Unit rationale, description and aim

Occupational therapists use evidence-based practice principles when working with individuals with a variety of health conditions. Occupational therapy is informed by a sound understanding of a person’s health condition, and follows a process that includes goal setting, assessment, intervention and evaluation. This requires the ability to ask, acquire and apply knowledge about health conditions and the occupational therapy process.

This unit builds on students’ knowledge of anatomy, physiology and occupational therapy process frameworks. It introduces students to the evidence-based practice principles to explore the aetiology, incidence, prevalence and effects of health conditions as well as the concepts of assessment and intervention in occupational therapy. 

A professional practice placement provides students with opportunities to observe and experience occupational therapy approaches with people with a variety of health conditions in practice while developing professional behaviour and communication skills.

This unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability - Safety and Quality. This includes consideration of common health conditions among First Peoples and non-Indigenous Australians.

The overall aim of this unit is to use evidence-based practice principles to acquire knowledge about the aetiology, signs, symptoms, progression, assessment and interventions related to health conditions and to observe occupational therapy approaches with clients in practice.

2025 10

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Prerequisites

OTHY100 Foundations of Occupational Therapy

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Explain the relevance of evidence-based practice t...

Learning Outcome 01

Explain the relevance of evidence-based practice to occupational therapy practice
Relevant Graduate Capabilities: GC2, GC7

Apply evidence-based practice principles (ask, acq...

Learning Outcome 02

Apply evidence-based practice principles (ask, acquire, appraise, apply and assess) to health conditions, including current assessment and intervention approaches
Relevant Graduate Capabilities: GC2, GC3, GC7, GC9, GC11, GC12

Describe the types, purpose, focus, psychometric p...

Learning Outcome 03

Describe the types, purpose, focus, psychometric properties and clinical utility of assessments applicable to occupational therapy
Relevant Graduate Capabilities: GC1, GC8, GC11

HCF 10.1 Identify current demographic, health indi...

Learning Outcome 04

HCF 10.1 Identify current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these with trends for non-Indigenous peoples in Australia over time
Relevant Graduate Capabilities: GC1, GC5, GC11

Demonstrate professional behaviours, self-manageme...

Learning Outcome 05

Demonstrate professional behaviours, self-management and interpersonal communication skills including the ability to work autonomously and collaboratively in the occupational therapy context
Relevant Graduate Capabilities: GC2, GC3, GC4, GC7, GC12

Content

Topics will include:

Evidence-based practice skills

  • Introduction to evidence-based practice
  • Relevance of evidence-based practice to occupational therapy
  • 'Ask' and 'Acquire' relevant literature
  • Appraise, apply and assess occupational therapy research
  • Introduction to journal appraisal skills

 

Assessment in practice

  • Definition and scope of assessment in occupational therapy, informed by evidence-based practice
  • Reliability and validity of assessments
  • Clinical utility of assessments in occupational therapy practice


Intervention in practice:

  • Definition and scope of occupational therapy interventions as informed by evidence-based practice
  • Introduction to retrieving information about common health conditions


Definition of conditions:

  • Primary body/organ system/s involved
  • Incidence/Prevalence
  • Presentation
  • Causes, aetiology and risk factors
  • Progression and prognosis
  • Current management
  • Evidence-informed, occupation-centred, goal-directed measurements and interventions


Incidence and prevalence of common health conditions in non-Indigenous and in First Peoples of Australia


 Preparation for professional practice placement

  • Student Practice Evaluation Form - Revised (modified) V2
  • Professional behaviours
  • Self-management
  • Co-worker communication
  • Communication

Assessment strategy and rationale

Assessment 1 is an individual assessment which provides timely feedback to students regarding their acquisition of foundational evidence-based practice skills and knowledge. The online assessment will allow students to demonstrate understanding of evidence-based practice (LO1) and skills in asking and acquiring evidence (LO2) through database searching scenarios. These skills will be applied in assessment 2 and future units in the course.

Assessment 2: Students will present an occupational therapy response to a given health condition, applied to a client scenario. Students will use skills developed in assessment 1 to appraise, apply and assess appropriate evidence, interpret and then present relevant information (LO2,3).

Assessment 3: The exam will assess individual knowledge of the broad core unit concepts including evidence-based-practice and assessment principles, aetiology, signs, symptoms, prognosis/progression and interventions of common health conditions, including for First Peoples and non-Indigenous Australian peoples (LO 1, 2, 3, 4). Examination questions will assess recall and recognition of information, and assess application of knowledge. 

Assessment approaches in this unit were developed in collaboration with First Peoples’ Cultural Advisors. Each assessment task builds on the previous assessment.

Students will complete an online cultural awareness training module (LO4). Professional practice competencies (LO5) will be assessed using the Student Practice Evaluation Form - Revised Version 2 (Professional behaviours, Self-management, Co-worker communication, Communication domains). Students will be provided with one attempt to pass the professional practice placement.

In order to pass this unit, students must demonstrate achievement of every unit learning outcome, pass hurdle tasks, and obtain a minimum mark of 50%.

Overview of assessments

Assessment 1 Online individual assessment. To de...

Assessment 1 Online individual assessment.

To demonstrate the ability to ask, acquire and understand evidence when reviewing the literature.

Weighting

20%

Learning Outcomes LO1, LO2
Graduate Capabilities GC2, GC3, GC7, GC9, GC11, GC12

Assessment 2 Assessment 2: Students present an o...

Assessment 2 Assessment 2: Students present an occupational therapy response to a given health condition, applied to a case scenario.

Weighting

40%

Learning Outcomes LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC9, GC11, GC12

Assessment 3 Written examination Students demons...

Assessment 3 Written examination

Students demonstrate core learning undertaken in the unit.

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11, GC12

Hurdle  1)   Completion of c...

Hurdle 

1)   Completion of cultural awareness training

2)   Pass grade on the Student Practice Evaluation Form - Revised (SPEF-R2) (Professional behaviours, Self-management, Co-worker communication, Communication domains).

3)   Submit SPEF-R2 and Timesheet via Canvas

Note: To be eligible to undertake professional practice placement, students are required to have met the relevant State and Federal legislative document requirements by census date. 

Weighting

Pass/fail

Ungraded Hurdle

Learning Outcomes LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC7, GC11, GC12

Learning and teaching strategy and rationale

In this unit, students will gain skills in asking, acquiring, appraising, applying and assessing information about health conditions, assessments and interventions in occupational therapy. Lectures and an online package are used to guide learning. Students will engage with and apply this content in self-directed reading, online tasks, database searching and condition profiles. Students will create weekly condition profiles based on occupational therapy referral scenarios using a template provided. These profiles will become an information resource for future units and can be used on professional practice placement, Tutorials will then follow with a more detailed explanation and exploration of topics to provide opportunities for clarification. Students will be expected to take responsibility for their learning, to participate actively within group activities and demonstrate respect for the individual as an independent learner. Learning and Teaching approaches included in this unit were developed in collaboration with First Peoples’ Cultural Advisors. 

Australian Occupational Therapy Competency Standards (AOTCS) 2018

In connection to the learning outcomes, Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are:

  • Relating to

    Professionalism

    An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment.

    An occupational therapist:

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Maintains professional boundaries in all client and professional relationships

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Adheres to all work health and safety, and quality requirements for practice

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Recognises and manages her/his own physical and mental health for safe, professional practice

    Relevant Learning OutcomeLO4, LO5

  • Relating to

    Knowledge and learning

    An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning.

    An occupational therapist:

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Identifies and applies best available evidence in professional practice and decision-making

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Occupational therapy process and practice

    An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations.

    An occupational therapist:

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Evaluates client and service outcomes to inform future practice

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Communication

    Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others.

    An occupational therapist:

    Relevant Learning OutcomeLO5

  • Relating to

    Communicates openly, respectfully and effectively

    Relevant Learning OutcomeLO5

  • Relating to

    Adapts written, verbal and non-verbal communication appropriate to the client and practice context

    Relevant Learning OutcomeLO5

  • Relating to

    Uses culturally responsive, safe and relevant communication tools and strategies 

    Relevant Learning OutcomeLO5

  • Relating to

    Maintains collaborative professional relationships with clients, health professionals and relevant others

    Relevant Learning OutcomeLO5

  • Relating to

    Uses effective communication skills to initiate and end relationships with clients and relevant others

    Relevant Learning OutcomeLO5

  • Relating to

    Seeks and responds to feedback, modifying communication and/or practice accordingly, and

    Relevant Learning OutcomeLO5

Representative texts and references

Representative texts and references

Atchison, B., & Dirette, D. (2022). Conditions in occupational therapy: Effect on occupational performance (6th ed.). Wolters Kluwer/Lippincott Williams & Wilkins.

COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN). https://www.cosmin.nl/

Curtin, M., Egan, M., & Adams, J. (Eds.) (2017). Occupational therapy for people experiencing illness, injury or impairment: Promoting occupation and participation. (7th ed.). Elsevier  (available as an eBook through the library website).

Laver-Fawcett, A. J., & Cox, D. L. (2021). Principles of assessment and outcome measurement for allied health professionals: Practice, research and development. John Wiley & Sons.

Hoffman, T. Bennett, S., & Del Mar, C. (2017). Evidence-based practice across the health professions. Elsevier.

Law, M., Baum, C., & Dunn, W. (2016). Measuring occupational performance (3rd ed.). SLACK Incorporated.

Liamputtong, P. (2016). Research methods in health: Foundations for evidence-based practice. (3rd ed.). Oxford University Press.

Portney, L.G., & Watkins, M.P. (2020). Foundations of clinical research: Applications to practice (4th ed.). Prentice Hall Health.

Taylor, M. C. (2007). Evidence-based practice for occupational therapists. (2nd ed.). Blackwell Publishing.

Terwee, C., Bot, S., de Boer, M.R., van der Windt, D., Knol, D. Dekker, J., Bouter, L & de Vet, H. (2007). Quality criteria were proposed for measurement properties of health status questionnaires. Journal of Clinical Epidemiology, 60(1), 34-42.

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