Outline

Overview

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

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP1103 and OCCP1105 and OCCP2090
Corequisites ?	None
Prohibitions ?	OCCP2085
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)	Chin Moi Chow, chin-moi.chow@sydney.edu.au
	Toni Blanch, toni.blanch@sydney.edu.au
	Sandra Lever, sandra.lever@sydney.edu.au
	Nicola Fearn, nicola.fearn@sydney.edu.au
	Sarah Courtenay, sarah.courtenay@sydney.edu.au
Tutor(s)	Sumei Wrigley, sumei.wrigley@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Viva Demonstration of skills with clinical reasoning	45%	Formal exam period	15 minute demonstration
Outcomes assessed:
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:
Tutorial quiz	Early Feedback Task #Early Feedback Task - Multiple Choice quiz of the previous 2 weeks' content	4%	Week 03 Due date: 10 Mar 2025 at 09:15 Closing date: 10 Mar 2025	8 minutes
Outcomes assessed:
Tutorial quiz	Multiple choice quiz Informal test of the previous 3 week's content	9%	Week 06 Due date: 31 Mar 2025 at 09:20 Closing date: 31 Mar 2025	15 minutes
Outcomes assessed:
Presentation	Case Presentation Group preparation of a case study	30%	Week 11 Due date: 18 May 2025 at 23:59 Closing date: 18 May 2025	10-minute presentation
Outcomes assessed:
Tutorial quiz	Multiple Choice quiz Informal test of previous 5 weeks' content	12%	Week 11 Due date: 12 May 2025 at 09:25 Closing date: 12 May 2025	20 minutes
Outcomes assessed:
= hurdle task ? = group assignment ? = AI allowed ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Multiple choice quizzes – students will be required to complete 3 quizzes of the previous 2-5 weeks’ content at the beginning of weeks 3, 6 & 11. The quizzes 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 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.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

Learning support

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 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. 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

Weekly schedule

WK	Topic	Learning activity
Week 01	Self maintenance and rest occupations - introduction, definitions, cultural context, ethical issues, occupational therapy framework, potential OPIs and goals	Lecture (1 hr)
Week 01	Introduction to self maintenance and rest occupations - context and issues for practical consideration	Tutorial (2 hr)
Week 02	Safe ambulation, mobilisation with mobility aids, transfer abilities and techniques: assessments and interventions	Lecture (1 hr)
Week 02	Safe ambulation, mobilisation with mobility aids, transferring. Clinical skill development in assessment and methods for OT interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 03	Bathing, cultural expectations and methods, temporary/degenerative/permanent inability – assessments and interventions; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 03	Bathing; clinical skills and techniques for assessments and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
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)
Week 04	Dressing; clinical skills for assessment and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 05	Toileting; cultural expectations and methods, life-stage expectations, continence, bladder and bowel management.	Lecture (1 hr)
Week 05	Toileting, cultural expectations and methods, life-stage expectations, continence, temporary/degenerative/permanent inability – assessments and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 06	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)
Week 06	Eating; clinical skills to enable independent and safe eating/self feeding. Observational assessment and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 07	Bed mobility, Pressure care, beds, developmental and prognostic considerations Assessment and intervention; physical, cognitive, psychosocial components.	Lecture (1 hr)
Week 07	Bed mobility, Pressure care, beds - Assessment and intervention; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 08	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)
Week 08	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)
Week 09	ADLs assessment and outcome tools, overview of psychometric properties	Lecture (1 hr)
Week 09	Task analysis – tools for self report vs observational assessment; physical, cognitive, psychosocial components. Selection and appraisal of assessment tools.	Tutorial (2 hr)
Week 10	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)
Week 10	Seating, wheelchair assessment and prescription, stages of growth and changing needs. Clinical skills for assessment and intervention.	Tutorial (2 hr)
Week 11	Manual Handling – definition, principles, anatomical requirements, work health and safety regulations, risk assessment and control, manual handling equipment	Lecture (1 hr)
Week 11	Application of manual handling principles, risk assessment, and practice of using manual handling equipment	Tutorial (2 hr)
Week 12	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)
Week 12	Personal hygiene and grooming, clinical skills for assessment and interventions; physical, cognitive, psychosocial components.	Tutorial (2 hr)
Week 13	OT interventions and outcomes measurement to enable self maintenance and rest. Viva preparation.	Lecture (1 hr)
Week 13	Revision of clinical assessment and interventions to enable self maintenance and rest	Tutorial (2 hr)

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 have an approved special consideration through the formal application 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. There will be 3 in-class assessments during lecture time in Weeks 3, 6 and 11.

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

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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		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
3.3		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

Responding to student feedback

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

Based on feedback from staff and students, the sequence of the weekly modules has been adjusted to better align with the assessment tasks. More time will be allocated for skills practice during tutorials. We are collaborating with the guest lecturers to enhance the structure of the tutorials, allowing students to engage more deeply with specific information and skills. Additionally, we are working with relevant teams within the school to explore all possible solutions to address the issue of limited space and resources for tutorial classes.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

OCCP2101: Self-maintenance and Rest Occupations

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links