Outline

Overview

Evidence Based Practice is the cornerstone of modern service delivery approaches in all healthcare settings. In this unit of study, students will learn and apply modern approaches to Evidence Based Practice and will explore challenging questions such as, How do I integrate client centred and person directed planning approaches with concepts of Evidence Based Practice? How do I approach situations where there is limited evidence to guide my interventions? How can I establish rigorous evaluation approaches to ensure my interventions are achieving the desired outcomes, and How can I develop practice based quality improvement and research projects to help general evidence to support best practice? This unit will be delivered in block mode alongside Practice Education placements, so students will have the opportunity to use their practice based experiences to explore and apply the content of this unit in their practice.

Unit details and rules

Unit code	OCCP3102
Academic unit	Participation Sciences
Credit points	6
Prohibitions ?	OCCP4089
Prerequisites ?	OCCP2105
Corequisites ?	OCCP3101
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anne Cusick, anne.cusick@sydney.edu.au
Lecturer(s)	Jacqueline Wesson, jacqueline.wesson@sydney.edu.au
Lecturer(s)	Anne Cusick, anne.cusick@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Portfolio of small tasks Portfolio of of tasks completed in online learning & in-class.	60%	Week 08 Due date: 18 Apr 2024 at 18:00 Closing date: 18 Apr 2024	Approximately 3000 words
Outcomes assessed:
Assignment	Evaluation proposal Evaluation proposal for a proposed or existing program	40%	Week 09 Due date: 26 Apr 2024 at 23:59 Closing date: 26 Apr 2024	Approx 2000 words
Outcomes assessed:

Assessment summary

Assessment 1: Portfolio of small tasks
Students will complete a number of tasks in online independent learning modules that occur before each block mode teaching on-campus. Students bring their completed online work to the relevant block-class. Within block mode teaching, students will engage in small learning teams (3 or 3 members) to develop, refine and apply a variety of skills required to meet the learning outcomes. The outcomes of these tasks will comprise completed work that is added to the culumlative contents of the portfolio. Formative feedback on the online and in-class work will be provided through peer review and appraisal as well as general “whole-of-class” feedback. This feedback can be used by students to revise and enhance their portfolio, with original work, peer feedback, appraisal and revisions being included in the portfolio submission to show the student's development of ideas, expertise and EBP skills. The portfolio is a collection of work, submitted to the teacher in hard copy at the end of Block Teaching scheduled for 18.4.24 concluding at 6pm.

Assessment 2: Evaluation Proposal
Drawing together all aspects of learning, students will prepare an evaluation proposal for an occupational therapy program. Guided by a structured template, students will identify existing knowledge and knowledge gaps and outcome measures suitable to be implemented in the evaluation. Programs/ interventions to be evaluated could be ones that students have observed during placement experiences in OCCP3101 or they could be a program/ intervention agreed by the learning team. Students may work together in their learning team during block teaching classes, but the evaluation proposal assignment is to be completed individually and be the student's own work. Generative AI is not to be used. The Evaluation Proposal is to be submitted online through Canvas on Friday Week 8 (26.4.24)

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Outstanding level of achievement: Moves well beyond what would normally be expected for the student’s level of learning. The work is structured appropriately, deeply analytical and well supported.
Distinction	75 - 84	Excellent level of achievement: Clearly structured and presented. Ideas/arguments are well articulated and systematically presented. All tasks set by the assessment item are completed. Work is comprehensive, analytical and presents evidence of critical thinking.
Credit	65 - 74	Above average level of achievement: Incorporates many of the aspects listed above but without the same degree of analysis or critical thinking. Demonstrates a sound understanding of the content.
Pass	50 - 64	Acceptable level of achievement: Work submitted meets the basic requirements of the set task. Demonstrates a basic understanding of the topic/issue/concern but is less precise and less discriminating than higher level responses.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

It is expected that unless an application for special consideration, special arrangement or previously arranged disability adjustment has approved an extension, students will result in an academic penalty. As per the USYD Assessment Policy 2011, Section 7A Clause 4 and 5 - (4) For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. (5) For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

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.

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 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

Weekly schedule

WK	Topic	Learning activity
Mid-semester break	Online independent learning activities for completion prior to Topic 1 block teaching	Individual study (8 hr)
Week 07	TOPIC 1 - The EBP process: asking answerable clinical questions, deciding what type of evidence you need, accessing research evidence, using tools and techniques in real-time, managing the information you find, correct reporting of sources.	Block teaching (6 hr)
	Online independent learning activities for completion prior to Topic 2 block teaching	Individual study (8 hr)
	TOPIC 2 - The EBP process: Judging the methodological quality of research evidence using critical appraisal; judging the clinical relevance of research evidence in relation to your clinical information needs; applying evidence in practice through clinical reasoning and practice redesign.	Block teaching (6 hr)
Week 08	Online independent learning activities for completion prior to Topic 3 block teaching	Individual study (8 hr)
	TOPIC 3 - EBP approaches to evaluation of program/ intervention effectiveness: using evidence to decide what aspect of the program/ intervention goal will be evaluated; using evidence to understand the mechanism of action was used to achieve change and how this can be measured; selecting relevant strong outcome assessments for the evaluation using clinimetric evidence; correct reporting of assessments.	Block teaching (6 hr)
	Online independent learning activities for completion prior to Topic 4 block teaching	Individual study (8 hr)
	TOPIC 4 - Evaluation of program effectiveness : program evaluation plan components; program evaluation plan templates; correct reporting for real-world program evaluation plan applications; stakeholder contributions to planning processes; stakeholder input to effectiveness evaluations; program evaluation plan contexts - inputs, professes, intended and unintended consequences.	Block teaching (6 hr)

Attendance and class requirements

Attendance at all 4 workshops is mandatory. Any absence needs to be approved via special considerations process.

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

Hoffman, T., Bennett, S., & Del Mar, C. (2017). Evidence based practice across the health professions, 3rd Edition, Elsevier. eBook ISBN: 9780729586085. Chapters 1, 2, 3, 4, 13, 15, 17.

Laver-Fawcett, A. (2014). Routine standardised outcome measurement to evaluate the effectiveness of occupational therapy interventions: essential or optional, Ergoterapeuten 4: 28-37.

New South Wales Agency for Clinical Innovation. (2013). Understanding Program Evaluation: An ACI Framework; www.aci.health.nsw.gov.au.

Taylor, R.R. (2017). Chapter 5 : Critically appraising and classifying published and presented research, Chapter 5 in, Renee
R. Taylor (Ed). Kielhofner's research in occupational therapy :
methods of inquiry for enhancing practice. Philadelphia : F.A. Davis Company, pp. 47-58

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. Apply skills in literature searching and critical appraisal tools to source and evaluate research evidence to underpin evidence-informed practice in occupational therapy
LO2. Describe the value of outcome measurement as a key component of evidence-informed OT practice
LO3. Apply appraisal tools and guidelines to intervention research and outcome measures suited to occupational therapy interventions
LO4. Apply modern evidence-based practice approaches, especially in the context of consumer-directed service contexts and in contexts where evidence may be limited
LO5. Critically evaluate and analyse approaches to outcome measurement and evaluation to ensure culturally responsive and culturally safe service delivery is supported
LO6. Articulate the components of program logic and apply to evaluation and outcome measurement in occupational therapy programs.

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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.9. Maintains knowledge of relevant resources and technologies, and 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.6. Maintains contemporaneous, accurate and complete records of practice 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
	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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 3.14. Contributes to quality improvement and service development. 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and
	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 2.10. Maintains digital literacy for practice. 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.6. Maintains contemporaneous, accurate and complete records of practice

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
1.6		Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10		Maintains digital literacy for practice.
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.4		Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9		Maintains knowledge of relevant resources and technologies, and
3.11		Evaluates client and service outcomes to inform future practice
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice

Responding to student feedback

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

The unit was first delivered in 2023. Students found the online independent preparation work useful and the on-campus classes stimulating as they used a variety of teaching methods. The cumulative development of the portfolio and hard-copy progressive presentation of work at on-campus classes was valued. These strategies will be retained and refined in 2024.

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

Assessment summary

Assessment criteria

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

Media

Student links

About us

Connect

Current students

OCCP3102: Using and Generating Evidence in OT

Intensive May, 2024 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

Media

Student links

About us

Connect