| Effective Term: | 2024/20 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Rural and Urban Practice 2 |
| Unit ID: | NHPOT3021 |
| Credit Points: | 30.00 |
| Prerequisite(s): | (NHPOT3020) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061703 |
| Other Change: | |
| Brief description of the Unit |
| The unit will provide a minimum of 266 hours (seven weeks at 38 hours/week) of supervised practice placement with flexible support from the university. The aim of this placement is to integrate previously learnt material with new observations and practical clinical education. The placement will be either rural or urban and will enable the student to apply and utilise the theories and principles of occupational therapy in a variety of settings. |
| Grade Scheme: | Ungraded (S, UN) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - days |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | |  | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Identify and adopt resilient strategies for coping and thriving in clinical/ professional practice |
|
| K2. | Examine power and authority in healthcare systems and organisations |
|
| Skills: |
| S1. | Demonstrate an increased competence in professional behaviours, including verbal and written communication and self-management skills to enable therapeutic and professional interactions |
|
| S2. | Practice in a collaborative and culturally appropriate, client-centred manner |
|
| S3. | Reflectively examine the learning journey to construct and implement effective learning plans to maximise learning outcomes on placement |
|
| Application of knowledge and skills: |
| A1. | Critically analyse the inter-relationships between occupational therapy, research evidence and practice experience to further develop professional reasoning throughout the occupational therapy process |
|
| A2. | Apply professional reasoning to interpret information gathered and implement culturally appropriate service provision in the placement setting |
|
| A3. | Evaluate own service provision and performance and implement strategies to address areas for improvement. |
|
| Unit Content: |
The following documentation has substantially informed the syllabus/content of this unit: The APHRA & National Boards Code of conduct (2022); Australian Occupational Therapy Competency Standards (2018); National Safety and Quality Health Service (NSQHS) Standards Second Edition (2021); 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:
1. Placement essentials
2. Guidance on self-assessment with the SPEF-R2 placement assessment tool
3. Establishing and recording supervision
4. Power and authority in health care
5. Developing learning plans |
| 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 | Learning outcomes
(KSA) | Assessment task
(AT#) | 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 | K2, S1, S2, S3, A2, | AT1, AT2 | 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 | K1, K2, S2, S3, A1, A2, A3 | AT2, AT3 | 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 | S3, A1, A2, A3 | AT2 | 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 | S1, S2 | AT3 | 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. | K2, S1, S2, S3, A1, A2 | AT2, AT3 |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1,K2, S1, A3 | Write an introductory letter to the supervising therapist | Written assignment | S/U | | 2. | K1, S1, S2, S3, A1, A3 | Develop a personal learning plan (including a self-care plan) | Written assignment | S/U | | 3. | K1, K2, S1, S2, A1, A2, A3 | SPEF-R2 and attendance record (266 hrs) | Clinical assessment | S/U |
|