SHE level 8 SCQF credit points 40 ECTS credit points 20 Module code M2B930843 Module Leader Laura Hall School School of Health and Life Sciences Subject Occupational Therapy Trimester A (September start)
Summary of content This module will explore key occupational therapy models of practice, assessment, and intervention, with a focus on person-centred, occupation-focused approaches. Students will develop core skills in assessment, goal setting, intervention planning, and evaluation, using a lifespan approach. The module introduces a range of theoretical models and frames of reference, equipping students to apply these frameworks to justify appropriate, evidence-informed assessment and intervention strategies for individuals across the lifespan.
Module details Syllabus arrow_forward • Contemporary occupational therapy models of practice • Contemporary frames of reference • Stages of the occupational therapy process • Occupational participation across a range of client groups of varied age, gender, ethnicity, occupational disruption • Person-centred assessment skills, including standardised and non-standardised assessments, interviews and observation. • Occupational formulation and goal setting • Strategies for development of person-centred, occupation focused interventions • Outcomes measures and evaluation of interventions • Evidence base for assessments and interventions at an introductory level.
Learning outcomes arrow_forward On successful completion of this module, students should be able to: 1. Use relevant literature to professionally reason and justify the selection of an appropriate occupational therapy model of practice 2. Demonstrate knowledge and understanding of assessment skills related to person, environment and occupational needs and strengths. 3. Identify relevant occupational therapy goals to address person, environment, occupational needs 4. Develop a detailed plan for an occupation focused and evidence informed intervention session based on identified goal(s) 5. Select and justify a relevant frame of reference to guide the development of an occupational therapy intervention plan 6. Select and justify an appropriate method of evaluation of identified intervention
Teaching / learning strategy arrow_forward A variety of different learning and teaching strategies designed to develop theoretical understanding and promote the practical application of occupational therapy skills will be used within this module. Using a seminar approach this module emphasises experiential and student-centred learning, using structured case-based learning to explore the use of assessments and interventions in diverse contexts. Students will engage in collaborative review of practice scenarios, applying occupational therapy models of practice, and relevant frames of reference to guide introductory clinical reasoning and goal setting. Interactive seminars and simulated practice sessions offer opportunities to develop and apply assessment tools, create occupation-focused goals, and plan evidence-based interventions across a broad and diverse range of case studies and practice settings. Resources available on GCU learn support pre-class engagement with key theoretical content through readings, videos, and interactive materials, while class time will be dedicated to discussion, problem-solving, and skills practice. Reflective activities, including peer discussion and practical simulation will encourage integration of theory and practice. Formative assessments such as peer feedback, group discussion, and practical simulation will help track progress, build confidence, and clarify assessment expectations. Learning activities and delivery methods will be undertaken predominantly in person, with online components, as appropriate, and will be determined by the Module Leader in accordance with university guidelines and module requirements.
Transferrable skills arrow_forward In undertaking this module students will have the opportunity to develop skills in the following areas: • Time and self-management • Organisational skills • Group working and collaboration • Communication • Problem solving • Ability to source varied, relevant information • Digital capabilities • Task prioritisation • Employability • Reflection This will build on transferable skills developed in previous level of study and will encourage greater critical thinking.
Module structure Activity Total hours Lectures 0 Tutorials 0 Practicals 21 Seminars 44 Independent Learning 275 Assessment 60 Placement 0
Assessment methods Component Duration Weighting Threshold Description Course Work001 100 40 CW1: Intervention plan (3000 words)