MEDS2002 Principles and Practice of Gerontology Semester 1, 2017ctl.curtin.edu.au/teaching_learning_services/unit... · As students in your second year of studies, it is time to expand

Unit study package code: MEDS2002

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 1 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly Fieldwork: 1 x 10 Hours Once-only

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units:303542 (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR 303624 (v.0) Bachelor of Science (Occupational Therapy) Degree Conversion (Onshore) or any previous version OR B-OCCT (v.0) Bachelor of Science (Occupational Therapy) or any previous version

AND

311233 (v.0) Occupational Therapy Principles and Practice 142 or any previous version OR 309632 (v.0) OT 142 - Foundations of Occupational Therapy or any previous version OR OCCT1000 (v.0) Concepts in Occupational Therapy Practice or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrsName: Claire MorrisbyPhone: 08 9266 3611Email: [email protected]: Building: 401 - Room: 346

Unit Outline

MEDS2002 Principles and Practice of Gerontology Semester 1, 2017

Faculty of Health Sciences School of Occupational Therapy and Social Work

MEDS2002 Principles and Practice of Gerontology Bentley Campus 15 Feb 2017 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 13CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Syllabus Pathophysiologic and psychosocial changes associated with ageing. Person, environment and occupation (PEO) interventions for treatment, rehabilitation, illness prevention and health promotion of age related health conditions. Global ageing, burden of care, ethical and medicolegal issues in gerontology.

Introduction Getting older is a part of life, the process that takes us from infants to adolescents to adults has an inevitable conclusion in ageing. We see people ageing around us every day, our grandparents, our relatives, friends and colleagues and know that one day that will be our own future. What is it that makes the difference between someone ageing well and someone who just gets old? There are constant reports in the media that the population of the world is getting older, the World Health Organization estimates that by 2050 there will be more than 2 billion people aged 60 years and over worldwide (WHO, 2013). As the world ages, we look for ways that will slow the process and allow us to have quality time as well as more time in our later years. This unit will explore the impact of ageing both normally and with pathological conditions for an individual, community and from an international perspective. It will build upon your knowledge of occupational therapy models and philosophies to practically explore the role of occupational therapists working with older people. This unit will allow you to integrate your learning from Clinical Pathophysiology and will form a basis for your future units in Applied Physical Rehabilitation, Introduction to Neuroscience for OT, Integrated Neuroscience for OT and Integrated Occupational Therapy Practice. The significant feature of this unit is that it will help you to understand different perspectives on ageing and develop a sense of the occupational therapy role in a range of practice contexts in WA. You will develop practical assessment skills for older adults in cognition, falls and dementia.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Teaching Staff: Name: Anelle YoungEmail: [email protected]: Building: 401

Administrative contact: Name: Kerrylyn JohnstonPhone: .Email: [email protected]: Building: 401 - Room: .

Learning Management System: Blackboard (lms.curtin.edu.au)





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Curtin's Graduate Attributes

Learning Activities As students in your second year of studies, it is time to expand your skills beyond content knowledge to higher order thinking. Deep learning requires evidence of analysis, genuine and honest reflection, and the ability to relate current and past learning and experiences to a specific situation. Learning is enhanced through the use of real people and real stories. Therefore, actively sharing your own experiences and viewpoints will provide you with a rich and diverse context for learning about ageing, and ensure that staff and other students can continually work in partnership and learn from and with each other.

This unit is taught using a flipped classroom model, the preparation activities are designed to allow you to participate fully in class, not completing these activities will limit your ability to contribute and learn from face to face classes.

Participation in this unit requires the following essential commitments from all students: • Attendance and participation in all scheduled classes and lectures • Completion of all required prepatory materials (videos and readings) as the knowledge from these will be directly utilised in the labs and lecture • Active participation, interaction, questioning and critical thinking • Ownership of making our journey interesting, challenging and exciting • Recognition that constructive debate is healthy • Acceptance that learning includes thinking about things not ordinarily considered, hearing different points of view that challenge personal opinion and exploring the wonderful shades of grey that make up human existence • Respect for the diverse social and cultural experiences that we all bring to the classroom • Commitment to use the opportunities in this unit to expand knowledge and develop skills and attitudes towards working with elders.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Atwal, A., & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Oxford: Wiley-Blackwell.

On successful completion of this unit students can: Graduate Attributes addressed

1 Evaluate the application of occupational therapy intervention and service delivery models for elders across primary, secondary and tertiary health sectors

2 Develop a plan of change identifying probable pathophysiological and psychosocial changes associated with ageing to ensure a healthy old age

3 Initiate and modify communication strategies to effectively interact with elders and adapt to age-related changes

4 Appraise the influence of global ageing on the contribution of elders to the society in which they live

5 Justify interventions and decisions in accordance with ethical and medico-legal principles of practice

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Please note this is available electronically via the Curtin Library however no guarantee can be made regarding the continuing availability of this resource.

(ISBN/ISSN: 97814444333336)

Assessment Assessment schedule

Detailed information on assessment tasks

1. "'Ageing Disgracefully' is a FREE event full of information for anyone who wants to live each day with enthusiasm and vitality despite no longer being a spring chicken!

So what is 'Ageing Disgracefully'? Maybe you have heard stories of older folk doing adventurous and even slightly outrageous things, making you realise the golden years can be something to look forward to! Well, that is ageing disgracefully and through a mixture of presentations and expo style stalls, you too can find out how to age well with a sparkle in your eye and a bounce in your step!" (http://www.weekendnotes.com/ageing-disgracefully-seminar/)

This assignment requires you to develop and promote a new occupational therapy program, service or intervention that aims to increase occupational engagement and/or performance for participants, based on a research article assigned to you. This is to be presented at the 'Ageing Disgracefully' Expo, to an audience of older West Australians (your class mates). You will have 10 minutes to promote your service with the aim of getting people to be interested in joining in (or referring their loved ones to). You will need to have a single sided A4 flyer to provide to audience members that they can take home (you only need one copy to give the the tutor).

What to include in the presentation:

You must determine the target population (they must be older adults, 65yrs+). Be specific and consider:

l Gender l Age l Culture l Marital status l Diagnoses i.e. dementia, mental illness, cancer, physical impairments l Place of residence i.e. community or residential care l What supports they currently receive

You may choose to use the same population as the journal article, or you can apply the intervention to

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Group Presentation and preparation of handout 20 percent Week: Week 11 Day: During normal labs Time: Normal lab times

1,2,5

2

Interview a community elder and written analysis 40 percent Week: Week 8 Day: Tuesday 18th April Time: 10pm

3,4

3

Exam 40 percent Week: Exam Week 1 or 2 Day: TBA Time: TBA

1,2,3,4,5





a different population

Also include:

l Overview and information about the intervention/program/service and its proposed benefits (according to the literature)

l Occupational goal/s relevant to older adults (how will it improve occupational performance and engagement/participation)

l Example of a single session (with demonstration if appropriate) l Assessment/evaluation to determine its value/efficacy l Practical information including who needs to be involved, cost of resources to deliver the

intervention, where and how it would be delivered l Additional evidence to support (or question) the intervention and why this justifies its use

The presentation will be marked based on the following criteria:

l The information provided (quality and consistency) l Justification of the program/service/intervention as a whole using evidence (minimum 4 quality

journal articles) l The quality of the presentation (creativity, appropriateness, engagement, clarity, professionalism) l The handout (see below) (appropriateness, quality of information and presentation)

The handout will be a 1 page A4 flyer. It will need to cover the following basic information:

l Target population l Overview of the intervention l Goal of intervention l Example of a session l Assessment/evalution l Practical information l Evidence to support the intervention (in text citations will be used) l Referencing

You will need to provide the references used to support your intervention to the tutor, attach this to the handout. Use APA 6th format.

*****You must upload your handout and reference list to the submission point on blackboard AND provide a hard copy to your tutor prior to the start of your presentation.

Presentation guidelines Oral presentation: you have 10 minutes maximum, the tutor will stop you at 10 minutes. You may choose to have a warning at 9 minutes, please advise the tutor if you would like her to raise their hand or signal in some other way. If you do not use the entire 10 minutes you may choose to open the floor for questions. You are presenting to a group of older adults and your professional manner and attire will be considered. Handout: is to be 1 A4 page single sided only (this means no tri-fold pamphlets etc.). Font size and other presentation factors are considered according to your groups' preferences (consider your audience carefully). The marking rubric for this assessment will be available at the commencement of semester, please read this carefully. This rubric will provide you with information on how to meet the criteria for this assessment and will include feedback regarding your achievement following marking.

2. Interveiw and written analysis: Introduction

Older people's occupations are influenced not only by their ageing process but on the opportunities and





challenges provided by the environment. This assignment gives you the opportunity to explore how global ageing and other environmental factors impact on an older person in your local context. You will also have an opportunity to practice and develop you communication skills which are a critical part of your future as an occupational therapist.

This assignment requires you to interview one person aged 70 or older (who is not related to you) twice and complete a written analysis.

The interviews

l Find a person older than 70 years that is not related to you who is willing to be interviewed twice for approximately 45 minutes each time.

l Contact the person and ensure they complete a consent form PRIOR to commencement of interview. Consent forms are available for download on Blackboard.

l Arrange a time to meet with the person to interview them for the first time, it is recommended that you start this by the end of week one to give yourself adequate time to complete your analysis.

l Ensure that you only audio record interviews if you have permission to do so. l Write a short note of thanks at the completion of interviews.

Written assignment

1. With reference to current literature, evaluate the impact of the environment (as defined by the CMOP-E) on the occupational performance and occupational engagement of the individual interviewed. (1250 words) This relates to ULO 4 2. Using Gibbs model of reflection, critically analyse the development of your communication skills across the two interviews. (750 words) This relates to ULO 3 Assignment Presentation

Word count: 2000 words (not including the reference list or appendices). Use 12 point font and 1.5 line spacing. Assignments will only be marked up to the word limit. Please state the word count on the cover page of the document.

You are expected to use a pseudonym to maintain confidentiality of the person interviewed.

Appendices: (not included in word count)

l Completed consent form- assignments submitted without the consent form will not be marked as this is a breach of confidentiality.

l Letter of thanks l Timesheet

The assignment must be submitted via Turnitin in Blackboard no later than 10pm, Tuesday 18th of April

You will have the opportunity to submit multiple drafts of your work through turnitin up until the submission time, to check the originality of your work. Please ensure that you give yourself sufficient time to upload the final copy into the system. To be fair to all students, any assignment submitted after the due date will incur a 10% late penalty as per the late assessment policy. If you submit a draft, incorrect or incomplete assignment, that will be the one that will be marked and no further correspondence will be entered into.

The marking rubric for this assessment will be available at the commencement of semester, please read this carefully. This rubric will provide you with information on how to meet the criteria for this assessment and will include feedback regarding your achievement following marking.

Useful resources:

l Atwal, A., & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Oxford: Wiley-Blackwell. l Townsend, E. A., & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision

for health, well-being and justice through occupation. Ottawa: CAOT Publications ACE.

Assignment return: Your marked assignments will be returned electronically within three weeks of submission.

Fieldwork hours: in recognition of the time involved in face to face contact with elders students will be





awarded 10 fieldwork hours. Enter only the hours spent with your elder. Students must maintain and submit a timesheet to claim fieldwork hours.

3. Exam details

The exam will occur during the exam period (further details will be availalble later in the semester)

The examination is based on the integration of all materials presented in the lectures, workshops and prepartory materials. It will be based on a case study with several long answer questions.

The final workshop will be an opportunity to complete a practice exam, please refer to the program calendar or Blackboard for further information.

Pass requirements

Students must complete and submit all pieces of assessment to pass the unit. Submission of a blank assignment does not constitute ‘completing’ an assessment. Student are required to achieve an overall unit mark of 50% or greater to pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (e.g. examinations, tests) or due date/time (e.g. assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted to [email protected] l If the circumstances for your extension application are likely to impact on multiple units, please contact the

course coordinator





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http://students.curtin.edu.au/administration/

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each study period.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

Deferred examinations/tests will be held from 10/07/2017 to 14/07/2017 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

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Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

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Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Moving to prepatory viewing in smaller 'chunks' rather than traditional lectures 2. Explicitly linking the Unit Learning Outcomes to assessment tasks

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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Program calendar

Program Calendar – Semester 1 2017

Week Begin Date

Preparatory material

Material marked with * are optional (but encouraged)

Laboratory Lecture/ seminar

Assessment Due

Orientation 20 February

Orientation Week

1. 27 February

WATCH: Ageing globally and locally (10 min) AND Societal context of ageing (14 min)

READ: Chapters 1 & 3 of Atwal, A., & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Oxford: Wiley-Blackwell. (approx. 1hr)

Stereotypes of ageing and the

role of OT

Introduction to reflective

practice (in the context of ageing)

2. 6 March WATCH: Theories of ageing (16 min) AND Normal ageing (19 min)

READ: Chapter 2, 6* & 7** of Atwal, A., & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Oxford: Wiley-Blackwell. (approx. 1 hr)

*pay particular attention to ‘Sensory systems structure and function’ pg. 135 – 139. **use the table at the start of the chapter to develop your understanding, the rest of the chapter will supplement this.

*Tickle-Degnan, L. (2014). Therapeutic rapport. In M. V. Radomski & C. A. Trombly-Latham (Eds.), Occupational Therapy for Physical Dysfunction (7th ed., pp. 412-427). Baltimore, MD: Wolters Kluwer. (pages 414-419: The experience and communication of therapeutic rapport to Therapist enjoyment

and positivity.) (approx. 20min)

Communication strategies and interventions

(simulation activity)

Normal ageing Vs. Abnormal

ageing

3. 13 March

WATCH: OT in acute care (19 min) AND Care available in the community (19 min)

READ: Chapter 5 of Atwal, A., & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Oxford: Wiley-Blackwell (approx. 30 min)

8OPTIONAL WATCH: http://www.abc.net.au/7.30/content/2015/s4196703.htm# (7 min)

Assessments and interventions in

acute and community care

Community and hospital:

understanding the continuum

of care

4. 20 WATCH: OT role in falls prevention (26 min) Home/falls TBA Groups set





http://www.abc.net.au/7.30/content/2015/s4196703.htm

March READ: Chapter 8 of Atwal, A., & McIntyre, A. (2013). Occupational therapy and older people (2nd ed.). Oxford: Wiley-Blackwell (approx. 30 min)

assessments and practical

application

for oral presentation

5. 27 March

WATCH: Dementia Pathophysiology (26 min) AND Dementia interventions (22 min)

READ: Read: pages 14-35 of: Dementia: Osborne Park Hospital Guide for Occupational Therapists in Clinical Practice. Perth, Western Australia: Australian Government Department of Health and Ageing

(2011). Retrieved from: http://ilc.com.au/resources/2/0000/0415/dementia_osborne_park_hospital_guide.pdf (approx. 20

min)

Hierarchic Dementia Scale

Revised

Dementia interventions,

examples from practice

6. 3 April WATCH: Role of OT in residential aged care (26 min)

*OPTIONAL VIEWING: http://www.abc.net.au/lateline/content/2013/s3824967.htm (14 min)

Visit to ResidenResidential Care

Facility

Residential care Contemporary practice: issues in aged care interventions

7. 10 April Tuition Free Week

8. 17 April Tuition Free Week Written Assignment

due, Tuesday 18th April @

10pm

9. 24 April WATCH: Ethics, sexuality and culture (22 min) AND https://www.youtube.com/watch?v=e2VWT-3woec (16 min)

READ: Freegard, H. (2007). Ethics in a nutshell. In H. Freegard & L. Isted (Eds.), Ethical practice for health professionals (2nd ed., pp.11-24). South Melbourne: Cengage Learning Australia (approx. 30

min)

*Minichiello V, Ackling S, Bourne C, Plummer D. Sexuality, sexual intimacy and sexual health in later life. In: Minichiello V, Coulson I, editors. Contemporary Issues In Gerontology: Promoting Positive

Ageing: pp 78-104 Allen & Unwin; 2005. OR http://lib.myilibrary.com.dbgw.lis.curtin.edu.au/Open.aspx?id=213245 (approx. 30 min)

Managing ethical issues for older

people

ANZAC day public holiday:

students in TUESDAY classes

should attend alternative classes.

Contemporary practice, issues in aged care

10. 1 May WATCH: Palliative care overview and principles (19 min) AND *https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/7115467e-a84b-479d-821c-

Palliative care case study application

OT interventions in





http://ilc.com.au/resources/2/0000/0415/dementia_osborne_park_hospital_guide.pdf

http://www.abc.net.au/lateline/content/2013/s3824967.htm

https://www.youtube.com/watch?v=e2VWT-3woec

https://www.youtube.com/watch?v=e2VWT-3woec

http://lib.myilibrary.com.dbgw.lis.curtin.edu.au/Open.aspx?id=213245

https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/7115467e-a84b-479d-821c-3f425320f1a3


3f425320f1a3 (1hr 10min)*

READ: Keesing, S., & Rosenwax, L. (2011). Is occupation missing from occupational therapy in palliative care? Australian Occupational Therapy Journal, 58(5), 329–36. doi:10.1111/j.1440-

1630.2011.00958.x (approx. 30 min)

conjunction with the

palliative care principles

11. 8 May No prep (take a moment to catch up on any weeks you may have missed) ORAL PRESENTATIONS

No lecture this week

Oral presentation due in class

12. 15 May WATCH: Caring in WA (21 min)

READ: Chappell, N. L., & Pamenter, G. (2005). The challenge of caregiving. In V. Minichiello & I. Coulson (Eds.), Contemporary Issues in Gerontology (pp. 167–189). Sydney, NSW: Allen & Unwin.

(approx. 30 min)

Role of OT in working with

carers

Carers experience

13. 22 May https://www.youtube.com/watch?v=y5i3jBhxI4Q

Particularly 9min30 to 13min30 (though the rest is very interesting too)

Cognitive assessments used with older adults

by OTs

Cognitive interventions

for older adults

14. 29 May This week will be an opportunity for revision, please make time to catch-up or review the readings and videos prior to this point.

In class will be a practice exam.

Q&A session

15. 5 June Study Week

16. 12 June Examinations

17. 19 June Examinations






https://www.youtube.com/watch?v=y5i3jBhxI4Q

Documents

MEDS2002 Principles and Practice of Gerontology Semester 1, 2017ctl.curtin.edu.au/teaching_learning_services/unit... · As students in your second year of studies, it is time to expand