SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B926066
Module Leader Sandra Robertson
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)

Summary of Content

The focus of the module is to develop professional behaviours and skills as an inherent part of competent professional practice within the context of Occupational Therapy and evidence informed practice. Professional and regulatory body standards and guidelines are used as a means of ensuring that learners develop an understanding of professional responsibilities and expectations and the need to maintain high standards of personal and professional conduct. As part of the module, learners have the opportunity to develop key practical skills in areas such as communication, interviewing and observation. This is to enable learners to develop the skills required to communicate and engage effectively with service users and establish appropriate professional relationships. Within this module, learners will experience a practice-based learning opportunity. Through their practice-based learning experience learners will have the opportunity to develop their professional skills and behaviours within the practice setting. -1 Following successful completion of the practice based learning component, learners will normally be awarded 75 hours of practice based learning time.


-360b7 Professionalism b7 Professional behaviours and expectations b7 Preparation for practice based learning (PrBL), experience in practice and post PRBL reflection b7 Reflection b7 Personal and professional development b7 Professional competence and lifelong learning b7 Evidence informed practice b7 Record keeping b7 Culturally sensitive and effective communication b7 Observation b7 Interviewing (incorporating a variety of types and formats of interviewing skills) b7 Professional and therapeutic relationships b7 Ethics, values and beliefs b7 Person-centredness and collaboration b7 Therapeutic use of self b7 Partnership working with service users, family members and significant others -586

Learning Outcomes

On successful completion of this module, students should be able to:1. 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)2. Demonstrate knowledge of the Code of Ethics and Professional Conduct (RCOT), Standards of Conduct Performance & Ethics (HCPC) and Standards of Proficiency - Occupational Therapists (HCPC) and how they inform professional practice (2.1,2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1 ,3.2, 3.3, 7.1, 7.2, 7.3, 15.1, 15.2, 15.3, 15.4, 15.5)3. Demonstrate knowledge of effective communication strategies to engage with individuals in a professional manner (8.1, 8.3, 8.4, 8.5, 8.8, 8.9, 8.10)4. Describe the nature of therapeutic and professional relationships to facilitate collaborative practice (2.1, 2.3, 8.3, 8.4, 8.5, 9, 9.1, 9.3, 9.6)5. Demonstrate understanding of personal and professional development (3.3, 4.6, 11.1, 11.2)

Teaching / Learning Strategy

Real life experiences, web-based materials, simulated and class-based learning opportunities are used to facilitate learners' engagement with module materials and actively inform practical skill development. This diversity of learning environments lends itself to learners developing a contextualised understanding of the practical skills and professional behaviours required to communicate effectively with service users, develop appropriate professional relationships and engage in collaborative working. Keynote lectures are used to introduce key concepts, such as evidence informed practice, while tutorials are used to encourage learners to engage with peer learning, discussion and debate. Practical classes (including simulated learning workshops) are key to facilitating skills development and are used to instil professional attitudes and behaviours. Reflective practice is utilised as a means of encouraging learners to engage in an exploration of their own learning and to understand their responsibilities in terms of continuing professional development in order to ensure safe and effective practice. Real life experiences are gained through completion of a two-week placement in a diverse setting. The placement will afford learners the opportunity to develop their professional skills and behaviours and learners will be asked to complete directed activities during their placement to enable development of communication, observation and interview skills. Assessment of behaviours and conduct appropriate to the community setting will be undertaken by an approved onsite practice educator (who is not an Occupational Therapist).Successful completion of placement will award 75 hours towards practice based learning. Formative activities will be included in the module and a range of activities will be used to help learners develop their understanding of the module content and how it aligns with the assessment strategy.

Indicative Reading

Book and chapters -360b7 C OLLEGE OF OCCUPATIONAL THERAPISTS, 2017. Professional Standards for Occupational Therapy Practice. College of Occupational Therapists. -360b7 COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of Ethics and Professional Conduct. London: Royal College of Occupational Therapists. -360b7 DELULIIS, E., 2017. Professionalism Across Occupational Therapy Practice. Thorofare, NJ: Slack Inc. -360b7 DUNCAN, P. 2010. Values, ethics and health care. London: Sage Publications Ltd. -360b7 FRASER, F. & BANNIGAN, K., 2018. Communication in the digital age. In: CLOUSTON, T.J., WESTCOTT, L. & WHITCOMBE, S.W. eds. Transition to practice: Essential concepts for health and social care professions. Keswick: M & K Publishing. pp.85-96. -360b7 GATELEY, C. & BORCHERDING, S., 2016. Documentation Manual for Occupational Therapy: Writing SOAP notes. 4 th ed. Thorofare, NJ: Slack Inc. -360b7 HANCOCK, J. 2018. 'Professional ethics, regulation and fitness to practice'. In: CLOUSTON, T.J., WESTCOTT, L. & WHITCOMBE, S.W. eds. Transition to practice: Essential concepts for health and social care professions. Keswick: M & K Publishing. pp.3-16. -360b7 MORRISON, E.E. & FURLONG, B., 2019. Health Care Ethics. 4 th ed. Burlington, MA: Jones & Barlett Learning. -360b7 PARKER, R & BADGER, J. 2018. 'Continuing Professional Development'. In: PARKER, R & BADGER, J. eds. The Essential Guide for Newly Qualified Occupational Therapists: Transition to practice. London: Jessica Kingsley Publishers. pp.39-46. -360b7 ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2018. Keeping records: Guidance for Occupational Therapists . 4 th ed. London: Royal College of Occupational Therapists. -360b7 SEEDHOUSE, D., 2009. Ethics: The Heart of Health Care. 3 rd ed. Chichester: Wiley-Blackwell. -360b7 S EEDHOUSE, D., 2017. Thoughtful Health Care. London: Sage Publications. -360b7 STRONG, G., 2018. 'Professionalism: A journey from novice to expert practitioner. In: CLOUSTON, T.J., WESTCOTT, L. & WHITCOMBE, S.W. eds. Transition to practice: Essential concepts for health and social care professionals. Keswick: M & K Publishing. pp.31-44. Journal articles -360b7 BARRY, M., KUIJER-SIEBELINK, W., NIEUWENHUIS, L. & SCHERPBIER-DE HAAN, N., 2017. Communities of practice: A means to support occupational therapists' continuing professional development. A literature review. Australian Occupational Therapy Journal. 64 (2), pp.185-193. -360b7 D AVIES, K., CURTIN, M. & ROBSON, K., 2017. Impact of an international workplace learning placement on personal and professional development. Australian Occupational Therapy Journal. 64 (2), pp.121-128. -360b7 DELANY, C. & GALVIN, J., 2014. Ethics and shared decision-making in paediatric occupational therapy practice. Developmental Neurorehabilitation. 17 (5), pp347-354. -360b7 DIGE, M. 2009. Occupational therapy, professional development, and ethics. Scandinavian Journal of Occupational Therapy. 16 (2), pp.88-98. -360b7 KINSELLA, E.A., PHELAN, S.K., PARK LALA, A. & MOM, V., 2015. An investigation of students' perceptions of ethical practice: engaging a reflective dialogue about ethics education in the health professions. Advances in Health Sciences Education. 20 (3), pp.781-801. -360b7 MANSPEAKDER, S.A., DONOSO BROWN, E.V., WALLACE, S.E., DIBARTOLA, L. & MORGAN, A., 2017. Examining the perceived impact of an ethics workshop on interprofessional values and teamwork. Journal of Interprofessional Care. 31 (5), pp.628-637. -360b7 MYERS, C.T., SCHAEFER, N. & COUDRON, A., 2017. Continuing competence assessment and maintenance in occupational therapy: Scoping review with stakeholder consultation. Australian Occupational Therapy Journal. 64 (6), pp.486-500. -360b7 STOLT, M., LEINO-KILPI, H., RUOKONEN, M., REPO, H. & SUHONEN, R., 2018. Ethics interventions for healthcare professionals and students: A systematic review. Nursing Ethics. 25 (2), pp.138-152. -360b7 WAYNE, K., 2019. How Can Ethics Support Innovative Health Care for an Aging population? Ethics and Behavior. 29 (3), pp.227-253. -360b7 ZOLKEFLI, Y., 2018. The ethics of truth-telling in health-care settings. Malaysian Journal of Medical Sciences. 25 (3), pp.135-139. Websites -360 ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2018. Outcomes and keeping records. [online]. Royal College of Occupational Therapists. [viewed 25 June 2019]. Available from: <>

Transferrable Skills

-360a7 Group working a7 Ability to share ideas and opinions a7 Ability to give verbal feedback a7 Ability to source information using a variety of sources a7 Reflection a7 Communication a7 Professional behaviour and conduct a7 Interview skills a7 Observational skills

Module Structure

Activity Total Hours
Tutorials (FT) 18.00
Practicals (FT) 24.00
Placement 75.00
Independent Learning (FT) 51.00
Assessment (FT) 20.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.50 100.00 40% 15 minute presentation with a following 5 minutes for questions