Unit rationale, description and aim
Occupational therapists play a key role in facilitating occupational participation of individuals in their work, home and community environments informed by the principles of ergonomic design and vocational rehabilitation. Occupational therapists require the knowledge and skills related to ergonomics, vocational rehabilitation, work related injury management and employment support for people with an activity or participation restriction.
In this unit work related determinants of health are introduced to allow students to understand how work can impact health and wellbeing. Students are introduced to concepts including ergonomics, vocational rehabilitation, case management and workers' compensation.
Students will apply principles of ergonomic design within occupational therapy settings in the workplace, community and home.
Students will acquire specific knowledge and skills in assessment and return to work planning and integrate skills of observation and report writing. Students will participate in group-based discussions, practical and fieldwork tasks where they will clarify and extend their understanding of the key concepts. One week of simulated professional practice experience provides the opportunity for students to apply their skills and knowledge.
The overall aim of the unit is to prepare students for practice in ergonomics, workplaces and vocational rehabilitation settings.
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 and contextualise the principles used to ...
Learning Outcome 01
Identify and evaluate the impact of occupational t...
Learning Outcome 02
Apply principles of case management within relevan...
Learning Outcome 03
Develop appropriate return to work plans in order ...
Learning Outcome 04
Provide clear, accurate and comprehensive document...
Learning Outcome 05
Content
An introduction to Ergonomics
• Systems approach to ergonomics
• Applied anthropometry
• Assessment of job demands, functional capacity, occupational performance and the environment
• Ergonomics at work, in the home and community
• Application of ergonomic theory, data, principles and methods to optimise system and occupational performance
Occupational therapy theories and vocational rehabilitation
· Application of the Model of Human Occupation (MOHO) to workplace occupational participation
· Impact of injury or illness on occupational/vocational participation
· Approaches, theories and models of vocational rehabilitation
Occupational and vocational rehabilitation and return to work for individuals with:
· Psychological injuries
· Physical injuries
· Disabilities of an acute or chronic nature
Preparation for, and engagement in, Professional Practice placement and simulated learning experiences
Injury management and case management processes under relevant occupational legislation
· Work assessment
· Job analysis
· Functional capacity evaluation
· Workers' Compensation, and OHS Legislation and other relevant legislation
Develop and write a vocational rehabilitation intervention plan:
· Graduated return to work plan
· Identifying and overcoming barriers to workplace participation
Program evaluation, monitoring and supporting progress
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to: essays, reports, examinations, student presentations or case studies. The simulated professional practice placement has been developed to meet the recommended guidelines for simulation including authenticity, complexity, immediacy to practice, students assessed and the use of multiple modalities.
Assessment 1 requires students to demonstrate their ability to assess, document and make recommendations using clinical reasoning and evidence-based approaches.
Assessment 2 requires students to develop knowledge about, and skills in, preparing a return to work plan and report for a case study.
Assessment 3 is a written examination that requires students to apply their learning from across the unit.
Hurdle Tasks are embedded in this unit. In order to pass this unit, students are required to gain a pass rating on the Student Practice Evaluation Form – Revised (2nd Edition) SPEF-R2 and submit a signed timesheet for (1) the simulated placement and (2) the fieldwork component for Assessment 1. Students are offered one attempt to achieve a pass on the SPEF-R2.
Overview of assessments
Assessment 1 Worksite assessment and job task ana...
Assessment 1
Worksite assessment and job task analysis (group oral presentation)
25%
Assessment 2: Return to work plan report for a gi...
Assessment 2:
Return to work plan report for a given case study (individual report)
40%
Assessment 3 This will examine the student's unde...
Assessment 3
This will examine the student's understanding of ergonomics and vocational rehabilitation and its application
35%
Hurdle 1 Embedded Work Integrated Learning associ...
Hurdle 1
Embedded Work Integrated Learning associated with Assessment 1
Completion of 10 hours of work integrated learning and submission of a signed timesheet
Pass/Fail
Ungraded Hurdle
Hurdle 2 Simulated Professional Practice Placemen...
Hurdle 2
Simulated Professional Practice Placement:
- Gain a satisfactory rating for the Occupational Therapy Student Competencies on the modified SPEF-R2 (Student Practice Evaluation Form – Revised Edition 2 in Domains 1 to 4 by the conclusion of the simulated professional practice placement.
- Submission of a signed timesheet for 40 hours of simulated professional practice placement.
Pass/Fail
Ungraded Hurdle
Students are afforded one attempt at each hurdle. One further attempt will only be allowed in exceptional circumstances, and with approved special consideration.
Learning and teaching strategy and rationale
Learning and Teaching strategies for this unit include lectures, practical sessions, case studies and self-directed learning. This unit includes 10 hours of work integrated learning and 40 hours of simulated placement. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.
The learning and teaching strategies in this unit are linked to achieving the described learning outcomes. These learning experiences will provide students with the opportunity to develop assessment and communication skills in addition to clinical and reflective thinking in ergonomics and vocational rehabilitation. Skills from previous units will be used, such as building rapport with a client, communication skills, occupational therapy models of practice and professional reasoning.
Students will develop foundational knowledge in ergonomics and vocational rehabilitation and have opportunities to practice skills in situation-based learning scenarios in practical sessions. To demonstrate learning and skills, students will participate in ergonomic assessment fieldwork and a one week simulated placement to apply principles of workplace assessment and return to work procedures using case study scenarios in a simulated vocational rehabilitation setting.
Students' study and assessment schedules have been designed to enable students to learn sequentially and build on their knowledge each week through the sequence of gain, apply and integrate. This will allow students to develop clear knowledge and understanding of the role of an occupational therapist within ergonomics and vocational rehabilitation.
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
Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
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
Adheres to all work health and safety, and quality requirements for 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
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
Applies theory and frameworks of occupation to professional practice and decision-making
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
Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
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 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
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
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
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, LO3, LO4, LO5
Relating to
Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO1, LO2, LO3, 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, LO3, LO4, LO5
Relating to
Maintains contemporaneous, accurate and complete records of practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Obtains informed consent for practice and information-sharing from the client or legal guardian
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Maintains collaborative professional relationships with clients, health professionals and relevant others
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Uses effective communication skills to initiate and end relationships with clients and relevant others
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Seeks and responds to feedback, modifying communication and/or practice accordingly, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and articulates the rationale for practice to clients and relevant others.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5