UNDERSTANDING OCCUPATION, HEALTH & WELLBEING

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B926075
Module Leader Anita Volkert
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • B (January start)

Summary of Content

Medical diagnoses are traditionally used in practice to label impairment and act as an indicator of dysfunction. Occupational therapists require a sound basis in both the social and medical models of care and an understanding of terminology, for effective intervention in the practice setting. Additionally, for effective practice learners need to understand the concept of human occupational dysfunction, the subjective experience of health and social conditions, and environmental constraints and inhibitors. This module therefore introduces learners to the anatomy and neuroanatomy of the human body and facilitates development of understanding of a range of conditions which may impact on individuals' occupational performance. In this module, students will also utilise The International Classification of Functioning, Disability and Health (WHO, 2001) and a Person-Environment-Occupational Performance model of health to explore the impact of common medical and social conditions upon occupation and occupational performance. Assessment will take the form of an unseen class test (multiple choice questionnaire) at the end of the trimester.

Syllabus

Aetiologies, pathologies, clinical features and management of common medical conditions relating to : *degenerative neurological, *non-degenerative neurological disorders, *systemic disorders, *orthopaedic disorders, *affective disorders, *psychoses, *neuroses, *organic disorders, *substance misuse. PEOP ICF Morphological features of the skeleton, joints of the upper and lower limbs Neuro-anatomy Muscles of the trunk, pectoral girdle and shoulder, upper limb, hip and pelvic girdle, lower limb and hand b7 Measurement techniques for range of movement Activity analysis

Learning Outcomes

On successful completion of the module the student should be able to:1. Demonstrate knowledge and understanding of the aetiologies and presentation of common neuromotor, cognitive, physiological, sensory, psychological and behavioural impairments (13, 13.5, 13. 11, 14, 14.7, 14, 14.10) 2.Identify and understand the key features of sensory and motor pathways in the brain and spinal cord (13, 13. 11, 14) 3. Name the morphological features of the skeleton (including the joints of the upper and lower limbs) and relate these to function /dysfunction (13, 13.11, 14, 14.7)4. Identify the influences of psychological, behavioural, biological, social, cultural and environmental factors on occupational performance (5, 5.2, 5.3, 5.4, 13, 13.1, 13.8, 13.11)5. Investigate human occupational performance using simulation and structured observations (5, 5.1, 5.2, 5.3, 5.4, 8, 8.1, 8.5, 13, 13.1, 13.2, 13.8, 13.11, 14, 14.4, 14.10) 6. Carry out activity analysis using case material from practice education placements and own class based observations to illustrate the concepts of ICF and PEOP (5, 5.1, 5.2, 5.3, 5.4, 8, 8.1, 8.5, 8.8, 8.9, 8.10, 9, 9.2, 9.6, 11, 11.2, 12.2, 13, 13.2, 13.3, 13.5, 13.6, 13.8, 13.10, 13.11, 14, 14.10, 14.17)7. Begin to identify the relationship between persons' behaviour, physical and social environments ( and the effect of this relationship on occupational performance) (5, 5.1, 5.2, 5.3, 5.4, 13, 13.2, 13.3, 13.5, 13.6, 13.8)

Teaching / Learning Strategy

Learning will be facilitated and consolidated by the integration of theory to practice. Case material from practice education placements, videos, websites and innovative techniques to provide simulated experiences for learners will be used to provide learners with a broad range of learning opportunities within this module and opportunities to reflect on practice. Class based lectures will be complemented by tutorials, seminars and practical sessions to integrate theory of human anatomy, and common medical / social conditions, enabling learners to broaden their understanding of activity analysis and intervention planning. Working in small groups, tutorials will encourage learners to focus on the impact of health and social conditions upon occupational performance, while seminars will facilitate the sharing of experiences from practice education placements. Practical sessions will facilitate the application of human and neuro anatomy theory to everyday movement and activities. Learners will participate in group presentations which will be formatively assessed though written and verbal feedback from both seminar facilitator and peers. Learners will be actively encouraged to share learning both during face to face class room teaching and through the use of GCU learn. A variety of formative activities will be used to develop a shared understanding of the assessment criteria and to empower learners to achieve the learning outcomes in a self-directed manner.

Indicative Reading

BAUM, C.M., CHRISTIANSEN, C.H. & BASS, J.D., 2015. 'The Person-Environment-Occupation-Performance (PEOP) Model'. In: CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J.D. eds. Occupational Therapy. Performance, participation and well-being. 4th ed. Thorofare, NJ: Slack Inc. pp.49-55. BAUM, C.M., CHRISTIANSEN, C.H. & BASS, J.D., 2015. 'Theory, models, frameworks, and classifications'. In: CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J.D. eds. Occupational Therapy. Performance, participation and well-being. 4th ed. Thorofare, NJ: Slack Inc. pp.23-48. BROWN, C. & STOFFEL, V. eds. 2011. Occupational therapy in mental health: A vision for participation. Philadelphia: F.A.Davis. CASH, M. 2000, Pocket atlas of the moving body. London: Ebury Press. CHRISTIANSEN, C., BAUM, C. & BASS-HAUGEN, J. eds., 2005. Occupational Therapy: Performance, Participation, and Well-Being. Thorofare, NJ: Slack Inc. CURTIN, M., ADAMS, J. & EGAN, M. eds., 2017. Occupational Therapy for People Experiencing Illness, Injury or Impairment: Promoting occupation and participation. 7th ed. Edinburgh: Elsevier Ltd. pp. 308-319. DIRETTE, D. & ATCHISON, B., 2012. Conditions in Occupational Therapy: Effect on Occupational Performance. 4th ed. Baltimore: Lippincott Williams and Wilkins. DUNCAN, E., 2011. Skills for Practice in Occupational Therapy. 1st ed. London: Churchill Livingston. DUNCAN, E. ed., 2012. Foundations for practice in Occupational Therapy. 5th ed. London: Churchill Livingston. JARMEY, C. & SHARKEY, J., 2015. The concise book of muscles. 3rd ed. Berkeley: Lotus Publishing. MARITZ, R., BAPTISTE, S., DARZINS, S.W., MAGASI, S., WELESCHUK. C. & PRODINGER, B., 2018. Linking occupational therapy models and assessments to the ICF to enable standardized documentation of functioning. Canadian Journal of Occupational Therapy, 85(4): 330-341. MCMILLAN, I.R., CARIN-LEVY, G. & TYLDESLEY, B., 2012. Tyldesley & Grieve's muscles, nerves and movement in human occupation. West Sussex: John Wiley & Sons. MOLL, S.E., GEWURTZ, R.E., KRUPA, T.M., LAW, M.C., LARIVIERE, N. & LEVASSEUR, M., 2014. "Do-Live-Well": A Canadian framework for promoting occupation, health, and well-being. Canadian Journal of Occupational Therapy. 82(1): 9-23. -1 REED, K.L., -1 2015. 'Key occupational -1 therapy -1 concepts in -1 the -1 Person-Occupation-Environment-Performance Model'. In:-1 CHRISTIANSEN, C.H., BAUM, C.M. & -1 BASS, J.D. -1 eds Occupational -1 therapy. -1 Performance, participation and -1 well-being. 4th -1 ed. Thorofare, -1 NJ: -1 Slack Inc. pp.565-648. TROMBLY, C.A. & RADOMSKI, M.V. -1 eds., 2013. Occupational Therapy -1 for -1 Physical -1 Dysfunction, 7th -1 ed. -1 Baltimore: Williams and Wilkins. -1 SIEGFRIED, -1 D.R. & -1 NORRIS, M. 2011. Anatomy and physiology -1 for dummies. 2nd -1 ed. Oxford: John Wiley & Sons. WORLD -1 HEALTH ORGANISATION, 2001. International Classification of -1 Functioning, -1 Health and -1 Disability. -1 Geneva: World -1 Health Organisation. And other assorted -1 readings as assigned.

Transferrable Skills

Generic Skills Independent learning Peer group learning Verbal presentation skills Reflective skills Listening, observation and communication skills Employability Skills Knowledge of theoretical foundations to underpin the Occupational Therapy process Developing clinical reasoning skills Digital Capabilities ICT proficiency Digital learning and self-development Communication, collaboration and participation through digital media Information, data and media literacy

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Seminars (FT) 10.00
Lectures (FT) 10.00
Practicals (FT) 10.00
Independent Learning (FT) 140.00
Tutorials (FT) 10.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 n/a 100.00 40% Class Test