First published September 2010
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Disclaimer
Occupational Therapy Australia has made every effort to ensure that, at the date of
publication, the document is free from errors and information has been provided in good faith.
Neither Occupational Therapy Australia nor any person or organisation associated with the
preparation of this document accepts liability for any loss which a user of this document may
suffer as a result of reliance on the document and in particular for:

Use of the document for a purpose for which it was not intended;

Any errors or omissions in the document;

Any inaccuracy in the information or data on which the document is based or which are
contained in the document; or

Any interpretations or opinions stated in, or which may be inferred from, the document.
© Occupational Therapy Australia, 2010
This work is copyright. No part may be reproduced or communicated in any manner
whatsoever except in accordance with Copyright Act, 1968.
ISBN 978-980524086
i
Preface
Development of the Performance Record for the Australian Minimum Competency Standards
for Occupational Therapists (PRACSOT) has been based upon the Review of the Australian OT
Competency Standards: Carrick DBI Project (Review) that included recommendations that the
utility of the Australian Minimum Competency Standards be improved (Rodger, Clark, Banks,
O’Brien, & Martinez, 2009).
Specifically, the PRACSOT has been developed as a reflective tool for use in conjunction with
the Australian Minimum Competency Standards for New Graduate Occupational Therapists
(ACSOT) (Occupational Therapy Australia, 2010), namely to:
a)
assist individual therapists and supervisors to inform supervision and appraisal processes
within their local contexts to support and enhance individual performance;
b)
assist workplace processes to develop advanced level and/or more specific competency
standards;
c)
support individual occupational therapists returning to the workforce; and
d)
assist the development of new graduate job descriptions.
Occupational Therapy Australia. (2010). Australian Minimum Competency Standards for New
Graduate Occupational Therapists. Melbourne, Victoria: Occupational Therapy Australia.
Rodger, S., Clark, M., Banks, R., O’Brien, M., & Martinez, K. (2009). A national evaluation of
the Australian Occupational Therapy Competency Standards (1994): A multistakeholder
perspective. Australian Occupational Therapy Journal, 56, 384–392.
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
ii
Acknowledgements
This Revision of the Australian Minimum Competency Standards for New Graduate
Occupational Therapists, including development of the PRACSOT, has been directed by a
Project Team led by Professor Sylvia Rodger, in collaboration with a Steering Committee
representing Occupational Therapy Australia and a Reference Group representing members of
the Australia and New Zealand Council of Occupational Therapy Educators (ANZCOTE), the
Occupational Therapy Council, and the Australia and New Zealand Occupational Therapy
Fieldwork Association (ANZOTFA). Funding of this project was provided by Occupational
Therapy Australia.
This project has been characterised by ongoing consultation and collaboration, a process which
would not have been possible without the invaluable contributions of many occupational
therapists representing all aspects of the profession. Feedback was provided at all stages of
the revision process by individual clinicians, educators, State and Territory Occupational
Therapy Associations and Special Interest Groups, and regulatory bodies. A full list of
contributors is provided in Appendices 1 and 2.
Project Team
Professor Sylvia Rodger
Ms Liz Springfield
Ms Bec Banks
The University of Queensland
Professor Susan Ryan
University of Newcastle
Consultant to Project Team
Dr Alison Nelson
The University of Queensland
Steering Committee
Mr Chris Kennedy, Senior Policy Advisor, Occupational Therapy Australia
Ms Rebecca Allen, Chair, Programme Accreditation Committee, Occupational Therapy Australia
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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iii
Contents
Preface ................................................................................................... i
Acknowledgements...................................................................................ii
Introduction to the Performance Record for the Australian Competency
Standards for Occupational Therapists (PRACSOT) ...................................... 1
Aim of the PRACSOT ...................................................................................................... 1
How to Use the PRACSOT ............................................................................................... 1
Completing the PRACSOT ............................................................................................... 2
General Structure ...................................................................................................... 2
To Complete the PRACSOT .......................................................................................... 2
Australian Minimum Competency Standards for New Graduate Occupational Therapists –
At a Glance ............................................................................................................... 4
Performance Record for the Australian Competency Standards (PRACSOT) – Outcomes ......... 5
Competency Units
Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Competency Unit 2: Occupational Therapy Information Gathering and Collaborative
Goal Setting
Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Competency Unit 4: Occupational Therapy Service Evaluation
Competency Unit 5: Occupational Therapy Professional Communication
Competency Unit 6: Occupational Therapy Professional Education and Development
Competency Unit 7: Occupational Therapy Professional Practice Responsibilities
Appendices .......................................................................................... A-1
Appendix 1: Reference Group Members ........................................................................ A-1
Appendix 2: List of Contributors to ACSOT and PRACSOT ............................................... A-3
141-OMCgatton/September 2010
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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iv
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
PRACSOT
1
Introduction to the Performance
Record for the Australian Competency
Standards for Occupational Therapists
(PRACSOT)
Aim of the PRACSOT
The Performance Record for the Australian Competency Standards for Occupational Therapists
(PRACSOT) has been developed for use by new graduate occupational therapists, occupational
therapists and supervisors/managers of occupational therapists. It is to be used alongside the
Australian Competency Standards for new Graduate Occupational Therapists (ACSOT)
(Occupational Therapy Australia, 2010) and never in complete isolation from the complete
standards document.
The aim is to assist new graduate occupational therapists, or those who are returning to
practice, preparing for practice as occupational therapists in Australia, or occupational
therapists at any stage of their careers (e.g., when undertaking a skills audit) to review their
basic competence with respect to each of the units of competence and their related elements.
It can be used by individual occupational therapists, supervisors or management. Individuals
may use it to facilitate personal reflection and identify ongoing learning needs or it can form
the basis of supervisory sessions with a senior/manager. It may be used for the identification
of goals for personal and professional development, enabling therapists and their supervisors
to highlight and consider areas needing further attention. Supervisors and managers may use
it as a means to audit or review the knowledge, skills and attitudes of occupational therapists
under their supervision, inform departmental review and plan training opportunities within the
workplace.
How to Use the PRACSOT
This tool must be used in conjunction with the Occupational Therapy Australia (2010) Australian
Competency Standards for New Graduate Occupational Therapists. The PRACSOT can be
completed as an entire document or individual components such as specific units of competence
may be addressed separately, if it is thought they may need further attention or review.
The Performance Record should be both valid and reliable. Demonstrated evidence of
competency will vary according to the workplace context and specific setting. Therefore, in
order to be valid the most appropriate method of evaluation should be determined and
negotiated according to workplace requirements. To ensure reliability, potential evaluation
methods may include, but are not limited to: direct observation, written reports, reflection,
evaluation of client outcomes and feedback, workplace observation, documentary evidence,
and oral appraisal.
The Performance Record needs to be representative of the occupational therapists’ current
competence. Thus, it is expected that assessment will occur over a sufficient period of time to
enable the comprehensive appraisal required. Similarly, input from all relevant stakeholders
should be sought to ensure comprehensiveness. PRACSOT outcomes should be communicated
in a timely fashion to facilitate development of appropriate learning goals and plans.
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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2
PRACSOT
Completing the PRACSOT
General Structure
There are seven Units of Competence in the Australian Competency Standards for New
Graduate Occupational Therapists (Occupational Therapy Australia, 2010). Within each Unit of
Competence there are a number of Elements ranging from one to eight. Listed under each
Element are the relevant Performance Criteria. Cues within the Standards are generic and can
be used to guide completion of the PRACSOT.
There is opportunity at the end of each Element to summarise your own/the therapist’s
abilities or strengths in performance as well as areas/aspects that may require further
investigation or attention. At the completion of the PRACSOT an overview of performance
across the Competencies can be developed on the PRACSOT – Outcomes page. This summary
page also enables therapists and their supervisors to develop a plan for action for ongoing
competence development, including structures and timeframes for achieving this.
To Complete the PRACSOT
Initial Steps

Consider who are the key stakeholders to be involved in completion of the PRACSOT are
and their level of involvement. This includes whether the new graduate will be required to
complete the PRACSOT, complete it independently, or in conjunction with a supervisor.

Determine which parts of the PRACSOT are to be completed and over what time frame it
will be completed.

Read through the Performance Criteria listed under each Element, reflecting upon what
each requires and how it is operationalised in the workplace. Decide if the cues given in the
ACSOT are appropriate and sufficient to enable completion of the PRACSOT or if further
workplace specific cues need to be developed and recorded to customize the PRACSOT to
individual needs. It is perfectly acceptable and advisable when using the PRACSOT to
develop specific cues relevant to your own workplace for some performance criteria.
Development of these may form the basis for discussion during supervision sessions. If
cues are required these can be added under each Performance Criteria.

Determine whether each performance criteria is relevant to your individual workplace and if
so, determine whether you or the therapist you are supervising demonstrates competence
with respect this performance criteria.

For each performance criteria, indicate either ‘Yes’, ‘No’, ‘Unsure’ or ‘NA’ (Not Applicable) to
describe whether the particular practice is engaged in/followed/performed competently to a
level expected of a new graduate in that workplace.
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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3
PRACSOT
Responses
Definition
Interpretation
Yes
Specified practice is
engaged in or followed
Indicates the therapist engages in the specified
practice
No
Specified practice is
not engaged in or
followed
Indicates areas of practice that may need to be
addressed
Unsure
Unsure whether
specified practice is
engaged in or followed
Indicates areas of practice that may need
further consideration, follow-up or monitoring
Not
Applicable
The practice is not
applicable to the
context
Indicates areas of practice that are not
applicable to the organisational context at this
point in time

Strengths and performance limitations impacting on competence can be summarized at the
end of each Element. Comments/examples of how Performance Criteria are met may also
be noted under individual Performance Criteria or at the end of each Element.

Attention should then be given in supervision to Units and Elements of Competence where
there are a number of “Unsure” or “No” responses. These may become the focus of further
continuing professional development, supervised practice or personal development.
Utilising Outcomes

The Performance Record of the Australian Competency Standards for Occupational
Therapists may be used as a basis for determining measureable and achievable goals, with
identified learning strategies, resources, timeframes and professional supports to enable
achievement.
Occupational Therapy Australia. (2010). Australian Minimum Competency Standards for New
Graduate Occupational Therapists. Melbourne, Victoria: Occupational Therapy Australia.
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
4
PRACSOT
Australian Minimum Competency Standards for New
Graduate Occupational Therapists – At a Glance*
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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Name:
Agency:
Completed by:
Date:
Areas identified for ongoing
development
1
Occupational Therapy
Professional Attitudes and
Behaviour
2
Occupational Therapy
Information Gathering
and Collaborative Goal
Setting
3
Occupational Therapy
Service Implementation
4
Occupational Therapy
Service Evaluation
5
Occupational Therapy
Professional
Communication
6
Occupational Therapy
Professional Education
and Development
7
Occupational Therapy
Professional Practice
Responsibilities
Performance Criteria/Goal
Learning Strategies to be
utilised (e.g. CPE, Supervision,
Mentoring)
Resources
required
Professionals to be involved in
supervision/ development
PRACSOT
Timeframe
for Action
5
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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Performance Record for the Australian Competency Standards (PRACSOT)
– Outcomes
6
PRACSOT
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 1
Occupational Therapy
Professional Attitudes
and Behaviour
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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1
PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Competency Unit 1:
Occupational Therapy Professional
Attitudes and Behaviour
Please tick the appropriate box
Element 1.1 Adopts a client-centred approach to practice
Performance Criteria
1.1.1
Are clients enabled and empowered through enhancing their
participation in meaningful occupation(s) and life roles through
OT intervention?
1.1.2
Is OT intervention planning and service selection led by clients,
with their families, representatives and/or significant others as
appropriate?
1.1.3
Are clients’ significant strengths, as well as, cultural values,
beliefs, behaviours and attitudes identified, respected and
considered?
1.1.4
Is understanding and respect demonstrated for the
individuality, uniqueness and worth of clients in the context of
their environment(s) and communities?
1.1.5
Is understanding and respect demonstrated for the collective
needs of communities/populations within their contexts?
1.1.6
Is appropriate action taken to reduce the impact on client and
others in situations where clients’ decreased competence
impacts on performance?
1.1.7
Is advocacy undertaken for clients and for clients’
opportunities for safe and meaningful occupational
engagement?
1.1.8
Are steps are taken to develop rapport, empathy and to ensure
judgments are recognized and suspended, to contribute to the
maintenance of a positive working partnership with clients?
1.1.9
Are clients not discriminated against on the basis of their age,
culture, disability, gender, sexuality, social status, economic
status and means, language or ethnicity?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
1.1.10 Are a range of communication skills, including but not limited
to negotiation, conflict management and resolution, used
effectively to facilitate the partnership with clients?
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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2
PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Adopts a client-centred approach to practice
Please tick the appropriate box
Element 1.2 Practices in a culturally safe professional
manner
Performance Criteria
1.2.1
Is an awareness demonstrated by the OT of his/her own
culture and its impact upon interaction with the client?
1.2.2
Is an awareness demonstrated by the OT of the history,
experience, culture and rights of the client?
1.2.3
Is their own effectiveness in addressing the needs of people
from all cultural and/or social backgrounds monitored by the
individual therapist?
1.2.4
Is the potential impact of possible power imbalances within the
relationship between the OT and the client recognised and
addressed?
1.2.5
Are skills utilized when working with individuals, organisations
and communities, that promote culturally safe services that
empower clients’ cultural identity and wellbeing?
1.2.6
Is the OT cognisant of the level of cultural safety he/she brings
to the therapeutic relationship and does he/she act
accordingly?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Practices in a culturally safe professional manner
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Please tick the appropriate box
Element 1.3 Practices in a professional manner that meets
ethical and legal responsibilities
Performance Criteria
1.3.1
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Is the conduct of the OT consistent with nationally and
internationally accepted standards of best practice, as
documented by Occupational Therapy Australia, the
Occupational Therapy Council, and the World Federation of
Occupational Therapists in their Codes of Ethics?
Are expected professional behaviours including honesty,
integrity, compassion and respect demonstrated?
1.3.2
Is an approach to practice adopted which is client-centred,
goal-oriented and collaborative, enabling effective working
relationships and partnerships?
1.3.3
Is professional behaviour consistent with ethical and legal
requirements?
1.3.4
Is professional behaviour in accordance with the expectations
of the working environment and employing organisation?
1.3.5
Are privacy, confidentiality and consent/permission of client,
family, significant others, colleagues and employing
organisation respected and maintained?
1.3.6
Is a professional manner maintained under duress through the
application of stress management and conflict resolution
strategies? Is assistance sought when necessary?
Practices in a professional manner that meets ethical and legal responsibilities
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Please tick the appropriate box
Element 1.4 Promotes and facilitates occupation through the
application of professional knowledge, skills, attitudes and
evidence appropriate to the practice context
Performance Criteria
1.4.1
Is the focus for occupational therapy intervention advocacy,
identification, support, and enablement of the clients’
occupational performance and participation in meaningful and
valued life roles?
1.4.2
Is the practice context considered by the OT when selecting
and implementing occupational therapy frameworks, models,
knowledge, skills and attitudes?
1.4.3
Is understanding and application of the occupational therapy
process demonstrated, through attention to relevant aspects of
the client, the environment and the clients’ occupations?
1.4.4
Is an understanding demonstrated of the principles and use of
occupation as a means to improve health and wellbeing to
ensure occupational justice and minimise deprivation?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Promotes and facilitates occupation through the application of professional knowledge, skills, values and
evidence appropriate to the practice context
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Please tick the appropriate box
Element 1.5 Promotes and facilitates occupation through the
application of professional knowledge, skills, attitudes and
evidence appropriate to the practice context
Performance Criteria
1.5.1
Are models and frameworks applied that are appropriate to
practice from occupational therapy and other fields, e.g.,
neuroscience, psychology?
1.5.2
Is a systematic approach using best available research
evidence and professional reasoning which encompasses
recognising and considering client preferences demonstrated?
1.5.3
Is the methodological quality and results from the best quality
and most relevant research studies that are available
appraised, interpreted, and implemented, as appropriate, into
daily practice?
1.5.4
Is a rationale for practice decisions provided based on sound
professional reasoning, including clinical experience, expert
opinion, and the client’s values and preferences, in instances
where research evidence is limited?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Incorporates best available research evidence and professional reasoning into occupational therapy
practice
Please tick the appropriate box
Element 1.6 Maintains and enhances competence through
lifelong learning and continuing professional development
activities
Performance Criteria
1.6.1
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Is an awareness of the boundaries of professional competence
and responsibilities demonstrated?
Is advice sought, and education and training and further
support and supervision accessed when required?
Maintains and enhances competence through lifelong learning and continuing professional development
activities
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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6
PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Please tick the appropriate box
Element 1.7 Demonstrates professional knowledge, skills,
and attitudes appropriate for the working environment and
conditions
Performance Criteria
1.7.1
Are knowledge, skills and attitudes commensurate with the
level of occupational therapy experience applied in client
service delivery and other aspects of service provision?
1.7.2
Is professional behaviour appropriate to the practice context
demonstrated?
1.7.3
Are legislation and regulations relevant to the practice context
understood and adhered to?
1.7.4
Are co-operative and collaborative relationships within teams
fostered and facilitated by understanding, respecting and
supporting the roles and responsibilities of different team
members, including awareness of group dynamics within that
team?
1.7.5
Are differences within teams and between colleagues
acknowledged and assistance sought to deal with any
conflicts?
1.7.6
Are the impacts of past, present and impending political, legal
and industrial issues on the profession, employing body and
client groups understood at a level commensurate with
experience?
1.7.7
Are principles of social and occupational justice understood,
upheld and incorporated?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Practices in a professional manner that meets ethical and legal responsibilities
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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7
PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Please tick the appropriate box
Element 1.8 Contributes to the promotion and advancement
of occupational therapy
Performance Criteria
1.8.1
Is current occupational therapy practice reflected upon and
constructively critiqued to identify knowledge gaps and
highlight areas requiring further improvement and/or
development?
1.8.2
Are research and evaluation activities commensurate with
experience undertaken to contribute to the validation and
advancement of occupational therapy practice?
1.8.3
Are professional activities and organisations engaged with to
contribute to the promotion and advancement of occupational
therapy?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Contributes to the promotion and advancement of occupational therapy
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 2
Occupational Therapy
Information Gathering and
Collaborative Goal Setting
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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1
PRACSOT – Competency Unit 2: Occupational Therapy Information Gathering and Collaborative Goal Setting
Competency Unit 2:
Occupational Therapy Information
Gathering and Collaborative Goal Setting
Please tick the appropriate box
Element 2.1 Performs a relevant, comprehensive,
assessment of occupational performance
Performance Criteria
1.1.1
Is a client-centred approach undertaken to identify and target
the client’s key occupational roles and occupations?
1.1.2
Are individual clients or client groups actively engaged as
collaborative partners during the information gathering phase
to clarify their values and specific personal context(s)?
1.1.3
Are clients who are organisations, communities and
populations actively engaged and consulted as collaborative
partners during information gathering to clarify their
structural, institutional and societal context(s), values and
service expectations, in order to establish intervention
priorities?
1.1.4
Are relevant physical, cultural, personal, social, institutional
and temporal aspects of the environment assessed to
determine their impact on clients, their roles, occupation(s)
and subsequent occupational performance?
1.1.5
Are strengths, challenges and barriers in current and/or
desired occupational performance identified through interview,
structured observation, appropriate standardised and nonstandardised assessments, and developed through professional
reasoning?
1.1.6
Are appropriate assessments and information gathering
processes selected, undertaken according to guidelines and
administered in a safe and responsible manner, with
appropriate details addressed and interpretations made?
1.1.7
Are assessment results and interpretation of strengths,
challenges and barriers discussed with the client and/or
advocated for clarification and confirmation?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Performs a relevant, comprehensive, assessment of occupational performance
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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2
PRACSOT – Competency Unit 2: Occupational Therapy Assessment and Collaborative Goal Setting
Please tick the appropriate box
Element 2.2 Engages in critical, collaborative professional
reasoning processes to determine priorities for intervention
Performance Criteria
2.2.1
Are priorities for intervention informed by assessment
outcomes and developed in collaborative partnership with the
client, and with informed consent with significant others and
team members?
2.2.2
Is the decision making process based on a systematic,
problem-solving approach, which is informed by the outcomes
of the information gathering process and assessment results,
best available evidence, relevant occupational therapy and
other theories, sound professional reasoning and collaboration
and consultation with relevant stakeholders?
2.2.3
Are clients’ needs and values, available financial and human
resources available, workplace/agency scope and service
expectations taken into consideration when determining
intervention priorities?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Is collaboration and consultation with relevant stakeholders
undertaken?
Engages in critical, collaborative professional reasoning processes to determine priorities for intervention
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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3
PRACSOT – Competency Unit 2: Occupational Therapy Information Gathering and Collaborative Goal Setting
Please tick the appropriate box
Element 2.3 Develops, communicates and implements an
effective, efficient plan for occupational therapy intervention
Performance Criteria
2.3.1
Are realistic short-term and long-term goals established
collaboratively with the client and the team?
2.3.2
Are intervention goals communicated clearly to appropriate
stakeholders (with client’s consent) and specific measurable
and achievable outcomes identified?
2.3.3
Are assessment results and identified priorities used to develop
an effective and efficient plan for occupational therapy
intervention?
2.3.4
Is the occupational therapy intervention plan to address
relevant aspects of the client, his/her environment and
occupations consistent with the overall service provision of the
team or agency?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Develops, communicates and implements an effective, efficient plan for occupational therapy
intervention
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT – Competency Unit 2: Occupational Therapy Assessment and Collaborative Goal Setting
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 3
Occupational Therapy
Intervention and Service
Implementation
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1
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Competency Unit 3:
Occupational Therapy Intervention and
Service Implementation
Please tick the appropriate box
Element 3.1 Demonstrates client-centredness during
intervention
Performance Criteria
3.1.1
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Is selection of appropriate strategies underpinned by a shared
understanding of meaningful occupations and occupational
performance issues with the client, and with consideration of
the client’s cultural, spiritual, physical, social, and
psychological needs and environments?
Where possible, does intervention occur in suitable ecological
contexts?
3.1.2
Are specific client issues targeted by strategies that
incorporate intervention goal(s) that have ideally been
collaboratively developed and agreed upon by the team?
3.1.3
Are clients actively and regularly consulted, and educated to
facilitate their continuing informed participation during
occupational therapy interventions?
Demonstrates client-centredness during intervention
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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2
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Please tick the appropriate box
Element 3.2 Promotes client occupational performance and
participation
Performance Criteria
3.2.1
Is the client’s right to access and engage in meaningful
occupations advocated and endorsed?
3.2.2
Is occupational well-being promoted by addressing the
relevant health practices and attitudes of clients and/or other
stakeholders, as well as the physical, social, cultural,
economic, and institutional aspects of the environment(s) that
influence a client’s occupational performance?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Promotes client occupational performance and participation
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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3
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Please tick the appropriate box
Element 3.3 Selects and implements intervention strategies
and methods appropriate to the client
Performance Criteria
3.3.1
Do intervention strategies and methods encompass relevant
aspects of the client, occupation and environment?
3.3.2
Are professional reasoning processes which utilise relevant
contemporary practice models and frameworks applied to
determine efficient and effective strategies?
3.3.3
Is appropriate therapeutic use of self and awareness of how
this impacts upon client outcomes demonstrated throughout
intervention?
3.3.4
Are the impact and implications of intervention on the client,
significant others and stakeholders acknowledged and
considered?
3.3.5
Are specific client factors which include specific performance
skills and may include body functions and structures addressed
to promote optimal occupational performance?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are strategies to: enhance development, remediate or
otherwise compensate for limitations in physical, cognitive,
perceptual, sensory, neuromuscular, interpersonal and
behavioural skills or abilities utilised where appropriate?
3.3.5
Are specific occupation factors addressed to promote optimal
occupational performance?
Do interventions include, but are not limited to, using task
analysis to make additions, reductions or other adaptations to
process; changes in or other modifications of resources used;
and relinquishing/ replacement of unsafe occupation?
3.3.7
Are specific environmental factors addressed to promote
optimal occupational performance, including physical, cultural,
social and temporal aspects?
Do interventions include, but are not limited to, developing,
enhancing or otherwise promoting enabling features;
eliminating or otherwise minimising inhibiting features; and
acknowledging, embracing and or challenging relevant cultural
and social behaviours and attitudes?
3.3.8
Are selective and appropriate assistive technologies and
devices utilised to enhance occupational performance and
participation?
Are these prescribed, designed, fabricated and applied where
necessary, and is training and education in their use and care,
and monitoring provided?
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
4
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Element 3.3 Selects and implements intervention strategies
and methods appropriate to the client
Performance Criteria
3.3.9
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are requirements of confidentiality and privacy adhered to
where consultations/recommendations to a third party are
provided?
3.3.10 Are the principles of the teaching/learning process applied in
designing education and health promotion strategies which
effectively and efficiently support and enhance occupational
performance and well-being?
3.3.11 Are interventions are implemented in a safe, ethical, efficient,
effective and culturally appropriate manner?
3.3.12 Is an ongoing reflective, evaluative approach adopted
throughout intervention to monitor and evaluate client
progress, and review, change, and adapt strategies as
required?
Selects and implements intervention strategies and methods appropriate to the client
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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5
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Please tick the appropriate box
Element 3.4 Selects and implements intervention strategies
and methods appropriate to the working environment
Performance Criteria
3.4.1
Are the process for selecting and implementing intervention
strategies consistent with relevant legislation and workplace
procedures and protocols?
3.4.2
Are interventions selected and developed in consideration of
client’s needs and within the parameters of the working
environment?
3.4.3
Are intervention priorities and strategies integrated within, and
congruent with, the overall service provided by the team?
3.4.4
Is the frequency, intensity and duration of the intervention
appropriate with regards to the nature of the client’s need,
ability to access other community services and available
resources?
3.4.5
Are risk assessments undertaken to determine appropriateness
and safety of interventions?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Selects and implements intervention strategies and methods appropriate to the working environment
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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6
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Please tick the appropriate box
Element 3.5 Utilises available community resources, facilities
and services
Performance Criteria
3.5.1
Are community-based resources, facilities and services that
can enable occupational performance and engagement and are
accessible to the client identified?
3.5.2
Is client access to and connection with appropriate communitybased resources, facilities and services, which will support and
facilitate occupational performance and occupational
participation advocated and supported?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Utilises available community resources, facilities and services
Please tick the appropriate box
Element 3.6 Respects and supports the role(s) of significant
other(s)
Performance Criteria
3.6.1
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are significant others informed, educated, counselled,
consulted and supported as required, to enable a client’s
occupational engagement and facilitate effective
implementation of interventions, within the limits of
confidentiality?
Respects and supports the role(s) of significant other(s)
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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7
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Please tick the appropriate box
Element 3.7 Plans cessation/completion of services/effective
handover
Performance Criteria
3.7.1
Are decisions regarding ceasing intervention negotiated and
made in collaboration with client, inter-professional team and
other relevant stakeholders (e.g., family, client’s employer,
other service providers)?
3.7.2
Are relevant stakeholders engaged in case/workload handover
and succession planning in preparation for staff changes?
3.7.3
Are decisions justified, communicated and documented
according to criteria such as goal achievement, agreed
outcomes, motivation, professional reasoning and future
benefits of intervention?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Plans cessation/completion of services/ effective handover
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
8
PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 4
Occupational Therapy
Service Evaluation
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
1
PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation
Competency Unit 4:
Occupational Therapy Service Evaluation
Please tick the appropriate box
Element 4.1 Incorporates perspectives of multiple
stakeholders in evaluation of occupational therapy service
provision
Performance Criteria
4.1.1
Is feedback on the effectiveness, efficiency and quality of
intervention and overall service actively sought from the client
and all relevant stakeholders?
4.1.2
Is the effectiveness, efficiency and quality of intervention and
services evaluated in consideration of the overall goals and
priorities collaboratively developed by the team?
4.1.3
Is the effectiveness, efficiency and quality of intervention and
overall service evaluated in consideration of organisational
priorities, processes, resources and expectations of the
occupational therapy role?
4.1.4
Is reflective practice engaged in to evaluate professional
conduct and performance (including within the team), either
independently or with support?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are areas for further personal and professional development
subsequently identified these improvements implemented?
Incorporates perspectives of multiple stakeholders in evaluation of occupational therapy service provision
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
2
PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation
Please tick the appropriate box
Element 4.2 Demonstrates ability to understand and conduct
multiple evaluation methods and techniques
Performance Criteria
4.2.1
Are factors influencing service outcomes identified as a basis
for ongoing reflection and service evaluation?
4.2.2
Is an evidence-based process, utilising relevant professional
knowledge and techniques and formal evaluation
methodologies within a research framework followed in
evaluation of interventions and overall service?
4.2.3
Are appropriate techniques and methods of evaluation (formal
and informal) applied?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Demonstrates ability to understand and conduct multiple evaluation methods and techniques
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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3
PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation
Please tick the appropriate box
Element 4.4 Utilises evaluation outcomes to make
recommendations for future practice
Performance Criteria
4.4.1
Are outcomes from evaluation activities used to make
recommendations to improve future occupational therapy
services, at individual, local and/or broader professional
community levels?
4.4.2
Are recommendations for changes to practice developed using
a systematic, evidence-based process, including critical
appraisal of evidence from evaluation activities, relevant
advances in the field of practice and feedback from relevant
stakeholders?
4.4.3
Are goals and priorities of practice, along with relevant
legislation and organisational priorities, protocols and
resources taken into consideration when making
recommendations for future directions?
4.4.4
Are identified gaps in evidence addressed through
recommendations for further research?
4.4.5
Is a plan for implementation of recommendations from
evaluation contributed to as appropriate?
4.4.6
Are outcomes from evaluation activities and subsequent
recommendations communicated clearly and in a timely
manner to all relevant stakeholders?
4.4.7
Are recommendations made for service development based on
professional knowledge and experience, the characteristics of
the client group(s), their identified needs and values, relevant
literature and trends, and or organisational priorities and
resources in instances of limited empirical evidence?
4.4.8
Are evaluation outcomes communicated appropriately to all
interested stakeholders?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Utilises evaluation outcomes to make recommendations for future practice
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
4
PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 5
Occupational Therapy
Professional Communication
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
1
PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication
Competency Unit 5:
Occupational Therapy Professional
Communication
Please tick the appropriate box
Element 5.1 Facilitates active participation of the client in
service provision
Performance Criteria
5.1.1
Is all important information conveyed in a respectful,
appropriate and thoughtful manner, which takes into
consideration the cultural, spiritual, religious and personal
context(s) of the client?
5.1.2
Is information presented clearly and concisely, using language
which is easily understood?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are specific occupational therapy terms explained?
5.1.3
Are barriers to communication identified (e.g., language,
hearing loss, lack of effective communication system, gender
of interviewer) and addressed to minimise impact on client’s
informed participation in service?
5.1.4
Are additional resources used as required to enhance and
reinforce client’s understanding?
5.1.5
Is the client encouraged to share his/her priorities and goals to
inform service delivery?
5.1.6
Is the client made aware of how the occupational therapist will
record, use and store personal information?
Facilitates active participation of the client in service provision
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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2
PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication
Please tick the appropriate box
Element 5.2 Adopts a communication approach appropriate
to the working environment
Performance Criteria
5.2.1
Are effective, collaborative and cooperative relationships
developed and maintained within teams, with colleagues and
other stakeholders to achieve common and client-driven goals,
with client’s consent?
5.2.2
Is all important and relevant information communicated to
relevant colleagues and clients in an efficient, appropriate and
timely manner that meets confidentiality requirements?
5.2.3
Is the language and media used relevant, appropriate and
meaningful to the intended target audience?
5.2.4
Is communication of a standard which meets the requirements
of workplace protocols, procedures and legislation?
5.2.5
Are Information and Communication Technology (ICT) and
other electronic communication tools (e.g., mobile phones,
emails, internet, social networking sites, paging systems) used
responsibly in accordance with privacy and confidentiality,
workplace and legislative requirements, to support
occupational therapy practice?
5.2.6
Is all client information secured and maintained according to
workplace and legal requirements of privacy and
confidentiality?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Adopts a communication approach appropriate to the working environment
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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3
PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication
Please tick the appropriate box
Element 5.3 Documents and reports relevant aspects of
service provision
Performance Criteria
5.3.1
Are all relevant aspects of the occupational therapy service
routinely, objectively, legibly and concisely documented in
accordance with privacy and confidentiality, workplace and
legal standards/requirements?
5.3.2
Are service outcomes recorded and evaluated?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are appropriate recommendations prepared and presented to
relevant stakeholders within negotiated timeframes?
Documents and reports relevant aspects of service provision
Please tick the appropriate box
Element 5.4 Shares professional information responsibly
Performance Criteria
5.4.1
Is information that will support evidence-based practice and
enhances the occupational therapy profession disseminated?
5.4.2
Are opportunities to discuss, demonstrate and advocate the
role of occupational therapy to clients, colleagues and other
stakeholders sought and utilised?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Shares professional information responsibly
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
4
PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 6
Occupational Therapy
Professional Education
and Development
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
1
PRACSOT – Competency Unit 6: Occupational Therapy Professional Education and Development
Competency Unit 6:
Occupational Therapy Professional
Education and Development
Please tick the appropriate box
Element 6.1 Engages in lifelong learning processes and
activities to maintain professional competence
Performance Criteria
6.1.1
Are opportunities for improving professional knowledge and
skills identified and capitalised on throughout professional life?
6.1.2
Is new information and knowledge critically evaluated, shared
with others (formally and informally) and integrated into
current practice as appropriate?
6.1.3
Is a reflexive and reflective approach to practice adopted by:
critical evaluation of personal performance, seeking and
utilising supervision effectively, identifying ongoing learning
needs and undertaking lifelong learning?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Engages in lifelong learning processes and activities to maintain professional competence
Please tick the appropriate box
Element 6.2 Contributes to education and professional
practices of students
Performance Criteria
6.2.1
Are occupational therapy theories, concepts, and techniques
demonstrated and explained to students, commensurate with
level of experience?
6.2.2
Are student learning activities and processes occurring within
the workplace engaged with and contributed to as appropriate
to the occupational therapist’s role and level of experience
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Contributes to education and professional practices of students
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
2
PRACSOT – Competency Unit 6: Occupational Therapy Professional Education and Development
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
PRACSOT
Performance Record for the Australian
Competency Standards for Occupational Therapists
Competency Unit 7
Occupational Therapy
Professional Practice
Responsibilities
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
1
PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities
Competency Unit 7:
Occupational Therapy Professional Practice
Responsibilities
Please tick the appropriate box
Element 7.1 Adopts an efficient, effective and systematic
approach to daily workload management
Performance Criteria
7.1.1
Are daily work tasks and responsibilities performed in an
organised, timely and goal-driven manner?
7.1.2
Is daily workload effectively managed using a range of
professional skills, including clinical reasoning, prioritisation,
problem-solving, adaptation, negotiation and delegation?
7.1.3
Are changing circumstances managed effectively, flexibly and
efficiently by reassessing work priorities and adapting work
practices?
7.1.4
Is time effectively and efficiently managed so that necessary
work tasks are completed according to expected performance
standards and timeframes?
7.1.5
Do contributions to the team enable effective service
integration, focused on shared client-centred goals?
7.1.6
Are skills and expertise of team members and support staff
recognised, utilised and understood, and effectively supported
and developed?
7.1.7
Are resources within the workplace used efficiently, safely
appropriately and responsibly to support practice?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Is responsibility for development, management and
maintenance of resources assumed within financial constraints
and in accordance with the expectations of the practice
setting?
Adopts an efficient, effective and systematic approach to daily workload management
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
2
PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities
Please tick the appropriate box
Element 7.2 Works effectively within the structure of the
workplace environment
Performance Criteria
7.2.1
Is personal conduct and performance of work tasks of a
standard commensurate with the requirements of relevant
workplace protocols, procedures and legislation, such as
Occupational Health and Safety, Disability Services, Equal
Opportunity and Anti-Discrimination?
7.2.2
Are essential administrative duties completed accurately,
systematically and within established timeframes?
7.2.3
Are established communication systems and protocols within
the working environment used responsibly and effectively to
support practice?
7.2.4
Is a safe working environment promoted and appropriate risk
management strategies adhered to for clients, colleagues and
others who enter the workplace in accordance with legislative
duty of care requirements?
7.2.5
Is the role of occupational therapy within the working context
understood?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Are duties performed accordingly with an understanding of
service priorities and objectives demonstrated?
Works effectively within the structure of the workplace environment
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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3
PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities
Please tick the appropriate box
Element 7.3 Contributes to quality assurance and service
development
Performance Criteria
7.3.1
Are effective, evidence-based programmes and services
developed to a standard commensurate with experience?
7.3.2
Are the principles and processes of quality improvement and
assurance understood and promoted by participating in
relevant workplace and professional quality improvement
activities?
Demonstrated Competence
Yes
No
Unsure
Not
applicable
Contributes to quality assurance and service development
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
4
PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
A-1
PRACSOT – Appendices
Appendices
Appendix 1: Reference Group Members
Professor Sylvia Rodger
Division of Occupational Therapy
School of Health & Rehabilitation Sciences
University of Queensland
Professor Susan Ryan
Occupational Therapy
School of Health Sciences
University of Newcastle
Ms Susan Gilbert Hunt
School of Health Sciences
Division of Health Sciences
University of South Australia
Associate Professor Linsey Howie
Faculty of Health Sciences
School of Occupational Therapy
La Trobe University
Dr Michael Curtin
Occupational Therapy Department
School of Community Health
Charles Sturt University
Dr Matthew Yau
Rehabilitation Sciences
James Cook University
Professor Lorna Rosenwax
School of Occupational Therapy
Curtin University of Technology
Associate Professor Lindy Clemson
Occupational Therapy
Faculty of Health Sciences
University of Sydney
Dr Ros Bye
Occupational Therapy Department
School of Biomedical and Health Sciences
University of Western Sydney
Associate Professor Lynne Adamson
Occupational Science and Therapy
School of Health and Social Development
Deakin University
Dr Kirk Reed
Department of Occupational Therapy
Faculty of Health
Auckland University of Technology
Ms Jackie Herkt
School of Occupational Therapy
Otago Polytechnic
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
A-2
PRACSOT – Appendices
Associate Professor Louise Farnworth
Occupational Therapy Department
Monash University
Dr Mike Lyons
School of Health and Sport Sciences
University of the Sunshine Coast
Ms Helen McDonald
School of Exercise, Biomedical and
Health Sciences
Edith Cowan University
Dr Ev Innes
School of Health and Human Sciences
Southern Cross University
Mr Jim Carmichael
Chairperson
Council of Occupational Therapists
Registration Boards/
Occupational Therapy Council
Ms Rachael Schmidt
Occupational Science and Therapy
School of Health and Social Development
Deakin University
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.
A-3
PRACSOT – Appendices
Appendix 2: List of Contributors to ACSOT and
PRACSOT
The Project Team acknowledges the contribution of the following individuals and organisations
for their ongoing support and provision of feedback in revision of the Australian Competency
Standards for New Graduate Occupational Therapists and the Performance Record for the
Australian Competency Standards for Occupational Therapists.
Liz Ainsworth
Kate Avelado
Sally Bennett
Julie Brayshaw
Marina Ciccarelli
Deirdre Cooke
Margaret Cullen-Erickson
Sarah Evans
Jane Hopkirk
Val Lehmann-Monk
Katrina Pacey
Samantha Ashby
Mathilde Backhouse
Renee Boyd
Imelda Burgman
Rachelle Coe
Salli Craik
Lois Denham
Heather Freegaard
Judy Jones
Gjyn O’Toole
Koori Occupational Therapy Service (KOTS)
Occupational Therapy Australia – Queensland
Occupational Therapy Australia – South Australia
Mental Health Occupational Therapy Group within Queensland Health
Queensland Department of Education and Training Occupational Therapists
Occupational Therapy Council
Northern Territory Occupational Therapy Registration Board
Occupational Therapy Departments within the following Universities*:
Charles Sturt
Curtin
Edith Cowan
James Cook
Monash
Newcastle
Southern Cross
University of Queensland
University of Western Sydney
* Responses from some Occupational Therapy Departments included individual and whole of staff responses as well as
broader clinical consultation.
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
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A-4
PRACSOT – Appendices
Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010.
This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.