Unit rationale, description and aim

Occupational therapists play a vital role in working with older people in restoring and maintaining function, roles, participation and health. In this unit students will draw upon their theoretical knowledge and skills in occupational therapy principles, models and practices as applied to older adults. Students will consider the impacts of the ageing process on a person’s occupational performance, their roles, participation and health, and identify and apply evidence-based interventions relevant to older adults’ goals. Knowledge gained in this unit will culminate in the design of a group program for an older population that demonstrates students’ understanding of how a wellness and enablement approach can be implemented within an occupationally focused context. The overall aim of this unit is for students to further develop and apply their knowledge and skills about the impact of ageing on occupational performance, roles, participation and health to implement evidence-based intervention. This unit contains one learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability Advocacy.

2025 10

Campus offering

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  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance

Prerequisites

OTHY204 Occupational Participation and Disability AND (OTHY208 Clinical Counselling and Group Work OR OTHY212 Therapeutic communication and groupwork in Occupational Therapy OR OTHY306 Clinical Counselling and Group Work ) AND OTHY300 Neurological Rehabilitation 1 AND OTHY301 Mental Health Recovery in Occupational Therapy 2

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.

Describe the life stage of older adults and the so...

Learning Outcome 01

Describe the life stage of older adults and the social determinants of health for this population
Relevant Graduate Capabilities: GC1, GC2

Analyse the influence of physical, social, cultura...

Learning Outcome 02

Analyse the influence of physical, social, cultural and institutional environments on the health, wellbeing and participation of older adults
Relevant Graduate Capabilities: GC2, GC7, GC11, GC12

Apply knowledge of the factors associated with age...

Learning Outcome 03

Apply knowledge of the factors associated with ageing to the promotion of ongoing health, well-being and participation
Relevant Graduate Capabilities: GC2, GC3, GC7, GC11, GC12

Select and appraise occupational therapy intervent...

Learning Outcome 04

Select and appraise occupational therapy interventions for older adults and their carers across a range of health care settings using an evidence-based framework in consideration of ethical and medico-legal principles
Relevant Graduate Capabilities: GC2, GC6, GC7, GC11, GC12

HCF 16.3 - Devise strategies for diagnosing and tr...

Learning Outcome 05

HCF 16.3 - Devise strategies for diagnosing and treating Aboriginal and Torres Strait Islander clients from the perspective of the social determinants of health
Relevant Graduate Capabilities: GC1, GC5, GC6, GC11, GC12

Content

Topics will include:

Ageing

  • Theories of ageing
  • Pathophysiological and psychosocial aspects of ageing
  • Healthy ageing, wellbeing and participation of older adults
  • Cultural perspectives of ageing
  • First People’s perspectives of ageing
  • Ethical and medico-legal considerations
  • Consumer experiences and impact of ageing

Service delivery models

  • Australian context and policy
  • Health promotion, participation and wellbeing in older age
  • Advance care planning and end of life care

Occupational therapy and ageing

  • Mental health and cognition: dementia, delirium and depression
  • Falls: prevention and management
  • Home modifications and enabling environments
  • Assistive technologies
  • Driving, transportation and community access
  • Caregiving responsibilities and caring for older adults
  • Sexuality, intimacy and relationships in older age
  • Ageing in the workforce and transition to retirement 
  • Residential aged care

Assessment strategy and rationale

OTHY400 has three assessment tasks; an online examination (Assessment 1), an individual written assignment (Assessment 2) and a group presentation (Assessment 3).

Assessment 1(online examination) focuses on assessing students’ knowledge of key concepts relevant to occupational therapy with older adults. Assessment 2 involves interviewing an older person and reflecting on their life journey and experiences of ageing. Assessment 3 involves students presenting on an emerging, innovative area of occupational therapy practice to promote healthy ageing. Assessment 2 and assessment 3 both draw on authentic, real-world skills used by occupational therapists working with older adults in practice. Being able to work both collaboratively and individually is essential to future practice as occupational therapists. In order to pass this unit students must:

  • Demonstrate achievement of every learning outcome, and
  • Obtain a minimum mark of 50% for the unit.

Overview of assessments

Assessment Task 1: Examination This examination ...

Assessment Task 1: Examination

This examination focuses on assessing students’ knowledge of key concepts relevant to the occupational therapy profession and older adults.

Weighting

20%

Learning Outcomes LO1, LO3, LO4, LO5

Assessment Task 2: Individual Written Assignment ...

Assessment Task 2: Individual Written Assignment

An individual written assignment enables students to explore the experience of people as they age.

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4

Assessment Task 3: Presentation A presentation ...

Assessment Task 3: Presentation

A presentation enables students to work collaboratively to present an emerging, innovative area of practice that promotes healthy ageing.  

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4, LO5

Learning and teaching strategy and rationale

This unit utilises blended and case-based learning. Lectures will be used to provide essential knowledge that will be applied in tutorials. Self-directed online learning will complement these approaches. Adopting a blended learning strategy supports students to meet the learning requirements, including completion of assessment tasks, in this intensive block-taught unit.

Tutorials are guided by case-based learning which focuses on presenting students with different case scenarios an occupational therapist may experience with an older person. In resolving the scenarios, students need to draw on their professional reasoning skills to locate relevant information from the case to identify core occupational performance and participation issues and interventions to address the client's goals. Students also engage in five (5) hours of professional practice in relation to assignment three. This professional practice experience involves students interviewing an older person about their experience of ageing, providing a person-centred understanding of ageing in Australian society. 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 OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Adheres to legislation relevant to practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Maintains professional boundaries in all client and professional relationships

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Recognises and manages conflicts of interest in all client and professional relationships

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, 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 OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Identifies and manages the influence of her/his values and culture on practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Practises within limits of her/his own level of competence and expertise

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Maintains professional competence and adapts to change in practice contexts

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Identifies and uses relevant professional and operational support and supervision

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Addresses issues of occupational justice in practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Recognises and manages any inherent power imbalance in relationships with clients.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, 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, LO5

  • 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, LO5

  • Relating to

    Applies theory and frameworks of occupation to professional practice and decision-making

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Implements a specific learning and development plan when moving to a new area of practice or returning to practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Maintains knowledge of relevant resources and technologies, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • 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 OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Collaborates with the client and relevant others to determine the priorities and occupational therapy goals

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Develops a plan with the client and relevant others to meet identified occupational therapy goals

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Reflects on practice to inform and communicate professional reasoning and decision-making

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Implements an effective and accountable process for delegation, referral and handover 

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Evaluates client and service outcomes to inform future practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Contributes to quality improvement and service development.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • 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 OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Communicates openly, respectfully and effectively

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Uses culturally responsive, safe and relevant communication tools and strategies 

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Maintains contemporaneous, accurate and complete records of practice

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Obtains informed consent for practice and information-sharing from the client or legal guardian

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

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

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Identifies and articulates the rationale for practice to clients and relevant others.

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

Representative texts and references

Representative texts and references

Atwal, A. & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Wiley-Blackwell.

Bonder, B., & Bello-Haas, V. (2018). Functional performance in older adults (4th ed.). F.A. Davis Company.

Clemson, L. M., & Laver, K. E. (2014). Active ageing and occupational therapy align. Australian Occupational Therapy Journal61(3), 204–207.

Freegard, H., Isted, L., Russell, M., Buchanan, A., Hird, K., Cooper, I., Fielding, A., Godwin, S., Mortley, E., and Migliorino, P. (2012). Ethical practice for health professionals. Cengage Learning Australia. 

Leland, N., Elliott, S. & Johnson, K. (2012). Occupational therapy practice guidelines for productive aging for community-dwelling older adults. American Occupational Therapy Association.

Pozzi, C., Lanzoni, A., Graff, M.J.L., Morandi, A. (Eds.) (2020). Occupational therapy for older people. Springer International Publishing

World Health Organization (2021). Decade of Healthy Ageing: Baseline Report. Decade of healthy ageing: baseline report (who.int)

World Health Organization (2017). Integrated care for older people: Guidelines on community-level interventions to manage declines in intrinsic capacity. https://apps.who.int/iris/handle/10665/258981.

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