OCCUPATIONAL PERSPECTIVES OF HEALTH
OCT3OPH
2019
Credit points: 30
Subject outline
In this subject, students will explore the theoretical foundations of occupational therapy and the relationship between occupation, health and well-being. Human occupation will be explored using scenarios from across the life-span, integrating key concepts from the Model of Human Occupation (Kielhofner, 2008) and the field of occupational science. Students will appraise occupation-focussed research, analyse an occupational narrative, and develop skills in writing and critical reflection.
SchoolSchool Allied Health,Human Serv & Sport
Credit points30
Subject Co-ordinatorSophie O'Keefe
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites Must be admitted in one of the following courses: HZHOTB, HZHOT AND must have passed OCT1OCS.
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Kielhofner's model of human occupation (5th ed). | Prescribed | Taylor (2017) | Lippincott & Wilkins |
| Readings | Introduction to occupation: The art and science of living. | Prescribed | Christiansen & Townsend (2010). | Prentice Hall. |
Graduate capabilities & intended learning outcomes
01. Recognise and communicate the relationship between occupation, health and well-being.
- Activities:
- Scenario-based learning presentation
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Cultural Literacy)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
02. Collaborate successfully with a team in a scenario-based learning environment.
- Activities:
- Scenario-based learning presentation
- Related graduate capabilities and elements:
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
03. Understand and apply key components of the Model of Human Occupation (Kielhofner, 2008).
- Activities:
- Occupational profile
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Cultural Literacy)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
04. Analyse an occupational narrative from a subjective, objective, and theoretical standpoint.
- Activities:
- Occupational profile
- Related graduate capabilities and elements:
- Literacies and Communication Skills (Writing,Cultural Literacy)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Subject options
Select to view your study options…
Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorCheryl Neilson
Class requirements
Problem Based Learning
Week:
31
-
39
One 2.0 hours problem based learning per week
on weekdays
during the day
from week 31 to week 39
and delivered via face-to-face.
Lecture/Workshop
Week:
31
-
38
One 2.0 hours lecture/workshop per week
on weekdays
during the day
from week 31 to week 38
and delivered via online.
"Blended content will contain a combination of interactive lecture material and activities."
WorkShop
Week:
32
-
35
Three 1.5 hours workshop other recurrence
on weekdays
during the day
from week 32 to week 35
and delivered via face-to-face.
"
3 Intentional Communication workshops, weeks 32, 34, 35 only"
Lecture
Week:
31
-
31
One 1.5 hours lecture per study period
on weekdays
during the day
from week 31 to week 31
and delivered via video conference.
"Introduction to SBL lecture, VC from Bundoora"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| SBL OneNote activity: Part A: Group Presentation & OneNote page (1,500 word equivalent) | Group presentation & OneNote page 10 minutes oral presentation per student/50 minutes per group of 5 (1000 words equiv per student) OneNote resource (500 words equiv per student/2500 words per group of 5) | 20 | 01, 02, 03 |
| Occupational profile: Part A: Annotated bibliography (1,000 word equiv) | Complete a template summarising their critique of 5 relevant research studies. | 15 | 03, 04 |
| Occupational profile: Part B: Analysis of an occupational narrative (3,000 word equiv) | Analysis of an occupational narrative submitted in essay form. | 35 | 03, 04 |
| Occupational profile: Part C: Critical reflection (1,000 word equiv) | Critical reflection submitted in essay form. | 15 | 03, 04 |
| SBL OneNote Activity Part B: (1,500 word equiv) | Participation in SBL and completion of 3 x 500 word OneNote resources, submitted as an individual OneNote resource. Hurdle requirement: completion of all three OneNote resources. | 15 | 01 |
Melbourne, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorSophie O'Keefe
Class requirements
Problem Based Learning
Week:
31
-
39
One 2.0 hours problem based learning per week
on weekdays
during the day
from week 31 to week 39
and delivered via face-to-face.
Lecture/Workshop
Week:
31
-
38
One 2.0 hours lecture/workshop per week
on weekdays
during the day
from week 31 to week 38
and delivered via online.
"Blended content will contain a combination of interactive lecture material and activities."
WorkShop
Week:
32
-
35
Three 1.5 hours workshop other recurrence
on weekdays
during the day
from week 32 to week 35
and delivered via face-to-face.
"3 Intentional communication workshops, weeks 32, 34, 35 only."
Lecture
Week:
31
-
31
One 1.5 hours lecture per study period
on weekdays
during the day
from week 31 to week 31
and delivered via face-to-face.
"Introduction to SBL lecture, VC to Bendigo"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| SBL OneNote activity: Part A: Group Presentation & OneNote page (1,500 word equivalent) | Group presentation & OneNote page 10 minutes oral presentation per student/50 minutes per group of 5 (1000 words equiv per student) OneNote resource (500 words equiv per student/2500 words per group of 5) | 20 | 01, 02, 03 |
| Occupational profile: Part A: Annotated bibliography (1,000 word equiv) | Complete a template summarising their critique of 5 relevant research studies. | 15 | 03, 04 |
| Occupational profile: Part B: Analysis of an occupational narrative (3,000 word equiv) | Analysis of an occupational narrative submitted in essay form. | 35 | 03, 04 |
| Occupational profile: Part C: Critical reflection (1,000 word equiv) | Critical reflection submitted in essay form. | 15 | 03, 04 |
| SBL OneNote Activity Part B: (1,500 word equiv) | Participation in SBL and completion of 3 x 500 word OneNote resources, submitted as an individual OneNote resource. Hurdle requirement: completion of all three OneNote resources. | 15 | 01 |