| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Occupational Therapy Honours Project Part 1 of 3 |
| Unit ID: | NHPOT3019 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (NHPHS2102 or NHPHS2401 or NHPHS2403 or NHPOT2016) (NHPOT2013 and NHPOT2014 and NHPRH2002) |
| Co-requisite(s): | (NHPHS3401 or NHPHS3403) |
| Exclusion(s): | (NHPOT3119) |
| ASCED: | 061703 |
| Other Change: | |
| Brief description of the Unit |
This is the first unit in a three-part Honours Project unit chain. Within this unit, students work in a small, self-directed group towards completion of a research or practice-based project relevant to a contemporary occupational therapy practice issue. This unit aims to consolidate students’ skills in evidence-based practice, including the ability to formulate effective questions, conduct effective literature searches, critically appraise research and determine the applicability of identified research to occupational therapy practice. Students will be provided with a practice scenario to develop a proposal for research or a practice-based project in a specific area of occupational therapy. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Refine a practice-based project or research topic relevant to contemporary occupational therapy theory and practice |
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| K2. | Summarise the steps and process for conducting research or practice-based project |
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| Skills: |
| S1. | Search and identify relevant research evidence to inform research or practice-based project |
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| S2. | Develop and communicate a comprehensive proposal justifying the rationale, underpinning methodology, data collection and analysis processes for a contemporary research or practice-based topic |
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| Application of knowledge and skills: |
| A1. | Critically appraise research evidence and evaluate application to occupational therapy practice |
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| A2. | Apply ethical considerations to proposed research or practice-based project |
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| Unit Content: |
The following documentation has substantially informed the syllabus/content of this unit: The Ahpra and National Boards’ Shared Code of Conduct (2022; 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). Topics may include: - Evidence based practice
- Reaching and appraising literature
- Endnote
- Critical appraisal tool
- Identifying, defining and mapping key concepts
- Formulating clinical/practice questions
- Developing a search strategy
- Appraising, synthesising and presenting the evidence
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| 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 | 1 - Yes | 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. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | S1, A1 | Evidence Review of Literature (completed in a group) | Written assessment | 40-60% | | 2. | A1 | Present ethical issues and overview of ethical application on provided scenario (students present individually as part of their team) | Oral presentation | 10-30% | | 3. | K1, K2, S2 | Develop a research proposal from a provided scenario (completed in a group) | Written assignment | 20-40% | | 4. | K1, K2, S1, S2, A1, A2 | Attendance and participation in at least 80% of workshops | Attendance, participation and reflection | S/U |
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