closing date: 08 Apr 2024
10 minutes
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Tutorial quiz Multiple Choice Quiz
Informal test of previous 2 weeks' content
5% Week 09
Due date: 22 Apr 2024 at 09:15

Closing date: 22 Apr 2024
10 minutes
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Presentation group assignment Case Presentation
Group preparation of a case study
30% Week 11
Due date: 12 May 2024 at 23:59

Closing date: 12 May 2024
10-minute presentation
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
Tutorial quiz Multiple Choice quiz
Informal test of previous 2 weeks' content
5% Week 11
Due date: 06 May 2024 at 09:15

Closing date: 06 May 2024
10 minutes
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • Fortnightly quiz – students will be required to complete a quiz of the previous 2 weeks’ content at the end of weeks 2, 4, 6, 8 & 10. The quiz will be administered through the OCCP2101 CANVAS site.
  • Case presentation: Students will work in a small group and complete either an adult or paediatric case study. Students will give a presentation of occupational therapy assessments, goal setting and interventions to manage the case with evidence and clinical reasoning to justify their choices.
  • Viva: Students will demonstrate clinical reasoning and ability to perform an assessment or intervention for a given a self maintenance or rest occupation.

You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. Detailed information for each assessment will be available on Canvas.

Assessment criteria

Result name Mark Range Description
High distinction 85-100  
Distinction 75 – 84  
Credit 65 – 74  
Pass 50 – 64  
Fail 0 – 49 Learning outcomes not met at a satisfactory standard

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Self maintenance and rest occupations - introduction, definitions, cultural context, ethical issues, occupational therapy framework, potential OPIs and goals Lecture (1 hr) LO1 LO2 LO7
Introduction to self maintenance and rest occupations - context and issues for practical consideration Tutorial (2 hr) LO1 LO2 LO3 LO7
Week 02 Safe ambulation, mobilisation with mobility aids, transfer abilities and techniques: assessments and interventions Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Safe ambulation, mobilisation with mobility aids, transferring. Clinical skill development in assessment and methods for OT interventions; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 03 Bathing, cultural expectations and methods, temporary/degenerative/permanent inability – assessments and interventions; physical, cognitive, psychosocial components. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Bathing; clinical skills and techniques for assessments and interventions; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 04 Dressing; cultural expectations and methods, stage of development, temporary/degenerative/permanent inability – assessments and interventions Tools for assessment, interventions; physical, cognitive, psychosocial components. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Dressing; clinical skills for assessment and interventions; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 05 Toileting; cultural expectations and methods, life-stage expectations, continence, bladder and bowel management. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Toileting, cultural expectations and methods, life-stage expectations, continence, temporary/degenerative/permanent inability – assessments and interventions; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 06 Bed mobility, Pressure care, beds, developmental and prognostic considerations Assessment and intervention; physical, cognitive, psychosocial components. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Bed mobility, Pressure care, beds - Assessment and intervention; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 07 Eating; independent and safe eating/self feeding; safe swallowing, mastication, drinking, upper limb function, choice (eg vegetarian or eating disorder etc).Neo-natal to aged physiology of swallowing, positioning, signs of dysphagia, self-feeding in cultural context, mental and physical wellbeing. Observational assessment and interventions; physical, cognitive, psychosocial components. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Eating; clinical skills to enable independent and safe eating/self feeding. Observational assessment and interventions; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 08 Seating, wheelchair assessment and prescription, stages of growth and changing needs Assessment and intervention, electric wheelchairs and scooters; physical, cognitive, psychosocial components. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Seating, wheelchair assessment and prescription, stages of growth and changing needs. Clinical skills for assessment and intervention. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 09 ADLs assessment and outcome tools, overview of psychometric properties Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Task analysis – tools for self report vs observational assessment; physical, cognitive, psychosocial components. Selection and appraisal of assessment tools. Tutorial (2 hr) LO1 LO2 LO3 LO4 LO7
Week 10 Sleep – definition, pathology, routine/hygiene, environment, impact on wellness, assessment, interventions for new born to advanced age. Rest – definition and comparison with leisure, pathology, assessment, interventions for new born to advanced age Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Sleep – Assessment and intervention; physical, cognitive, psychosocial components. Rest – Task analysis, tools for self report vs observational assessment; physical, cognitive, psychosocial components. Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 11 Manual Handling – definition, principles, anatomical requirements, work health and safety regulations, risk assessment and control, manual handling equipment Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Application of manual handling principles, risk assessment, and practice of using manual handling equipment Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 12 OT interventions and outcomes measurement to enable self maintenance and rest. Viva preparation. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Revision of clinical assessment and interventions to enable self maintenance and rest Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6 LO7
Week 13 Personal hygiene and grooming; menstruation management, teeth cleaning, shaving, hair brushing/combing, sexual activity and managing contraceptive devices. Assessment and interventions; physical, cognitive, psychosocial components. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Personal hygiene and grooming, clinical skills for assessment and interventions; physical, cognitive, psychosocial components. Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

Attendance: Students must attend one tutorial per week and one lecture per week. Attendance at tutorials is compulsory in this unit and will be recorded for the tutorial groups. A student who attends a minimum 10 of the 13 tutorials will be eligible to sit the examination. Students who attend fewer than 10 tutorials must be approved special considerations through the formal applications process to be eligible to sit the final examination. If approved, the student must complete, submit and have assessed as satisfactory, prescribed “work in lieu” modules by the end of week 12.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings will be primarily from the following text books:

  • Schell, B.B., & Gillen, G. (2018). Willard and Spackman's Occupational Therapy. 13th Edition. Wolters Kluwer
  • Powers-Dirette D., & Gutman S.A., (2020) . Occupational Therapy for Physical Dysfunction. 8th Edition. Wolters Kluwer

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Define the concepts of “self maintenance and rest” and frame the assessment of client abilities and limitations within an occupation-based theoretical framework.
  • LO2. Apply a consumer/client perspective to the identification of self-care issues and practices for Aboriginal and Torres Strait Islander peoples and people of culturally diverse backgrounds.
  • LO3. Demonstrate the skills necessary to assess clients’ abilities and limitations in performing their daily self maintenance and rest activities appropriate to clients’ lifestage and role within their home and community environment.
  • LO4. Determine the appropriateness of, and select from a variety of self-care assessment methods including interviews, clinical observation, standardized and non-standardized assessments.
  • LO5. Link assessment findings to an intervention plan which incorporates goals, strategies, and selection of appropriate measurement of intervention outcomes.
  • LO6. Demonstrate knowledge of interventions that enable self maintenance and rest, including [but not limited to]: functional skills training, remediation, task modification, environmental modifications, psychological interventions and assistive technology.
  • LO7. Describe and critique published evidence about the assessments and interventions

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO2
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO3
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO4
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO5
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO6
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO7
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3. Occupational therapy process and practice
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T P A Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
2.1 T P A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3.3 T P A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 T P A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5 T P A Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client

This section outlines changes made to this unit following staff and student reviews.

Based on staff and students' feedback, the sequence of the weekly modules has been changed to be better lined up with OCCP2105 SIM course. Based on staff and students feedback, the topics of Sleep and Rest have been combined into one week's teaching; the topic of Manual Handling has been created as this is an important area of practice required from the learning outcomes of the course and for occupational therapy graduates, and students will have more opportunities to practise the skills that will be assessed in the skill-based evaluation. Based on students survey, the assessment task - Grouped Case Presentation has been moved forward to Week 11 so that the due dates of assessment tasks are more evenly distributed.

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