OCCTH 2003 - Rural Health and Occupational Therapy Practice

North Terrace Campus - Semester 1 - 2024

In this course students will expand their knowledge of the Australian rural health context, as well as be introduced to concepts in rural health practice. Using a public health framework, students will explore differences between rural and urban health status and the relationship to broader social determinants of health. In doing so, the implications for health policy, rural health service delivery and professional practice are examined. Students also have the opportunity to review discipline-specific professional practice in a rural setting.

  • General Course Information
    Course Details
    Course Code OCCTH 2003
    Course Rural Health and Occupational Therapy Practice
    Coordinating Unit Occupational Therapy
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites OCCTH 1000
    Corequisites OCCTH 2002
    Restrictions Bachelor of Occupational Therapy (Hons)
    Assessment Final examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Mrs Lisa Porter

    Course Coordinator: Lisa Porter
    Phone: +61 8 8313 3891
    Email: lisa.porter@adelaide.edu.au
    Location Level 4, Engineering & Maths Sciences Building
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Analyse differences in health outcomes between rural and metropolitan Australians.
    2 Compare and contrast healthcare service delivery approaches in rural and metropolitan communities and discuss how these impact on occupational therapy practice.
    3 Demonstrate and reflect on professional behaviours, self-management skills and communication as outlined in the SPEF-R2.
    4 Discuss and critically reflect on observations of occupational therapy practice.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3, 4

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3, 4

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    2, 3, 4

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    3, 4

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1, 2, 3, 4

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    1, 2

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3, 4
  • Learning Resources
    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include lectures (both face to face and on-line), tutorials (with a focus on scenario-based learning) and self-paced online activities. It will also include an observational placement in a rural, regional, remote, peri-urban or metropolitan setting. There will be a guided reflection on placement experiences and the opportunity for students to compare and contrast placement contexts. 


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Lectures: 12 x 1 hour = 12 hours
    Tutorials: 12 x 2 hours = 24 hours
    Placement: 48 hours total
    Examination: 1 x 2 hours = 2 hours
    Preparation for Tutorial Sessions: 1 hour per session = 12 hours
    Preparation for Assessment Tasks = 25 hours
    Weekly reading: 2 hours per week = 12 hours
    Online modules: 2 hours per week = 24 hours
    TOTAL = 159 hours
    Learning Activities Summary
    Modules include the following content:

    • The main sources of data relevant to the population and health status of rural and metropolitan Australians
    • Social determinants including social determinants of Indigenous health impacting on health in rural and metropolitan contexts
    • An introduction to the different health systems and social contexts in which occupational therapists provide services
    • Strategies to support successful practice in rural and metropolitan contexts
    • An introduction to approaches used in different fields of occupational therapy practice
    Specific Course Requirements
    Students are expected to complete an 8-day observation of occupational therapy practice. This may take place either one day a week on a day that is timetabled, where the student can travel to and from the placement; or over a two-week block in the mid-semester break, where the placement is more remote.

    Students will need to cover the costs of their travel. They may also need to cover costs of accommodation and incidental expenses throughout their placement experience, if the placement is more remote. All students must comply with the clinical placement requirements as outlined on the Faculty of Health and Medical Sciences website and the incidental fee schedule (e.g. criminal history check, police clearances, immunisations). Students must purchase University of Adelaide uniforms (shirt and name badge).

    In the event that covid restrictions (or illness) prevent students from undertaking a placement, some of the tasks can be undertaken using alternative tasks instead of placement.

    Students will be given the opportunity to express a preference for up to three placement sites. Every effort will be made to accommodate these preferences, but it may not be possible in every case.

    This placement will count towards the required 1000 hours for occupational therapy registration.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Continuous Assessment (scenario-based learning)

    Response to scenario 1: 15%
    Response to scenario 2: 15%
    Response to scenario 3: 15%
    Response to scenario 4: 15%

    Professionalism, self-management and communication: 10%
    Summative 70% 1,2,3
    Assignment (written reflection) Summative 30% 3,4
    Placement hours Formative and summative
    (hurdle assessment)
    0% 3,4

    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Related Requirements
    Placement Requirements (0%) Hurdle: Students must complete a pre-placement checklist evidencing readiness for placement. Students must complete 48 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 6 hours of missed placement due to illness or other extenuating circumstances).
    Assessment Detail
    Continuous Assessment
    Within each fortnightly workshop, students will be required to use professional reasoning skills to define a set of 'learning issues' for a different scenario relating to rural health and occupational therapy practice. Each student will be assessed on several in-class presentations addressing different learning issues. Students will also provide evidence and be given feedback on how they have demonstrated professionalism, self-management and communication as outlined in the SPEF-R2. 

    On completion of their placement, students will undertake a self-reflection on strengths and areas for development against three competencies from the SPEF-R2 (professional behaviour, self-management skills and communication). Individual feedback will be provided to each student via MyUni within timeframes specified by the University. 

    Placement Requirements (0%) Hurdle
    Students must complete a pre-placement checklist evidencing readiness for placement. Students must complete 48 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 6 hours of missed placement due to illness or other extenuating circumstances).

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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