Outline

Overview

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

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	OCCP5237
Prohibitions ?	None
Assumed knowledge ?	Research Methods
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Janelle Weise, j.weise@sydney.edu.au
Lecturer(s)	Sally Day, sally.day@sydney.edu.au
Lecturer(s)	Janelle Weise, j.weise@sydney.edu.au

Assessment

The census date for this unit availability is 2 May 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	EBP: Formulating questions and searching for evidence Students will demonstrate an understanding of EBP in the OT context. Students will respond to a clinical case study to demonstrate their competency in formulating clinical questions, searching for relevant evidence, and applying referencing conventions.	40%	Week 03 Due date: 06 May 2025 at 12:00 Closing date: 06 May 2025	1500 words
Outcomes assessed:
Skills-based evaluation	Journal club Students will engage in a simulated journal club based on a clinical case study that has been introduced and worked on for the past 5 weeks. They will prepare and submit a critically appraised paper and participate in a live journal club based on the case	60%	Week 06 Due date: 28 May 2025 at 23:59 Closing date: 28 May 2025	1500 words and journal club presentation
Outcomes assessed:
= AI allowed ?

Assessment summary

Skill based evaluation: Formulating questions and searching for evidence. 40% 1500 words - Students will respond to a clinical case study to demonstrate their competency in formulating clinical questions, searching for relevant evidence, and applying referencing conventions.. Due 6 May 2025
Skill base evaluation: Journal Club. 60% 1500 words and jounral club presentation - Students will engage in a simulated journal club based on a clinical case study that has been introduced and worked on for the past 5 weeks. They will prepare and submit a critically appraised paper and participate in a live journal club based on the case. Due 28 May 2025

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	Exceptional – see indivdual assignment marking rubrics
Distinction	75 - 84	Very high standard – see indivdual assignment marking rubrics
Credit	65 - 74	Good standard – see indivdual assignment marking rubrics
Pass	50 - 64	Acceptable standard – see indivdual assignment marking rubrics
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.

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.

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:

Usual university policies apply

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	TUES: Evidence based practice - how does evidence support safe ethical OT practice	Seminar (3 hr)
Week 01	WED: Types of evidence OTs use in practice	Seminar (3 hr)
Week 02	TUES: Formulating OT practice questions that can be answered by different types of research evidence	Seminar (3 hr)
Week 02	WED: Searching, selecting, storing, and referencing research evidence for OT practice questions.	Seminar (3 hr)
Week 03	TUES: Consolidating evidence base practice competency	Seminar (3 hr)
Week 03	WED: Critical reading techniques and quality appraisal strategies for OT research papers - introduction	Seminar (3 hr)
Week 04	TUES: Critical appraisal of OT research that used quantitative methods to answer an OT practice question	Seminar (3 hr)
Week 04	WED: Critical appraisal of OT research that used other types of methods to answer an OT practice question	Seminar (3 hr)
Week 05	TUES: Applying evidence in practice decisions – part one	Seminar (3 hr)
Week 05	WED: Applying evidence in practice decisions – part two	Seminar (3 hr)
Week 06	TUES: Evidence based shared decision-making and collaborative consumer-directed care in OT practice	Seminar (3 hr)
Week 06	WED: Applying evidence based practice	Seminar (3 hr)

Attendance and class requirements

Attendance: Participation in the Tuesday and Wednesday seminars is expected

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

Brown, T., Bourke-Taylor, H.M., Isbel, S., Cordier, R. & Gustafsson, L. (Eds). (2021). Occupational therapy in Australia: professional and practice issues. Second Edition. Routledge, New York. ISBN 978-1-760-87744-6 (paperback) or ISBN 978-1-003-15073-2 (e-book). 15 Evidence based practice in occupational therapy, 16 Clinical reasoning in occupational therapy practice, 25 Occupational therapy assessment.

Cusick, A. & McCluskey, A. (2001). Becoming an evidence-based practitioner through professional development. Australian Occupational Therapy Journal, 47(4) 159-170. doi: 10.1046/j.1440-1630.2000.00241.x

Hoffmann., T., Bennett, S. & Del Mar, S. (2017). Evidence-based practice across the health professions (3rd Ed.). Sydney: Elsevier. [This is the Unit Textbook]

Joanna Briggs Institute (2021). JBI EBP Resources, [website] https://jbi.global/ebp

OT Australia (2019). Evidence-based practice position statement. OT Australia. Available at: https://otaus.com.au/publicassets/90977488-f433-e911-a2c2-b75c2fd918c5/ebppositionstatsement.pdf

Taylor, R. (2017). Critically appraising and classifying published and presented research. Chapter 5 in Kielhofner’s research in occupational therapy: methods of inquiry for enhancing practice. Editor R.R. Taylor, Philadelphia: FA David Company. pp.47-58

Taylor, R. (2017). Occupational therapy as an evidence-based practice profession. Chapter 1 in Kielhofner’s research in occupational therapy: methods of inquiry for enhancing practice. Editor R.R. Taylor, Philadelphia: FA David Company. pp.1-10

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 and explain the process of evidence-based (occupational therapy) practice
LO2. Formulate clear clinical questions based on problems commonly encountered in occupational therapy practice
LO3. Search the literature for relevant evidence using electronic search strategies, keywords, relevant databases, journals, web, and print-based materials
LO4. Use bibliographic referencing software to manage information collected so that evidence is accessible, manageable, and useful to support current and future practice decisions
LO5. Describe the importance of acknowledging and referencing sources of information in written documents, and use relevant referencing conventions
LO6. (critically) appraise evidence for its validity and usefulness, by selecting and using appraisal tools relevant to the type of study designs being appraised
LO7. Understand the strengths and weaknesses of different types of evidence (qualitative and quantitative) including systematic reviews, randomised controlled trials, descriptive studies, expert opinion, and unpublished information
LO8. Describe the process of applying evidence in practice (implementation)
LO9. Reflect on the value and relevance of EBP knowledge and skills, as a foundation for professional OT practice.

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 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.13. Manages resources, time and workload accountably and effectively 1.2. Adheres to legislation relevant to practice 1.9. Identifies and manages the influence of her/his values and culture on 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 2.5. 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 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into 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 4.11. 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 1.11. Maintains professional competence and adapts to change in practice contexts 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 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.1. Communicates openly, respectfully and effectively
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.11. Maintains professional competence and adapts to change in practice contexts 1.13. Manages resources, time and workload accountably and effectively 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 2.9. Maintains knowledge of relevant resources and technologies, and 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and
	Australian occupational therapy competency standards 2018 - 1.13. Manages resources, time and workload accountably and effectively 2.10. Maintains digital literacy for practice. 2.9. Maintains knowledge of relevant resources and technologies, and 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.13. Manages resources, time and workload accountably and effectively 1.2. Adheres to legislation relevant to 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 2.6. 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 4.1. Communicates openly, respectfully and effectively
	Australian occupational therapy competency standards 2018 - 1.11. Maintains professional competence and adapts to change in practice contexts 1.13. Manages resources, time and workload accountably and effectively 1.16. Contributes to education and professional practice development of peers and students, and 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 2.9. Maintains knowledge of relevant resources and technologies, and 4.1. Communicates openly, respectfully and effectively 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.11. Maintains professional competence and adapts to change in practice contexts 1.9. Identifies and manages the influence of her/his values and culture on 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 2.5. 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 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 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 1.11. Maintains professional competence and adapts to change in practice contexts 1.13. Manages resources, time and workload accountably and effectively 1.2. Adheres to legislation relevant to practice 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 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 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.7. Implements a specific learning and development plan when moving to a new area of practice or returning to practice 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 3.7. 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
	Australian occupational therapy competency standards 2018 - 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 1.11. Maintains professional competence and adapts to change in practice contexts 1.2. Adheres to legislation relevant to practice 1.9. Identifies and manages the influence of her/his values and culture on practice 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 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.7. Implements a specific learning and development plan when moving to a new area of practice or returning to practice 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 3.7. 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

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
1.13		Manages resources, time and workload accountably and effectively
1.16		Contributes to education and professional practice development of peers and students, and
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
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
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
4.4		Uses culturally responsive, safe and relevant communication tools and strategies

Responding to student feedback

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

Students liked learning about evidence based practice from the point of view of professional competencies they need to incorporate into their OT roles after graduation. They really enjoyed the journal club approach to assessment and the opportunity to integrate knowledge, skills and attitudes in this format.

Additional information

Work, health and safety

This is a usual on-campus class.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

OCCP5207: Assessing Evidence for OT Practice

Intensive April - May, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links