Year
2024Credit points
10Campus offering
Prerequisites
OTHY210 Physical Rehabilitation 1 OR OTHY202 - Ergonomics and Occupational Health and Safety
Teaching organisation
150 hours of focused learning.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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe and contextualise the principles used to modify the work environment to optimise occupational performance | GC1, GC2, GC8, GC11 |
| LO2 | Identify and evaluate the impact of occupational therapy applied ergonomic interventions on participation in a range of environments | GC1, GC2, GC8, GC9, GC11 |
| LO3 | Apply principles of case management within relevant legislative frameworks to facilitate return to work of an injured worker | GC2, GC4, GC8, GC9 |
| LO4 | Develop appropriate return to work plans in order to respond to changes in human systems and work environments resulting from workplace injury using vocational rehabilitation theories and processes | GC2, GC8, GC11, GC12 |
| LO5 | Provide clear, accurate and comprehensive documentation as required for the relevant regulatory organisation/s for vocational rehabilitation programs | GC7, GC9, GC11 |
Australian Occupational Therapy Competency Standards (AOTCS) 2018
Australian occupational therapy competency standards (AOTCS) 2018, developed in this unit are:
| Standard/Attributes/Criteria | Learning Outcomes |
|---|---|
1. Professionalism 1.1: Complies with the Occupational Therapy Board of Australia's standards, guidelines and Code of conduct 1.2: Adheres to legislation relevant to practice 1.5: Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.7: Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8: Adheres to all work health and safety, and quality requirements for practice 1.9: Identifies and manages the influence of her/his values and culture on practice 1.10: Practises within limits of her/his own level of competence and expertise | 1, 2, 3, 4, 5 |
2. Knowledge and Learning 2.1: Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2: Applied theory and frameworks of occupation to professional practice and decision making 2.3: Identifies and applies best available evidence in professional practice and decision making 2.8: reflects on practice to inform current and future reasoning and decision- making and the integration of theory and evidence into practice. | 1, 2, 3, 4 |
3. Occupational Therapy process and practice 3.2 Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3: Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4: Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.7: Reflects on practice to inform and communicate professional reasoning and decisionmaking 3.8 Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 3.11 evaluates client and service outcomes to inform future practice 3.12 Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning | 1, 2, 3, 4, 5 |
4. Communication 4.1. Communicates openly, respectfully and effectively 4.2: Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4: Uses culturally responsive, safe and relevant communication tools and strategies 4.5: Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 4.6: Maintains contemporaneous, accurate and complete records of practice 4.7: Obtains informed consent for practice and information-sharing from the client or legal guardian 4.8: Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9: Uses effective communication skills to initiate and end relationships with clients and relevant others 4.10: Seeks and responds to feedback, modifying communication and/or practice accordingly, and 411: Identifies and articulates the rationale for practice to clients and relevant others. | 1, 2, 3, 4, 5 |
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
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.
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
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment 1 Worksite assessment and job task analysis (group oral presentation) | 25% | LO1, LO3 | GC1, GC2, GC8, GC9, GC11 |
Assessment 2: Return to work plan report for a given case study (individual report) | 40% | LO1, LO2, LO3, LO4, LO5 | GC1, GC2, GC4, GC7, GC8, GC9, GC11, GC12 |
Assessment 3 This will examine the student's understanding of ergonomics and vocational rehabilitation and its application | 35% | LO1, LO2, LO3, LO4 | GC1, GC2, GC4, GC8, GC9, GC11, GC12 |
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 | LO1, LO2, LO3, LO4 | GC1, GC2, GC4, GC8, GC9, GC11, GC12 |
Hurdle 2 Simulated Professional Practice Placement:
| Pass/Fail Ungraded Hurdle | LO1, LO2, LO3, LO4, LO5 | GC1, GC2, GC4, GC7, GC8, GC9, GC11, GC12 |
Students are afforded one attempt at each hurdle. One further attempt will only be allowed in exceptional circumstances, and with approved special consideration.
Representative texts and references
Archer, R., Borthwick, K., Travers, M., & Ruschena, L. (2020). WHS A management guide (6th ed.). Cengage Learning Australia
Bahn, S. (2014). OHS management: Contemporary issues in Australia (1st ed.). Prahran VIC: Tilde University Press.
Braveman, B. & Page, J. (2012). Promoting Participation & Productivity through Occupational Therapy. Davis Company.
Bridger, R.S. (2009). Introduction to ergonomics (3rd ed.). Taylor & Francis
Egan, M., & Restall, G. (Eds.). (2022). Promoting Occupational Participation: Collaborative Relationship-focused Occupational Therapy; 10th Canadian Occupational Therapy Guidelines; Guidelines for Occupational Therapy in Canada. Canadian Association of Occupational Therapists.
Grandjean, E., & Kroemer, K. H. E.(2014). Fitting the Task To The Human. A Textbook of Occupational Ergonomics (5th ed.). Hoboken: Taylor and Francis.
Jacobs, K. (2008). Ergonomics for therapists (3rd ed.). Mosby Elsevier. (no longer available for purchase, copies in library).
Taylor, R. R., Bowyer, P., & Fisher, G. (Eds.). (2024). Kielhofner’s model of human occupation: theory and application (Sixth edition.). Wolters Kluwer.
Schultz, I. Z., & Gatchel, R. J. (2016). Handbook of return to work from research to practice (1st ed. 2016.). Springer US : Imprint: Springer..