ART AND SCIENCE OF OCCUPATIONAL THERAPY

SHE Level 1
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M1B924532
Module Leader Sandra Robertson
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • 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.

Syllabus

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 Learning and occupations Reflection Professional behaviours and expectations Communication Observation Interviewing (incorporating a variety of types and formats of interviewing skills) Documentation and reporting 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. 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)6. Demonstrate behaviour and standards of conduct appropriate to the practice setting (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

-1 Real -1 life -1 experiences, simulated -1 and class -1 based -1 learning -1 opportunities -1 are -1 used to facilitate students -1 engagement -1 with module materials -1 and -1 actively -1 inform -1 practical skill -1 development. This -1 diversity -1 of -1 learning -1 environments -1 lends -1 itself to students -1 developing a contextualized -1 understanding -1 of the -1 art -1 and science -1 of Occupational Therapy, through -1 examination -1 of their -1 own -1 learning -1 and the -1 occupational -1 development -1 of -1 others. Keynote -1 lectures -1 are -1 used to -1 introduce key concepts -1 while tutorials -1 are -1 used to -1 encourage students to -1 engage -1 with -1 peer -1 learning-7 , -1 discussion -1 and -1 debate. Practical classes -1 (including simulated -1 learning -1 workshops) -1 are key to facilitating skills -1 development -1 and -1 are -1 used to -1 instil -1 professional -1 attitudes -1 and -1 behaviours. -1 Reflective -1 practice -1 is -1 utilised -1 as a means -1 of -1 encouraging students to -1 engage -1 with -1 an -1 exploration -1 of their -1 own -1 learning -1 and -1 an -1 understanding -1 of themselves-8 -1 as-8 -1 an-9 -1 occupational-7 -1 being. Real -1 life -1 experiences -1 are -1 gained through completion -1 of a two -1 week -1 placement -1 in a voluntary agency or other third sector setting-1 . The placement will afford students the opportunity to engage with activities aligned to the common good, whilst providing them with opportunities to practice occupationally focused communication skills in a practice setting. Students will be given directed activities to complete during their placement. Attendance and assessment of behaviours, appropriate to the community setting will be undertaken by an approved -1 onsite -1 practice -1 educator -1 (who -1 is -1 not -1 an Occupational Therapist).-1 Formative -1 activities -1 will -1 be a significant -1 inclusion -1 within the module. A range -1 of -1 activities -1 will -1 be -1 utilised to -1 help students to -1 develop their -1 understanding -1 of the module content -1 and -1 it's -1 alignment -1 with the -1 assessment strategy. Strategies such -1 as the -1 production -1 of -1 an -1 occupational -1 profile -1 and the -1 use -1 of personalised learning plans -1 will -1 allow students -1 opportunities to -1 optimise their -1 ability to-7 -1 achieve-6 the-6 module-6 -1 learning-5 -1 outcomes-5 -1 and-6 -1 adopt-6 a-6 -1 deep-6 -1 and-6 -1 autonomous-5 -1 approach-6 to-6 their-6 -1 learning.

Indicative Reading

Set text CHRISTIANSEN, C., BAUM, C., & BASS-HAUGEN, J., 2015. Occupational Therapy: Performance, Participation, and Well-Being, (4th edition). Thorofare, NJ: Slack. (only available as a book) CHRISTIANSEN, C., & TOWNSEND, E., 2014. Introduction to occupation - the art and science of living, 2nd Edition, Pearson International Edition. Harlow, Essex: Pearson International. WILCOCK, A., & HOCKING, C. 2015. An occupational perspective of health (3rd ed.). Thorofare, NJ: SLACK Incorporated. (only available as a book) Additional Reading COLLEGE OF OCCUPATIONAL THERAPISTS, 2017. Professional Standards for Occupational Therapy Practice. College of Occupational Therapists. COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of Ethics and Professional Conduct. London: Royal College of Occupational Therapists. CSIKSZENTMIHALYI, M., 1993. Activity and happiness: towards a science of occupation. Journal of Occupational Science . 1 (1), pp 38-42. DUNCAN, E.A.S. 2012 Foundations for practice in Occupational Therapy, (5th edition). Edinburgh Elsevier: Churchill Livingstone. HASSELKUS, B.R., 2011. The meaning of everyday occupation. 2nd ed. Thorofare, NJ: Slack Inc. HEALTH AND CARE PROFESSIONS COUNCIL, 2016. Standards of Conduct Performance and Ethics. Health and Care Professions Council. IKIUGU, M.N. & POLLARD, N., 2015. Meaningful living across the Lifespan: Occupation-Based Intervention Strategies for Occupational Therapists and Scientists. London: Whiting and Birch Ltd. 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. PIERCE, D., 2014. Occupational Science for Occupational Therapy. Thorofare, NJ: Slack Inc. ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2018. Keeping records: Guidance for Occupational Therapists. 4th ed. London: Royal College of Occupational Therapists. 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 . 3rd 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.

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
Practicals (FT) 68.00
Assessment (FT) 40.00
Placement 80.00
Independent Learning (FT) 176.00
Lectures (FT) 12.00
Tutorials (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 50.00 35% Students will be asked to produce a reflective digital story (audio and visual) describing what and how they had learned through engaging with a self-selected learning activity. Digital story maximum length = 4 minutes. Reflective digital story will evidence attainment of learning outcomes 1,2 and 3.
Course Work 02 n/a 50.00 35% Students will be asked to give a presentation, maximum duration 15 minutes. Presentation will draw from the directed activities completed by the student during the placement and will evidence learning outcomes 4 &5.
Placement 01 n/a 0.00 40% Report completed by placement supervisor to confirm that behaviour and standards of conduct are appropriate to the practice setting (learning outcome 6).