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Unit of study_

OCCP4088: Professional Practice IV

Intensive July, 2020 [Professional practice] - Cumberland, Sydney

Integrating theory and practice in context and becoming skilled in the application of the occupational therapy process is essential for meeting requirements for registration as an occupational therapist. Building on OCCP1100 Professional Practice I, OCCP2086 Professional Practice II and OCCP3061/OCCP3065 Professional Practice IIIA/IIIB, this unit concludes the focus on professional development in context with students responsible for a caseload approximating up to 80% of that expected of a new graduate in that specific position. Students will participate in an eight-week, supervised fulltime experience within a professional service setting.

Unit details and rules

Unit code OCCP4088
Academic unit Participation Sciences
Credit points 18
OCCP3061 and OCCP3065
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Narelle Oste,
Lecturer(s) Melanie Aley,
Type Description Weight Due Length
Placement Student placement evaluation form – revised
Clinical skills assessment
100% - n/a
Outcomes assessed: LO1 LO3 LO2
Assignment Continuing professional development plan
0% - n/a
Outcomes assessed: LO1 LO2
Placement Simulated job application and interview
Application and interview
0% Multiple weeks n/a
Outcomes assessed: LO2

Assessment summary

  • Health Collaboration Challenge: 

    You will be working in teams with students from a range of disciplines including Medicine, Nursing, Pharmacy, Dentistry, Nutrition, Occupational Therapy, Speech Pathology, Physiotherapy, Diagnostic Radiography and Exercise Physiology to develop a management plan for a complex patient/client case. Approximately 1800 health professional students, working in teams of up to 6 team members will be participating.

    Refer to the Health Collaboration Challenge Canvas site for specific details.
  • Continuing professional development plan: 

    In this assessment task students gain skills in creating and implementing a CPD plan under the guidance of their supervisor. Students will use the modified Occupational Therapy Board of Australia (OTBA) template (available on LMS).

    Within the first two weeks of placement, the student, in collaboration with their supervisor, will identify at least three goals and associated outcomes. For each of these, the student will complete at least one activity, identify the resources and implications for their practice as an OT student. The number of CPD hours completed in the course of the placement should also be included. This plan is to be implemented by the completion of the placement.

  • Simulated job application and interview: This assessment task provides students with the opportunity to refine their job application and interview skills for an occupational therapy related position.

  • Student placement evaluation form – revised: Using the SPEF-R (provided electronically or in paper form), students and educators will independently rate students’ demonstration of core professional behaviours and skills during their off-campus placement. Students will arrange with their educators to review performance midway through the placement (approximately end of Week 4) and each will complete and then together discuss the entire assessment form near the end of the placement.  The educator will make their final recommendation for the Unit of Study Coordinator to review and determine the result.

Detailed information for each assessment can be found on Canvas.

  • Participation in the community of learning:

    Throughout the unit, students will demonstrate active engagement and participation in their own learning and that of their peers. Students will complete all required learning activities and actively participate in all learning activities. Students will consistently make active and constructive contributions to the community of learning, whether online in Canvas discussions or in person. This includes that students will regularly post meaningful discussions to Canvas, responding to each topic set. Students will provide meaningful and constructive feedback to peers and educators throughout the unit and learning activities.

    NB. This is related but different to the minimum attendance requirements. That is, students must attend, but they must also actively participate.

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


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

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.

WK Topic Learning activity Learning outcomes
Week 01 Preparation for Placement briefing classes Seminar (2 hr)  
Week 09 Placement debrief class Individual study (1.5 hr)  

Attendance and class requirements

This unit has minimum attendance requirements that include on-campus mandatory classes, placement attendance and self-directed learning. Attendance records may be taken for mandatory classes and attendance at placement is recorded. Students are required to maintain an accurate log of their attendance for all categories in Sonia timesheets according to the guidelines provided on the WIL Canvas site Occupational Therapy page. Failure to meet and accurately log minimum attendance requirements will prevent students satisfactorily completing the unit of study (grade of RI or AF).

Mandatory classes: Preparation and debriefing sessions (9 hours)

Attendance at “Preparation for Placement” and “Placement Debrief” classes is mandatory – refer to the Schedule in this unit of study outline. See below for actions to be taken when absence is absolutely unavoidable.  

Note: These are interactive workshop and tutorial classes. The timetable uses a standard format where the word “seminar” is inserted for any session that applies for all enrolled students. Please be aware that the University of Sydney “seminar” flexible attendance rules do not apply to these workshop classes. Due to the interactive and sometimes confidential nature of fieldwork-related discussions, recordings of an acceptable quality will not always be made.

Placement Attendance (40 hours/week for 8 weeks = 320 hours)

Students must attend placement every working day, five days per week, from the start date to the finish date of the placement notified in Sonia. Attendance is not required on public holidays.

Students are not entitled to accrue days off (i.e., ADO/RDO/SDO) or other time off when their supervisor is absent. Students must not arrange alternate placement dates without approval of their placement academic, including that students must notify their academic if working on a weekend day in lieu of a weekday.

Sites will advise students of the expected daily start and finish times, and students are to attend as requested, up to 40 working hours spread across five days per week (i.e., excluding breaks). Students with any concerns regarding their working roster should contact their placement academic.

See below for actions to be taken when absence (hours or days) is unavoidable.


Self-directed learning (minimum 4 hours preparation for placement)


It is expected that students will complete at least 4 hours self-directed learning in specific preparation for the placement they have been allocated, which may or may not be directed by the site. Further guidelines for what is suggested and should be entered in this category in timesheets are noted in the timesheet guidelines on the WIL Canvas site Occupational Therapy page.


Missed hours, special arrangements and special considerations

·       ALL absences must be notified to the unit of study coordinator (classes and placement) and supervisor (placement). Notification must be timely and should include the nature of the leave and the expected return. Students may be required to undertake alternative learning tasks within specific timeframes to demonstrate the attainment of learning outcomes.

·       Absences greater than 8 hours cumulative (including classes and placement) across the duration of the subject must be notified to the unit of study coordinator and accompanied by supporting documentation.

·       Absences greater than 24 hours cumulative (including classes and placement) across the duration of the subject must be notified to the unit of study coordinator AND accompanied by supporting documentation in an application for special arrangements (contact the unit of study coordinator for details).

·       Absences of greater than 40 hours cumulative (including classes and placement) across the duration of the subject will require a formal application for special consideration. . Applications for special consideration for missed hours must be entered as “In-class assessment; Attendance”. The nature of fieldwork means that such circumstances are likely to require withdrawal from the subject to complete the entire subject at another time.

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 18 credit point unit, this equates to roughly 360-450 hours of student effort in total.

Required readings

There is no required text, however the following references are relevant for this fieldwork placement:

Occupational Therapy Australia. (2001). Code of Ethics. Retrieved from

Occupational Therapy Australia (2018) New competency standards and resources. Retrieved from

Occupational Therapy Board of Australia. (2013). Guidelines on continuing professional development. Author: Melbourne, Australia. Retrieved from


Please refer to the WIL Canvas site Occupational Therapy page for useful resources including codes of conduct and ethics with which you are expected to be familiar and comply. Additional resources will be highlighted in classes.


Revision of key topics from OCCP2086, OCCP3061 and OCCP3065 is expected for learning activities in this unit of study.


For the online aspect of this unit of study, including while on placement, it is strongly recommended students have a desktop computer or laptop (not tablet), microphone (webcam optional), and connection to the internet with at least 3Mbps download and 3Mbps upload. No special software is required.

This text is written for students, providing relevant resources for this fieldwork placement.

Stagnitti, K., Schoo, A., & Welch, D. (Eds.). (2013). Clinical and fieldwork placement in the health professions (2nd ed.). Melbourne, Australia: Oxford University Press.

Additional readings and resources may be highlighted throughout classes and the subject LMS site.

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. demonstrate professional behaviours appropriate to the expectations of the university and workplace settings
  • LO2. generalise self-management skills to enable achievement of entry level competency and identify ongoing professional development needs
  • LO3. implement evidence-based occupational therapy, with appropriate supervision, for an agreed workload.

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

Alignment with Competency standards

Outcomes Competency standards
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10. Practises within limits of her/his own level of competence and expertise
1.12. Identifies and uses relevant professional and operational support and supervision
1.14. Recognises and manages her/his own physical and mental health for safe, professional practice
1.17. Recognises and manages any inherent power imbalance in relationships with clients.
1.2. Adheres to legislation relevant to practice
1.3. Maintains professional boundaries in all client and professional relationships
1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8. Adheres to all work health and safety, and quality requirements for practice
1.9. Identifies and manages the influence of her/his values and culture on practice
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
4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
Australian occupational therapy competency standards 2018 - OTBA
1.10. Practises within limits of her/his own level of competence and expertise
1.14. Recognises and manages her/his own physical and mental health for safe, professional practice
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
3.14. Contributes to quality improvement and service development.
Australian occupational therapy competency standards 2018 - OTBA
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.
2.2. Applies theory and frameworks of occupation to professional practice and decision-making
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
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.14. Contributes to quality improvement and service development.

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

Following feedback from students in 2019 we have maintained the smaller learning support groups, online discussions and new graduate panel. We have reduced the number of online discussions from 3 to 2.

Work, health and safety

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of your placement, and if relevant, at any time you attend to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for yourself and others that you are responsible for. The University has a duty of care to you to ensure you have been inducted appropriately and similarly you are responsible for demonstrating that you are aware of, and know how to manage risk appropriately.


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.