Outline

Overview

This unit will engage students in the process of developing professional skills within elements of the occupational therapy process. The unit will explore the integration of personal reflexivity, client's lived experience, evidence-based practice, and clinical reasoning as core capabilities in professional decision-making and the application of client-centred occupational therapy processes. Tools learned in the classroom context will be applied in a clinical simulation program (embedded in the unit). This will provide opportunities for students to reflect on their own professional behaviour and development. A professional placement completed during semester breaks will further allow students to develop and document their ongoing achievement of professional competencies in a range of appropriate practice skills.

Unit details and rules

Unit code	OCCP5238
Academic unit	Participation Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	OCCP5237
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Rebecca Barton, rebecca.barton@sydney.edu.au
Laboratory supervisor(s)	Rene Fraser, rene.fraser@sydney.edu.au
Lecturer(s)	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Lecturer(s)	Rebecca Barton, rebecca.barton@sydney.edu.au
Tutor(s)	Mary Jackson, mary.jackson@sydney.edu.au
Tutor(s)	Sumei Wrigley, sumei.wrigley@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Evaluation of Foundational Placement Competencies - Simulation Placement performance assessment	0%	Multiple weeks	N/A
Outcomes assessed:
Placement	Evaluation of Foundational Placement Competencies - Placement Placement performance assessment	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Critical reflection on developing professional reasoning Critical reflection on student's developing professional reasoning skills	40%	Multiple weeks	1,500 words
Outcomes assessed:
Tutorial quiz	In-class MCQ and short answer quiz A 20-minute, in-class quiz containing both MCQ and short answer questions	20%	Week 03	20 minutes
Outcomes assessed:
Presentation	Oral case presentation and portfolio Assessment includes group oral presentation and individual portfolio	40%	Week 09	20 minute presentation plus portfolio
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

In-class quiz - A 20-minute, in-class quiz containing both MCQ and short answer questions. Focus is on administrative aspects of unit, student responsibilities, as well as SWOT analysis of SIM learning team.
Evaluation of Foundational Placement Competencies - Simulation You will complete this placement performance assessment after SIM Day 3 (formative), and again after SIM Day 5 (summative). At each time point, you will submit a self-evaluation and staff will also complete the evaluation of your competencies. You must meet minimum requirements (staff assessed) to pass the unit of study. You need to consider staff feedback in light of your own self-evaluation and address any concerns before placement. You must raise any concerns arising at any time with your academic mentor or coordinator.
Oral case presentation and portfolio - This assessment contains multiple aspects: 1) a small group 20-minute oral presentation relating to your first SIM case, including an articulation of your clinical reasoning, 2) a short, individually completed portfolio of written work (due 2 days prior to your presentation), and 3) peer evaluation including both intra and inter group feedback (you will both give and receive peer feedback for case presentations).
Critical reflection on developing professional reasoning In this written assessment you will demonstrate your learning and critical reflection by completing a critical analysis of your development as a future occupational therapist and your development of professional reasoning skills across the semester. You will also be required to submit supporting documentation e.g. CRaFT (Critical Reflection after Feedback Tool) forms which you will have completed throughout semester, as an appendix.
Evaluation of Foundational Placement Competencies - Placement You will complete this placement performance assessment around midway through placement (formative), and again nearing the completion of placement (summative). At each time point, you will complete a self-evaluation and your placement educator(s) will also complete the evaluation of your competencies. You need to consider your performance in simulation and educator feedback throughout, as well as your own self-evaluation, and address any concerns as they arise. You must promptly communicate concerns arising at any time to your coordinator.
The educator will make their final recommendation in the EFPC for the PE/WIL Unit of Study Coordinator to review. The Unit of Study Coordinator will determine the final result (pass/fail) in relation to the placement expectations and unit learning outcomes.

Detailed information for each assessment can be found on Canvas.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply. https://tinyurl.com/FMH-Placement-Provisions

An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

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	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined in the rubrics for each graded assessment task. This generally equates with performance consistently well in the ‘Extensions’ level of the ICE rubric.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Extensions’ level of the ICE rubric.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by the rubrics for each graded assessment task. This generally equates with performance consistently well in the ‘Connections’ level of the ICE rubric.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Connections’ level of the ICE rubric.
Fail	0 - 49	Awarded when you don’t meet the learning outcomes of the unit to a satisfactory standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Ideas’ level of the ICE rubric. This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a hurdle task, irrespective of cumulative performance on other assessment tasks.

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:

Supplementary information: The above policy applies to written (graded) assessments. Late submission or inadequate completion of self-evaluations on placement performance assessments or maintenance of required records (e.g., timesheets) may result in lowered ratings on the relevant competencies.

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.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Placement with External Placement Provider	Clinical practice (80 hr)
Multiple weeks	Post Placement - Reflection and Transition to Year 2	Seminar (2 hr)
Week 01	Setting the scene: reflection and clinical reasoning	Seminar (2 hr)
Week 02	Steps in the OT process: Where do we start?	Seminar (2 hr)
Week 02	Orientation to SIM	Clinical practice (4 hr)
Week 03	Steps in the OT process: Information gathering/case formulation/initial assessment	Seminar (2 hr)
	Mentoring - Groups A/B (online)	Tutorial (1 hr)
	SIM Day 1: Groups A/B	Clinical practice (6.5 hr)
Week 04	Steps in the OT process: Functional assessment	Seminar (2 hr)
	Mentoring - Groups C/D (online)	Tutorial (1 hr)
	SIM Day 1: Groups C/D	Clinical practice (6.5 hr)
Week 05	Steps in the OT process: Goal setting and documentation	Seminar (2 hr)
	Mentoring - Groups A/B (online)	Tutorial (1 hr)
	SIM Day 2: Groups A/B	Clinical practice (6.5 hr)
Week 06	Steps in the OT process: Deciding on approaches to intervention	Seminar (2 hr)
	Mentoring - Groups C/D (online)	Tutorial (1 hr)
	SIM Day 2: Groups C/D	Clinical practice (6.5 hr)
Week 07	Communication: Clients	Seminar (2 hr)
	Mentoring - Groups A/B (online)	Tutorial (1 hr)
	SIM Day 3: Groups A/B	Clinical practice (6.5 hr)
Week 08	Communication: Co-workers	Seminar (2 hr)
	Mentoring: Groups C/D (online)	Tutorial (1 hr)
	SIM Day 3: Groups C/D	Clinical practice (6.5 hr)
Week 09	Theory and principles of practice: Modes of reasoning	Seminar (2 hr)
Week 10	Theory and principles of practice: Unpacking client-centred practice	Seminar (2 hr)
	Mentoring - Groups A/B (online)	Tutorial (1 hr)
	SIM Day 4: Groups A/B	Clinical practice (6.5 hr)
Week 11	Theory and principles of practice: Cultural safety	Seminar (2 hr)
	Mentoring - Groups C/D (online)	Tutorial (1 hr)
	SIM Day 4: Groups C/D	Clinical practice (6.5 hr)
Week 12	Communication: Supervisors	Seminar (2 hr)
	Mentoring - Groups A/B (online)	Tutorial (1 hr)
	SIM Day 5: Groups A/B	Clinical practice (6.5 hr)
Week 13	Wrap-up and compulsory briefing for offsite placement	Seminar (2 hr)
	Mentoring - Groups C/D (online)	Tutorial (1 hr)
	SIM Day 5: Groups C/D	Clinical practice (6.5 hr)

Attendance and class requirements

Attendance

A minimum of 90% attendance is expected at weekly seminars. Attendance will be recorded in all classes and mentoring sessions. Absences in excess of one week will require submission of a special consideration application and associated supporting documentation.
In addition to the above general attendance requirements, this practice education unit includes mandatory: classes, academic mentoring, simulation, placement, group and individual self-directed learning, assigned tasks, and record keeping.
Requirements contributing toward the required 1000 hours of practice education placements in the degree must be promptly and accurately logged in submitted timesheets in Sonia. Guidelines for the minimum hours per activity type, total minimum hours and mandatory sessions are outlined in the unit Canvas site. Students should also refer to the timesheet gudelines on the occupational therapy page of the WIL canvas site.
Instructions on when to apply for special arrangements or special considerations in relation to placement attendance are also available on the unit Canvas site and students should consult the unit coordinator for instruction on correct applications. Due to the design of this placement unit, the special considerations option of ‘new or varied placement’ may not be able to be provided.

Class requirements

Classes in this unit are highly interactive and advance preparation and follow-up work are expected to succeed in the unit. Please raise any concerns or difficulties promptly with your academic mentor.

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

Prescribed readings and activities are provided in CANVAS.

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. demonstrate professional behaviours and self-management skills appropriate to the expectations of the university and fieldwork settings;
LO2. explain and critically reflect upon their professional reasoning with reference to occupational therapy theory and evidence-based practice;
LO3. communicate with a range of audiences to achieve professional objectives and build collegial and therapeutic relationships;
LO4. gather and interpret information through the occupational therapy process to develop priorities with an assigned caseload.

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. Professionalism 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 1.12. Identifies and uses relevant professional and operational support and supervision 1.13. Manages resources, time and workload accountably and effectively 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.16. Contributes to education and professional practice development of peers and students, and 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 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 4.6. Maintains contemporaneous, accurate and complete records of practice 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in 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 3. Occupational therapy process and practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 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.
	Australian occupational therapy competency standards 2018 - 1.3. Maintains professional boundaries in all client and professional relationships 1.4. Recognises and manages conflicts of interest in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 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 4. Communication 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 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 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	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 2.7. 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 3. Occupational therapy process and practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 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 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 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 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others

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
1.10		Practises within limits of her/his own level of competence and expertise
1.11		Maintains professional competence and adapts to change in practice contexts
1.12		Identifies and uses relevant professional and operational support and supervision
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.16		Contributes to education and professional practice development of peers and students, and
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.3		Maintains professional boundaries in all client and professional relationships
1.4		Recognises and manages conflicts of interest 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
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
2.5		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
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
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
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
3.9		Implements an effective and accountable process for delegation, referral and handover
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
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
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
4.8		Maintains collaborative professional relationships with clients, health professionals and relevant others
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

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

This unit involves a new teaching team and is undergoing major changes in 2023 based on student feedback from previous years. We welcome your feedback across the semester to help us continue to make this unit of study a valuable learning experience for you.

Additional information

This unit of study outline MUST be read in conjunction with the Medicine and Health Handbook http://sydney.edu.au/handbooks/medicine_health/

The handbook also includes specific Clinical Education information on your course:

Master of Occupational Therapy - Medicine and Health - The University of Sydney

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. The handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements.

Additional costs

Costs associated with student-directed simulation activities, and with placement, are the responsibility of the student. For the external placement, additional costs may be incurred for accommodation, transport and leave from usual employment. Students should prepare to cover these costs and can refer to the University website for financial assistance opportunities. https://www.sydney.edu.au/students/financial-support.html

Work, health and safety

Students must meet all pre-placement requirements as outlined on the University of Sydney Clinical placements checks and clearances https://www.sydney.edu.au/students/clinical-placement-checks.html

Students who are not verified will not be able to attend placement or may have placement activities restricted or cancelled, which may prevent their successful completion of the unit of study.

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette. Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study irrespective of your enrolment status.

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

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

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

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

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Current students

OCCP5238: Developing OT Prof. Skills in Practice

Semester 2, 2023 [Professional practice] - 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

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

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect