Unit rationale, description and aim
A basic assumption of occupational therapy is that there is an inter-relationship between health and occupation, and that occupational therapists use theories and occupational therapy conceptual models to analyse, understand and articulate the nature of this complex relationship. Learning in this unit includes core theory and concepts that form the foundations for occupational therapy practice and is closely linked to all other units of study in the course. This aim of this unit is to introduce students to the unique relationship between health and occupation, central to occupational therapy. This unit contains one learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability Respect.
Campus offering
No unit offerings are currently available for this unit.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.
Analyse the relationship between human health and ...
Learning Outcome 01
Demonstrate an introductory understanding of the t...
Learning Outcome 02
Apply occupational therapy theories and conceptual...
Learning Outcome 03
HCF 4.1 Articulate the concept of cultural humilit...
Learning Outcome 04
Content
Connection between occupation, health and wellbeing:
- Occupational performance and participation
- Occupational challenges in participation
- Impact of occupational challenges on health and well-being
- Purpose and meaning
- Cultural humility and non-western models and approaches
Occupational therapy theory and selected models:
- Transactional Model of Occupation (TMO)
- Introduction to the Canadian Model of Occupational Participation (CanMOP)
- Model of Human Occupation (MOHO)
- KAWA model
- International Classification of Functioning, Disability and Health (ICF) and using the Family of Participation-Related Constructs (fPRC) to explain participation
- Occupational science and justice
Assessment strategy and rationale
Assessment tasks in this unit follow a structured developmental sequence to support student learning:
Assessment 1 introduces academic and conceptual skills, building on prior knowledge of human health.
Assessment 2 focuses on understanding a specific occupational therapy model through small group collaboration and oral presentation.
Assessment 3 is a graded hurdle—a written exam where students apply learning to case studies, demonstrating discipline-specific analysis, organisation, and communication.
Students also complete an ungraded hurdle that evidences their understanding of cultural humility as a lifelong journey. This component, developed in collaboration with First Peoples’ Cultural Advisors, is essential for meeting occupational therapy competency standards.
To pass the unit, students must:
- Achieve all unit learning outcomes
- Earn a cumulative mark of 50% or more for the unit
- Score at least 50% in Assessment 3
- Pass the ungraded hurdle
Students who do not achieve at least 50% for Assessment 3 will have one further attempt at this assessment. If students fail the re-attempt of Assessment 3, they will fail the unit. Students who achieve 50% or greater on a second attempt of Assessment 3 will receive the initial cumulative unit grade.
Students who fail the ungraded hurdle will be offered one further attempt.
Overview of assessments
Assessment 1: Written Assessment. Enables stude...
Assessment 1: Written Assessment. Enables students to demonstrate their introductory ability to understand and articulate the basic assumptions of the occupational therapy profession and their meaning.
20%
Assessment 2: Group Oral Presentation . Enables s...
Assessment 2: Group Oral Presentation. Enables students to work collaboratively to demonstrate their ability to analyse, understand and apply an occupational therapy specific model to a case study.
30%
Assessment 3: Written Examination . Enables stude...
Assessment 3: Written Examination. Enables students to demonstrate their understanding and application of core learning undertaken within the unit including materials from lectures and tutorials
50%
Hurdle: Written Submission. Enables students to ...
Hurdle: Written Submission. Enables students to provide an account of their understanding of cultural humility as a process of lifelong learning at a novice level.
Hurdle
Ungraded
Learning and teaching strategy and rationale
This unit will enable first year students to acquire, understand and then apply the key theory and concepts relevant to occupational therapy.
By including a combination of self-paced, online learning and real-time classes, this unit fosters student-centred active learning and accommodates diverse student needs. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university.
Students will be expected to develop their independent academic skills and to participate actively within collaborative group activities where theory will be applied to simulated client case studies. This learning strategy has been chosen for this unit in order to prepare first year students for the development of the academic and profession-specific knowledge, skills and values required to become an occupational therapist. 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:
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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 OutcomeLO2, LO3
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Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
Relevant Learning OutcomeLO2, LO3
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Adheres to legislation relevant to practice
Relevant Learning OutcomeLO2, LO3
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Maintains professional boundaries in all client and professional relationships
Relevant Learning OutcomeLO2, LO3
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Recognises and manages conflicts of interest in all client and professional relationships
Relevant Learning OutcomeLO2, LO3
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Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
Relevant Learning OutcomeLO2, LO3
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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 OutcomeLO2, LO3
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Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO2, LO3
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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
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Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
Relevant Learning OutcomeLO1, LO2, LO3
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Applies theory and frameworks of occupation to professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3
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Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3
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Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
Relevant Learning OutcomeLO1, LO2, LO3
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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
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Implements a specific learning and development plan when moving to a new area of practice or returning to practice
Relevant Learning OutcomeLO1, LO2, LO3
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Maintains knowledge of relevant resources and technologies, and
Relevant Learning OutcomeLO1, LO2, LO3
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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
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Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
Relevant Learning OutcomeLO1, LO2, LO3
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Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
Relevant Learning OutcomeLO1, LO2, LO3
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Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3
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Develops a plan with the client and relevant others to meet identified occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3
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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
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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
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Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO1, LO2, LO3
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Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
Relevant Learning OutcomeLO1, LO2, LO3
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Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Relevant Learning OutcomeLO1, LO2, LO3
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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 OutcomeLO2, LO3
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Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO2, LO3
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Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Relevant Learning OutcomeLO2, LO3
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Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO2, LO3
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Seeks and responds to feedback, modifying communication and/or practice accordingly, and
Relevant Learning OutcomeLO2, LO3