Unit description
Expands students' understanding of occupational therapy theory and process through the exploration of clinical reasoning and decision-making processes. Enable students to objectively compare and contrast approaches to practice using occupational therapy models, theories and frames of reference to guide clinical reasoning.
Unit content
Occupational therapy and linked models, theories and frames of reference, may include but not be limited to:
- Occupational Performance Model OPM (Australia)
- Canadian Model of Occupational Performance and Engagement (CMOP-E)
- Developmental model
- Biomechanical model Ecology of Human Performance Model (EHPM)
- Kawa (River) model Model of Human Occupation (MOHO)
- Person-Environment-Occupation Model (PEO)
- Person-Environment-Occupation-Performance Model (PEOP)
- Occupational justice framework
- Independent living model
- Social model of disability
- Models of clinical reasoning
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | identify and define the essential constructs, components and structure of a range of occupational therapy and linked theoretical models and frames of reference | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 2 | identify and analyse models of and approaches to clinical reasoning in occupational therapy practice | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 3 | select, apply, and interpret the use of various occupational therapy theoretical models and/or frames of reference as a basis for occupational therapy assessment and intervention | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 4 | use occupational therapy models to analyse the fundamental occupational needs of individuals and groups | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 5 | critically analyse the use of occupational therapy and linked theoretical models and/or frames of reference in various practice contexts and their utility in identifying the fundamental occupational needs of individual, groups and populations | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 6 | compare and contrast the constructs and utility of occupational therapy models in understanding the occupational performance of a person | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 7 | examine the utility of occupational therapy models when applied to critical elements of clinical reasoning. | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
Prescribed texts
Session 2
- No prescribed texts.
Teaching and assessment
Gold Coast
| Teaching method |
| Lecture on-site 2 hours (12 weeks) |
| Laboratory session 2 hours (12 weeks) |
| Assessment | |
| Exam: closed book | 30% |
| Presentation | 20% |
| Report | 40% |
| Participation | 10% |
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 2
Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
Please check the international course and fee list to determine the relevant fees.