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Unit of study_

OCCP5242: Reflexivity and OT Professional Practice

Intensive March, 2022 [Professional practice] - Camperdown/Darlington, Sydney

This unit includes an extended fieldwork placement and on-campus workshops to provide students with an opportunity to consolidate, apply and extend their knowledge of occupational therapy practice, with a focus on the range of competencies identified by OT Board of Australia needed to become a novice practitioner. This final fieldwork placement experience is focused on students developing independence and autonomy demonstrating the ability to manage a caseload approximating up to 80% of that expected of a new graduate in that specific position. Students will incorporate their fieldwork experiences into an exploration of reflexivity as a core capability in professional practice. This unit enables students to continue to build on learning gained through OCCP5237, OCCP5238, OCCP5239 and OCCP5240 through the participation in a eight-week, supervised 40hr/week placement in a professional service setting.

Unit details and rules

Unit code OCCP5242
Academic unit Participation Sciences
Credit points 9
OCCP5237 and OCCP5238 and OCCP5239 and OCCP5208 and OCCP5218 and OCCP5219
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Sarah Davis,
Type Description Weight Due Length
Oral exam
Reflective Oral Assessment
Viva voce - up to 20 minutes scheduled in Week 17 (Wednesday -Thursday)
60% Formal exam period
Due date: 30 Nov 2022 at 00:00

Closing date: 01 Dec 2022
20 minutes (oral)
Outcomes assessed: LO1 LO3 LO5
Placement hurdle task Placement Performance Assessment
Placement performance assessment completed by supervisor and student
0% Multiple weeks N/A
Outcomes assessed: LO1 LO4 LO3 LO2
Placement Simulated Job Application and Interview
Application and interview for an OT job relevant to the placement.
0% Multiple weeks N/A
Outcomes assessed: LO1 LO4 LO2
Placement hurdle task Continuing professional development plan
Planning and completion of continuing professional development activities
0% Multiple weeks 500-700 words
Outcomes assessed: LO1 LO4 LO2
Assignment Interaction of personal and professional lenses
40% Multiple weeks 1500 words
Outcomes assessed: LO1 LO2 LO5
hurdle task = hurdle task ?

Assessment summary

Continuing Professional Development Plan: Using a modified form of the CPD planning and implementation expected of AHPRA-registered practitioners, students will demonstrate competence in managing this process as applied to their placement. In the first two weeks of placement, students with their supervisors will collaboratively identify CPD goals and planned CPD activities for the placement. The plan will be reviewed by a peer.  Students will implement CPD throughout their placement, documenting the completed CPD activities, and reflecting on their learning and impacts on their student occupational therapy practice. To satisfactorily complete this hurdle task, students must satisfactorily engage with the task and submit their CPD record, verified by their supervisor, by the due date.

Assignment 1: Personal and professional lens. This assignment challenges students to be critically reflexive, demonstrating insight into how their personal and professional lenses shape their reasoning when delivering an occupation-based service.

Simulated Job Application and Interview: Students will work with their placement sites to, wherever possible given any site constraints, work through a simulated job application and interview process. Students will complete a job application (cover letter, application form if relevant, and CV) in response to a past/current/mock job advertisement. Students will then complete a simulated interview for that position. Placement sites will provide the student with feedback regarding their application and interview.

Student Placement Evaluation Form - Revised 2: Using the SPEF-R2 (online or on the provided form), students and educators will independently rate students’ demonstration of professional behaviours and skills during their placement. Students will arrange with their educators for each to complete and then together discuss the assessment in a formative review of performance midway through the placement ( around the middle of Week 4). Following this students complete two tasks (summary of feedback and reflective tasks). These 2 tasks support the students understanding of and ability to effectively use the feedback provided at midway. The student will then arrange to repeat this process again near the end of the placement in the final summative placement performance assessment.  The educator will make their final recommendation and return their assessment directly to the university for academic staff to review and determine the final result (Pass/Fail) in relation to the placement expectations and unit learning outcomes.

Assignment 2: Reflective Oral Assessment: With reference to the Ecological Model of Professional Reasoning (Boyt Schell, 2018), this final reflexive assessment requires students to explore and discuss the interaction between their personal/professional lenses, with that of the client, demonstrating an understanding of how the interaction informed their reasoning and subsequent actions.

Additional required tasks to satisfy unit requirements

This placement unit has additional required tasks contributing to the requirement for satisfactory participation in the unit of study. These include, participation in pre-placement directed learning and seminars, post placement seminars, completion of a letter of introduction and peer audit, completion of pre-placement student to placement site contact, completion of WHS inductions at their placement sites, satisfactory participation in the community of learning, and timely maintenance of an accurate timesheet addressing the required attendance requirements.

Overall requirements:

To pass this unit of study, students must:

  1. Achieve a cumulative mark of 50% or higher across the two graded assessments: Assignment 1: Interaction of Personal and Professional Lens &  Assignment 2: Reflective Oral Assessment.
  2. Achieve a pass grade on the SPEF-R2
  3. Successfully complete all hurdle task requirements as required and satisfactorily complete all additional required tasks, as per the instructions in Canvas.

Irrespective of other performance in the unit, an automatic fail for the unit of study will be awarded where a student breaches client/patient privacy or for other serious breaches of professional standards.

As this unit includes placement, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply: in addition to other University and Faculty policies and provisions.

Detailed information for each assessment and other requirements can be found on Canvas.

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

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.


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.


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.


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.


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

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 graded assessments. Late submission or inadequate completion of formative tasks, tasks with a satisfactory requirement, self-evaluations on placement performance assessments, or maintenance of required records (e.g., timesheets) may result in lowered ratings on the relevant competencies and may thereby influence results.

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
- Post Placement Class Seminar (2 hr)  
Multiple weeks Topics covered will include Ecological Model of Professional Reasoning, Ethical Reasoning, Resilience, Introduction to the unit, CPD Block teaching (12 hr)  
Ongoing Various required self-directed learning activities (NB: hours are a minimum and more are expected) Independent study (4 hr)  
Full-time placement Placement (320 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 reported. Students are required to maintain an accurate log of their attendance for all categories of activity 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

Attendance at preplacement and post placement seminars is mandatory. Students are responsible for following up appropriate actions when absence is absolutely unavoidable to ensure that minimum requirements to complete the unit of study are met.  

Note: These are interactive workshop and tutorial classes. Flexible attendance rules do not apply to these classes and 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)

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 attending slightly less than 40 working hours per week (e.g., a 35-hour working week) need to complete placement-related self-directed learning to attain the minimum hours, noting that with the permission of the site students are able to attend different (more) hours than their supervisors. Students with any concerns regarding their working roster should contact their placement academic.

Students are responsible for timely follow-up of appropriate actions when absences are absolutely unavoidable in order to ensure that minimum requirements to complete the unit of study are met.

Self-directed learning (including required, site-specific, preparation for placement)

It is expected that students will complete 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 placement academic (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 9 credit point unit, this equates to roughly 180-225 hours of student effort in total.

Required readings

There is no required text, however please refer to the WIL Canvas site Occupational Therapy page for useful references and resources including codes of conduct and ethics with which you are expected to be familiar and comply, competency standards relating to your assessments, and continuing professional development guidelines. Additional resources will be highlighted throughout the unit of study.

Revision of key topics from all of your previous units of study in this degree, as well as content relevant to your allocated placement, is expected for this unit of study.

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 that expected of a registered practitioner.
  • LO2. generalise self-management skills to enable achievement of entry level competency and identify ongoing professional development needs
  • LO3. implement evidence-based occupational therapy process, with appropriate supervision, for an agreed workload
  • LO4. critically reflect on your ability to manage the transition from occupational therapy student to registered practitioner.
  • LO5. Reflect on the intersection between personal and professional lenses and how this influences professional reasoning in relation to service delivery.

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
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10 A Practises within limits of her/his own level of competence and expertise
1.11 A Maintains professional competence and adapts to change in practice contexts
1.12 A Identifies and uses relevant professional and operational support and supervision
1.13 A Manages resources, time and workload accountably and effectively
1.14 A Recognises and manages her/his own physical and mental health for safe, professional practice
1.15 A Addresses issues of occupational justice in practice
1.16 A Contributes to education and professional practice development of peers and students, and
1.17 A Recognises and manages any inherent power imbalance in relationships with clients.
1.2 A Adheres to legislation relevant to practice
1.3 A Maintains professional boundaries in all client and professional relationships
1.4 A Recognises and manages conflicts of interest in all client and professional relationships
1.5 A Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.7 A Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8 A Adheres to all work health and safety, and quality requirements for practice
1.9 A Identifies and manages the influence of her/his values and culture on practice
2.1 A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10 A Maintains digital literacy for practice.
2.2 A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 A Identifies and applies best available evidence in professional practice and decision-making
2.5 A Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.6 A Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.7 A Implements a specific learning and development plan when moving to a new area of practice or returning to practice
2.8 A Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9 A Maintains knowledge of relevant resources and technologies, and
3.1 A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10 A Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11 A Evaluates client and service outcomes to inform future practice
3.12 A Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13 A Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.14 A Contributes to quality improvement and service development.
3.2 A Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3 A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5 A Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.6 A Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
3.7 A Reflects on practice to inform and communicate professional reasoning and decision-making
3.8 A Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
3.9 A Implements an effective and accountable process for delegation, referral and handover
4.1 A Communicates openly, respectfully and effectively
4.10 A Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 A Identifies and articulates the rationale for practice to clients and relevant others.
4.2 A Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.3 A Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
4.4 A Uses culturally responsive, safe and relevant communication tools and strategies
4.5 A Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.6 A Maintains contemporaneous, accurate and complete records of practice
4.7 A Obtains informed consent for practice and information-sharing from the client or legal guardian
4.8 A Maintains collaborative professional relationships with clients, health professionals and relevant others
4.9 A Uses effective communication skills to initiate and end relationships with clients and relevant others

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

Feedback from the USS and Placement Quality Survey are integrated into continuous improvement across WIL units of study.

This unit of study outline must be read in conjunction with the Faculty of Medicine and Health Handbook:

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

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.

Additional costs

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.

Work, health and safety

Students must meet all pre-placement requirements as outlined on the University of Sydney Clinical placements checks and clearances 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.

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. You should complete the WHS Checklist in Sonia.


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