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2021 unit offering information will be available in November 2020

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1identify and define the essential constructs, components and structure of a range of theoretical models and frames of reference representing human occupations and occupational performance Intellectual rigourKnowledge of a discipline
2select, apply, and interpret the use of various theoretical models and frames of reference in occupational therapy assessment and intervention Intellectual rigourKnowledge of a discipline
3critically analyse the use of theoretical models and frames of reference in various practice contexts and their utility in identifying and addressing the fundamental occupational needs of individual, groups and populations Knowledge of a disciplineLifelong learning
4identify and analyse models of clinical reasoning and decision-making employed in occupational therapy practiceIntellectual rigourLifelong learning
5examine the alignment between various theoretical models and frames of reference representing human occupations and occupational performance and models of clinical reasoning employed in occupational therapy practice.Intellectual rigourLifelong learning

On completion of this unit, students should be able to:

  1. identify and define the essential constructs, components and structure of a range of theoretical models and frames of reference representing human occupations and occupational performance
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  2. select, apply, and interpret the use of various theoretical models and frames of reference in occupational therapy assessment and intervention
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  3. critically analyse the use of theoretical models and frames of reference in various practice contexts and their utility in identifying and addressing the fundamental occupational needs of individual, groups and populations
    • GA4: Knowledge of a discipline
    • GA5: Lifelong learning
  4. identify and analyse models of clinical reasoning and decision-making employed in occupational therapy practice
    • GA1: Intellectual rigour
    • GA5: Lifelong learning
  5. examine the alignment between various theoretical models and frames of reference representing human occupations and occupational performance and models of clinical reasoning employed in occupational therapy practice.
    • GA1: Intellectual rigour
    • GA5: Lifelong learning

Prescribed texts

  • Prescribed text information is not currently available.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Lecture online 1 hour (12 weeks)
Laboratory session 2 hours (12 weeks)
Assessment
Exam: open book40%
Participation10%
Report50%

Teaching method
Lecture online 1 hour (12 weeks)
Laboratory session 2 hours (12 weeks)
Assessment
Exam: open book40%
Participation10%
Report50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2021 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.

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