In this assessment I will discuss the area of paediatrics in occupational therapy, as it is a field I am

interested in practicing in after graduating. Throughout this assessment I will provide examples of
advancements in the field, draw on my accumulated knowledge, experiences, networking and
completed/planned professional development that displays competence that meet Australian
Health Practitioners Regulation Agency (APHRA) registration standards. Furthermore, I will describe
approaches and strategies outlined in a plan that will enable me to appropriately respond to
challenges that I will face in my transition from student to practitioner.

I have chosen the setting of a grade one occupational therapist in a specialist school
environment.

Portfolio of evidence; evaluation of networking:

Moser & Wolff (2009) defined networking as ‘behaviours aimed at building, maintaining and
using informal relationships that possess the (potential) benefit of facilitating work-related
activities of individuals by voluntarily granting access to resources and maximising common
advantages’ (p.196). their study highlights that networking contributes to career success
and growth, a key job search strategy, associated with favourable performance ratings and
an investment that pays off over time. Networking can be in the form of social media,
professional websites such as LinkedIn, face to face or via email, through professional
events, associations, webinars, conferences, work and personal encounters. Purposes
involve gaining and sharing information and best practice, keeping communication and
relationships alive and to receive support

Telepractice is the application of telecommunications technology to the delivery of

speech language pathology and audiology professional services at a distance by
linking clinician to client or clinician to clinician for assessment, intervention, and/or
consultation.
Advancements – ipads and interactive technology.
Sensory
 Assessment Task 3
What is the purpose of this assignment?
Specifically, this assignment gives you opportunity to:

 Compile a portfolio of evidence for a specific of practice. This will help you
reflect on your learning, knowledge and skills acquired throughout your degree and
clinical placement. You may also draw on other experiences you may have had such
as employment or personal experiences. Through reflection and critical analysis, you
will identify your own level of competency in relation to your chose field of practice.  
 Become familiar with networking, different methods of networking and
consider how you will build your own professional network.
 Become familiar with all five of the AHPRA registration standards
 Specify a plan to meet your CPD requirements as a new graduate
occupational therapist. You will have the opportunity to explore what opportunities
are available and determine what best fits your learning needs and chosen field of
practice.
 Anticipate and plan for some challenges you may face as you transition from
student to practitioner.

How does this assignment link to Unit Learning

Outcomes?
More broadly the completion of this assignment will contribute to your learning of the
following:

 ULO2 Explain the ways in which the occupational therapy profession

responds to current challenges in practice environments, with international
perspective
 ULO3 Predict influences on the transition from student to practitioner and
examine strategies that will assist in constructing a personalised plan to assist with
the transition process
 ULO4 Perform a critical analysis of the individuals level of competency, and a
selected field of practice
 ULO5 Prepare and present a portfolio of evidence to support students
competency to practice and current level of employability.

What you need to do for this assignment

Step 1
Familarise yourself with the marking criteria for this assignment and watch the
following video

step 2
During class in week 5 we will be looking at AHPRA registration requirements and
CPD in more detail. In week 6 we will be discussing networking. Both of these
classes will assist you in your discussion and critical analysis.

Step 3 
Conduct research to into your chosen field of practice (you may choose to do the
same field of practice as you did for AT2 - just beware of self plagiarism) and latest
advancements in the field. Use available and reliable evidence, and refer to unit
content and readings.

Step 4
Build a portfolio of evidence specific to your field of practice. This may be examples
only, or you may chose to include a portfolio of document as an appendix to support
your discussion for this criteria. Use your portfolio to reflect on your own learning,
knowledge and skills as a new graduate occupational therapist in your chose field of
practice.  Consider any specific learning needs, as this may help inform the
development of your CPD plan, and opportunities to continue your learning and
expand your scope of practice.  

Step 5
Develop a networking plan and CPD plan demonstrating critical thinking when
justifying your choices. Then, consider any challenges you may face as you
transition from student to practitioner.

Step 6
Generate your written report.

Step 7
Submit your assignment in the allocated DropBox by the due date Monday 7 October
2019 at 9pm
Questions?
Please post your questions in the discussion forum: Assessment Task 3

Time will also be made available in class or seminars for students to ask questions
on this assignment.

Be related to field of practice.

Using examples of criticle analysis.

Teachers view Three themes emerged: (1) teachers’ confusion over the OT
role and scope of practice; (2) teachers’ desire for more reciprocal
communication and more frequent opportunities to collaborate with
occupational therapists; and (3) teachers’ desire for occupational
therapists to have increased awareness of the needs and constraints of
classroom contexts. #2

Guides to Good Practice

Guide to Good Practice for Working with Children (May 2016)

 About the Guide to Good Practice for Working with Children

 Development
 Feedback from members
 Acknowledgements

About the Guide to Good Practice for Working with Children

The Occupational Therapy Guide to Good Practice for Working with

Children provides practice guidelines for occupational therapists who work
with children (aged 0-18 years) and their families/caregivers. This can be
used as a reference for occupational therapists, consumers, and
organisations. It outlines expectations for good practice.

The Guide incorporates information from a range of sources: experienced

occupational therapists practicing in the field, researchers, academics,
current evidence, and governing bodies relevant to occupational therapy
practice and children.

The information in this Guide was developed to be used by occupational

therapists who work with children and their families/caregivers to articulate
what is expected of occupational therapists who work with these
individuals. Particular acknowledgement is made of the 2007 UK Guide to
Good Practice for Paediatric Physiotherapists (Association of Paediatric
Chartered Physiotherapists), which informed the framework for this
document.

The Guide is intended to complement other key documents including the

AHPRA Code of Conduct, the Occupational Therapy Australia Code of
Ethics (2001), and the Occupational Therapy Australia Competency
Standards for Entry-Level Practitioners (2010). A range of other regulatory
and legislative documents may apply depending on jurisdiction, service
type, and employment structure.

Development

The need for a good practice guide was identified by Occupational Therapy
Australia’s Paediatric Taskforce, which was established in July 2014 to
advise the National Professional Practice and Standards Portfolio and the
Board of Occupational Therapy Australia on issues relevant to paediatric
practice. The Guide was developed by the National Paediatric Steering
Group of Occupational Therapy Australia with input from the National
Paediatric Reference Group and a range of other key stakeholders
including the Board of Occupational Therapy Australia.

Feedback from members

Many good practice principles and practices are similar across practice
areas, and Occupational Therapy Australia welcomes member feedback as
to the usefulness of the Guide, and whether other practice areas would
benefit from a similar document. The Guide is due for review 12 months
after its original publication (in May 2017) and feedback is already being
collated for future editions.
 

Acknowledgements

Occupational Therapy Australia gratefully acknowledges the below

members, without whose input the Guide to Good Practice for Working with
Children would not have been possible:

Paediatric Steering Group

 Dr Natasha Layton - CHAIR | Occupational Therapy Australia

 Dr Fiona Jones - CO-CHAIR | Private practice (NSW)
 Dr Annette Joosten - Curtin University
 Nicole Brown - James Cook University
 Dr Elspeth Froude - Australian Catholic University
 Celeste Riach - Private practice (NSW)
 Lisa Vale - RCH (now private practice)
 Aneesa Kathrada - School sector (QLD)
 Caroline Mills - Autism Spectrum Australia
 Liz Springfield - University of Queensland
 Rachelle Coe - University of Western Sydney

Paediatric Reference Group

 Dr Natasha Layton - CHAIR | Occupational Therapy Australia

 Dr Fiona Jones - CO-CHAIR | Private practice (NSW)
 Elizabeth Edgar - Private practice
 Tara Whiteford - Autism QLD/ECIS
 Erin Kelly - Private practice
 Deb Hopper - Private practice
 Emma King - Private practice NSW
 Nikki Chegwyn - School sector NSW
 Cate Hilly - USC
 Jacky Peile - Private practice NSW

For further information regarding Occupational Therapy Guides to Good

Practice, please contact OTA.