The organization provides care and services that achieve effective outcomes and ensures that the correct consumer /patient receives the correct procedure
On completing this chapter, you will be able to:
Describe why research is important in the nursing profession and discuss the need for evidence-based practice
Describe historic trends and future directions in nursing research
Describe alternative sources of evidence for nursing practice
Describe major characteristics of the positivist and naturalistic paradigm, and discuss
similarities and differences between the traditional scientific method (quantitative research) and naturalistic methods (qualitative research)
Identify several purposes of qualitative and quantitative research
The organization provides care and services that achieve effective outcomes and ensures that the correct consumer /patient receives the correct procedure
On completing this chapter, you will be able to:
Describe why research is important in the nursing profession and discuss the need for evidence-based practice
Describe historic trends and future directions in nursing research
Describe alternative sources of evidence for nursing practice
Describe major characteristics of the positivist and naturalistic paradigm, and discuss
similarities and differences between the traditional scientific method (quantitative research) and naturalistic methods (qualitative research)
Identify several purposes of qualitative and quantitative research
1. Define and identify the purposes of a nursing diagnosis.
2. Know what NANDA means and where to find more information.
3. Differentiate between the types of nursing diagnosis and be able to provide an example of each.
4. Differentiate a nursing diagnosis from a medical diagnosis.
5. Identify the three segments of a diagnostic statement and give examples of a comprehensive diagnostic statement.
- What is the nursing diagnosis?
- What is NANDA?
- Types of nursing diagnosis and examples of each.
- Criteria of nursing diagnosis.
- What is the difference(s) between a medical diagnosis and nursing diagnosis?
- Example: Pneumonia
- Possible nursing diagnosis:
o Altered gas exchange,
o Ineffective airway clearance,
o Activity intolerance,
o Risk for imbalanced nutrition,
o Risk for infection transmission,
o Discomfort.
- Refer to Maslow’s needs again
- Exercise
o Nursing diagnosis for Bronchitis
o Nursing diagnosis for Hypertension
this is the detailed contents of various steps in nursing process, make use of my content.regards.R.BABU.
PROF & HOD,THE OXFORD COLLEGE OF NURSING -BANGALORE
A document prepared by Dr. Mustafa Salih, the former director of the Directorate General of Health Policy, planning and research at the Federal ministry of Health in Sudan.
Quality is
degree to which health services for individuals and populations increase the likelihood of desired health outcomes (quality principles),are consistent with current professional knowledge (professional competency),and meet the expectations of healthcare users (the marketplace)
"Nursing is based on an art and science that mould the attitudes, intellectual competencies, and technical skills of the individual nurse into the desire and ability to help people, sick or well, cope with their health needs." – Abdellah
Reflective Journal Week 5Topic Philosophies and Theories for Ad.docxsodhi3
Reflective Journal Week 5
Topic: Philosophies and Theories for Advanced Nursing Practice
Course objective:
1. Examine disciplinary influences on nursing inquiry such as biology, medicine, psychology, sociology, and philosophy, among others.
2. Evaluate the application and adaptation of borrowed theories to nursing practice.
Discussion Question: 5 DQ 1
Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors.
Nursing education is essential to equip professionals with appropriate skills and competencies in line with the changing demands. In this regard, learning theories offer important guidelines for planning of an educational system within the clinical training. Two important areas highlighted in any theory include a change of behavior and talent development. Overall, the stimulus and responses emanating from clinical training should be aimed at improving the skills of clinical professionals. Health professions also need to show the regular use of theories and clear reasoning in educational activities, interactions with patients and clients, management, employee training, continuing education and health promotion programs, especially in the current health care structure.
For example, behaviorists underscore that learning should be a continuous process: the process should aim at achieving the needs that arise in the course of time. DeCoux (2016) observes that regular training of clinical workers is appropriate at all times as the latter reinforces positive behaviors. For instance, poor work relations and productivity among the clinical workers can be enhanced through training. The process also offers practical skills that are not normally taught in the classroom environment. Moreover, such a training program is created with great consideration of the specific needs and organizational interests. The trainers are given an opportunity to understand the needs of workers in a manner that influences the formulation of tactical human resource strategies.
In the same vein, clinical training is critical in talent development. The move allows administrators to assign duties according to the skills and qualifications of an individual. The process is helpful to enhance productivity and positive performance among the workers. Hessler & Henderson (2013) recognize that learning for nursing professionals should be interactive where their participation is paramount. Through this form of training, workers develop a better way to relate and connect with one another. It is also noteworthy that the clinical environment is changing by the day with new needs and dynamics that different approaches to offering to the right interventions. Therefore, clinical administrators need to promote continuous practical training among the staff.
Learni ...
1. Define and identify the purposes of a nursing diagnosis.
2. Know what NANDA means and where to find more information.
3. Differentiate between the types of nursing diagnosis and be able to provide an example of each.
4. Differentiate a nursing diagnosis from a medical diagnosis.
5. Identify the three segments of a diagnostic statement and give examples of a comprehensive diagnostic statement.
- What is the nursing diagnosis?
- What is NANDA?
- Types of nursing diagnosis and examples of each.
- Criteria of nursing diagnosis.
- What is the difference(s) between a medical diagnosis and nursing diagnosis?
- Example: Pneumonia
- Possible nursing diagnosis:
o Altered gas exchange,
o Ineffective airway clearance,
o Activity intolerance,
o Risk for imbalanced nutrition,
o Risk for infection transmission,
o Discomfort.
- Refer to Maslow’s needs again
- Exercise
o Nursing diagnosis for Bronchitis
o Nursing diagnosis for Hypertension
this is the detailed contents of various steps in nursing process, make use of my content.regards.R.BABU.
PROF & HOD,THE OXFORD COLLEGE OF NURSING -BANGALORE
A document prepared by Dr. Mustafa Salih, the former director of the Directorate General of Health Policy, planning and research at the Federal ministry of Health in Sudan.
Quality is
degree to which health services for individuals and populations increase the likelihood of desired health outcomes (quality principles),are consistent with current professional knowledge (professional competency),and meet the expectations of healthcare users (the marketplace)
"Nursing is based on an art and science that mould the attitudes, intellectual competencies, and technical skills of the individual nurse into the desire and ability to help people, sick or well, cope with their health needs." – Abdellah
Reflective Journal Week 5Topic Philosophies and Theories for Ad.docxsodhi3
Reflective Journal Week 5
Topic: Philosophies and Theories for Advanced Nursing Practice
Course objective:
1. Examine disciplinary influences on nursing inquiry such as biology, medicine, psychology, sociology, and philosophy, among others.
2. Evaluate the application and adaptation of borrowed theories to nursing practice.
Discussion Question: 5 DQ 1
Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors.
Nursing education is essential to equip professionals with appropriate skills and competencies in line with the changing demands. In this regard, learning theories offer important guidelines for planning of an educational system within the clinical training. Two important areas highlighted in any theory include a change of behavior and talent development. Overall, the stimulus and responses emanating from clinical training should be aimed at improving the skills of clinical professionals. Health professions also need to show the regular use of theories and clear reasoning in educational activities, interactions with patients and clients, management, employee training, continuing education and health promotion programs, especially in the current health care structure.
For example, behaviorists underscore that learning should be a continuous process: the process should aim at achieving the needs that arise in the course of time. DeCoux (2016) observes that regular training of clinical workers is appropriate at all times as the latter reinforces positive behaviors. For instance, poor work relations and productivity among the clinical workers can be enhanced through training. The process also offers practical skills that are not normally taught in the classroom environment. Moreover, such a training program is created with great consideration of the specific needs and organizational interests. The trainers are given an opportunity to understand the needs of workers in a manner that influences the formulation of tactical human resource strategies.
In the same vein, clinical training is critical in talent development. The move allows administrators to assign duties according to the skills and qualifications of an individual. The process is helpful to enhance productivity and positive performance among the workers. Hessler & Henderson (2013) recognize that learning for nursing professionals should be interactive where their participation is paramount. Through this form of training, workers develop a better way to relate and connect with one another. It is also noteworthy that the clinical environment is changing by the day with new needs and dynamics that different approaches to offering to the right interventions. Therefore, clinical administrators need to promote continuous practical training among the staff.
Learni ...
CRIS LUTHER's ADVANCED HEALTH ASSESSMENT IN PSYCHIATRIC MENTAL HEALTH NURSINGcrisluther
The course title is: Advanced Health Assessment in Psychiatric & Mental Health Nursing. Nurses in all specialties practice assessment as the first step in the universal approach of problem-solving in nursing, the nursing process. The application of which in Psychiatric Mental Health Nursing has the same goal as it has in other areas of nursing.
Though, the goal of the nursing process in this specialty field is not different as mentioned, the process of assessment is composed of complex concepts the psychiatric mental health nurse must familiarize- theoretically and clinically. This posted a main challenge in the completion of this material.
The student performed repeated accession and elimination of concepts to finalize the contents which are deemed significant and consistent with the course title: Advanced Health Assessment in Psychiatric & Mental Health Nursing.
________________________________________
The text is organized in four parts presenting various approaches in psychiatric assessment. The focus remained on the basic principles of nursing assessment:
Part 1: Assessment of Psychiatric Mental Health Clients, discusses the basic principles of nursing assessment; the topic progresses to assessment procedures specific to the specialty field (M.S.E.), an example was presented to clearly understand its congruence to practice. Related terminologies and discussion of comorbid problems are important tools in identifying actual and potential health problems during client assessment.
Part 2: The DSM-IV-TR, An Essential Tool for Assessment and Diagnosis of Psychiatric-Mental Health Clients, presents vital components of this universal tool in diagnosing mental illnesses.
Part 3: Assessment Factors in Dual Diagnosis, addresses the need to thoroughly assess other equally significant problems that co-exist with the diagnosed primary mental illness. The co-existence of substance abuse is the commonest in dual diagnosis.
Part 4: Formulation of Assessment-based Care Plan. The nursing process has been referred to as an ongoing systematic series of actions, interactions and transactions. Hence, the inclusion of the entire process is a must to fully appreciate the essentiality of an assessment that is done in congruence with standards.
PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
Este artículo de Morga y Long es una revisión de la evidencia cualitativa con respecto a la efectividad de las intervenciones de terapia ocupacional en niños con trastorno del desarrollo y de la coordinación
advanced role of nurse practitioner
Define preoperative nursing and operating room nurse.
Describe phases of the preoperative period.
Describe the physical environment of the OR.
Show specific areas within the operating room (OR).
Locate and describe the use of furniture and equipment in the operating room.
Identify the role of each member of the operating room team.
Discuss how environmental layout contributes to aseptic technique.
Perioperative nursing care is crucial in ensuring the well-being and safety of patients throughout the entire surgical process.
It requires a high level of skill, knowledge, and attention to detail.
play a vital role in promoting positive surgical outcomes and providing patients with the support and care they need during this vulnerable time.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Bachelor of Occupational Therapy: Completed Unit Descriptions
and Marks
Year Unit
Code
Unit Title Unit Summary Credit
Points
Grade:
PASS/FAIL
2015 IPE1011 FOUNDATIONS OF
HEALT IN
PRAMARY
CLINICAL CARE
This unit provides the basic understanding of the concept of health particularly
in the primary care clinical settings. This exploration begins at a personal level
and expand to clinical settings with the broader health environment. Varied
definitions and models of health are introduced to allow a detailed exploration
of illness, health risks and how individuals, families and communities use
limited resources.
Differences between health of the individual and the broader population is
examined using the clinical environment as the focal point. The factors that
impact the dimensions of health are critically explored to better understand
the roles of government policies, the private sector and communities. Current
inequalities in resources and other factors affecting health in clinical settings
are identified.
6 PASSED
2015 OCC1011 PROFESSIONL
ISSUES
This unit provides students with the skills necessary to describe the role of an
occupational therapist as distinct from other health professionals. Students
learn to demonstrate appropriate professional behaviour and beginner's
competency with specific early clinical skills. The unit supports students to
develop an awareness of the legal, cultural and ethical issues of practice, and
begin to understand and articulate some of the challenges faced by
clients/consumers of health services.
6 PASSED
2. 2015 OCC1021 PSYCHOLOGY FOR
OCCUPATIONAL
THERAPY
This unit explores psychological theory and research relevant to the practice of
occupational therapy, including psychological perspectives on stress, illness,
and functioning. Grounded in a biopsychosocial model of health and wellbeing,
this introductory unit provides students with an overview of the major
psychological approaches e.g. psychodynamic, developmental, cognitive, social
psychology, etc., and examines how each provides insight into the challenges
and issues experienced by individuals, carers, families and communities. This
unit also introduces students to the methods of inquiry and assumptions of
theory associated with the science of psychology. The relevance of the
discipline of psychology to occupational therapy thinking and practice is
emphasised.
6 PASSED
2015 OCC1012 OCCUPATIONAL
SCIENCE
Students learn about the principles and mechanisms underlying the
relationship between persons, their environments and occupations; and how it
relates to human health and wellbeing. The concept of occupation is described,
and how people shape and are shaped by their engagement in occupation and
their environmental context. Students engage in experiential exercises to
support their learning of concepts, including participation in a community-
based volunteering experience.
6 PASSED
2015 OCC1022 FOUNDATIONS OF
OCCUPATIONAL
THERAPY
PRACTICE
The unit introduces student to the historical origins of the use of occupation as
theory and the theory of core elements of occupational therapy intervention.
Current theoretical concepts and models underpinning occupational therapy
practice are explored along with the occupational therapy problem solving and
clinical reasoning process. Case scenarios are used throughout and students
learn the problem solving strategies that support their learning in occupational
therapy intervention units elsewhere in the course.
6 PASSED
2015 OCC1032 DEVELOPMENT
ACROSS THE
LIFESPAN
Development across the lifespan examines how individuals change and develop
as they age - from infancy to old age. This unit explores the psychological and
occupational processes inherent in development, and in doing so examines the
progressive cognitive, emotional, behavioural, psychosocial and occupational
changes that occur with age. A broad range of topics are covered by this unit,
6 PASSED
3. including: motor skill and other psycho-physiological developmental processes,
problem solving, language acquisition, abstract thought, identity development
and formation, and relationships.
2016 BMA1902 HUMAN
STRUCTURE AND
FUNCTION 1
This unit is the first in a sequence of two biomedical science units that provides
foundation knowledge of human anatomy and physiology relevant for allied
health professions.
This unit develops skills in the critical evaluation of evidence and promotes an
awareness of the changing nature of medical knowledge.
The major themes of study are the structural levels of body organisation,
communication via the nervous and endocrine systems, the reproductive
system and early stages of human development. Topics include the chemical
and cellular basis of human life; integration of body functions and homeostasis;
the structure and function of the integumentary system; the nervous system;
the endocrine system; and the reproductive system.
6 PASSED
2016 OCC3061 HEALTH
PROMOTION IN
OCCUPATIONAL
THERAPY
This unit examines the key theory, frameworks and practical approaches used
in contemporary health promotion to address health inequalities, prevent
illness and injury, and promote health and wellbeing. Students examine a
range of health promotion strategies, their strengths, limitations, evidence-
base and application in clinical care and community settings for occupational
therapy. Through a focus on empowerment, participation and capacity-
building, students develop skills for working with individuals, community
networks, new technologies and the mass media to facilitate health promotion
action. This unit covers planning and evaluation of health information and
behavioural interventions, health education for empowerment, community
engagement, social marketing, professional communication and advocacy for
healthy public policy. Students critically analyse the challenges and
opportunities for integrating health promotion into occupational therapy
practice.
6 PASSED
4. 2016 BMA1902 HUMAN
STRUCTURE AND
FUNCTION 2
This unit is the second in a sequence of two health science units that provides
foundation knowledge of human anatomy and physiology relevant for allied
health professions and further develops skills in the critical evaluation of
evidence.
The major themes of study in this unit are: body support and movement,
cardiovascular anatomy and physiology, the respiratory system, the urinary
system and the control of body fluids; the digestive system and the processing
of nutrients in the body; the lymphoid/immune system; microbes and
infection; and an introduction to pharmacological principles.
6 PASSED
2016 OCC2022 SKILLS FOR
EVIDENCE BASED
PRACTICE 1
This unit provides an overview of the skills necessary to critique and evaluate
the usefulness, relevance and quality of research evidence related to
occupational therapy professional practice. Components of evidence-based
practice are introduced related to occupational therapy. Quantitative and
qualitative research methodology approaches that underpin evidence-based
practice is also be introduced. Students are guided through the process of how
to ask clinically relevant questions, search for evidence, and critically appraise
published research studies. The Monash Occupational Therapy Research
Evidence Critique Form (MOTRECF) for both quantitative and qualitative
studies is used to evaluate the relevant evidence. The process used to
complete a critically appraised paper (CAP) is also be introduced. This provides
the foundation for students to integrate clinically relevant evidence into your
daily professional practice as well as providing them with the skills required for
analysing the issues dealt with in the scenario-based learning context used in
OCC2020, OCC3030, and OCC3052.
12 PASSED
2017 OCC2011 OCCUPATIONAL
PERFORMANCE
CAPABILITIES AND
COMPONENTS
The unit uses an integrated scenario/case-based learning approach.
Students are introduced to mechanisms and consequences of problems related
to mental, sensory, cardiovascular, respiratory, neurological and biomechanical
24 PASSED
5. capacities that underpin occupational engagement and occupational
performance.
Students integrate this knowledge into occupational therapy and related
theories/models of practice.
They develop clinical questions, and acquire knowledge and skills from the
process of describing and evaluating occupational performance, and assessing
occupational engagement/performance. Students explore different contexts in
which participation in occupation takes place.
2017 OCC2011 ENABLING
OCCUPATION:
PERFORMANCE
CHALLENGES 1A
This is the first unit of the occupational therapy intervention units. It comprises
integrated case based learning, skills based learning, theories and evidence
based practice with participation in simulated clinical placement to consolidate
application of knowledge into practice. Students apply and critique the
principles of assessment and intervention for clients with problems related to
capacities to engage in activities, occupations, and participation in community
life. Intervention principles incorporate environmental supports and barriers
(advocacy, organisational change, environmental adaptation), and evidence-
based practice. Student begin to develop appropriate intervention plans for
clients based on assessment findings and evidence. Building on the skills
acquired in OCC2013, students further develop their professional
competencies in professional behaviour, information gathering,
communication with clients and co-workers, documentation, time-
management, occupational therapy assessment, intervention and evaluation.
Students participate in two weeks (four days per week) of simulated clinical
placement to develop these competencies. They are provided with feedback
and guided to reflect on and in practice within both academic and clinical
contexts.
12 PASSED
6. Students also reflect on their participation in a community-based experience to
further understand human occupation and community services available.
2018 OCC3000 ENABLING
OCCUPATION:
FIELDWORK
EXPERIENCE 1B
Students enrolled in the Bachelor of Occupational Therapy (Honours) must
complete fieldwork placements to satisfy the professional requirements that a
sufficient period of supervised practice be completed prior to graduation and
application for registration issued by the Australian Health Practitioner
Regulation Agency. This 6 week fieldwork placement unit plays an important
part in consolidating student application of professional knowledge, attitudes
and skills.
0 PASSED
2018 OCC3031 ENABLING
OCCUPATION:
PERFORMANCE
CHALLENGES 1B
This is the second unit of the occupational therapy intervention units. It
comprises 10 weeks of integrated scenario-based learning. In this unit,
students further describe, apply and critique the principles of assessment and
intervention for individual and groups of clients who are restricted in their
ability to engage activities, occupations, and participation in community life.
Intervention principles also incorporate environmental supports and barriers
(advocacy, organisational change, environmental adaptation) and evidence-
based practice.
12 PASSED
2018 OCC3041 SKILLS FOR
EVIDENCE BASED
PRACTICE 2
This unit gives students an advanced overview of the skills necessary to critique
and evaluate research evidence. Students are introduced to qualitative and
quantitative methodologies related to conducting and evaluating survey
questionnaire based research (quantitative research methodology) and semi-
structured interviews (qualitative methodology).
This provides the foundational skills to integrate clinically relevant evidence
into daily professional practice.
Components of evidence-based practice in occupational therapy are
introduced and practised. Students are also introduced to methods of
presenting evidence, generating research questions, selecting and
6 PASSED
7. implementing appropriate mixed methods survey designs, completing data
collection, analysis, interpretation and reporting of results.
Specifically, students learn the fundamentals of conducting mixed methods
quantitative and qualitative survey research. This knowledge enables students
to be evidence-based practitioners.
2018 OCC3052 ENABLING
OCCUPATION 2:
PERFORMANCE
CHALLENGES IN
POPULATION
HEALTH
In this unit, students begin to shift their view beyond the occupational
challenges facing individuals, to consider the ways in which the occupations
and health and wellbeing of populations may be impacted by social, political
and organisational factors.
Students apply a population-level conceptualisation and occupation to case-
based scenarios in which advanced clinical reasoning and intervention skills are
required to best respond to the needs and wishes of populations experiencing
complex health and social problems.
The cases chosen highlight the multiple approaches that are appropriate in
successfully delivering population-level occupational interventions.
12 PASSED
2018 OCC3062 PARTICIPATORY
COMMUNITY
PRACTICE 1:
DEVELOPMENT
Drawing from theoretical material in OCC3052 Enabling Occupation II, students
work in collaboration with an agency to address a specific need while
completing this participatory practice placement. Students are allocated a
project from an issue identified by the agency. The first phase of project
management begins with contacting the agency then collaborating with agency
members to "scope" an organisationally useful, and occupationally relevant
project or program. Students function as project managers and are required to
liaise with a variety of stakeholders and to develop a project proposal that
meets the needs and aims of the agency.
12 PASSED
2019 OCC4071 PARTICIPATORY
COMMUNITY
Students develop skills in project implementation and work within a
community partnership model to address a community/population health
based issue for the collaborating agency. The student apply and further
12 PASSED
8. PRACTICE 2:
IMPLEMENTATION
develop the knowledge, skills and expertise necessary for them to implement,
evaluate and report on a community orientated project. It is expected that the
student act as the project manager whilst also communicating, negotiating and
collaborating with agency staff and other relevant stakeholders.
2019 OCC4081 TRANSITION TO
PRACTICE 1
This unit aims to assist students to transition to graduate occupational
therapists. It focuses on the skills, knowledge and practice behaviours required
for safe and competent occupational therapy practice in a range of contexts,
informed by the Australian Occupational Therapy Competency Standards 2018.
Topics such as professionalism, ongoing professional development and
learning, and career planning and recruitment processes are addressed.
Strategies for implementing a specific learning plan for fieldwork and a lifelong
learning professional development plan after commencing practice are
covered.
Students also critique current issues faced by the occupational therapy
profession within a changing health care environment.
6 PASSED
2019 OCC4082 ADVANCED
PROFESSIONAL
PRACTICE
The unit comprises 9 weeks of fieldwork placement followed by on campus
debriefing tutorials. The unit provides students with the opportunity to
develop, integrate and enhance their practice skills to reach an entry level of
competence in occupational therapy prior to graduation. By the end of the
fieldwork placement students will be managing a caseload of clients
independently. A learning contract developed in OCC4081 is be used to guide
fieldwork learning. A portfolio assessment is used to encourage reflection, a
self-directed approach to learning and to provide a record of professional
competencies as these are developing.
12 TBA
2019 OCC4092 TRANSITION TO
PRACTICE 2
This unit enables students to consider their own role within health and human
service organisations, and apply and critique contemporary practice knowledge
in areas such as leadership and management, team functioning and
governance.
12 TBA
9. *Additional 6 credits were acquired from prior learning at Deakin University and approved to replace credit required for the Third Year Elective
Unit.
*Co-Curriculum: I have additionally completed the Collaborative Indo-Pacific Health Care Program (CC-ACT1003) in 2018 which involved
voluntary workplace activities that support community health.
The Unit concludes with a conference that includes presentations of research
and project work from occupational therapy and physiotherapy students.
Students complete a range of on-line tasks while completing their fieldwork
placement as part of the unit OCC4082.