| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Professional Practice Preparation |
| Unit ID: | NHPOT3018 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (NHPHS2401 or NHPOT2016) (NHPOT2013 and NHPOT2014) (NHPHS2101 or NHPHS2402) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061703 |
| Other Change: | |
| Brief description of the Unit |
The purpose of this unit is for students to develop professional skills and competencies in preparation for occupational therapy practice education. Students will examine the Ahpra and National Board's Shared Code of Conduct (2022); Australian Occupational Therapy Competency Standards (2018) and National Safety and Quality Health Service (NSQHS) Standards (2017) in preparation for professional practice. This unit contains 6 hours integrated placement |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by, and support is not received from, the provider. No Fees (unit of study is contribution and tuition fee exempt). |
| Placement Component: | Yes - 1 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: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | |  | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explore ethical decision-making and frameworks for use in occupational therapy |
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| K2. | Identify and examine reflective cycles and frameworks for reflective practice for use in occupational therapy |
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| K3. | Examine occupational therapy regulatory requirements to guide professional practice |
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| Skills: |
| S1. | Utilise group dynamics for effective teamwork, communication and conflict resolution |
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| S2. | Develop skills in supervision, performance evaluation and providing feedback |
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| Application of knowledge and skills: |
| A1. | Evaluate and synthesise key information from clinical case scenarios in order to construct clear, concise, professional reports in both written and oral form |
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| A2. | Apply professional skills such as teamwork, negotiation, and conflict resolution to an occupational therapy practice context |
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| A3. | Critically reflect on professional and personal behaviours in order to respond effectively to complex practice situations |
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| A4. | Develop and substantiate occupational therapy priorities by deconstructing clinical case scenarios through the application of professional reasoning |
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| Unit Content: |
The following documentation has substantially informed the syllabus/content of this unit: The Occupational Therapy Board of Australia (OTBA) Code of Conduct (2014); Australian Occupational Therapy Competency Standards (2018); National Safety and Quality Health Service (NSQHS) Standards (2017); National Standards for Mental Health 2020 as based on Mental Health Act 2014; Aged Care Quality Standards (2021); National Digital Health Framework (2021); and the Aboriginal and Torres Strait Islander Health Curriculum Framework (2020).
•Effective teamwork
•Challenging communication including conflict resolution
•Adult education
•Documentation, professional reports
•Professional reasoning as it relates to clinical placement
•Giving and receiving feedback
•Professional code of conduct, competency standards and quality and safety standards
•Becoming a reflective practitioner
•Supervision and evaluation of performance
•Ethical reasoning |
| 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.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 2 - No | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 2 - No | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 2 - No |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, A1, A2, A3, A4 | Attendance and participation in at least 80% of Workshops | Attendance, Participation and Reflection | S/U | | 2. | K1, K2, K3, S1, S2, A1, A4 | SOAP documentation for a provided case study for peer review and feedback | Written assessment | S/U | | 3. | K1, K3, S2, A1, A4 | Professional report and progress notes based on provided case study | Written assessment | 35-45% | | 4. | K2, S1, S2, A2, A3 | Develop and present a role play based on a provided case study | Group presentation | 30-40% | | 5. | K1, K2, K3, S1, S2, A1, A3, A4 | Professional reasoning based on provided case study oral exam | Viva examination (Must pass assessment) | 20-30% | | 6. | K1, K2, K3, S1, S2, A1, A3, A4 | Achieving a pass result for viva examination | Viva examination | S/U Hurdle |
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