Learning contract templateStudent Name:
Date of Fieldwork:
Learning Contract
What do I need to learn?
Learning Objectives
What resources and
strategies are
required/available to meet
these objectives?
What will I need to do to
achieve my learning?
Demonstrate progress
against the objectives.
Examples: assessment
manuals, fieldwork
educator, client
OCC421 Transition to Practice – Learning Contract Template
What evidence can
demonstrate to my
fieldwork educator that I
have achieved my learning
and met my objectives?
What time is required
for this objective to be
achieved?
Time line/Target Date
Validation of progress.
OCC421 Transition to Practice – Learning Contract Template
OCC421 Transition to Practice – Learning Contract Template
Assessment Task 4 ± 1 x 2,000-word Learning Contract
Due Date:
Due by 23:00, Thursday 3rd March 2022. Week 7
You will complete a learning contract that outlines your learning
needs based on academic achievements, previous fieldwork
placements, and identified learning gaps. You will use previous
Student Practice Evaluation Forms and the Australian Minimum
Competency Standards for New Graduate Occupational Therapists
(OT Australia, 2018) to identify your learning needs. You will gain
insight into the attributes of an internship that will best meet your
learning needs, and competencies to be achieved in your internship.
You will have 6-8 learning objectives and include details about how
Brief description of
and when the objectives will be achieved during your internship.
the task:
The objectives should be based on the competency standards and
not tailored to a specific type of internship.
Learning contracts are agreements negotiated between students and
their supervisors to facilitate effective learning whilst an intern. They
involve students in negotiating their learning objectives, the methods
by which these objectives will be met and the means by which their
achievement can be assessed.
Pay close attention to feedback from peers before submitting your
final learning contract for marking. Please refer to the marking
criteria before submitting.
Word limit:
2,000 words ± 10%
Weighting:
40% of final grade.
Written report using the recommended structure.
Presentation
Words above or below the word count will cause 5 marks
requirements:
deduction. Any collusion or plagiarism will equal zero as per
guidelines
Estimated return
date:
Marking Criteria:
Grade will be available four weeks from the date of submission.
Refer to attached document.
23
OCC421 Transition to Practice
AT4 ± Learning Contract Template
Student Name:
Date of Fieldwork:
Learning Contract
What do I need to learn?
(Objective with justification)
What resources and
strategies are
required/available to meet
these objectives?
What will I need to do to
achieve my learning?
What evidence will
demonstrate that I have
achieved my learning and met
my objectives?
What time is required for
this objective to be
achieved?
Learning Objectives (6-8)
Examples: assessment
manuals, external courses,
supervisor, client, colleagues
Demonstrate progress against
the objectives.
9DOLGDWLRQRISURJUHVV³+RZ
do I know that I have achievd
P\REMHFWLYHV”´
Timeline/Target Date. Will
include breakdown of
achievable tasks with
timeframes.
Justification: Include
statement about why this
learning objective is important
and cite the section of the
Australian Minimum
Competency Standards for
New Graduate Occupational
Therapists (OT Australia,
2010).
24
OCC421 Transition to Practice
AT4 – Marking Criteria: Learning Contract
Name: ………………………………………………………………………………………….
Student number: ………………………………………………………………
CATEGORY
A (9-10 marks)
B (8-8.9 marks)
C (7-7.9 marks)
D (6-6.9 marks)
Selection and
justification of
objectives:
Clarity and
appropriateness
of learning
objectives with
justification of
selection.
All objectives
are specific,
measurable and
achievable.
Demonstrates a
balance of
knowledge-,
attribute- and
skills-based
objectives.
All objectives
are based on the
Australian
Minimum
Competency
Standards for
New Graduate
Occupational
Therapists
(Competency
Standards).
All objectives
are set at an
appropriate
level for 4th year
placement.
Provides a
sound rationale
for choice with
each of the 6-8
Most objectives are specific,
measurable and achievable.
Demonstrates some balance
of knowledge-, attribute- and
skills-based objectives.
At least five of the objectives
are based on the Competency
Standards.
All objectives are set at an
appropriate level for 4th year
placement.
Provides sound rationale for
choice of most objectives.
Some objectives are
specific, measurable and
achievable.
Demonstrates mild balance
of knowledge-, attributeand skills-based objectives.
At least four of the
objectives are based on the
Competency Standards.
All objectives are set at an
appropriate level for 4th year
placement.
Rationale for choice of
objectives is reasonable
although lacks some clarity.
A few objectives are specific,
measurable and achievable.
Demonstrates a minimal
balance of knowledge-,
attribute- and skills-based
objectives.
At least three of the
objectives are based on the
Competency Standards.
All objectives are set at an
appropriate level for 4th year
placement.
Basic rationale is provided
for choice of objectives
although lacks clarity or
some logical justification.
(10 marks)
F- needs more work
10
mistakes (min. two
references).
Poorly written, weakly
structured and unprofessional
document, which is
significantly under or over the
word limit (+/-20% or more).
No relevant academic
references are incorporated, or
formatting is clearly
inconsistent with APA 6th
referencing guidelines.
27
OCC421 Transition to Practice
(10 marks)
headings are
used to signpost
content.
References are
in APA 6th
referencing
style (min. five
references).
references).
Comment
Final Grade:
/ 50
0DUNHU«««««««««««««««««««««««««««««««« ‘DWH««««««««««««««
28
OCC421 Transition to Practice
Australian
occupational therapy
competency standards
2018
20 February 2018
A snapshot
Australian occupational therapy
competency standards (AOTCS) 2018
Standard 1:
Professionalism
An occupational therapist
practises in an ethical, safe,
lawful and accountable
manner, supporting client
health and wellbeing
through occupation
and consideration of the
person and their
environment.
Standard 2:
Knowledge and learning
An occupational therapist’s
knowledge, skills and behaviours
in practice are informed by relevant
and contemporary theory, practice
knowledge and evidence, and
are maintained and developed by
ongoing professional development
and learning.
Standard 3:
Occupational therapy
process and practice
Standard 4:
Communication
An occupational therapist’s
practice acknowledges the
relationship between health,
wellbeing and human occupation,
and their practice is clientcentred for individuals,
groups, communities and
populations.
Occupational therapists practise
with open, responsive and
appropriate communication
to maximise the occupational
performance and engagement of
clients and relevant others.
Australian occupational therapy competency standards 2018
1
Contents
A snapshot: Australian occupational therapy
competency standards (AOTCS) 2018
1. Introduction
1
3
Background to the Australian occupational therapy
competency standards (AOTCS) 2018
3
Aboriginal and Torres Strait Islander Peoples and
cultural diversity
4
Format of the competency standards
4
Uses of the competency standards
5
Review
5
2. Competency standards
6
Standard 1: Professionalism
6
Standard 2: Knowledge and learning
7
Standard 3: Occupational therapy process and practice
8
Standard 4: Communication
9
3. Supporting resources
10
List of abbreviations
10
Glossary
10
References
13
Links to relevant agencies and documentation
14
Australian occupational therapy competency standards 2018
2
1. Introduction
Background to the Australian occupational therapy competency standards (AOTCS) 2018
The Australian occupational therapy competency standards (the competency standards) were
commissioned by the Occupational Therapy Board of Australia (the National Board) through
the Australian Health Practitioner Regulation Agency (AHPRA). They describe the standards
expected for competent practice by occupational therapists for registration and for regulation
of the profession by the National Board. They are also intended for use by employers, education
providers, individual practitioners and consumers of occupational therapy services.
The current competency standards represent a broadening of the previous Australian minimum
competency standards for new graduate occupational therapists (ACSOT) 2010, which were
primarily focused on entry to the profession. Since the development of the ACSOT, there has
been a significant increase in the practice contexts in which occupational therapists engage
with consumers of their services. The current competency standards incorporate the diversity of
roles and contexts that now exist in occupational therapy practice.
Summary of activities and outcomes from the competency standards review cycle
1994
The Australian competency standards for entry level occupational therapists
developed by Occupational Therapy Australia.
2007
Research study Mapping the future of occupational therapy education in the
21st century: Review and analysis of existing Australian competency standards
for entry-level occupational therapists and their impact on occupational
therapy curricula across Australia undertaken with funding from the
Australian Learning and Teaching Council.
2010
Australian competency standards for for new graduate occupational therapists
(ACSOT) developed and ratified by Occupational Therapy Australia (OTA).
2011
Occupational Therapy Board of Australia established under the National
Accreditation and Assessment Scheme on 1July 2011.
2012
Occupational therapists were registered across Australia for the first time
on 1 July 2012.
2015
Occupational Therapy Board of Australia initiated a project to review
ACSOT in light of new regulatory environment for occupational therapists.
2016-2017
Extensive preliminary and public consultation with key and interested
stakeholders.
December 2017
Australian occupational therapy competency standards (AOTCS) 2018
endorsed by the National Board.
February 2018
Australian occupational therapy competency standards (AOTCS) 2018
launched.
These competency standards were developed following extensive and wide-ranging
consultation with the profession, educators, the National Board’s accreditation authority,
members of the public and consumers of occupational therapy services. The National Board
would like to particularly acknowledge the contribution of the expert opinion provided by its
Competency Standards Reference Group and Competency Standards Advisory Panel, as well
as the invaluable contributions provided by the National Aboriginal and Torres Strait Islander
Occupational Therapy Network, Indigenous Allied Health Australia and AHPRA’s Community
Reference Group.
Australian occupational therapy competency standards 2018
3
Aboriginal and Torres Strait Islander Peoples and cultural diversity
These competency standards have evolved within a particular cultural and social timeframe
in Australia. The competency standards recognise that Aboriginal and Torres Strait Islander
Peoples are the Traditional Custodians of this country and hold many cultural values and beliefs,
which are diverse, complex and evolving.
The history of colonisation and its adverse effects for Aboriginal and Torres Strait Islander
Peoples, such as the breakdown of culture, experiences of racism and the impacts of past
government, must be acknowledged to ensure the delivery of safe, accessible and responsive
occupational therapy services. Cultural responsiveness and capabilities for practice with
Aboriginal and Torres Strait Islander Peoples assist with supporting their self-determination
and quality of life. Evidence indicates that Aboriginal and Torres Strait Islander Peoples are
more likely to access health services where, among other things, providers communicate
respectfully, and have awareness of underlying social issues and culture.1 These competency
standards specifically acknowledge the need for occupational therapists to enhance their
cultural responsiveness and capabilities for practice with Aboriginal and Torres Strait Islander
Peoples.
Australia has a longstanding history of migration, and this contributes to its culturally and
linguistically diverse population. The need for respectful, collaborative, safe and culturally
responsive practice is supported in these competency standards, where occupational therapists
recognise that historical, political, cultural, societal, environmental and economic factors
influence clients’ health, wellbeing and occupational participation. The competency standards
demonstrate commitment to working collaboratively across different cultural and social groups.
Relevant bodies and organisations in Australia also have standards, laws and codes that apply
to occupational therapists, and these continue to be supported by the competency standards.
These documents are referenced in the section Links to relevant agencies and documentation.
Occupational therapy is a client-centred profession concerned with promoting health and
wellbeing through occupation not only for individuals but also for families and communities.
The competency standards reflect the use of an occupational therapy process that focuses on
the clients’ personal, occupational and environmental enablers and barriers to promote health,
wellbeing and occupational participation.
Format of the competency standards
The competency standards were developed through consultation with the profession, the public
and other relevant bodies. They focus on four conceptual areas of occupational therapy practice,
namely: professionalism; knowledge and learning; occupational therapy process and practice;
and communication.
Each of the four competency standards is further described by a number of practice behaviours.
The practice behaviours communicate to an occupational therapist and the public the expected
behaviours an occupational therapist should demonstrate under each competency standard.
Terms used in this document are defined in the Glossary. Clients of occupational therapists
can also consult these competency standards to understand what practice behaviours they
can expect from occupational therapists. The competency standards describe the level of
competency required for safe practice by an occupational therapist in a range of contexts and
situations.
Australian occupational therapy competency standards 2018
4
Uses of the competency standards
The competency standards apply to all occupational therapists, including those working in
research, education, management or other roles not involving direct contact with clients. Clients
referred to in the competency standards can be individuals, groups, organisations, communities
or populations.
The competency standards have been designed for regulatory use and will be a benchmark for
the standard of practice deemed suitable by the profession. The competency standards also
provide a resource for employers and managers of services about what to expect of a competent
occupational therapy workforce and the safety of their clients. The competency standards may
be used by education providers to underpin programs of study to produce safe and competent
new graduates.
Through the use of these competency standards, the National Board can expect that all
occupational therapists registered in Australia, whether they have qualified in Australia or
overseas, or have re-registered after a break from practice, are safe and competent. The
competency standards apply equally to the wide array of practice settings within which
occupational therapists work and interact with clients. The competency standards and practice
behaviours are not presented in order of importance. Rather, every standard and behaviour is
considered to be equally important and together describe competent practice.
Occupational therapists can reflect upon and discuss with their peers each competency
standard and its associated practice behaviours to develop a shared understanding of the safe
and competent occupational therapy practice required for each practice setting.
Review
The competency standards will be reviewed from time to time as required. This will
generally occur at least every five years.
Date of effect: 1 January 2019
These competency standards replace the previous Australian minimum competency standards
for new graduate occupational therapists (ACSOT) dated September 2010.
Australian occupational therapy competency standards 2018
5
2. Competency standards
Standard 1
Professionalism
An occupational therapist practises in an ethical, safe, lawful and accountable manner,
supporting client health and wellbeing through occupation and consideration of the
person and their environment.
An occupational therapist:
1. complies with the Occupational Therapy Board of Australia’s standards, guidelines and
Code of conduct
2. adheres to legislation relevant to practice
3. maintains professional boundaries in all client and professional relationships
4. recognises and manages conflicts of interest in all client and professional relationships
5. practises in a culturally responsive and culturally safe manner, with particular respect
to culturally diverse client groups
6. incorporates and responds to historical, political, cultural, societal, environmental
and economic factors influencing health, wellbeing and occupations of Aboriginal and
Torres Strait Islander Peoples
7. collaborates and consults ethically and responsibly for effective client-centred and
interprofessional practice
8. adheres to all work health and safety, and quality requirements for practice
9. identifies and manages the influence of her/his values and culture on practice
10. practises within limits of her/his own level of competence and expertise
11. maintains professional competence and adapts to change in practice contexts
12. identifies and uses relevant professional and operational support and supervision
13. manages resources, time and workload accountably and effectively
14. recognises and manages her/his own physical and mental health for safe, professional
practice
15. addresses issues of occupational justice in practice
16. contributes to education and professional practice development of peers and students,
and
17. recognises and manages any inherent power imbalance in relationships with clients.
Australian occupational therapy competency standards 2018
6
Standard 2
Knowledge and learning
An occupational therapist’s knowledge, skills and behaviours in practice are informed by
relevant and contemporary theory, practice knowledge and evidence, and are maintained
and developed by ongoing professional development and learning.
An occupational therapist:
1. applies current and evidence-informed knowledge of occupational therapy and other
appropriate and relevant theory in practice
2. applies theory and frameworks of occupation to professional practice and decisionmaking
3. identifies and applies best available evidence in professional practice and decisionmaking
4. understands and responds to Aboriginal and Torres Strait Islander health philosophies,
leadership, research and practices
5. maintains current knowledge for cultural responsiveness to all groups in the practice
setting
6. maintains and improves currency of knowledge, skills and new evidence for practice by
adhering to the requirements for continuing professional development
7. implements a specific learning and development plan when moving to a new area of
practice or returning to practice
8. reflects on practice to inform current and future reasoning and decision-making and
the integration of theory and evidence into practice
9. maintains knowledge of relevant resources and technologies, and
10. maintains digital literacy for practice.
Australian occupational therapy competency standards 2018
7
Standard 3
Occupational therapy process and practice
An occupational therapist’s practice acknowledges the relationship between health,
wellbeing and human occupation, and their practice is client-centred for individuals,
groups, communities and populations.
An occupational therapist:
1. addresses occupational performance and participation of clients, identifying the
enablers and barriers to engagement
2. performs appropriate information gathering and assessment when identifying a client’s
status and functioning, strengths, occupational performance and goals
3. collaborates with the client and relevant others to determine the priorities and
occupational therapy goals
4. develops a plan with the client and relevant others to meet identified occupational
therapy goals
5. selects and implements culturally responsive and safe practice strategies to suit the
occupational therapy goals and environment of the client
6. seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’
experiences of health, wellbeing and occupations encompassing cultural connections
7. reflects on practice to inform and communicate professional reasoning and decisionmaking
8. identifies and uses practice guidelines and protocols suitable to the practice setting or
work environment
9. implements an effective and accountable process for delegation, referral and handover
10. reviews, evaluates and modifies plans, goals and interventions with the client and
relevant others to enhance or achieve client outcomes
11. evaluates client and service outcomes to inform future practice
12. uses effective collaborative, multidisciplinary and interprofessional approaches for
decision-making and planning
13. uses appropriate assistive technology, devices and/or environmental modifications to
achieve client occupational performance outcomes, and
14. contributes to quality improvement and service development.
Australian occupational therapy competency standards 2018
8
Standard 4
Communication
Occupational therapists practise with open, responsive and appropriate communication
to maximise the occupational performance and engagement of clients and relevant
others.
An occupational therapist:
1. communicates openly, respectfully and effectively
2. adapts written, verbal and non-verbal communication appropriate to the client and
practice context
3. works ethically with Aboriginal and Torres Strait Islander communities and
organisations to understand and incorporate relevant cultural protocols and
communication strategies, with the aim of working to support self-governance in
communities
4. uses culturally responsive, safe and relevant communication tools and strategies
5. complies with legal and procedural requirements for the responsible and accurate
documentation, sharing and storage of professional information and records of practice
6. maintains contemporaneous, accurate and complete records of practice
7. obtains informed consent for practice and information-sharing from the client or legal
guardian
8. maintains collaborative professional relationships with clients, health professionals
and relevant others
9. uses effective communication skills to initiate and end relationships with clients and
relevant others
10. seeks and responds to feedback, modifying communication and/or practice accordingly,
and
11. identifies and articulates the rationale for practice to clients and relevant others.
Australian occupational therapy competency standards 2018
9
3. Supporting resources
List of abbreviations
AHPRA
Australian Health Practitioner Regulation Agency
ACSOT
Australian minimum competency standards for new graduate occupational
therapists 2010
CPD
Continuing professional development
COAG
Council of Australian Governments
ICF
International Classification of Functioning, Disability and Health
OTA
Occupational Therapy Australia
The National Board Occupational Therapy Board of Australia
WFOT
World Federation of Occupational Therapists
Glossary
A client is the direct recipient of occupational therapy services, and may be an individual, family
member, significant other, group, organisation, community or population.2 Family members and
carers may be considered clients in many occupational therapy settings.
Client-centred practice promotes and respects the needs, desires, knowledge, experiences,
beliefs and priorities of the client, and seeks the client’s active participation in service planning,
development and delivery.2
Collaboration involves partnerships in which members work together and use a coordinated
and cooperative approach to solve problems or provide services.2
Effective communication involves listening to, asking for and respecting the views of clients,
informing clients of the nature of and needs for all aspects of care, and giving clients adequate
opportunity to question or refuse intervention and treatment. It involves discussing with clients
all available healthcare options, and communicating in a way that meets their specific language,
cultural and communication needs, including those who require assistance because of their
English skills or because of impairment.
More guidance about what is considered effective communication is defined in the Occupational
Therapy Board of Australia’s Code of conduct.
Competence defines the successful use of knowledge, technical and interpersonal skills, and
judgement in a manner that aligns with evidence based standards of care and the expectations
of the profession. Competence is gained through experience and training.3
Competency is the knowledge, skills, values and attitudes of a health practitioner against
standards of practice that are observable in the health profession.4
Competency standards are authoritative documents that explicitly and implicitly communicate
a professional critical philosophy, purpose and scope, and describe the values, knowledge,
attitudes and skills that each profession identifies as necessary. They are influenced by legal,
ethical, regulatory and political requirements. They describe and reflect professional and
community expectations of competent performance, are a public declaration of the cognitions
and processes that underpin service, and identify aspects of task performance that are
observable in the workplace.3
Australian occupational therapy competency standards 2018
10
A conflict of interest arises in practice when a practitioner, entrusted with acting in the interests
of a patient or client, also has financial, professional or personal interests or relationships
with third parties that may affect his or her care of the patient or client. Multiple interests
are common. They require identification, careful consideration, appropriate disclosure and
accountability. When these interests compromise, or might reasonably be perceived by an
independent observer to compromise an occupational therapist’s primary duty to the patient or
client, the practitioner must recognise and resolve this conflict of interest in the best interests of
the client.
For an overview of conflicts of interest, refer to the Occupational Therapy Board of Australia’s
Code of conduct.
Contemporaneous refers to the act of recording information about a certain event as soon as
possible, either as the event is occurring or shortly after its conclusion, to ensure an accurate
record of events and relevant issues are noted correctly and in order.5
Continuing professional development (CPD) is the means by which members of the profession
maintain, improve and broaden their knowledge, expertise and competence, and develop the
personal and professional qualities required throughout their professional lives.
Cultural capability is the combination of cultural awareness and culturally safe practice. It
refers to the integration and transformation, within appropriate cultural settings, of knowledge
about individuals and groups of people into specific standards, policies, practices and attitudes
to enhance the quality of health services to produce better health outcomes.6
Culturally responsive describes strengths-based, action-oriented and culturally capable
approaches that facilitate increased access to affordable, available, appropriate and acceptable
healthcare. It can be defined as an extension of patient-centred care that includes paying
particular attention to social and cultural factors in managing the care of patients from diverse
cultural backgrounds. It is an ongoing process that requires regular self-reflection and proactive
responses to the client with whom the interaction is occurring. It is the responsibility of the
health professional to deliver culturally responsive healthcare.7
Health professionals use a variety of terms (often interchangeably) that relate to effectively
working across cultures in a culturally responsive manner. These include cultural competency,
cultural safety, cultural respect, cultural awareness, cultural humility and cultural sensitivity.
Some of these terms have been defined in the Aboriginal and Torres Strait Islander health
curriculum framework (2014).8
Delegation involves one practitioner asking another person or member of staff to provide care
on behalf of the delegating practitioner while that practitioner retains overall responsibility for
the care of the patient or client.
Digital literacy is the ability to search, navigate, evaluate, create and communicate information
effectively using a variety of digital media. It includes the knowledge of basic computing
principles and an ability to engage appropriately with online communities and social networks.9
Evidence-based practice is the integration of research evidence, clinical expertise, client values
and circumstances, and the practice context into service delivery and decision-making.10, 11
Handover is the process of transferring all responsibility to another practitioner.
Interprofessional practice involves practitioners collaborating with other health professionals
to deliver services and care programs with a common purpose.12
An intervention may include, among other things, participation in occupational activities, the
provision of equipment, modifications to the environment, and education.2
A national board is appointed by Ministerial Council to regulate the health profession in the
public interest and meet the responsibilities set down in the National Law.
Australian occupational therapy competency standards 2018
11
The National Law is the Health Practitioner Regulation National Law, as in force in each state
and territory. The National Law has been adopted by the parliament of each state or territory
through adopting legislation. The National Law is generally consistent in all states and
territories. New South Wales did not adopt Part 8 of the National Law and Queensland is no
longer participating in Part 8, Divisions 3 to 12.
The National Scheme is the National Registration and Accreditation Scheme for registered
health practitioners, which was established by the Council of Australian Governments (COAG).
Occupation means all the things that people value for personal or cultural purposes and that
serve the purpose of self-care, productivity and leisure.2
Occupational justice is concerned with issues such as equity and fairness in respect to
engagement in diverse and meaningful occupation.13
Occupational performance is ‘the result of a dynamic, interwoven relationship between persons,
environment, and occupation over a person’s lifespan. It is the ability to choose, organise,
and satisfactorily perform tasks for the purpose of looking after oneself, enjoying life, and
contributing to the community’.14 (p.181)
An occupational therapy process involves the client and health professional collaborating
to determine the most appropriate interventions that align with a client’s goals and desired
results; interventions are selected using best available practice and professional reasoning.2
A significant power imbalance exists within a therapeutic relationship as a result of the
health practitioner’s status as a professional, with specialised knowledge, access to personal
information and a role in providing support to the client. In all cases, the health practitioner
(not the client) is responsible for acknowledging that a power imbalance exists, considering its
impact on the therapeutic relationship and communicating with the client regarding the nature
of the relationship.
Practice means any role, whether remunerated or not, in which the individual uses her or his
skills and knowledge as a health practitioner in her or his profession. Practice is not restricted
to the provision of direct clinical care. It also includes using professional knowledge in a direct
non-clinical relationship with clients, working in management, administration, education,
research, advisory, regulatory or policy development roles, and any other roles that influence
safe, effective delivery of health services in the health profession.
Professional boundaries refers to the clear separation that should exist between professional
conduct aimed at meeting the health needs of patients or clients and a practitioner’s own
personal views, feelings and relationships that are not relevant to the therapeutic relationship.
Professional boundaries are integral to a good practitioner–patient/client relationship. They
promote quality care of patients or clients and they protect both parties.
Professional (or clinical) reasoning is the process used by health professionals to plan, direct,
perform and reflect on client care.15
Referral involves one practitioner sending a patient or client to obtain an opinion or treatment
from another practitioner. Referral usually involves the transfer (in part) of responsibility for the
care of the patient or client, usually for a defined time and a particular purpose, such as care
that is outside the referring practitioner’s expertise or scope of practice.
Reflection is the process of thinking critically about one’s practice. This may involve
consideration of assumptions and alternative approaches, comparison to the practice of
colleagues, considering the potential relevance and application to practice of new knowledge,
acquired through reading, formal learning or other CPD activity.
Australian occupational therapy competency standards 2018
12
References
1. Australian Health Minister’s Advisory Council’s National Aboriginal and Torres Strait Islander Health Standing
Committee. COAG Health Council [Internet]. Canberra: Australian Health Ministers Advisory Council;
c2014. Cultural Respect Framework 2016–2026. [cited 2017 Aug 24]; [about 25 pages]. Available from:
www.coaghealthcouncil.gov.au/Portals/0/National%20Cultural%20Respect%20Framework%20for%20
Aboriginal%20and%20Torres%20Strait%20Islander%20Health%202016_2026_2.pdf
2. Occupational Therapy Australia. Australian minimum competency standards for new graduate occupational
therapists (ACSOT) 2010 [Internet]. Melbourne: OTA; c2010 [cited 2017 July 01]. [about 64 pages].
Available from: www.otaus.com.au/sitebuilder/aboutus/knowledge/asset/files/16/australian_
minimum_competency_standards_for_new_grad_occupational_therapists.pdf
3. Verma S, Paterson M, & Medves J. Core competencies for health care professionals: what medicine,
nursing, occupational therapy, and physiotherapy share. Journal of Allied Health. 2006;35(2):109–15
4. Englander R, Cameron T, Ballard A, Dodge J, Bull J, Aschenbrener C. Toward a common taxonomy of
competency domains for the health professions and competencies for physicians. Academic Medicine.
2013; 88(8):1088–1094.
5. National Health Service Scotland. Advanced Nursing Practice Toolkit [Internet]. Edinburgh: NHS.
Contemporaneous notes. 2008 Dec 08 [updated 2012 Mar 22; cited 2017 July 01]; [about 1 page].
Available from: www.advancedpractice.scot.nhs.uk/legal-and-ethics-guidance/documentation-andrecord-keeping/contemporaneous-notes.aspx.
6. National Health Medical Research Council. Cultural competency in health: A guide for policy, partnerships
and participation. Canberra: NHMRC; 2006.
7. Indigenous Allied Health Australia. Cultural responsiveness in action: an IAHA framework. [Internet].
Canberra: IAHA; 2015. [cited 2017 July 01]. [about 31 pages]. Available from: www.iaha.com.au/policy/
cultural-responsiveness/.
8. Department of Health [Internet]. Canberra: Commonwealth of Australia; c2014. Aboriginal and Torres
Strait Islander health curriculum framework. [cited 2017 Jul 01]; [about 112 pages]. Available from:
www.health.gov.au/internet/main/publishing.nsf/Content/aboriginal-torres-strait-islander-healthcurriculum-framework.
9
Hagel P. Towards an understanding of digital literacy(ies). In: DRO [Internet]. Geelong (VIC): Deakin
University c2015. [updated 2017 May 01; cited 2017 Jul 01]. [about 13 pages]. Available from: dro.
deakin.edu.au/view/DU:30073198.
10. Straus SE, Richardson WS, Glasziou P, Haynes RB. Evidence based medicine: How to practice and teach it.
4th ed. Edinburgh: Churchill Livingston Elsevier; 2010.
11 Hoffmann T, Bennet, S, Del Mar C. Evidence based practice across the health professions. 2nd ed. Sydney:
Churchill Livingstone Elsevier; 2010.
12. Department of Human Resources for Health [Internet]. Geneva: World Health Organisation; c2010.
Framework for Action on Interprofessional Education & Collaborative Practice. [cited 2017 Nov 01]; [about
64 pages]. Available from: apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf.
13. Boyt Shell BA, Gillen G, Scaffa M. Willard and Spackman’s occupational therapy. 12th ed. Philadelphia:
Lippincott Williams & Wilkins; 2014. Chapter 41, Occupational Justice; p. 541-552.
14. Canadian Association of Occupational Therapists. Profile of occupational therapy in practice in Canada
[Internet]. Ottawa (ON): CAOT; 2012 [cited 1 July 2017]. [about 33 pages]. Available from: caot.in1touch.
org/site/pt/otprofile_can.
15. Boyt Shell BA, Gillen G, Scaffa M. Willard and Spackman’s occupational therapy. 12th ed. Philadelphia:
Lippincott Williams & Wilkins; 2014. Chapter 30, Professional reasoning in practice; p. 384-397.
Australian occupational therapy competency standards 2018
13
Links to relevant agencies and documentation
Australian Charter of Healthcare Rights
www.safetyandquality.gov.au/national-priorities/charter-of-healthcare-rights
Australian Commission on Safety and Quality in Health Care
www.safetyandquality.gov.au
Australian minimum competency standards for new graduate occupational therapists (ACSOT)
2010
www.otaus.com.au/sitebuilder/aboutus/knowledge/asset/files/16/australian_minimum_
competency_standards_for_new_grad_occupational_therapists.pdf
Australian Government, Department of Health, Ageing and Aged care
www.agedcare.health.gov.au
Australian Health Practitioner Regulation Agency
www.ahpra.gov.au
Code of conduct, Occupational Therapy Board of Australia
www.occupationaltherapyboard.gov.au/Codes-Guidelines/Code-of-conduct.aspx
Indigenous Allied Health Australia
www.iaha.com.au
International Classification of Functioning, Disability and Health (ICF)
www.who.int/classifications/icf/en
National Disability Insurance Scheme
www.ndis.gov.au
National Health and Medical Research Council
www.nhmrc.gov.au
National Law
www.ahpra.gov.au/About-AHPRA/What-We-Do/Legislation
Occupational Therapy Australia
www.otaus.com.au
Occupational Therapy Board of Australia
www.occupationaltherapyboard.gov.au
Privacy Act 1988
www.oaic.gov.au/privacy-law/privacy-act
Safe Work Australia
www.safeworkaustralia.gov.au
World Federation of Occupational Therapists (WFOT)
www.wfot.org
Australian occupational therapy competency standards 2018
14
Visit www.occupationaltherapyboard.gov.au/competencies to learn more
AT4 – Learning Contract Template
Student Name: Aisha
Alaglan
ID: 436007388
What do I need to
learn? (Objective
with justification)
What resources
What will I need
and strategies are to do to achieve
required/available my learning?
to meet these
objectives?
What
evidence will
demonstrate
that I have
achieved my
learning and
met my
objectives?
What time is
required for this
objective to be
achieved?
Objective one:
intervention
-To identify the
appropriate OT
intervention plan for
the Client.
-Observation the
therapist’s
intervention during
the field work.
– Other
therapists’
views on the
success and
effectiveness
of the
intervention
plan during
the meeting
This objective will
be applied during the
internship year and I
will strive to achieve
it specifically during
the first six
weeks of the first
rotation (being able
to put an appropriate
intervention plan
Independently , so
that commensurate
with the needs of the
patient).
When the
occupational therapist
selects the appropriate
intervention plan for
the client, he assists
the client to heal
better , where
improves the
performance of client
in the various daily
activities, promotes
social participation
and well-being, and
increases efficiency
and self-confidence.
(Graff, Adang,
Vernooij, et al,.2008)
In fact, I have written
many intervention
plans but I did not
have the opportunity
to apply them, so I
chose this objective so
I will focus on it in the
future and I will work
hard to develop my
experience.
This learning
-Discussion the
therapists about
choosing the
intervention.
-Watching a video
for specialists in
this field.
– Contact with the
supervisor and
academic doctors
in the university
who have
knowledge about
occupational
therapy
intervention plan.
– Access to sources
that increase
knowledge about
occupational
therapy
intervention plans
such as studies,
articles and books,
as well as
reviewing lectures
that have been
studied in the past
years.
-Respect the
patient’s decision
and agree on
intervention that
achieves the best
results
-Monitor results
and adjust if
needed.
-Take feedback
from the patient
to ensure
effective
intervention.
-Inform the
supervisor of the
intervention plan
and taking his
recommendations
into account.
-Discussion the
supervisor about
the results in
order to improve
the performance
and avoid errors.
-Satisfaction
of the patient
with the final
results.
-Feedback
from the
supervisor.
Week 1-2:
-Observation the
processor during the
session
-Listen to the
therapists’ discussion
during the meeting
-Recording the notes.
During week 3-4
Discussion with
supervisor about the
choice of
intervention plans
and give suggestions
based on knowledge,
and ask him which
the most appropriate
suggestion.
objective addresses
the
Australian Minimum
Competency
Standards for
New Graduate
Occupational
Therapists:
During week 5-6
Prepare an
intervention plan
independently and
receive feedback
from the supervisor.
1.1, 1.3, 1.5, 1.7, 2.1,
2.2, 2.3, 3.1, 3.2, 3.3
and 5.4
(Occupational
Therapy
Australia, 2010).
______________
Objective two:
Assessment
To independently
select and
demonstrate
appropriate OT
standardized
assessment
Occupational therapy
assessments have been
set up to identify
patient issues in order
to choose the
appropriate
intervention plan and
reach the best results
(Townsend &
Polatajko, 2013).
There are a lot of
assessments that can
be used with different
patient cases, but
during my previous
training in the field
work I have been able
to apply very limited
assessments , so I
need to improve my
experience in this field
This learning
objective
______________
____________
___________ _________________
– Previous
knowledge of
lectures and
tutorials.
-Monitor the
supervisor during
the session and
learn how to
apply the
assessment to the
patient, and
record the notes
-Ability to
know the
patient’s
condition
accurately
-Gain more
information on
standardized
assessments from
books and articles.
-Discussion the
supervisor after
-Asking the experts the session on the
about approved
reasons for his
and appropriate
selection for that
assessments.
assessment.
-Administer the
assessment
independently
with the patient
– Review the
results of
assessment with
the supervisor.
-Success in
answering
the
supervisor’s
various
questions
about the
patient.
-The
satisfaction
of supervisor
for the
performance
and getting a
good
feedback.
This objective will
be applied during the
internship year and I
will strive to achieve
it within the first four
weeks of the first
rotation (being able
to independently
administer the OT
standard assessments
with the patient).
Week 1:
Observe the
supervisor and other
therapists during the
session and how they
apply the assessment
and record notes.
Week 2:
Apply the
assessment
experimentally to a
friend or volunteer.
Week 3:
Conducting the
assessment on the
patient with assist of
the supervisor and
following his
guidance.
addressed sections
1.1, 1.3,
1.5, 1.7, 2.1, 2.2, 2.2,
4.2,
5.1 and 5.3 of the
Australian
Minimum
Competency
Standards for New
Graduate
Occupational
Therapists at a
Glance (Occupational
Therapy Australia,
2010).
Week 4:
Administer the
assessment
independently with
the patient and
inform the supervisor
of the results.
_________________
______________
Objective three:
Document
To perform and
write a professional
document for patient
in fieldwork.
-Books, studies,
and articles that
include how to
write a
professional
document.
The documents ensure
the effective followup, affirmation of
responsibility and
successful care of the
patient (Gutheil,
2004).
I chose this objective
because I am keen to
develop my
experience in this
field, where I did not
learn this skill at the
university or the
fieldwork.
This learning
objective addresses
the
Australian Minimum
Competency
Standards for
New Graduate
Occupational
Therapists
1.1, 1.2, 1.5, 2.2, 3.1,
3.4, 3.7, 4.1, 4.4, 5.3,
5.4, 6.2, and 7.3.
– Read documents
of other therapists.
-Read the file of
patient.
_____________ ___________
-Asking the
supervisor to
clarify some
points if
necessary.
-Attempt to write
some documents
and discuss them
with the
supervisor.
– Good
Feedback
from my
supervisor.
-Good
Feedback
from other
therapist.
-Writing
documents
without
errors.
________________
This objective will
be applied during the
internship year and I
will strive to achieve
it within the first
three weeks of the
first rotation (being
able to independently
writing documents
without errors).
Week 1:
Read books and
articles that include
how to write a
professional
document, in
addition to reading
the documents of
other therapists.
Week 2:
Trying to write a
document and
display it to the
supervisor in order to
correct the errors.
Week 3:
Ability to write
document
independently.
(Occupational
Therapy
Australia, 2010).
_________________
Objective four :
Presentation skills
To enhance
presentation skills and
ability to engage in a
multidisciplinary team
confidently
Student presentations
are a way to achieve
effective
communication with
the multidisciplinary
team (Swales, 1990)
I chose this objective
to promote selfconfidence and
efficiency during the
discussion and
exchange of
experiences with the
multidisciplinary team
This learning
objective addresses
the
Australian Minimum
Competency
Standards for
New Graduate
Occupational
Therapists
1.2, 1.4, 2.3, 4.2, 4.4,
5.2, 5.4, 6.1, 6.2, and
7.3.
(Occupational
Therapy
Australia, 2010).
_______________
_____________
___________
_________________
-Previous
experience and
presentation skills
which applied at
the university.
-Preparing the
presentation and
processing the
information and
making sure it is
correct.
-Good
feedback
from the
supervisor.
This objective will
be achieve it within
first two weeks of
the first rotation of
the internship year
-Reading some
articles that include -The seeking to
presentation skills. apply
presentation
skills (eg clarity
-Observe the
of voice, eye
presentations of
contact, use of
other therapists and body language, ..
record notes.
etc.)
– Practice the
presentation and
present it to
someone to avoid
the mistakes.
Week 1:
Read articles, and
attend the
presentations for
some therapists.
Week 2 :
Presentation
preparation, content
review, training, and
present it to the
multidisciplinary
team.
Objective five :
communication
To participate in
communication
actively within
workplace.
Effective
communication is a
very important means
among the
professionals in the
workplace. I will
strive to achieve this
objective and improve
my skill in
communicating with
the multidisciplinary
team and with the
patient to provide the
best services.
This learning
objective addresses
the
Australian Minimum
Competency
Standards for
New Graduate
Occupational
Therapists
1.1, 1.2, 1.4, 2.3, 3.1,
3.2, 3.3, 3.6, 4.3, 5.1,
5.2, 5.4, 6.2, and 7.3.
(Occupational
Therapy
Australia, 2010).
-Observation how
the supervisor
communicate with
patient and his
family.
-Observation how
the
multidisciplinary
team members
communicate
among them
Read books and
articles on the best
ways to
communicate
directly and
indirectly
-Effective
participation
during the
discussion with
the supervisor.
Engage
gradually,
appropriately and
courteously in
the discussion
with the
multidisciplinary
team.
Asking the
supervisor about
how to
communicate
better with the
patients.
-Good
feedback
from the
supervisor.
To achieve this
objective its take
time from week 1-4
to practice on the
communication skills
-Good
feedback
from other
therapists.
Week 1:
Observe the
supervisor and
other
multidisciplinary
teamwork.
Week 2-3
Engage and respond
appropriately in
discussion and
meeting with
supervisor and with
other
multidisciplinary
team.
Week 4:
Ability to
communicate well
with patients.
Objective six:
To identify and
respect the
roles of professionals
in
multidisciplinary
team.
Multidisciplinary care
– professionals from a
range of disciplines
work together to
deliver comprehensive
care that addresses as
many of the patient’s
needs as possible
(Mitchell , Tieman ,
and Shelby-James ).
Occupational therapist
needs to understand
the roles of other
therapists in order to
achieve the goal of
establishing the
multidisciplinary team
(Jefferies, 2004).
I chose this objective
because I have some
confusion about the
roles of some team
members through my
previous experience in
field work
This learning
objective
address sections
1.2, 1.3, 1.7 and 3.6 of
the Australian
Minimum
Competency
Standards for
New Graduate
Occupational
Therapists at a Glance
(Occupational
Therapy.
-Read articles
explaining the role
of each member of
the
multidisciplinary
team.
-Watch videos to
learn about the role
of other disciplines
-Attend some
different sessions
to understand the
roles of team
members.
-Attend meetings
and listen to
other therapists
– Asking some
professionals
about their roles
-Ability to
clarify the
different
roles of team
members
-Ability to
answer the
questions
about the
roles of
different
team
members
This objective will
be achieved
through the first two
weeks of the first
rotation within
internship year
(Ability to
distinguish the roles
of multidisciplinary
team members).
Week 1-2:
Read articles
explaining the role of
each team member
Attend some
different sessions to
understand the roles
of team members
Attend meetings and
listen to other
therapists
References
*Australia, O. T. (2010). Australian minimum competency standards for new graduate
occupational therapists (ACSOT) 2010. Occupational Therapy Australia Ltd.
Retrieved August, 13, 2014.
*Graff, M. J., Adang, E. M., Vernooij-Dassen, M. J., Dekker, J., Jönsson, L.,
Thijssen, M., … & Rikkert, M. G. O. (2008). Community occupational therapy for
older patients with dementia and their care givers: cost effectiveness
study. Bmj, 336(7636), 134-138.
*Gutheil, T. G. (2004). Fundamentals of medical record documentation. Psychiatry
(Edgmont), 1(3), 26.
*Jefferies, N. & Chan, K.K. (2004), Multidisciplinary team working: is it both hostile
and effective? Int. J. Gynecol Cancer 14(2): 210-211.
*Swales, J.M. (1990) Genre Analysis: English in academic and research settings.
Cambridge: Cambridge University Press.
*Townsend, E., A., & Polatajko, H., J. (2013). Enabling occupation II: Advancing an
occupational therapy vision for health, wellbeing, & justice through occupation. (2nd
Edition) Ottawa, ON: CAOT Publications ACE.
* Mitchell G.K., Tieman, J.J., and Shelby-James T.M. (2008), Multidisciplinary care
planning and teamwork in primary care, Medical Journal of Australia, Vol. 188, No.
8, p.S63.
Australian
occupational therapy
competency standards
2018
20 February 2018
A snapshot
Australian occupational therapy
competency standards (AOTCS) 2018
Standard 1:
Professionalism
An occupational therapist
practises in an ethical, safe,
lawful and accountable
manner, supporting client
health and wellbeing
through occupation
and consideration of the
person and their
environment.
Standard 2:
Knowledge and learning
An occupational therapist’s
knowledge, skills and behaviours
in practice are informed by relevant
and contemporary theory, practice
knowledge and evidence, and
are maintained and developed by
ongoing professional development
and learning.
Standard 3:
Occupational therapy
process and practice
Standard 4:
Communication
An occupational therapist’s
practice acknowledges the
relationship between health,
wellbeing and human occupation,
and their practice is clientcentred for individuals,
groups, communities and
populations.
Occupational therapists practise
with open, responsive and
appropriate communication
to maximise the occupational
performance and engagement of
clients and relevant others.
Australian occupational therapy competency standards 2018
1
Contents
A snapshot: Australian occupational therapy
competency standards (AOTCS) 2018
1. Introduction
1
3
Background to the Australian occupational therapy
competency standards (AOTCS) 2018
3
Aboriginal and Torres Strait Islander Peoples and
cultural diversity
4
Format of the competency standards
4
Uses of the competency standards
5
Review
5
2. Competency standards
6
Standard 1: Professionalism
6
Standard 2: Knowledge and learning
7
Standard 3: Occupational therapy process and practice
8
Standard 4: Communication
9
3. Supporting resources
10
List of abbreviations
10
Glossary
10
References
13
Links to relevant agencies and documentation
14
Australian occupational therapy competency standards 2018
2
1. Introduction
Background to the Australian occupational therapy competency standards (AOTCS) 2018
The Australian occupational therapy competency standards (the competency standards) were
commissioned by the Occupational Therapy Board of Australia (the National Board) through
the Australian Health Practitioner Regulation Agency (AHPRA). They describe the standards
expected for competent practice by occupational therapists for registration and for regulation
of the profession by the National Board. They are also intended for use by employers, education
providers, individual practitioners and consumers of occupational therapy services.
The current competency standards represent a broadening of the previous Australian minimum
competency standards for new graduate occupational therapists (ACSOT) 2010, which were
primarily focused on entry to the profession. Since the development of the ACSOT, there has
been a significant increase in the practice contexts in which occupational therapists engage
with consumers of their services. The current competency standards incorporate the diversity of
roles and contexts that now exist in occupational therapy practice.
Summary of activities and outcomes from the competency standards review cycle
1994
The Australian competency standards for entry level occupational therapists
developed by Occupational Therapy Australia.
2007
Research study Mapping the future of occupational therapy education in the
21st century: Review and analysis of existing Australian competency standards
for entry-level occupational therapists and their impact on occupational
therapy curricula across Australia undertaken with funding from the
Australian Learning and Teaching Council.
2010
Australian competency standards for for new graduate occupational therapists
(ACSOT) developed and ratified by Occupational Therapy Australia (OTA).
2011
Occupational Therapy Board of Australia established under the National
Accreditation and Assessment Scheme on 1July 2011.
2012
Occupational therapists were registered across Australia for the first time
on 1 July 2012.
2015
Occupational Therapy Board of Australia initiated a project to review
ACSOT in light of new regulatory environment for occupational therapists.
2016-2017
Extensive preliminary and public consultation with key and interested
stakeholders.
December 2017
Australian occupational therapy competency standards (AOTCS) 2018
endorsed by the National Board.
February 2018
Australian occupational therapy competency standards (AOTCS) 2018
launched.
These competency standards were developed following extensive and wide-ranging
consultation with the profession, educators, the National Board’s accreditation authority,
members of the public and consumers of occupational therapy services. The National Board
would like to particularly acknowledge the contribution of the expert opinion provided by its
Competency Standards Reference Group and Competency Standards Advisory Panel, as well
as the invaluable contributions provided by the National Aboriginal and Torres Strait Islander
Occupational Therapy Network, Indigenous Allied Health Australia and AHPRA’s Community
Reference Group.
Australian occupational therapy competency standards 2018
3
Aboriginal and Torres Strait Islander Peoples and cultural diversity
These competency standards have evolved within a particular cultural and social timeframe
in Australia. The competency standards recognise that Aboriginal and Torres Strait Islander
Peoples are the Traditional Custodians of this country and hold many cultural values and beliefs,
which are diverse, complex and evolving.
The history of colonisation and its adverse effects for Aboriginal and Torres Strait Islander
Peoples, such as the breakdown of culture, experiences of racism and the impacts of past
government, must be acknowledged to ensure the delivery of safe, accessible and responsive
occupational therapy services. Cultural responsiveness and capabilities for practice with
Aboriginal and Torres Strait Islander Peoples assist with supporting their self-determination
and quality of life. Evidence indicates that Aboriginal and Torres Strait Islander Peoples are
more likely to access health services where, among other things, providers communicate
respectfully, and have awareness of underlying social issues and culture.1 These competency
standards specifically acknowledge the need for occupational therapists to enhance their
cultural responsiveness and capabilities for practice with Aboriginal and Torres Strait Islander
Peoples.
Australia has a longstanding history of migration, and this contributes to its culturally and
linguistically diverse population. The need for respectful, collaborative, safe and culturally
responsive practice is supported in these competency standards, where occupational therapists
recognise that historical, political, cultural, societal, environmental and economic factors
influence clients’ health, wellbeing and occupational participation. The competency standards
demonstrate commitment to working collaboratively across different cultural and social groups.
Relevant bodies and organisations in Australia also have standards, laws and codes that apply
to occupational therapists, and these continue to be supported by the competency standards.
These documents are referenced in the section Links to relevant agencies and documentation.
Occupational therapy is a client-centred profession concerned with promoting health and
wellbeing through occupation not only for individuals but also for families and communities.
The competency standards reflect the use of an occupational therapy process that focuses on
the clients’ personal, occupational and environmental enablers and barriers to promote health,
wellbeing and occupational participation.
Format of the competency standards
The competency standards were developed through consultation with the profession, the public
and other relevant bodies. They focus on four conceptual areas of occupational therapy practice,
namely: professionalism; knowledge and learning; occupational therapy process and practice;
and communication.
Each of the four competency standards is further described by a number of practice behaviours.
The practice behaviours communicate to an occupational therapist and the public the expected
behaviours an occupational therapist should demonstrate under each competency standard.
Terms used in this document are defined in the Glossary. Clients of occupational therapists
can also consult these competency standards to understand what practice behaviours they
can expect from occupational therapists. The competency standards describe the level of
competency required for safe practice by an occupational therapist in a range of contexts and
situations.
Australian occupational therapy competency standards 2018
4
Uses of the competency standards
The competency standards apply to all occupational therapists, including those working in
research, education, management or other roles not involving direct contact with clients. Clients
referred to in the competency standards can be individuals, groups, organisations, communities
or populations.
The competency standards have been designed for regulatory use and will be a benchmark for
the standard of practice deemed suitable by the profession. The competency standards also
provide a resource for employers and managers of services about what to expect of a competent
occupational therapy workforce and the safety of their clients. The competency standards may
be used by education providers to underpin programs of study to produce safe and competent
new graduates.
Through the use of these competency standards, the National Board can expect that all
occupational therapists registered in Australia, whether they have qualified in Australia or
overseas, or have re-registered after a break from practice, are safe and competent. The
competency standards apply equally to the wide array of practice settings within which
occupational therapists work and interact with clients. The competency standards and practice
behaviours are not presented in order of importance. Rather, every standard and behaviour is
considered to be equally important and together describe competent practice.
Occupational therapists can reflect upon and discuss with their peers each competency
standard and its associated practice behaviours to develop a shared understanding of the safe
and competent occupational therapy practice required for each practice setting.
Review
The competency standards will be reviewed from time to time as required. This will
generally occur at least every five years.
Date of effect: 1 January 2019
These competency standards replace the previous Australian minimum competency standards
for new graduate occupational therapists (ACSOT) dated September 2010.
Australian occupational therapy competency standards 2018
5
2. Competency standards
Standard 1
Professionalism
An occupational therapist practises in an ethical, safe, lawful and accountable manner,
supporting client health and wellbeing through occupation and consideration of the
person and their environment.
An occupational therapist:
1. complies with the Occupational Therapy Board of Australia’s standards, guidelines and
Code of conduct
2. adheres to legislation relevant to practice
3. maintains professional boundaries in all client and professional relationships
4. recognises and manages conflicts of interest in all client and professional relationships
5. practises in a culturally responsive and culturally safe manner, with particular respect
to culturally diverse client groups
6. incorporates and responds to historical, political, cultural, societal, environmental
and economic factors influencing health, wellbeing and occupations of Aboriginal and
Torres Strait Islander Peoples
7. collaborates and consults ethically and responsibly for effective client-centred and
interprofessional practice
8. adheres to all work health and safety, and quality requirements for practice
9. identifies and manages the influence of her/his values and culture on practice
10. practises within limits of her/his own level of competence and expertise
11. maintains professional competence and adapts to change in practice contexts
12. identifies and uses relevant professional and operational support and supervision
13. manages resources, time and workload accountably and effectively
14. recognises and manages her/his own physical and mental health for safe, professional
practice
15. addresses issues of occupational justice in practice
16. contributes to education and professional practice development of peers and students,
and
17. recognises and manages any inherent power imbalance in relationships with clients.
Australian occupational therapy competency standards 2018
6
Standard 2
Knowledge and learning
An occupational therapist’s knowledge, skills and behaviours in practice are informed by
relevant and contemporary theory, practice knowledge and evidence, and are maintained
and developed by ongoing professional development and learning.
An occupational therapist:
1. applies current and evidence-informed knowledge of occupational therapy and other
appropriate and relevant theory in practice
2. applies theory and frameworks of occupation to professional practice and decisionmaking
3. identifies and applies best available evidence in professional practice and decisionmaking
4. understands and responds to Aboriginal and Torres Strait Islander health philosophies,
leadership, research and practices
5. maintains current knowledge for cultural responsiveness to all groups in the practice
setting
6. maintains and improves currency of knowledge, skills and new evidence for practice by
adhering to the requirements for continuing professional development
7. implements a specific learning and development plan when moving to a new area of
practice or returning to practice
8. reflects on practice to inform current and future reasoning and decision-making and
the integration of theory and evidence into practice
9. maintains knowledge of relevant resources and technologies, and
10. maintains digital literacy for practice.
Australian occupational therapy competency standards 2018
7
Standard 3
Occupational therapy process and practice
An occupational therapist’s practice acknowledges the relationship between health,
wellbeing and human occupation, and their practice is client-centred for individuals,
groups, communities and populations.
An occupational therapist:
1. addresses occupational performance and participation of clients, identifying the
enablers and barriers to engagement
2. performs appropriate information gathering and assessment when identifying a client’s
status and functioning, strengths, occupational performance and goals
3. collaborates with the client and relevant others to determine the priorities and
occupational therapy goals
4. develops a plan with the client and relevant others to meet identified occupational
therapy goals
5. selects and implements culturally responsive and safe practice strategies to suit the
occupational therapy goals and environment of the client
6. seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’
experiences of health, wellbeing and occupations encompassing cultural connections
7. reflects on practice to inform and communicate professional reasoning and decisionmaking
8. identifies and uses practice guidelines and protocols suitable to the practice setting or
work environment
9. implements an effective and accountable process for delegation, referral and handover
10. reviews, evaluates and modifies plans, goals and interventions with the client and
relevant others to enhance or achieve client outcomes
11. evaluates client and service outcomes to inform future practice
12. uses effective collaborative, multidisciplinary and interprofessional approaches for
decision-making and planning
13. uses appropriate assistive technology, devices and/or environmental modifications to
achieve client occupational performance outcomes, and
14. contributes to quality improvement and service development.
Australian occupational therapy competency standards 2018
8
Standard 4
Communication
Occupational therapists practise with open, responsive and appropriate communication
to maximise the occupational performance and engagement of clients and relevant
others.
An occupational therapist:
1. communicates openly, respectfully and effectively
2. adapts written, verbal and non-verbal communication appropriate to the client and
practice context
3. works ethically with Aboriginal and Torres Strait Islander communities and
organisations to understand and incorporate relevant cultural protocols and
communication strategies, with the aim of working to support self-governance in
communities
4. uses culturally responsive, safe and relevant communication tools and strategies
5. complies with legal and procedural requirements for the responsible and accurate
documentation, sharing and storage of professional information and records of practice
6. maintains contemporaneous, accurate and complete records of practice
7. obtains informed consent for practice and information-sharing from the client or legal
guardian
8. maintains collaborative professional relationships with clients, health professionals
and relevant others
9. uses effective communication skills to initiate and end relationships with clients and
relevant others
10. seeks and responds to feedback, modifying communication and/or practice accordingly,
and
11. identifies and articulates the rationale for practice to clients and relevant others.
Australian occupational therapy competency standards 2018
9
3. Supporting resources
List of abbreviations
AHPRA
Australian Health Practitioner Regulation Agency
ACSOT
Australian minimum competency standards for new graduate occupational
therapists 2010
CPD
Continuing professional development
COAG
Council of Australian Governments
ICF
International Classification of Functioning, Disability and Health
OTA
Occupational Therapy Australia
The National Board Occupational Therapy Board of Australia
WFOT
World Federation of Occupational Therapists
Glossary
A client is the direct recipient of occupational therapy services, and may be an individual, family
member, significant other, group, organisation, community or population.2 Family members and
carers may be considered clients in many occupational therapy settings.
Client-centred practice promotes and respects the needs, desires, knowledge, experiences,
beliefs and priorities of the client, and seeks the client’s active participation in service planning,
development and delivery.2
Collaboration involves partnerships in which members work together and use a coordinated
and cooperative approach to solve problems or provide services.2
Effective communication involves listening to, asking for and respecting the views of clients,
informing clients of the nature of and needs for all aspects of care, and giving clients adequate
opportunity to question or refuse intervention and treatment. It involves discussing with clients
all available healthcare options, and communicating in a way that meets their specific language,
cultural and communication needs, including those who require assistance because of their
English skills or because of impairment.
More guidance about what is considered effective communication is defined in the Occupational
Therapy Board of Australia’s Code of conduct.
Competence defines the successful use of knowledge, technical and interpersonal skills, and
judgement in a manner that aligns with evidence based standards of care and the expectations
of the profession. Competence is gained through experience and training.3
Competency is the knowledge, skills, values and attitudes of a health practitioner against
standards of practice that are observable in the health profession.4
Competency standards are authoritative documents that explicitly and implicitly communicate
a professional critical philosophy, purpose and scope, and describe the values, knowledge,
attitudes and skills that each profession identifies as necessary. They are influenced by legal,
ethical, regulatory and political requirements. They describe and reflect professional and
community expectations of competent performance, are a public declaration of the cognitions
and processes that underpin service, and identify aspects of task performance that are
observable in the workplace.3
Australian occupational therapy competency standards 2018
10
A conflict of interest arises in practice when a practitioner, entrusted with acting in the interests
of a patient or client, also has financial, professional or personal interests or relationships
with third parties that may affect his or her care of the patient or client. Multiple interests
are common. They require identification, careful consideration, appropriate disclosure and
accountability. When these interests compromise, or might reasonably be perceived by an
independent observer to compromise an occupational therapist’s primary duty to the patient or
client, the practitioner must recognise and resolve this conflict of interest in the best interests of
the client.
For an overview of conflicts of interest, refer to the Occupational Therapy Board of Australia’s
Code of conduct.
Contemporaneous refers to the act of recording information about a certain event as soon as
possible, either as the event is occurring or shortly after its conclusion, to ensure an accurate
record of events and relevant issues are noted correctly and in order.5
Continuing professional development (CPD) is the means by which members of the profession
maintain, improve and broaden their knowledge, expertise and competence, and develop the
personal and professional qualities required throughout their professional lives.
Cultural capability is the combination of cultural awareness and culturally safe practice. It
refers to the integration and transformation, within appropriate cultural settings, of knowledge
about individuals and groups of people into specific standards, policies, practices and attitudes
to enhance the quality of health services to produce better health outcomes.6
Culturally responsive describes strengths-based, action-oriented and culturally capable
approaches that facilitate increased access to affordable, available, appropriate and acceptable
healthcare. It can be defined as an extension of patient-centred care that includes paying
particular attention to social and cultural factors in managing the care of patients from diverse
cultural backgrounds. It is an ongoing process that requires regular self-reflection and proactive
responses to the client with whom the interaction is occurring. It is the responsibility of the
health professional to deliver culturally responsive healthcare.7
Health professionals use a variety of terms (often interchangeably) that relate to effectively
working across cultures in a culturally responsive manner. These include cultural competency,
cultural safety, cultural respect, cultural awareness, cultural humility and cultural sensitivity.
Some of these terms have been defined in the Aboriginal and Torres Strait Islander health
curriculum framework (2014).8
Delegation involves one practitioner asking another person or member of staff to provide care
on behalf of the delegating practitioner while that practitioner retains overall responsibility for
the care of the patient or client.
Digital literacy is the ability to search, navigate, evaluate, create and communicate information
effectively using a variety of digital media. It includes the knowledge of basic computing
principles and an ability to engage appropriately with online communities and social networks.9
Evidence-based practice is the integration of research evidence, clinical expertise, client values
and circumstances, and the practice context into service delivery and decision-making.10, 11
Handover is the process of transferring all responsibility to another practitioner.
Interprofessional practice involves practitioners collaborating with other health professionals
to deliver services and care programs with a common purpose.12
An intervention may include, among other things, participation in occupational activities, the
provision of equipment, modifications to the environment, and education.2
A national board is appointed by Ministerial Council to regulate the health profession in the
public interest and meet the responsibilities set down in the National Law.
Australian occupational therapy competency standards 2018
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The National Law is the Health Practitioner Regulation National Law, as in force in each state
and territory. The National Law has been adopted by the parliament of each state or territory
through adopting legislation. The National Law is generally consistent in all states and
territories. New South Wales did not adopt Part 8 of the National Law and Queensland is no
longer participating in Part 8, Divisions 3 to 12.
The National Scheme is the National Registration and Accreditation Scheme for registered
health practitioners, which was established by the Council of Australian Governments (COAG).
Occupation means all the things that people value for personal or cultural purposes and that
serve the purpose of self-care, productivity and leisure.2
Occupational justice is concerned with issues such as equity and fairness in respect to
engagement in diverse and meaningful occupation.13
Occupational performance is ‘the result of a dynamic, interwoven relationship between persons,
environment, and occupation over a person’s lifespan. It is the ability to choose, organise,
and satisfactorily perform tasks for the purpose of looking after oneself, enjoying life, and
contributing to the community’.14 (p.181)
An occupational therapy process involves the client and health professional collaborating
to determine the most appropriate interventions that align with a client’s goals and desired
results; interventions are selected using best available practice and professional reasoning.2
A significant power imbalance exists within a therapeutic relationship as a result of the
health practitioner’s status as a professional, with specialised knowledge, access to personal
information and a role in providing support to the client. In all cases, the health practitioner
(not the client) is responsible for acknowledging that a power imbalance exists, considering its
impact on the therapeutic relationship and communicating with the client regarding the nature
of the relationship.
Practice means any role, whether remunerated or not, in which the individual uses her or his
skills and knowledge as a health practitioner in her or his profession. Practice is not restricted
to the provision of direct clinical care. It also includes using professional knowledge in a direct
non-clinical relationship with clients, working in management, administration, education,
research, advisory, regulatory or policy development roles, and any other roles that influence
safe, effective delivery of health services in the health profession.
Professional boundaries refers to the clear separation that should exist between professional
conduct aimed at meeting the health needs of patients or clients and a practitioner’s own
personal views, feelings and relationships that are not relevant to the therapeutic relationship.
Professional boundaries are integral to a good practitioner–patient/client relationship. They
promote quality care of patients or clients and they protect both parties.
Professional (or clinical) reasoning is the process used by health professionals to plan, direct,
perform and reflect on client care.15
Referral involves one practitioner sending a patient or client to obtain an opinion or treatment
from another practitioner. Referral usually involves the transfer (in part) of responsibility for the
care of the patient or client, usually for a defined time and a particular purpose, such as care
that is outside the referring practitioner’s expertise or scope of practice.
Reflection is the process of thinking critically about one’s practice. This may involve
consideration of assumptions and alternative approaches, comparison to the practice of
colleagues, considering the potential relevance and application to practice of new knowledge,
acquired through reading, formal learning or other CPD activity.
Australian occupational therapy competency standards 2018
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References
1. Australian Health Minister’s Advisory Council’s National Aboriginal and Torres Strait Islander Health Standing
Committee. COAG Health Council [Internet]. Canberra: Australian Health Ministers Advisory Council;
c2014. Cultural Respect Framework 2016–2026. [cited 2017 Aug 24]; [about 25 pages]. Available from:
www.coaghealthcouncil.gov.au/Portals/0/National%20Cultural%20Respect%20Framework%20for%20
Aboriginal%20and%20Torres%20Strait%20Islander%20Health%202016_2026_2.pdf
2. Occupational Therapy Australia. Australian minimum competency standards for new graduate occupational
therapists (ACSOT) 2010 [Internet]. Melbourne: OTA; c2010 [cited 2017 July 01]. [about 64 pages].
Available from: www.otaus.com.au/sitebuilder/aboutus/knowledge/asset/files/16/australian_
minimum_competency_standards_for_new_grad_occupational_therapists.pdf
3. Verma S, Paterson M, & Medves J. Core competencies for health care professionals: what medicine,
nursing, occupational therapy, and physiotherapy share. Journal of Allied Health. 2006;35(2):109–15
4. Englander R, Cameron T, Ballard A, Dodge J, Bull J, Aschenbrener C. Toward a common taxonomy of
competency domains for the health professions and competencies for physicians. Academic Medicine.
2013; 88(8):1088–1094.
5. National Health Service Scotland. Advanced Nursing Practice Toolkit [Internet]. Edinburgh: NHS.
Contemporaneous notes. 2008 Dec 08 [updated 2012 Mar 22; cited 2017 July 01]; [about 1 page].
Available from: www.advancedpractice.scot.nhs.uk/legal-and-ethics-guidance/documentation-andrecord-keeping/contemporaneous-notes.aspx.
6. National Health Medical Research Council. Cultural competency in health: A guide for policy, partnerships
and participation. Canberra: NHMRC; 2006.
7. Indigenous Allied Health Australia. Cultural responsiveness in action: an IAHA framework. [Internet].
Canberra: IAHA; 2015. [cited 2017 July 01]. [about 31 pages]. Available from: www.iaha.com.au/policy/
cultural-responsiveness/.
8. Department of Health [Internet]. Canberra: Commonwealth of Australia; c2014. Aboriginal and Torres
Strait Islander health curriculum framework. [cited 2017 Jul 01]; [about 112 pages]. Available from:
www.health.gov.au/internet/main/publishing.nsf/Content/aboriginal-torres-strait-islander-healthcurriculum-framework.
9
Hagel P. Towards an understanding of digital literacy(ies). In: DRO [Internet]. Geelong (VIC): Deakin
University c2015. [updated 2017 May 01; cited 2017 Jul 01]. [about 13 pages]. Available from: dro.
deakin.edu.au/view/DU:30073198.
10. Straus SE, Richardson WS, Glasziou P, Haynes RB. Evidence based medicine: How to practice and teach it.
4th ed. Edinburgh: Churchill Livingston Elsevier; 2010.
11 Hoffmann T, Bennet, S, Del Mar C. Evidence based practice across the health professions. 2nd ed. Sydney:
Churchill Livingstone Elsevier; 2010.
12. Department of Human Resources for Health [Internet]. Geneva: World Health Organisation; c2010.
Framework for Action on Interprofessional Education & Collaborative Practice. [cited 2017 Nov 01]; [about
64 pages]. Available from: apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf.
13. Boyt Shell BA, Gillen G, Scaffa M. Willard and Spackman’s occupational therapy. 12th ed. Philadelphia:
Lippincott Williams & Wilkins; 2014. Chapter 41, Occupational Justice; p. 541-552.
14. Canadian Association of Occupational Therapists. Profile of occupational therapy in practice in Canada
[Internet]. Ottawa (ON): CAOT; 2012 [cited 1 July 2017]. [about 33 pages]. Available from: caot.in1touch.
org/site/pt/otprofile_can.
15. Boyt Shell BA, Gillen G, Scaffa M. Willard and Spackman’s occupational therapy. 12th ed. Philadelphia:
Lippincott Williams & Wilkins; 2014. Chapter 30, Professional reasoning in practice; p. 384-397.
Australian occupational therapy competency standards 2018
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Links to relevant agencies and documentation
Australian Charter of Healthcare Rights
www.safetyandquality.gov.au/national-priorities/charter-of-healthcare-rights
Australian Commission on Safety and Quality in Health Care
www.safetyandquality.gov.au
Australian minimum competency standards for new graduate occupational therapists (ACSOT)
2010
www.otaus.com.au/sitebuilder/aboutus/knowledge/asset/files/16/australian_minimum_
competency_standards_for_new_grad_occupational_therapists.pdf
Australian Government, Department of Health, Ageing and Aged care
www.agedcare.health.gov.au
Australian Health Practitioner Regulation Agency
www.ahpra.gov.au
Code of conduct, Occupational Therapy Board of Australia
www.occupationaltherapyboard.gov.au/Codes-Guidelines/Code-of-conduct.aspx
Indigenous Allied Health Australia
www.iaha.com.au
International Classification of Functioning, Disability and Health (ICF)
www.who.int/classifications/icf/en
National Disability Insurance Scheme
www.ndis.gov.au
National Health and Medical Research Council
www.nhmrc.gov.au
National Law
www.ahpra.gov.au/About-AHPRA/What-We-Do/Legislation
Occupational Therapy Australia
www.otaus.com.au
Occupational Therapy Board of Australia
www.occupationaltherapyboard.gov.au
Privacy Act 1988
www.oaic.gov.au/privacy-law/privacy-act
Safe Work Australia
www.safeworkaustralia.gov.au
World Federation of Occupational Therapists (WFOT)
www.wfot.org
Australian occupational therapy competency standards 2018
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Visit www.occupationaltherapyboard.gov.au/competencies to learn more
Learning contract template
Student Name:
Date of Fieldwork:
Learning Contract
What do I need to learn?
Learning Objectives
What resources and
strategies are
required/available to meet
these objectives?
What will I need to do to
achieve my learning?
Demonstrate progress
against the objectives.
Examples: assessment
manuals, fieldwork
educator, client
OCC421 Transition to Practice – Learning Contract Template
What evidence can
demonstrate to my
fieldwork educator that I
have achieved my learning
and met my objectives?
What time is required
for this objective to be
achieved?
Time line/Target Date
Validation of progress.
OCC421 Transition to Practice – Learning Contract Template
OCC421 Transition to Practice – Learning Contract Template
AT4 – Learning Contract Template
Student Name: Aisha
Alaglan
ID: 436007388
What do I need to
learn? (Objective
with justification)
What resources
What will I need
and strategies are to do to achieve
required/available my learning?
to meet these
objectives?
What
evidence will
demonstrate
that I have
achieved my
learning and
met my
objectives?
What time is
required for this
objective to be
achieved?
Objective one:
intervention
-To identify the
appropriate OT
intervention plan for
the Client.
-Observation the
therapist’s
intervention during
the field work.
– Other
therapists’
views on the
success and
effectiveness
of the
intervention
plan during
the meeting
This objective will
be applied during the
internship year and I
will strive to achieve
it specifically during
the first six
weeks of the first
rotation (being able
to put an appropriate
intervention plan
Independently , so
that commensurate
with the needs of the
patient).
When the
occupational therapist
selects the appropriate
intervention plan for
the client, he assists
the client to heal
better , where
improves the
performance of client
in the various daily
activities, promotes
social participation
and well-being, and
increases efficiency
and self-confidence.
(Graff, Adang,
Vernooij, et al,.2008)
In fact, I have written
many intervention
plans but I did not
have the opportunity
to apply them, so I
chose this objective so
I will focus on it in the
future and I will work
hard to develop my
experience.
This learning
-Discussion the
therapists about
choosing the
intervention.
-Watching a video
for specialists in
this field.
– Contact with the
supervisor and
academic doctors
in the university
who have
knowledge about
occupational
therapy
intervention plan.
– Access to sources
that increase
knowledge about
occupational
therapy
intervention plans
such as studies,
articles and books,
as well as
reviewing lectures
that have been
studied in the past
years.
-Respect the
patient’s decision
and agree on
intervention that
achieves the best
results
-Monitor results
and adjust if
needed.
-Take feedback
from the patient
to ensure
effective
intervention.
-Inform the
supervisor of the
intervention plan
and taking his
recommendations
into account.
-Discussion the
supervisor about
the results in
order to improve
the performance
and avoid errors.
-Satisfaction
of the patient
with the final
results.
-Feedback
from the
supervisor.
Week 1-2:
-Observation the
processor during the
session
-Listen to the
therapists’ discussion
during the meeting
-Recording the notes.
During week 3-4
Discussion with
supervisor about the
choice of
intervention plans
and give suggestions
based on knowledge,
and ask him which
the most appropriate
suggestion.
objective addresses
the
Australian Minimum
Competency
Standards for
New Graduate
Occupational
Therapists:
During week 5-6
Prepare an
intervention plan
independently and
receive feedback
from the supervisor.
1.1, 1.3, 1.5, 1.7, 2.1,
2.2, 2.3, 3.1, 3.2, 3.3
and 5.4
(Occupational
Therapy
Australia, 2010).
______________
Objective two:
Assessment
To independently
select and
demonstrate
appropriate OT
standardized
assessment
Occupational therapy
assessments have been
set up to identify
patient issues in order
to choose the
appropriate
intervention plan and
reach the best results
(Townsend &
Polatajko, 2013).
There are a lot of
assessments that can
be used with different
patient cases, but
during my previous
training in the field
work I have been able
to apply very limited
assessments , so I
need to improve my
experience in this field
This learning
objective
______________
____________
___________ _________________
– Previous
knowledge of
lectures and
tutorials.
-Monitor the
supervisor during
the session and
learn how to
apply the
assessment to the
patient, and
record the notes
-Ability to
know the
patient’s
condition
accurately
-Gain more
information on
standardized
assessments from
books and articles.
-Discussion the
supervisor after
-Asking the experts the session on the
about approved
reasons for his
and appropriate
selection for that
assessments.
assessment.
-Administer the
assessment
independently
with the patient
– Review the
results of
assessment with
the supervisor.
-Success in
answering
the
supervisor’s
various
questions
about the
patient.
-The
satisfaction
of supervisor
for the
performance
and getting a
good
feedback.
This objective will
be applied during the
internship year and I
will strive to achieve
it within the first four
weeks of the first
rotation (being able
to independently
administer the OT
standard assessments
with the patient).
Week 1:
Observe the
supervisor and other
therapists during the
session and how they
apply the assessment
and record notes.
Week 2:
Apply the
assessment
experimentally to a
friend or volunteer.
Week 3:
Conducting the
assessment on the
patient with assist of
the supervisor and
following his
guidance.
addressed sections
1.1, 1.3,
1.5, 1.7, 2.1, 2.2, 2.2,
4.2,
5.1 and 5.3 of the
Australian
Minimum
Competency
Standards for New
Graduate
Occupational
Therapists at a
Glance (Occupational
Therapy Australia,
2010).
Week 4:
Administer the
assessment
independently with
the patient and
inform the supervisor
of the results.
_________________
______________
Objective three:
Document
To perform and
write a professional
document for patient
in fieldwork.
-Books, studies,
and articles that
include how to
write a
professional
document.
The documents ensure
the effective followup, affirmation of
responsibility and
successful care of the
patient (Gutheil,
2004).
I chose this objective
because I am keen to
develop my
experience in this
field, where I did not
learn this skill at the
university or the
fieldwork.
This learning
objective addresses
the
Australian Minimum
Competency
Standards for
New Graduate
Occupational
Therapists
1.1, 1.2, 1.5, 2.2, 3.1,
3.4, 3.7, 4.1, 4.4, 5.3,
5.4, 6.2, and 7.3.
– Read documents
of other therapists.
-Read the file of
patient.
_____________ ___________
-Asking the
supervisor to
clarify some
points if
necessary.
-Attempt to write
some documents
and discuss them
with the
supervisor.
– Good
Feedback
from my
supervisor.
-Good
Feedback
from other
therapist.
-Writing
documents
without
errors.
________________
This objective will
be applied during the
internship year and I
will strive to achieve
it within the first
three weeks of the
first rotation (being
able to independently
writing documents
without errors).
Week 1:
Read books and
articles that include
how…