School of Health Sciences

400176 Occupation and Ageing

Spring 2021
 Unit Details

Unit Code: 400176

Unit Name: Occupation and Ageing
Credit Points: 10
Unit Level: 3
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.

Unit Coordinator
Name: Mrs Ali Gebhardt
Location: CA 24.2.56
Email: A.Gebhardt@westernsydney.edu.au
Consultation Arrangement:
Please email Ali to book a consultation.

Teaching Team
Name: Mrs Shawna Power
Email: S.Power2@westernsydney.edu.au
Consultation Arrangement:
All consultations for this unit are to be booked with Ali Gebhardt, unit coordinator.

Edition: Spring 2021

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Contents
1 About Occupation and Ageing 2
1.1 An Introduction to this Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Unit as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Assessment Information 5
2.1 Unit Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.4.1 Intra-Session Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.4.2 Case study and Treatment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4.3 Palliative Care Case Study and Client Treatment Plan . . . . . . . . . . . . . . . . . . . . . . 15
2.5 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

3 Teaching and Learning Activities 23

4 Learning Resources 25
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Note: The relevant Learning Guide Companion supplements this document

1
1 About Occupation and Ageing

1.1 An Introduction to this Unit

In this unit, students will examine the ageing process using the biopsychosocial model, and reflect on their own
attitudes towards ageing, including how social stereotypes of older people must be challenged to promote a positive
view of this stage of life. Students will gain knowledge about how occupational performance may be impacted
due to ageing, including common conditions assessed and treated by occupational therapists. Students will use
research evidence to prepare occupational therapy intervention plans that promote quality of life and maximum social
participation for clients’ and their families.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point Unit would require 10
hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Unit materials will be made available on the Unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/).
You are expected to consult vUWS at least twice a week, as all Unit announcements will be made via vUWS. Teaching
and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
To be eligible to enrol in a unit and attend a health-related placement in your course, students must meet Western
Sydney University course requirements AND Special Legislative Requirements to be assessed in their first year of
study against the following:
1. National Criminal History Check: Students must have a current (expiring 3 years from date of issue) check valid for
their entire course. A valid National Criminal history check must be an Australia wide check, include the student’s full
name matching their Student ID card and date of birth and not have any offences listed. If a student has a criminal
history identified on their check, they must provide a Clinical Placement Authority Card (CPAC) or conditional letter
from the NSW HealthShare Employment Screening and Review Unit
( https://www.health.nsw.gov.au/careers/student_clearance/Documents/appendix-10-student-application.pdf).
International students must additionally have a translated International Police Check or statutory declaration.
2. A NSW Working with Children Check (WWCC) clearance letter issued under the category of volunteer valid for
their entire course.
3. A current approved first aid certificate valid for their entire course, approved provider courses can be found at:
http://training.gov.au. 4. A completed vaccination/immunisation card with all serology results containing expiry
dates and currency must be maintained by the student to ensure compliance for their entire course.
5. NSW Undertaking/Declaration form
6. Completed any additional health forms required (such as NSW Health Code of Conduct, Health Student Under-
taking/Declaration and Tuberculosis (TB) Assessment Tool)

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7. Relevant Local Health District specific documentation as requested.
Contact your School for further details. Resources are also available on the Placement Hub website:
https://www.westernsydney.edu.au/learning_futures/home/placements_hub/placements_hub/student_compliance.

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Special Consideration Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct

Academic Integrity and Student Misconduct Rule

In submitting assessments, it is essential that you are familiar with the policies listed above and that you understand
the principles of academic integrity. You are expected to act honestly and ethically in the production of all academic
work and assessment tasks, submit work that is your own and acknowledge any contribution to your work made by
others.

Important information about academic integrity, including advice to students is available at https://www.westernsydney.
edu.au/studysmart/home/academic_integrity_and_plagiarism. It is your responsibility to familiarise yourself with
these principles and apply them to all work submitted to the University as your own.

When you submit an assignment or product, you will declare that no part has been: copied from any other stu-
dent’s work or from any other source except where due acknowledgement is made in the assignment; submitted by
you in another (previous or current) assessment, except where appropriately referenced, and with prior permission
from the Unit Coordinator; written/produced for you by any other person except where collaboration has been au-
thorised by the Unit Coordinator.

The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence for
any student to engage in academic, research or general misconduct as defined in the Rule.

The University considers plagiarism, cheating and collusion as instances of academic misconduct. The University
also considers submitting falsified documentation in support of applications for special consideration, including sitting
of deferred examinations, as instances of general misconduct. You should be aware that changes were made to the
Student Misconduct Rule commencing 1 January 2020 that provide for minimum sanctions that apply to certain
conduct, including the provision of falsified documentation to the University.

You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at the
commencement of each session to familiarise yourself with this process and the expectations of the University in
relation to work submitted for assessment.

1.3 Changes to Unit as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Units of study. The survey results inform Unit content and design,
learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this Unit. At the end of the semester you will
be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the Unit. You may

3
also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for
individual teaching staff.

As a result of student feedback, the following changes and improvements to this subject have recently been made:

– Assessment for this unit have been modified. Assessment tasks have been increased from two 50% assessments
to three assessments tasks.
– Additional content has been added on current age-related conditions and OT interventions, as well as content
for working with older Aboriginal and Torres Strait Islander Peoples.
– An additional week on workshop time has been included for the case study.

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2 Assessment Information

2.1 Unit Learning Outcomes

Becoming a professional in the area of aged care requires a sound understanding of the experiences of older adults
and an understanding of the occupational therapy practice in this area. This unit aims to provide you with an under-
standing of the ageing process and develop the application of the occupational therapy process with older adults.

Outcome
1 Critically examine the process of ageing using the biopsychosocial model
2 Reflect on social and personal values and beliefs that shape images of ageing in Western society
3 Examine the occupational performance areas impacted by the ageing process and discuss the changes older
people and their families face in this stage of life
4 Design an occupational therapy client intervention for older people and their families that promotes social
participation using best available evidence
5 Examine and apply theories on death and dying including the philosophies of hospice and palliative care

2.2 Approach to Learning

Workshops are deigned to contain a mixture of lecture and tutorial content. They aim to develop essential practical
and clinical reasoning skills required when working with older adults as an occupational therapist. Workshops will
use a variety of mediums to help you understand the concepts being discussed.

5
2.3 Assessment Summary

The assessment items in this Unit are designed to enable you to demonstrate that you have achieved the Unit
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this Unit you must:

The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit learning
outcomes. Completion and submission of all assessment items which have been designated as mandatory or compul-
sory is essential to receive a passing grade.

Item Weight Due Date ULOs Threshold

Assessed
Intra-Session 30% 9:00AM Tuesday 7th 1, 2, 3, 5 No
Examination September 2021
Case study and 40% Week 16 - timetable will be 3, 4, 5 No
Treatment Plan released prior to this. Please
ensure that you are available
ALL days of the week as your
viva could fall on any one of
them.
Palliative Care Case 30% 11:59PM Sunday 3rd October 4, 5 No
Study and Client 2021
Treatment Plan

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Feedback on assessments in provided individually to students after all assignments have been submitted and marked.
Feedback may be provided in either written or oral format.

6
2.4 Assessment Details

2.4.1 Intra-Session Examination

Weight: 30%
Type of Collaboration: Individual
Due: 9:00AM Tuesday 7th September 2021
Submission: Online through turnitin on vuws
Format: 1. This exam will consist of short answer questions.
2. Questions in this exam will have different values. The value of each question will be
indicated at the start of each question on the exam paper. The exam is worth 30 marks
in total.
Length: 1,200 words
Curriculum Mode: Intra-session Exam

You will complete an open book, online examination during week 7 and 8 worth 30% of your mark.
The examination will be made available on Wednesday 1st September at 5pm (Week 7) and will need to be completed
prior to Tuesday 7th September at 9am (Week 8).
Some of the questions in the examination will be based on case studies. These case studies will be presented via a
video link and will be made available on Wednesday 25th August at 9am. The exam will align with content covered
in class, and will examine your ability to meet the learning objectives for this unit.
Questions focusing on your ability to:

- critically examine the ageing process using the biopsychosocial model

- reflect on social and personal values and beliefs that shape images of ageing in Western society

- examine the occupational performance areas impacted by the ageing process and the changes faced by older people
and their families

Resources:

The exam is open book. Your class notes, recommended readings, and reading list will provide a starting point for
your study. Video case studies are also available to assist with answering questions.

7
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Produce the correct Correctly answered Correctly answered Correctly answered Correctly answered Less than 50% of
answer 85% or more of all 75-84.9% or more 65-74.9% or more 50-64.9% or more questions correctly
questions of all questions of all questions of all questions answered

8
2.4.2 Case study and Treatment Plan

Weight: 40%
Type of Collaboration: Individual
Due: Week 16 - timetable will be released prior to this. Please ensure that you are available
ALL days of the week as your viva could fall on any one of them.
Submission: A signed assignment cover sheet and reference list will be submitted at the
commencement of your viva.
Format: - You will complete a case study which will be the basis for your verbal viva assessment.
- All questions asked will directly align with the marking rubric.
- It is the student’s responsibility to be able to present their client and provide a suitable
treatment plan and clear reasoning which follows the occupational therapy process
within the allocated 15 minutes.

Length: 15 minutes
Curriculum Mode: Viva Voce

Task This assessment requires you to manage the care of an older adult, as an occupational therapist within a public
health context. It enables you to develop skills in patient assessment and identification of problems, goal setting and
intervention planning, incorporation of evidence based practice (EBP), clinical evaluation and clinical reasoning. You
will complete a case study which will be the basis for your verbal viva assessment.

In the viva, the assessor will take on the role of a senior therapist. You will assume the role of a newly graduated
occupational therapist. The viva will run in the format of a supervision session where you as the new graduate briefly
presents a client treatment plan and clear reasoning to your supervisor.
This management plan should follow the occupational therapy process. In the viva, questions related to client
problems and therapy plan will centre around your:

- Understanding of your client’s diagnoses and how these would impact on performance

- Ability to accurately identify client problems that could be addressed by an occupational therapist

- Ability to formulate a comprehensive occupational therapy plan which demonstrates consideration of the clinical
setting, time frames for therapy, client’s wishes and therapist skill level.

- justify your selection of assessments, interventions and outcome measures using clinical reasoning and authoritative
evidence-based literature. You should also consider why you did not use certain (common) tools/interventions in the
place.
You may bring written notes into the viva, like therapists might in a real case discussion situation, but you are not
required to submit these notes during or after the viva, nor will they be marked. The assessment criteria for the case
study is outlined below and will be discussed in further detail in class. Please read it carefully to determine what is
required to maximise marks on this assessment.
COMPONENTS OF THE ASSESSMENT:

A case study will be released in week 14.

To pass the viva you will need to be able to answer the following questions about your client at a satisfactory level:

- Implication of client’s diagnosis:

You will be expected to demonstrate an understanding of your client’s diagnosis and be able to discuss any implica-

9
tions that this may have on your client’s occupational performance. Describe how their diagnosis may impact their
occupational performance specifically regarding their self-care, productivity, and leisure roles. Be specific about how
occupational performance issues may impact your client (think holistically regarding your client: biologically, socially,
psychologically, etc. and how this may change over time). Describe how your client’s environment enables or creates
barriers for them.
Tip: The use of OT model to guide your discussion here, ie, topic headings and language may be helpful. Also ensure
you understand how a client’s co-morbidities may impact occupational performance.

- Assessment

You will be expected to describe the methods you would use to assess the impact of your client’s diagnosis on their
occupational performance. These need to be a combination of both standardised or non-standardised assessments.
The assessments should enhance rather than duplicate any assessments already completed.

You will need to justify your final choice of assessment/s used with your client, and state how the person scored
during their baseline assessments and interpret what this score means. These additional assessments should provide a
more accurate understanding of the client’s occupational performance problems and needs. For example, if the client
reports difficulty completing cooking tasks, you might wish to subjectively observe this through a meal preparation
assessment, or alternatively through an objective standardised assessment.
Tip: Fill out the assessment form and make sure you can explain what the assessment finding means for your client.

- Identification of occupational performance problems

It is anticipated that there will be several occupational therapy problems identified for your client. Initially you will
determine what these occupational performance problems are, and then identify the top two occupational performance
problems that you will address during therapy. These should be clearly stated and relate to the goals you set.
Ensure that the problems selected are occupational therapy specific - that is, it is an aspect of the client’s occupational
performance that your intervention could make a positive change on. Mobility is NOT a typical occupational therapy
role and should therefore not be the focus of the occupational therapy treatment program.

When formulating an occupational problem please ensure that you have included the occupation that has been
restricted/impaired/limited/ceased and the cause of the problem. For example, occupational performance problems
may look as follows:

1. Mrs X is unable to shower independently due to her inability to transfer over the shower hob and maintain her
standing balance.

2. Mrs X is unable to legibly complete Centrelink forms due to low muscle tone in her upper limb and poor fine
motor coordination in her hands.

3. Mr Y is unable to perform his work role as a butcher due to back pain after prolonged periods of standing.
The identification of problems allows you to demonstrate your ability to identify relevant information and to present
it in a format congruent with occupational therapy theory and with a clinical focus. You should give consideration to
the clinical setting of your client to ensure that your plan is achievable within length of stay time frames and clinical
caseloads (such as acute care, rehabilitation or community care).

-Goal setting

Next you will determine your client’s goals for treatment. Ensure that goals specifically address the problems identified
in the initial interview report. For example, the treatment program should not focus on pressure care if you have not
identified that the client has/is at risk of pressure areas. You should set two goals for your client which stem from
your assessment findings. You will be asked to justify your goal selection and be required to talk about these using
layman’s terms during the viva.

Remember that your goals should be SMART (Specific, Measurable, Achievable, Relevant and Time bound). Please
write your goals using the SMART goal format , but discuss them in layman’s terms during your viva.
Tip: See vUWS for more details as to how to write a SMART goal correctly. Your client’s goals should also consider
the clinical setting of the client - for example, if the client is on an acute care ward, goals should be achievable within

10
a very short time frame. If the client is in the community setting, goals could be more long-term, based on the
expectation that therapy would be able to continue over an extended period of time.

- Intervention

From the information you have gather you will need to develop an occupational treatment plan - that is, what would
need to happen with your client and/or their carers in subsequent occupational therapy sessions (Please note it is
assumed you have completed all of your baseline assessments).

Your intervention/s should be directly related to your identified occupational performance problems and goals. You
may choose to select one (complex) problem/goal to address or two (simpler) problems/goals to work on. You should
consider what interventions are relevant to the therapy setting, and would interventions would need to be provided
to ensure the client achieves identified goals within the relevant time frame prior to discharge.

You also need to consider the time schedule implementation of the intervention. Interventions may occur over several
sessions, days and/or weeks (depending on the setting you are seeing your client in). Your treatment plan should
include:

- the number of sessions

- length of sessions

-what equipment might be needed

- who should be present

- the actual intervention (detailed)

- how this intervention is specific to your client.

-Clear justification, using authoritative literature as to why this intervention is effective and clear reasoning of how it
is the best intervention for your client in this setting.

- Re-evaluation

In this you will need to answer the following questions:

1. How will I know if my client has reached their goal (s)? refer back to the goals set and outline how they were
measured and the outcome.

2. How will I know that my intervention was effective? Provide the scores of the outcome measures.

3. What will I do next? Do you need to continue OT with the same or different goal? Will OT be ceased?
The outcome measure/s you select will have been used at appropriate time points during your intervention period
and will consider whether the outcome measure/s: are sensitive enough to detect change; have been used with this
client population before; norm-referenced or criterion-referenced based. It should also determine the clinical utility of
the outcome measure and whether your client is capable of completing the tool.

ADDITIONAL INFORMATION

In preparation for devising the treatment plan and VIVA, you would benefit from developing:

- A brief overview of your client’s primary medical condition(s) and make comment on how the diagnoses (including
comorbidities) may impact on occupational performance. You make like to photocopy a picture of an occupational

11
therapy model and put all of the known information about your client under the model’s headings.

- An initial interview report based on the information gather from the case study. The report should be based on a
format consistent with that seen on clinical fieldwork and be based on a model. The initial interview report should
identify the client’s occupational performance problems, their goals, and a plan for therapy.

- A table containing all of the assessments you are using, your justification as to why you selected the assessment,
their psychometric properties, your client’s baseline scores, and the interpretation of their findings.

- A page of occupational performance problems for the client/carer.

- A page with client/carer’s goals clearly outlined in layman’s terms and justification for these goals.

- A table containing the interventions you have selected, your rationale for selecting the intervention, the evidence
which supports your choices and justification as to how it meets your client’s occupational performance problems and
goals.

- A table containing all of the outcome measures you are using, your justification as to why you selected the
assessment, their psychometric properties, the time points of use/sessions you will complete them in, your client’s
score, and the interpretation of their findings.

- A table outlining how you will measure client goal’s.

WHAT TO BRING TO THE VIVA

1. A signed cover sheet.

2. A list of references which support your treatment plan. These references should only refer to the evidence used
to guide your assessment, interventions, and outcome measurement. Your references should be broken up under
the headings of: diagnosis, assessment, intervention, outcome measure, with references being placed in alphabetical
order, as per APA 7th edition, under each relevant heading

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Marking Criteria:
VIVA Marking Criteria: 40 MARKS
Criteria Unsatisfactory (F)
IMPLICATION OF DIAGNOSIS Poor explanation of impact of
(3 Marks) diagnoses and/or co-morbidities on
occupational performance.
0-1
ASSESSMENT Assessments are not suitable for
(8 Marks) client or do not enhance
knowledge about client.
Has difficulty supporting choices
with sound clinical reasoning.
Client assessment scores may not
be reported and/or student fails to
interpret findings or there are
major errors in clinical
interpretation of results.
0-3.5
PROBLEM IDENTIFICATION (3 Unable to identify all relevant
Marks) client problems identified problems
0-1
OCCUPATIONAL Unable to write 2 occupational
PERFORMANCE PROBLEM performance statements or
STATEMENT determine a plan for therapy based
(4 marks) on identified problems.
0-1.5
GOAL SETTING Goals are inappropriate for client.
(4 Marks) Goals do not comply with SMART
goal format and/or may contain
more than 2 errors.
0-1.5
INTERVENTION (10 Marks) Interventions are not suitable for
the client.
Interventions would not achieve
established goals.
Difficulty supporting choices with
sound clinical reasoning or
authoritative evidence.
0-4.5
Re-Evaluation Does not discuss whether goals
(6 Marks) have been met or determined.
Outcome measures are not
appropriate to measure OT
intervention.
Measures are not be used at
appropriate times or reported
and/or cannot interpret findings.
No indication of next step within
OT process.
Has difficulty supporting choices
with sound clinical reasoning.
0-2
PLAN CONGRUENCE (2 Marks) Treatment plan does not
demonstrate congruence between
problems /assessments / goals
/interventions and evaluation.
0-0.5
The viva will not be marked without the submission of a reference list.
13
Meets expectations (P/C)
Able to identify the implications of
the client’s diagnoses on their
occupational performance.
1.5-2
Assessment was appropriate for
the client’s occupational problems,
age and situation using clinical
reasoning to support choices.
Reasoning consider either
psychometric properties or clinical
utility.
May lack discussion of evidence to
support choice of standardised vs
non-standardised assessment/s.
Client assessment scores are
reported but there may be minor
errors in clinical interpretation of
results.
4-6
Most occupational therapy
problems are identified
1.5-2
Writes 2 occupational performance
statements with minor errors.
Plan relates to resolution of
identified problems. The cause of
the problems is linked to the
assessment findings.
2 - 2.5
Goals are appropriate to client and
match identified problems.
Goals comply with SMART goal
format, however may contain an
error.
2 - 2.5
Interventions are superficially
described but are suitable to
address identified goals.
Uses clinical reasoning and limited
evidence to support choices.
5-7.5
Discusses goals and how these
have been measured.
Outcome measures used are
suitable to measure intervention.
Measures are taken at appropriate
time points May have difficulty
with interpretation of finding.
Identifies appropriate next step
within OT process.
Provides some justification for use
of selected outcome measures.
3-4
Consistency between problems
/assessments / goals
/interventions and evaluation.
There may be some gaps between
aspects of the plan.
1 1.5-2
Exceeds expectations (D/HD)
Comprehensive explanation of the
client’s diagnoses on occupational
performance & prognosis.
2.5-3
Demonstrates a systematic
analysis of available assessment
options and articulates choices of
standardised vs non-standardised
assessments based on sound
clinical reasoning/evidence.
Reasoning considers both
psychometric properties as well as
clinical utility.
Client assessment scores reported
and correctly interpreted.
7-8
All occupational therapy problems
are identified.
2.5-3
Writes 2 occupational performance
statements without error.
Plan systematically addresses
identified problems. The cause of
the problem is well linked to the
assessment findings.
3-4
Goals are well linked to client’s
occupational performance.
Goals comply with SMART goal
format, have no errors, are
appropriate to client, and clearly
linked to the client’s occupational
performance problems.
3-4
Discussion about interventions
demonstrates systematic analysis
of available options and articulates
choices based on sound clinical
reasoning and authoritative
evidence.
Plan is described in depth and
demonstrates a consideration of a
range of factors that influence
older adults.
8 - 10
Discusses goals with highly
considered measures.
Outcome measures are highly
suited to measure intervention.
Measures are taken at appropriate
times. Correct interpretation of
findings.
Details next step within OT
process with clear rationale.
Discussion about outcome
measurement demonstrates
systematic analysis of available
options and articulates choices
based on sound clinical
reasoning/evidence.
5-6
Systematic treatment plan which
demonstrates a sound ability to
manage a complex client.
Congruence throughout the
treatment plan.
Deductions

Professional attire not worn to viva - minus 2 marks.

2 -3 referencing errors - minus 1 mark

More than 4 referencing errors - minus 2 marks.

14
2.4.3 Palliative Care Case Study and Client Treatment Plan

Weight: 30%
Type of Collaboration: Individual
Due: 11:59PM Sunday 3rd October 2021
Submission: Turnitin via vuws
Format: You will complete a case study which will be the basis for your client treatment plan
(Template will be provided on vUWS)
Length: 1,200 words
Curriculum Mode: Case Study

This assessment requires you to manage the care of an older adult with a palliative condition, as an occupational
therapist within a public health context. It enables you to develop skills in patient assessment and identification of
problems, goal setting and intervention planning, incorporation of evidence based practice (EBP), clinical evaluation
and clinical reasoning.
You will complete a case study which will be the basis for your client treatment plan. This plan should follow the
occupational therapy process and will centre around your:

- Understanding of your client’s diagnoses and how these would impact on performance

- Ability to apply an occupational therapy model to clinical practice

- Ability to accurately identify client problems that could be addressed by an occupational therapist

- Ability to formulate a comprehensive occupational therapy plan which demonstrates consideration of the clinical
setting, time frames for therapy, client’s wishes and therapist skill level.
The assessment criteria for the case study is outlined below and will be discussed in further detail in class. Please
read it carefully to determine what is required to maximise marks on this assessment.
COMPONENTS OF THE ASSESSMENT:

An overview of the case study: Henry.

You have been referred Henry, who was recently admitted for pain management to the palliative care ward. He has
previously had chemotherapy for Stage 2 lung cancer. Two days ago he was informed that his cancer had reoccurred.
He now has Stage 4 lung cancer and his condition is palliative. Doctors are expecting rapid deterioration. He has
since been discharged into the community and lives with his 86 year old wife Ethel. Your role as Henry’s community
occupational therapist is to develop an intervention plan which enables him to continue to live until he dies.

Full details for these case study will be available on vUWS.

You will follow the occupational therapy process to develop a treatment plan for Henry. To do this, you will first
need to listen to the audio recording of the initial interview and read the provided medical notes. To enhance your
learning you may like to use an initial interview form that you have seen on clinical placement, or use the one placed
on vUWS, to help you organise the case study content. This will assist you to organise your client’s information
obtained from the case study and to identify key problems.
You should base the way that you organise your client’s information on an occupational therapy theoretical model of
practice. To pass you will need to be able to answer the following questions about your client at a satisfactory level:
- Implication of client’s diagnosis:

You will demonstrate an understanding of your client’s diagnosis and be able to discuss any implications that this
may have on your client’s occupational performance.

Describe how their diagnosis may impact their occupational performance specifically regarding their self-care, pro-
ductivity, and leisure roles. Be specific about how occupational performance issues may impact your client (think
holistically regarding your client: biologically, socially, psychologically, etc. and how this may change over time).

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Describe how your client’s environment enables or creates barriers for them.

Tip: Use the chosen OT model to guide your discussion here, ie, topic headings would match the model, language
used would be appropriate to the model. For example, the outcome of the CMOP-E is occupational performance an
engagement. If you were using the MOHO you would be talking about occupational adaptation. Also ensure you
understand how a client’s co-morbidities may impact occupational performance.
- Application of an occupational therapy theoretical model to the client.

You will select one occupational therapy theoretical model and be able to justify why you selected its use for your
client. You will discuss how this approach guides the assessment and intervention practices that you will take with
your client. You should show your reasoning with regard to the choice of model focussing on how the identified
aspects of the model relates to occupational therapy theory and practice.

Tip: Do not describe the model, rather demonstrate how this model is the best fit for your client. Your choice of
model should be obvious when identifying your occupational performance problems and explaining your treatment
plan. Also make sure you are using the most current version of your selected OT model and use the language of the
model.
- Assessment

You will describe the methods you would use to assess the impact of your client’s diagnosis on their occupational
performance. These may be standardised or non-standardised assessments, or a combination of both, and should
enhance rather than duplicate any assessments already completed.

You should justify your final choice of assessment/s used with your client, and state how the person scored during
their baseline assessments and interpret what this score means. These additional assessments should provide a more
accurate understanding of the client’s occupational performance problems and needs. For example, if the client
reports difficulty completing cooking tasks, you might wish to subjectively observe this through a meal preparation
assessment, or alternatively through an objective standardised assessment.
Tip: Fill out the assessment form and make sure you can explain what the assessment finding means for your client.

- Identification of occupational performance problems from the initial interview and medical records.

It is anticipated that there will be several occupational therapy problems identified for your client. Initially you will
determine what these occupational performance problems are, and then identify the top two occupational performance
problems that you will address during therapy. These should be clearly stated on your treatment plan and relate to
the goals you set. Ensure that the problems selected are occupational therapy specific - that is, it is an aspect of the
client’s occupational performance that your intervention could make a positive change on.

Mobility is NOT a typical occupational therapy role and should therefore not be the focus of the occupational therapy
treatment program.

When formulating an occupational problem please ensure that you have included the occupation that has been
restricted/impaired/limited/ceased and the cause of the problem. For example, occupational performance problems
may look as follows:

1. Mrs X is unable to shower independently due to her inability to transfer over the shower hob and maintain her
standing balance.

2. Mrs X is unable to legibly complete Centrelink forms due to low muscle tone in her upper limb and poor fine
motor coordination in her hands.

3. Mr Y is unable to perform his work role as a butcher due to back pain after prolonged periods of standing.

The identification of problems allows you to demonstrate your ability to identify relevant information and to present
it in a format congruent with occupational therapy theory and with a clinical focus.

You should give consideration to the clinical setting of your client to ensure that your plan is achievable within length
of stay time frames and clinical caseloads (such as acute care, palliative care or community care).

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- Goal Setting.

Next you will determine your client’s goals for treatment. Ensure that goals specifically address the problems identified
in the initial interview report. For example, the treatment program should not focus on pressure care if you have not
identified that the client has/is at risk of pressure areas.

You should set two goals for your client which stem from your assessment findings. Remember that your goals
should be SMART (Specific, Measurable, Achievable, Relevant and Time bound). Please present your goals using
the SMART goal format when writing your treatment plan. Tip: See vUWS for more details as to how to write a
SMART goal correctly.

Your client’s goals should also consider the clinical setting of the client - for example, if the client is in the community
setting, goals could be more long-term, based on the expectation that therapy would be able to continue over an
extended period of time.
- Intervention

From the information you have gather you will need to develop an occupational treatment plan - that is, what would
need to happen with your client and/or their carers in subsequent occupational therapy sessions. (Please note for
your written treatment plan it is assumed you have completed all of your baseline assessments).

Your intervention/s should be directly related to your identified occupational performance problems and goals. You
may choose to select one (complex) problem/goal to address or two (simpler) problems/goals to work on.

You will produce a treatment plan of five sessions. You should consider what interventions are relevant to the therapy
setting, and would interventions would need to be provided to ensure the client achieves identified goals within the
relevant time frame prior to death. You also need to consider the time schedule implementation of the intervention.
Interventions may occur over several sessions, days and/or weeks.

Your treatment plan should include:

- length of sessions,

- what equipment might be needed,

-where sessions are held,

- who should be present,

- the actual intervention in detail

- how this intervention is specific to your client

Interventions should also flow in a logical order where clients are provided with basic skills and knowledge before
moving on to more complex tasks.
Your intervention plan will be based on authoritative evidence or sound clinical reasoning in the absence of evidence.
It will provide your assessor with an overview of your client’s occupational problems, goals, assessments, and inter-
ventions you will complete in order to achieve your client’s goal/s and meet their needs.
- Re-evaluation

In this you will need to answer the following questions:

1. How will I know if my client has reached their goal (s)? refer back to the goals set and outline how they were
measured and the outcome.

2. How will I know that my intervention was effective? Provide the scores of the outcome measures.

3. What will I do next? Do you need to continue OT with the same or different goal? Will OT be ceased?
Provide the scores of the outcome measures.

The outcome measure/s you select will have been used at appropriate time points during your intervention period
and will consider whether the outcome measure/s: are sensitive enough to detect change; have been used with this

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client population before; norm-referenced or criterion-referenced based. It should also determine the clinical utility of
the outcome measure and whether your client is capable of completing the tool. Tip: Your written treatment plan
should include in-text references to support your intervention choices. These should be authoritative, evidence-based
journal article references.
References will not be included in your word count.

Resources:

Your class notes, and recommended readings can be used as a starting point for your preparation. You will also need
to completing literature searches on electronic databases in order to find relevant evidence-based articles to support
your intervention choices.
- Please see vUWS for a variety of resources to support this assignment.

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Marking Criteria:
Palliative care Case study and client treatment plan - Marking Criteria: 30 MARKS
Criteria Unsatisfactory (F)
IMPLICATION OF DIAGNOSIS Poor explanation of impact of
(2 Marks) diagnoses and/or co-morbidities on
occupational performance
0-0.5
MODEL APPLICATION Fails to apply an OT model of
(3 Marks) practice to the case study or has
difficulty with application. Ie only
describes model
0-1
ASSESSMENT Assessments are not suitable for
(5 Marks) client or do not enhance
knowledge about client
Client assessment scores may not
be reported and/or student fails to
interpret findings or there are
major errors in clinical
interpretation of results
0-2
PROBLEM IDENTIFICATION (2 Unable to identify all relevant
Marks) client problems identified problems
0-0.5
OCCUPATIONAL Unable to write 2 occupational
PERFORMANCE PROBLEM performance statements or
STATEMENT determine a plan for therapy based
(2 marks) on identified problems
0-0.5
GOAL SETTING Goals are inappropriate for client
(2 Marks) Goals do not comply with SMART
goal format and/or may contain
more than 2 errors
0-0.5
INTERVENTION Interventions are not suitable for
(7 Marks) the client
Interventions would not achieve
established goals
0-3
Re-Evaluation Does not discuss whether goals
(5 Marks) have been met or how they will be
measured
Outcome measures are not
appropriate to measure OT
intervention and/or are not used
at appropriate times
Student does not report timing of
outcome measure, and/or findings
and/or cannot interpret findings
0-2
PLAN CONGRUENCE (2 Marks) Treatment plan does not
demonstrate congruence between
problems /assessments / goals
/interventions and evaluation
0-0.5
Deductions
10% (5 Marks) are deducted each day for late assignments
2 marks deducted for every 100 words exceeding the 1200-word limit
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Meets expectations (P/C)
Able to identify the implications of
the client’s diagnoses on their
occupational performance
1 1.5-2
Sound application of an OT model
to the case study
Able to articulate how model
shapes assessment and
intervention
1.5-2
Assessment was appropriate for
the client’s occupational problems,
age and situation
Client assessment scores are
reported but there may be minor
errors in clinical interpretation of
results
2.5 -4
Most occupational therapy
problems are identified
1 1.5-2
Writes 2 occupational performance
statements with minor errors
Plan relates to resolution of
identified problems
1 1.5-2
Goals are appropriate to client and
match identified problems
Goals comply with SMART goal
format, however may contain an
error
1 1.5-2
Interventions are superficially
described but are suitable to
address identified goals
Plan consider some factors that
influence the client and their
situation
3.5 - 5
Discusses goals and how these
have been measured.
Outcome measurements used
would be suitable to measure
intervention. Measures are taken
at appropriate time points
May have difficulty with
interpretation of finding
2.5 -4
Consistency between problems
/assessments / goals
/interventions and evaluation.
There may be some gaps between
aspects of the plan
1 1.5-2
Exceeds expectations (D/HD)
Comprehensive explanation of the
client’s diagnoses on occupational
performance & prognosis
Can systematically describe and
apply model to the case study
Displays strong clinical reasoning
in application
2.5-3
Assessment was highly appropriate
for the client and considers all
factors influencing assessment
choice.
Client assessment scores reported
and correctly interpreted
4.5 - 5
All occupational therapy problems
are identified
Writes 2 occupational performance
statements without error
Plan systematically addresses
identified problems
Goals are well linked to client’s
occupational performance
Goals comply with SMART goal
format, have no errors, are
appropriate to client, and clearly
linked to the client’s occupational
performance problems
Discussion about interventions
demonstrates systematic analysis
of available options
Plan is described in depth and
demonstrates a consideration of a
range of factors that influence the
client and their situation
5.5 -7
Discusses goals with highly
considered measures
Discussion about outcome
measurement demonstrates
systematic analysis of available
options
Measures are taken at appropriate
times.
Correct interpretation of findings
4.5 - 5
Systematic treatment plan which
demonstrates a sound ability to
manage a complex client.
Congruence throughout the
treatment plan
1 mark deducted for 2 -3 referencing errors

2 marks deducted for more than 4 referencing errors.

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2.5 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this Unit. Turnitin is accessed via logging into
vUWS for the Unit. If Turnitin is being used with this Unit, this means that your assignments have to be
submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that
identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic
writing skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Pro-
quest, Emerald and Sage)

– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this Unit or product has been submitted by
yourself in another (previous or current) assessment from any Unit, except where appropriately referenced, and
with prior permission from the Lecturer/Tutor/Unit Coordinator of this Unit.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy

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Extension of Due Date for Submission

A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively.

To apply for an extension of assessment, please go to https://www.westernsydney.edu.au/currentstudents/current_

students/forms for guidance on how to lodge a request for consideration by the Unit Coordinator/Convenor. Extension
requests can be lodged before, on or no later than 5.00pm two working days after the due date of the assessment
task.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Application for Special Consideration

It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have
suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance
at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration via the
Western Sydney University website. http://www.westernsydney.edu.au/currentstudents/current_students/services_
and_facilities/special_consideration2 or the Student Centre/Sydney City Campus Reception. Special Consideration
is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your
lecturer will give you more information on how this must be done.

Supplementary Assessments

A student may be eligible to apply for a supplementary assessment after the official notification of final unit results.
Please see the Procedures Section of the WSU Assessment Policy for details of eligibility and the application process.

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 3 Teaching and Learning Activities

Weeks Assessments Due

Week 1 Ageing, ageism and culture  
19-07-2021
Week 2 Biopsychosocial changes associated with ageing
26-07-2021
Week 3 Common diagnoses affecting occupational performance 
02-08-2021
Week 4 Occupational performance areas, vulnerability, RACF
09-08-2021

Week 5 Ageing and Disability

16-08-2021
Week 6 Carers and Active Ageing
23-08-2021
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Week 7 Health promotion and Driving

30-08-2021
Week 8 Palliative care  - Intra-Session Examination
06-09-2021
Week 9 No workshops
13-09-2021
Week 10 Palliative care 
20-09-2021
Week 11 Evaluating age related occupational performance problems - Palliative Care Case Study and Client Treatment Plan
27-09-2021
Week 12 Occupational therapy interventions for age related occupational
04-10-2021 performance problems

Week 13 Occupational therapy interventions for age related occupational

11-10-2021 performance problems
 Weeks Assessments Due
Week 14 Occupational re-evaluation for age related occupational performance
18-10-2021 problems

Week 15 No Workshops
25-10-2021
Week 16 No Workshops - Case study and Treatment Plan
01-11-2021
Week 17 No Workshops
08-11-2021

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Unit’s vUWS site.
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4 Learning Resources

4.1 Recommended Readings

Essential Reading

Barney, K.F. & Perkinson, M.A. (2016). Occupational therapy with ageing adults. St Louis: Elviser.

Bernoth, M. & Winkler, D. (2017). Healthy ageing and aged care. Victoria, Australia: Oxford Press.

Additional Reading

Arnott, G. (2005). Working in aged care and disability services. Croydon: Tertiary Press.

Atwal, A & McIntyre, A. (Eds). (2013). Occupational therapy and older people (2nd ed.). Oxford, United Kingdom:
Blackwell Publishing.

Bonder, B.R., & Bello-Haas, D. (Eds.) (2009). Functional performance in older adults (3rd ed.). Philadelphia, F. A.
Davis

Lewis, S. C. (2003). Elder care in occupational therapy (2nd Ed.) Oxford: Slack Incorporated.

Minichiello, V., & Coulson, I. (Eds.) (2005). Contemporary issues in gerontology: Promoting positive ageing.
Sydney: Allen & Unwin.

Mountain, G. (2004). Occupational therapy with older people. London: Whurr Publishers.

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