SHE Level 1
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M1B922582
Module Leader Sandra Robertson
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Normally, BSc Hons Occupational Therapy entry requirements.

Summary of Content

This module provides a fundamental basis for students to learn about and explore occupation drawing from the perspectives of art and science; both of which are associated with the practice of Occupational Therapy (Townsend and Polatajko, 2007). Students are introduced to Occupational Science as a body of knowledge that is used to underpin occupationally infused practice. The purpose, scope and development of Occupational Science provides a platform from which students can develop their understanding of the complex and diverse nature of occupation in a culturally relevant context. The art of Occupational Therapy practice is explored with students through introducing them to the Occupational Therapy process. Knowledge of the artistry of Occupational Therapy is facilitated through introducing students to the practical skills and practice based learning that is required to engage individuals in meaningful occupation and influence their health and well-being. Understanding the need for, and developing, professional behaviours and expectations is an inherent part of professional artistry and as such, forms a central component of the module. Professional and regulatory body standards and guidelines are used as means of ensuring that students develop an understanding of the relationship between the art and science of practice, and how this informs both their personal and professional development.


History scope and development of Occupational Science; Relationship between Occupational Science and Occupational Therapy Cultural perspectives of occupation Health, well-being and occupation Occupational need and diversity of occupations Human evolution and survival Temporality and time use Occupational risks; imbalance, deprivation and alienation Occupational justice Occupation and lifespan development Understanding the Occupational Therapy process Understanding and using methods of data collection in Occupational Science Practice education preparation (Including Moving and handling, basic life support, hand hygiene / infection control) Occupational engagement Groups and occupations Learning and occupations Therapeutic use of occupation; as a means and an end Reflection Occupational Therapy process Professional behaviours and expectations Communication Observation Interviewing (incorporating a variety of types and formats of interviewing skills) Documentation and reporting Time use Occupational profiles

Learning Outcomes

On successful completion of this module, students should be able to:Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.1. Demonstrate an understanding of the relationship between the art and science of Occupational Therapy practice (13.9, 13.10, 14.7)2. Describe and define the occupational nature of the human experience (13.1, 13.2, 13.3, 13.5)3. Explore and utilise the methods used in Occupational Science to gather data relating to occupations and occupational engagement (14.4, 14.10, 14.15, 14.21)4. Demonstrate an ability to communicate and engage with individuals in a professional and occupationally focussed manner (8.1, 8.3, 8.5, 8.8, 8.9, 8.10)5. Define the Occupational Therapy process (2.4, 13.1, 13.3, 13.4, 13.5)6. Identify how the relationship between persons' behaviour, physical and social environments effects occupational engagement and performance (5.1, 13.1, 13.2, 13.3, 13.5, 13.8, 13.10)7. Understand and demonstrate the importance of professional practice and the influence of this upon the art and science of Occupational Therapy practice (1.1, 2.1, 2.2, 2.3, 2.4, 2.7, 3.1, 3.3, 4.4, 4.6, 5.1, 5.2, 5.3, 5.4, 11.1, 15.1)8. Demonstrate behaviour and standards of conduct commensurate with professional suitability an appropriate to the practice setting (1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.4, 7.1, 8.1, 8.3, 8.5, 8.8, 8.9, 8.10)

Teaching / Learning Strategy

Real life experiences, simulated and class based learning opportunities are used to facilitate students engagement with module materials and actively inform practical skill development. The real life experiencies are gained through successful completion of a three week practice education placement which will be their first opportunity to learn in the workplace. This will be an introduction to the scope of occupational therapy practice in a statutory clinical setting where they will be supervised by a registered occupational therapist and authorised practiced educator. This diversity of learning environments lends itself to students developing a contextualized understanding of the art and science of Occupational Therapy, through examination of their own learning and the occupational development of others. Keynote lectures are used to introduce key concepts while small group tutorials are used to encourage students to engage with peer learning, discussion and debate. Practical classes (including simulated learning and practice education based opportunities) are key to facilitating skills development and are used to instil professional attitudes and behaviours. Reflective practice is utilised as a means of encouraging students to engage with an exploration of their own learning and an understanding of themselves as an occupational being. Formative activities will be a significant inclusion within the module. A range of activities will be utilised to help students to develop their understanding of the module content and it's alignment with the assessment strategy. Strategies such as the production of an occupational profile and the use of marking rubrics will allow students opportunities to optimise their ability to achieve the module learning outcomes and adopt a deep and autonomous approach to their learning.

Indicative Reading

Set text CHRISTIANSEN, C., & TOWNSEND, E., 2013. Introduction to occupation the art and science of living , 2 nd Edition, New Jersey, Prentice Hall. Essential reading CHRISTIANSEN, C., BAUM, C. & BASS, J., 2014. Occupational Therapy: Performance, Participation, and WellBeing. 4 th edition. Thorofare, NJ: Slack Inc. CSIKSZENTMIHALYI, M., 1993. Activity and happiness: towards a science of occupation. Journal of Occupational Science . 1 (1), pp 38-42. KRAMER, P., HINOJOSA, J. & ROYEEN, C., 2003. Perspectives in Human occupation Participation in Life . Maryland, Lippincot: Williams & Wilkins. KRONENBERG, F., ALGADO, S.S. & POLLARD, N., 2005. Occupational Therapy without borders learning from the spirit of survivors . London: Elsevier Churchill Livingstone. MOUNTER, C. & ILOTT, I., 1997. Occupational science: a journey of discovery in the United Kingdom. British Journal of Occupational Therapy . 4 (2), pp 50-55. TOWNSEND, E.A. & POLATAJKO, H.J., 2007. Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Ottawa, ON: CAOT. WHITEFORD, G. & HOCKING, C., 2012. Occupational Science society, inclusion, participation . Chichester: Wiley-Blackwell. WHITEFORD, G. & WRIGHT ST. CLAIR, V., 2005. Occupation and practice in context . Australia: Elsevier. WILCOCK A.A. 2014. An Occupational Perspective of Health . 3 rd edition. Thorofare, NJ: Slack Inc. WILCOCK A.A., 2001. Occupational Science: the key to broadening horizons. British Journal of Occupational Therapy . 64 (8), pp. 412-417. YERXA, E., 1993. Occupational Science: a new source of power for participating in occupational therapy. Journal of Occupational Science. 1 (1), pp. 3-10. ZEMKE R. & CLARK F., 2003. Occupational Science: The Evolving Discipline . Philadelphia: FA Davis. Further reading Journals: Journal of Occupational Science, British Journal of Occupational Therapy, American Journal of Occupational Therapy, Canadian Journal of Occupational Therapy Webpages: Canadian Society of Occupational Scientists <> International Society for Occupational Science <> Society for the study of Occupational Science <>

Transferrable Skills

Interviewing Listening skills Observation Communication Group working Ability to source information using variety of sources Self-awareness Reflection Negotiation Problem solving Personal objective and goal setting Professional development and socialisation Time and self-management ICT Skills Literacy

Module Structure

Activity Total Hours
Assessment (FT) 40.00
Placement 168.00
Lectures (FT) 12.00
Tutorials (FT) 24.00
Independent Learning (FT) 156.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 60.00 35% Students will be asked to produce a reflective digital story (audio and visual) describing what and how they had learned through engaging with one of their learning activities and how this helped them to achieve on of the module learning outcomes (specified in the assignment briefing). Digital story maximum length = 4 minutes.
Placement 1 n/a 40.00 40% Practice Education will be assessed via collaborative report at the end of the three week placement. Students would be expected to actively engage with their Practice Educator to compile the report.