Recommended Study Sequence

This unit deals with foundational concepts and factors relating to population health in our society. Issues that determine both social and environmental aspects of disease, health and wellbeing will be examined. Contemporary problems impacting on states of health will be explored, including current day trends in communicable and non-communicable disease.

This is the first of two units covering systematic anatomy and physiology at an introductory level. This unit is designed to provide students especially those in applied health science programs with an overview of body systems and their functions to ensure a suitable basis for their future studies. The unit studies the basic concepts of biochemistry and histology, general anatomy and physiology of the major body systems such as central and peripheral nervous systems, integumentary system, musculoskeletal system (bones, muscles and joints), special senses and endocrine system. Emphasis will be placed on the interconnection and relationship between structure and function at every level of organisation.

This unit introduces students to the profession of occupational therapy, conceptual foundations underpinning the profession, and areas of clinical practice. Students will learn about the important and unique contribution made by occupational therapists in people’s lives to promote health and well-being. The important role of occupation in daily life will be discussed. In particular, this unit presents an overview of how occupational therapy reduces activity limitations people may have, and in doing so enhances the social participation for people of all ages and abilities. The problem solving process used by occupational therapists to assist clients will be introduced.

This unit introduces skills for studying and working in health science. Students will gain an understanding of the interdisciplinary and multi-disciplinary nature of health science practice in the 21st century, and how this interacts with the specialty health professions, client and community expectations of health care and employment opportunities in health science. Students will learn foundation competencies that will underpin their academic development and their safe, responsible and ethical practice in health science service environments.

This unit introduces students to the principles of professional practice. Students will be provided with learning opportunities through a variety of experiential and community engagement activities that will begin to develop their skills and competence. Professional competencies addressed include communication, documentation, reflection and professional and ethical behaviour. A professional practice placement is incorporated in this unit. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines.

This is the second of two units covering systematic anatomy and physiology at an introductory level. This unit is designed to provide students especially those in applied health science programs with an overview of body systems and their functions to ensure a suitable basis for their future studies. The unit studies the general anatomy and physiology of the major body systems such as cardiovascular, respiratory, digestive, urinary, reproductive and lymphatic system/immunity, body fluids & acid-base balance and metabolism. Emphasis will be placed on the interconnection and relationship between structure and function at every level of organisation.

This unit will consider the reasons and roles of evidence-based practice and research, and introduce students to their language and core concepts. Skills will be developed for asking clinical or professional healthcare questions and to translate these into search strategies for finding evidence. To make sense of that evidence, students will be introduced to quantitative and qualitative research methods, types of data, how data is described and how biostatistics is used to provide meaning to research data.

Communication is integral to professional relationships, whether working individually with a client, educating community members on health matters, or working with other professionals as part of a multidisciplinary team. This unit aims to develop communication skills in preparation for work within the health professions across these areas. Communication skills will include those needed to form therapeutic relationships with individual clients and groups, as well as those required to communicate health information to clients, groups and the wider community. Students will develop skills to establish appropriate working relationships with professional colleagues.

The ability to analyse an individual’s functional abilities, daily occupations and social, physical and cultural environments is a core component of occupational therapy practice. This unit will build on the basic occupational analysis skills mastered in year 1 Occupational Therapy units. Students will conduct detailed analyses of occupations, examining how occupational therapists can maximise the Person-Environment-Occupation fit to optimise participation.

This unit version will commence from 2011. This unit is intended for students enrolled in a range of health science courses within the School of Biomedical and Health Sciences. It is designed to equip students with a detailed knowledge of pathophysiological processes evident in a number of key human diseases that are vocationally relevant to these students. The content is organised using a systems based approach. Problem-based learning methods will be adopted in the tutorial component of this unit to help students develop crucial problem solving skills.

This unit outlines the research methods used to acquire knowledge in healthcare. This includes research designs, international standards, key statistics, and interpretation of results. The range of health research methods will be presented, and studies about treatment effectiveness (clinical trials and systematic reviews), diagnostic effectiveness and qualitative approaches will be explored in detail. The pathways and resources for conducting beginner research will also be introduced in this unit.

This unit introduces skills for understanding and engaging effectively with the culturally and socially diverse world in which we live and work. Indigenous Australia is a major theme and students will gain an appreciation of the achievements and needs of Indigenous Australians. The unit examines cultural awareness more broadly and puts these issues in the context of health professionals working in multi-cultural settings and handling culturally different health philosophies and practices. Cultural diversity is increasingly recognised as a major issue in the delivery of health care and a major determinant of Indigenous health.

This unit builds on the human anatomy and physiology studied in first and second year, equipping students with detailed knowledge of functional neuroanatomy, with particular emphasis on the central nervous system. Cadaver specimens are used to facilitate the learning of spatial relationships between structures. The study of neurological function and dysfuntion integrates many previously learned scientific principles.

This unit covers in depth the functional anatomy of the musculoskeletal system. Special attention is given to the relationship between form and function, the terminology used to describe human movement and thorough knowledge of the bony landmarks, joints, muscle attachments, innervation, blood supply along with detailed actions of specific muscles and muscle groups. Emphasis is on a practical functional context with the relevance to clinical applications such as surface and imaging anatomy, and the anatomical basis of common injuries. Learning experience intends to stimulate proactive deep approach in learning anatomy motivated by the outcomes driven from specialist work within the Health professions.

This unit provides an introduction to the psychology of health and behaviour as relevant to the health sciences. Students will be introduced to the principles and applications of psychology and health behaviour using a developmental framework. This will be followed by an examination of the psychological aspects of injury and illness and an introduction to psychological interventions for health concerns. Emphasis is upon to understanding health status and behaviour in light of relevant theory and research.

This unit provides opportunities for students to implement skills and integrate theory with practice. In class students will be provided with learning opportunities through a variety of experiential and self-directed learning exercises that will begin to develop their clinical skills and competence in professional practice. The two week block placement is conducted at the end of the teaching period. This placement will allow students to work with occupational therapists in one of the many settings where therapists currently practice.

This unit version commences from 2012. This unit prepares occupational therapy students to work in a variety of settings with individuals who have a neurological condition. The impact of common neurological conditions on the person, their environment and their occupations will be examined. Students will be exposed to a variety of assessments, interventions and evaluation tools suitable for this client population.

This unit version will commence in 2012. This unit provides an understanding of the aetiology, signs, symptoms and prognosis of psychiatric conditions commonly encountered by occupational therapists. Mental health policies, strategies and consumer issues are examined in relation to the management of mental illness in the community. Occupational therapy theory, assessments, interventions and outcomes related to psychosocial practice are incorporated in the unit to provide a foundation for occupational therapy practice in mental health settings.

This unit provides students with the knowledge and skills to apply the occupational therapy problem-solving process in an evidence-based way, across a diverse range of practice situations. Students will gain knowledge in the application of each stage of the occupational therapy process, learn skills in the selection and implementation of assessments and outcome measures, and undertake intervention planning to suit clients with different occupational needs and health trajectories. Different occupational therapy approaches will be reviewed and students will gain skills in tailoring intervention approaches to suit client need and practice context.

This unit will enable students to consolidate academic knowledge and practice skills. There will be opportunities to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will experience full time work with occupational therapists in practice settings. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines.

This unit introduces master’s entry students to the theory and practice of occupational therapy. Students will explore the unique contribution of occupational therapists in the health care setting, apply theoretical and philosophical principles underpinning the profession to client groups, and learn analytical skills to examine the relationship between a person, their environment and their participation in daily occupations. The occupational therapy problem solving process will be briefly introduced. In addition, students will study clinical and professional competencies related to practice as a health professional. Finally, the above knowledge and skills will be applied during a four week fieldwork placement.

This unit version will commence from 2012. Students learn about paediatric and adolescent occupational therapy practice in different practice settings. This unit examines child development and explores the occupations of childhood and adolescence. Occupational therapy models, frames of reference, assessments and interventions are applied to practice scenarios. Family-centred practice is a key focus of this unit. There will be a self directed and reflective learning approach in this unit.

This unit version will commence 2012. Students will demonstrate skills in the analysis and modification of the environment using principles of ergonomics and appropriate Australian standards in building design. The ICF will provide the context for assessment and modification of the environment to enable individuals with impairments to overcome activity limitations or restrictions in participation.

In this unit, students incorporate previous research and biostatistics knowledge to develop new skills for using evidence to inform all aspects of their professional practice. Evidence-based practice uses an enquiry led approach to manage expanding and uncertain knowledge by formulating answerable questions, effectively searching literature, critically appraising evidence validity and results, and to assess its significance in clinical practice and healthcare decision-making.

This unit version will commence in 2012. The process of ageing will be examined critically using the biopsychosocial model. Students will use research evidence to prepare occupational therapy intervention for older people and their families that promotes quality of life and maximum social participation. Students will reflect on their own attitudes towards ageing and how social stereotypes of older people must be challenged to promote a positive view of this stage of life.

This unit gives students an opportunity to participate in a community based project that is part of the fieldwork program. There will be a focus on a self directed practice approach. The unit allows students to develop professional skills in conducting a project which will benefit a community-based group.

This unit critically examines practice in the community with a focus on social inclusion and occupational justice. Life perspectives of people experiencing occupational injustice are explored. Current and historical ideologies which underpin global and national legislation and policies on human rights are examined. The promotion of occupational participation through occupational therapy practice is outlined. This unit challenges popular myths and stereotypes of people with disabilities. Issues such as de-institutionalisation, duty of care, dignity of risk, choice-making, rights and negligence are critiqued against legal, ethical and personal perspectives. This unit assists students develop critical thinking and reflection skills for practice.

The productivity role is a key aspect of adult life for most people. Occupational therapists play a major role in assisting clients who have had their productivity role affected in some way. This unit explores the importance of productivity for adults, in particular those engaged in paid employment. The focus of this unit is the rehabilitation of the injured worker within the context of the OH&S legislation and the WorkCover case management system. In addition, this unit will explore vocational counselling and rehabilitation for clients with psychosocial, cognitive and physical disabilities.

This unit provides occupational therapy students with the opportunity to select from, and undertake advanced study in, a range of occupational therapy clinical specialty areas. Several streams will run concurrently in this unit representing key clinical areas of specialisation in occupational therapy. Students will be able to focus their study, by selecting a combination of clinical specialty streams. Streams will cover relevant clinical content, examining the unique occupational therapy contribution in each specialty area.

This final year unit focuses on the transition from student to practitioner. The aim of this unit is to provide students with learning opportunities that will consolidate and enhance their competence in professional practice throughout their career. Professional competencies of central concern include advanced clinical reasoning skills, evidence based-practice, reflective practice, personal and career management strategies, self-directed and life long learning. These competencies contribute positively to the effective management of graduates’ clinical practice in various work contexts, and their future career paths. Acquisition of such skills will allow the graduate to direct and adapt to change in these areas.

This unit will allow students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines.

This unit will facilitate the transition from student to occupational therapy practitioner. The unit will allow students to consider employment opportunities for their future and strategies for career and professional development.