Unit rationale, description and aim
The aim of this unit is to provide students with the opportunity to draw on and apply attitudes, skills and knowledge learned over the previous three years of the occupational therapy program in a practice setting. Occupational therapy promotes health and wellbeing by supporting participation in meaningful occupations that people want, need, or are expected to do (WFOT, 2025). Occupational therapists work with people and communities of all age groups and in a wide range of physical and psychosocial environments to enable participation in life situations. Professional Practice Education 2 (Honours) provides students with the opportunity to integrate theory into practice, and to focus on possibilities for environmental. Students will experience occupation as a therapeutic medium for enhancing participation, apply evidence-based practice approaches to practice, and develop heightened capability for professional reasoning. Placements can occur in a range of traditional and contemporary practice settings where the focus is on occupational engagement and participation. This unit includes professional practice placement of 320 hours.
This unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF) (2014) specifically addressing the HCF cultural capability of Reflect in readiness for their continued journey towards cultural responsiveness as part of their lifelong learning.
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.
Demonstrate professional practice in an ethical, s...
Learning Outcome 01
Apply occupational therapy knowledge, skills and b...
Learning Outcome 02
Evaluate and reflect on own performance acknowledg...
Learning Outcome 03
Demonstrates open, responsive and appropriate comm...
Learning Outcome 04
HCF 4.3 Design professional strategies that enable...
Learning Outcome 05
Content
Topics are drawn from the Occupational Therapy Competency Standards in preparation for the placement block.
AOTCS 1: Professionalism
- Placement expectations
- Supervision models and feedback
- Communication
- Responsibilities
- Self-Management, Resilience and Wellbeing
- Ethics on placement
- Interprofessional teams
- Incorporating and responding to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
AOTCS 2: Knowledge and Learning
- Reflect on Professional Practice Education 1 Experience
- Using reflective practice regularly and effectively to critique and develop own performance
- Engaging in reflexive practice, allyship, and advocacy on placement
- Applying evidence-informed, person-centred, occupationally focused and collaborative practices
- Developing strategies for continued learning and development of cultural capabilities in health practice
AOTCS 3: Occupational therapy process and practice
- Applying therapeutic relationship skills and knowledge
- Collaborating to identify client goals
- Generating and applying therapy outcome measures aligned to client goals
- Developing and adjusting intervention plans
- Applying interview and assessment approaches relevant to the practice setting
- Incorporating evidence-based practice
- Using professional reasoning skills to demonstrate knowledge and understanding
- Understanding and incorporating Aboriginal and Torres Strait Islander Peoples' experiences of health, wellbeing and occupations encompassing cultural connections
- Practising in ways that are ethically sound, culturally safe, and collaborative
AOTCS 4: Communication
- Effective communication with clients, colleagues, groups, communities, managers and peers
- Understanding and responding to diverse physical, social, political, and cultural environments that shape occupational participation
- Managing your professional practice portfolio
- Culturally responsive, safe and relevant communication tools and strategies
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop ACU graduate attributes. Professional Practice placements are assessed in line with Occupational Therapy Australia guidelines using the common assessment tool the SPEF-R2 (Student Practice Evaluation Framework – Revised (2nd Edition), an accredited professional practice performance measure consistent with Occupational Therapy Australia guidelines. Students develop learning plans that identify their personal learning goals aligned with these SPEF-R2 domains used before, during and after their placement. First Peoples’ cultural advisors co-designed the assessment approaches.
To pass this unit, students must demonstrate achievement of all learning outcome and must pass the following hurdles:
Hurdle 1. Attendance at, and completion of an NDIS interprofessional learning module
Hurdle 2. and Hurdle 3. Submission of satisfactory pre-placement learning plans
Hurdle 4. Achievement of a pass rating on theSPEF-R2 as determined by the Placement Educator and ACU Professional Practice Coordinator
Hurdle 5. Submission of post-placement documents including SPEF-R2, satisfactory post-placement learning plan, and timesheets, as evidence of having passed the placement and completed sufficient placement hours.
Students are offered two attempts to pass Hurdle tasks 1, 2, 3 and 5.
Students are offered one attempt to achieve a pass on the SPEF-R2 (Hurdle 4). A fail in Hurdle 4 will result in a fail for the unit.
Overview of assessments
Hurdle Task 1 Attendance at, and completion of a...
Hurdle Task 1
Attendance at, and completion of an NDIS interprofessional learning module
Pass/Fail
Hurdle Task 2 Submission of a pre-placement lear...
Hurdle Task 2
Submission of a pre-placement learning plan which will address a minimum of one professional practice competency goal (Professionalism, Knowledge and Learning, Occupational Therapy Process and Practice and Communication).
Pass/Fail
Hurdle Task 3 Submission of a pre-placement lear...
Hurdle Task 3
Submission of a pre-placement learning plan which will address one cultural capability development goal.
Pass/Fail
Hurdle Task 4 Pass grade on the Student Pra...
Hurdle Task 4
Pass grade on the Student Practice Evaluation Form – Revised (SPEF-R2) as determined by Placement Educator and ACU Professional Practice Coordinator in order to meet AHPRA registration requirements at the end of the program of study.
Pass/Fail
Hurdle Task 5 Submission of post placement docum...
Hurdle Task 5
Submission of post placement documents including (a) SPEF-R2, (b) post-placement learning plans and (c) supervisor signed timesheet as evidence of having passed the placement and having met the requirements for placement hours.
Pass/Fail
Learning and teaching strategy and rationale
Professional Practice Education 2 (Honours) provides students with a second professional practice experience with opportunities to continue exploring, fine-tuning and mastering the knowledge, skills and attitudes necessary to practise as a new graduate occupational therapist. In line with WFOT requirements, students must have a range of professional practice experiences with a variety of clients and settings throughout their qualifying degree. This is the first of two 4th year professional practice placements which allows students to build on skills learnt in previous professional practice experiences (including community engagement and simulated placements) and to integrate academic learning with practical experience. Preparation sessions, online learning and hurdle tasks prior to students beginning their placements are designed to connect previous learning to the anticipated practice experience and to build their professional identity as future occupational therapists. Students will develop inter-professional skills through an NDIS learning module and are required to prepare a learning plan prior to commencing placement, to seek and respond to peer and tutor feedback, and to reflect on progress towards meeting the learning plan at the end of the placement block. 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
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Adheres to legislation relevant to practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains professional boundaries in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Recognises and manages conflicts of interest in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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 OutcomeLO1, LO2, LO3, LO4, LO5
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Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Adheres to all work health and safety, and quality requirements for practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Identifies and manages the influence of her/his values and culture on practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Practises within limits of her/his own level of competence and expertise
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains professional competence and adapts to change in practice contexts
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Identifies and uses relevant professional and operational support and supervision
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Manages resources, time and workload accountably and effectively
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Recognises and manages her/his own physical and mental health for safe, professional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Addresses issues of occupational justice in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Recognises and manages any inherent power imbalance in relationships with clients.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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, LO4, LO5
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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, LO4, LO5
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Applies theory and frameworks of occupation to professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains current knowledge for cultural responsiveness to all groups in the practice setting
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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, LO4, LO5
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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, LO4, LO5
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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, LO5
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Maintains knowledge of relevant resources and technologies, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains digital literacy for practice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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, 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
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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, LO4, LO5
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Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Develops a plan with the client and relevant others to meet identified occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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, LO4, LO5
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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, LO4, LO5
Relating to
Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Implements an effective and accountable process for delegation, referral and handover
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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
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Evaluates client and service outcomes to inform future practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Contributes to quality improvement and service development.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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 OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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
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Maintains contemporaneous, accurate and complete records of practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Obtains informed consent for practice and information-sharing from the client or legal guardian
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains collaborative professional relationships with clients, health professionals and relevant others
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Uses effective communication skills to initiate and end relationships with clients and relevant others
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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