Physical and Cognitive-Neurological Determinants of Occupation

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2027/05

Institute / School :

Institute of Health and Wellbeing

Unit Title:

Physical and Cognitive-Neurological Determinants of Occupation

Unit ID:

NHPOT2015

Credit Points:

30.00

Prerequisite(s):

(NHPBM1032 and NHPHS1003 and NHPHS1401 and NHPOT1012 and NHPRH1004)

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

061703

Other Change:

Brief description of the Unit

This unit will provide students with a thorough understanding of the physical and cognitive-neurological factors of human performance and how they influence engagement in occupation. The role of occupational therapists in empowering engagement in occupation through addressing physical and cognitive-neurological factors will be the focus of this unit through assessment and enabling strategies. The unit will further establish the practical application of anatomy and physiology, and lifespan development content taught in Year 1. The purpose of this unit is for students to develop professional skills and competencies in assessment, measurement, intervention planning and implementation of enabling strategies to address physical and cognitive-neurological factors that impact on engagement in occupation.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

No work experience

Placement Component:

Yes - 2 days

Supplementary Assessment:Yes

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

K1.	Identify appropriate enabling strategies to address issues of physical and cognitive-neurological dysfunction through use of evidence-based practice.

Skills:

S1.	Develop competence in measurement, assessment and analysis of physical and cognitive-neurological factors impacting on engagement in occupation.

S2.	Acquire competence in professional behaviour, thinking and documentation relating to the physical and cognitive-neurological determinants of occupation.

Application of knowledge and skills:

A1.	Apply anatomy and physiology knowledge to analyse physical and cognitive-neurological factors impacting on engagement in occupation.

A2.	Utilise knowledge of life span development to analyse physical and cognitive-neurological factors impacting on engagement in occupation.

A3.	Evaluate appropriate enabling strategies to address issues of physical and cognitive-neurological dysfunction through use of evidence-based practice.

Other outcomes:

Unit Content:

The Ahpra and National Boards’ Shared Code of Conduct (2022); Australian Occupational Therapy Competency Standards (2018) and National Safety and Quality Health Service (NSQHS) Standards (2017) Aged Care Quality Standards (2021); National Digital Health Framework (2021); and the Aboriginal and Torres Strait Islander Health Curriculum Framework (2020) have substantially informed the syllabus/content of this unit.

Topics may include:

•Theory in occupational therapy

•Professional reasoning, assessment, intervention

•Assistive technology

•Biomedical frame of reference and treatment approaches

•Structure and analysis concepts for movement

•Seating and posture

•Mobility and gait

•Biomechanics of lifting

•Work and play as an occupational performance area

•Biomechanical risk factors

•Motor and sensory systems

•Special senses, sensory approaches and processing

•The role of occupational therapy in adults and paediatrics

•Cognitive determinants in adults and paediatrics

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.	Y - Present
FEDTASK 2 Leadership	Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.	Y - Present
FEDTASK 3 Critical Thinking and Creativity	Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.
FEDTASK 4 Digital Literacy	Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.
FEDTASK 5 sustainable and Ethical Mindset	Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting	Professional Standards
1.	K1, S1, A1, A2, A3	Attendance and participation in at least 80% of Workshops	Attendance and participation	S/U
2.	K1, S1, A1, A2, A3	In class test	Written test	10-20%
3.	K1, S1, S2, A1, A2	Case study provided for students to formulate a problem statement, identify and demonstrate appropriate assessments	Oral viva and practical exam	10-20%
4.	K1, S1, S2, A1, A3	Developing an occupational profile and intervention plan for a client with a physical and/or cognitive condition.	Written assignment	20-30%
5.	K1, S1, S2, A1, A2, A3	Written examination (All topics covered)	Written examination (Must pass assessment task)	35-45% (Pass Hurdle)
6.	K1, S1, S2, A1, A2	Case study provided for students to formulate a problem statement, identify and demonstrate appropriate assessments	Oral viva and practical exam	15-25%

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency