SHE Level 2
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M2B922584
Module Leader Jamie McDermott
School School of Health and Life Sciences
Subject Occupational Therapy
  • B (January start)

Pre-Requisite Knowledge

Normally completion of level 1 of BSc (Hons) Occupational Therapy programme or equivalent

Summary of Content

This module aims to develop the students' understanding of the theoretical foundations and frameworks for the practice of occupational therapy as well as their clinical reasoning and decision making skills. Students will have the opportunity to develop key skills in enabling occupational performance and participation through the application of key frames of reference and conceptual models of practice used to underpin the contemporary occupational therapy process. Participation in the module will begin to prepare students for practice in using occupation-focussed interventions to address some of the key local and global health challenges. This module runs concurrently with the 'understanding occupational therapy in practice (practice education)' module. The first five weeks of the trimester will be used to 'front - load' the learning process prior to students commencing full-time placement Week 6. To facilitate the integration of new learning with placement experience, students will have a structured workbook to utilise on a weekly basis whilst in the placement environment. In Week 12 Students will return to the university for preparation for the viva voce assessment.


-360b7 The occupational therapy process -360b7 Developing and applying clinical reasoning in occupational therapy -360b7 Terminology of knowledge in practice: Conceptual models, frames of reference, approaches -360b7 Key frames of reference and conceptual models of practice: -360 - Biomechanical frame of reference -360 - Client- centred practice including Canadian Model of Occupational Performance and Engagement - Cognitive - behavioural approach - Model of Human Occupation - Sensory integration - Educational approach incorporating health promotion - Psychodynamic approach - Kawa - Cognitive - perceptual approach - Approaches utilised in dementia - Neuro - developmental approach -360b7 Assessment and intervention strategies

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 the ability to identify the occupational needs of service users (2.1, 2.3, 5.2, 5.3, 5.4, 6, 8.6, 8.9, 8.10, 13.2, 13.3, 13.5, 13.6, 13.8, 13.11, 14.7, 14.8, 14.9, 14.10, 14.11)2. Demonstrate the ability to use client need to inform the selection of appropriate frames of reference and conceptual models of practice (1, 1.1, 2.1, 2.3, 2.5, 2.6, 5, 5.1, 5.2, 5.3, 5.4, 9.3, 9.6, 9.8, 9.9, 12, 12.1, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.10, 14, 14.1, 14.13, 14.17, 14.18, 14.19, 14.20)3. Apply the principles of clinical reasoning within the occupational therapy process (1, 2, 2.1, 4, 4.1, 4.2, 4.3, 4.4, 14, 14.4, 14.13)4. Formulate short and long term goals for occupational therapy intervention which are consistent with the principles of different conceptual models and frames of reference (2.1, 2.3, 2.4, 4.1, 4.2, 4.4, 5, 5.1, 5.2, 5.3, 5.4, 6, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.10, 9.3, 9.6, 9.7, 9.10, 12, 12.6, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.10, 14, 14.11, 14.14, 14.15, 14.18, 14.19, 14.20) 5. Compare and contrast the key assumptions and theoretical underpinnings of conceptual models of practice and frames of reference used by occupational therapists within health and social care settings (13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 14, 14.17, 14.23)6. Demonstrate the ability to compare and contrast a range of interventions strategies used by occupational therapists to enable occupational performance, and engagement (1, 1.1, 2, 2.1, 2.3, 4.2, 5, 5.1, 5.2, 5.3, 5.4, 6, 8.1, 8.3, 8.4, 8.7, 8.8, 8.9, 8.10, 9, 9.1, 9.2, 9.3, 9.6, 9.7, 9.8, 9.9, 9.10, 12.2, 13, 13.1, 14, 14.1, 14.2, 14.3, 14.6, 14.18, 14.19, 14.20, 14.21, 7. Demonstrate and apply the principles of safe and effective practice in the occupational therapy process (1, 1.1, 2, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3, 3.1, 4.4, 7, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 9, 9.2, 9.3, 9.5, 12, 12.2, 13.13, 14, 14.2, 15, 15.1, 15.2, 15.5, 15.6)8. Demonstrate an awareness of the evidence base for intervention (1, 1.1, 12, 12.1, 12.2, 12.3, 12.6, 13.7, 14, 14.22, 14.23, 14.24)

Teaching / Learning Strategy

Lectures will be used to establish key information, while workshops will be used to facilitate and develop a deeper understanding of the approaches used that underpin occupational therapy practice. Weeks 1-5 of the trimester will be used to 'front- load' students with introductory material on clinical reasoning and occupational therapy approaches through the use of lectures and interactive workshops. This will provide students with the opportunity to assimilate theoretical concepts and consolidate the application of these concepts within practice prior to commencing practice placement. Within the first 5 weeks students will engage in a variety of learning experiences taking the form of a keynote lectures followed by facilitated workshops that explore the practice application of the approach discussed in the lecture. The workshops will also be used in order to allow students to share their developing knowledge and gain formative feedback on their progress on the module. Workshops will be facilitated and aimed at linking theory to the clinical reasoning process through the use of case material from the practice education setting. Discussions will enhance the student's ability to reflect, compare and contrast on observations on practice. Assessment will be a Multiple Choice Questionnaire of the underpinning theoretical and key principles of the approaches being investigated in week 5, followed by a Viva Voce examine which will aim to link theoretical knowledge gained on the module to intervention carried out in occupational therapy practice. Whilst on placement students will be expected to utilise a structured workbook with the aim to support learning from the Occupational Therapy Theories and Approaches Module. The intension being that by engaging in the workbook activities students will be able to work through the occupational therapy process to define how conceptual models of practice are utilised in practice; to understand occupational performance, assess service user needs and selection of the appropriate approach for intervention. Therefore a range of formative activities will be utilised to maximise the learning experience and to empower students to achieve the learning outcomes in a self-directed manner.

Indicative Reading

Set text: Duncan, E. A. S., ed. 2011, Foundations for Practice in Occupational Therapy, 5th edn, Elsevier, Edinburgh. Additional reading: Aitchison, B., Dirette, D.K. 2017, Conditions in Occupational Therapy: Effect on Occupational Performance , (5th edn). Baltimore: Lippincott Williams and Wilkin. Boyt Schell, B.A., Gillen, G., Scaffa, M.E., eds. 2013, Willard and Spackman's Occupational Therapy, 12th International edn, Baltimore: Lippincott Williams & Wilkins, Boyt Schell, B.A., Schell, J.W. 2017, Clinical and Professional Reasoning in Occupational Therapy, (2 nd edition). Baltimore: Lippincott Williams & Wilkins, Baltimore Brown, C., Stoffel V., Munoz, J.P.. eds. 2019, Occupational Therapy in Mental Health: A vision for participation, (2 nd edition). Philadelphia: F.A. Davis Co. Bryant, W., Fieldhouse, J., Bannigan, K., eds. 2014, Creeks Occupational Therapy and Mental Health, 5th edn, Churchill Livingstone, London Christiansen, C., Baum, C., & Bass-Haugen, J., eds. 2015, Occupational Therapy Performance, Participation and Wellbeing, 4 th edn, New Jersey: Slack inc. Cole, M.B., Tufano, R. 2008, Applied Theories in Occupational Therapy. Thorafare: Slack Incorporated. Curtin, M., Molineux, M., Webb, JA., eds. 2009, Occupational Therapy and Physical Dysfunction: Enabling Occupation, 6th edn, Edinburgh: Elsevier. Duncan, E. A. S. 2008, Skills for Practice in Occupational Therapy, Churchill Livingstone, Edinburgh. Iwama, M. 2006, The Kawa Model: Culturally Relevant Occupational Therapy, Churchill Livingstone, Edinburgh. Taylor, R., & Kielhofner, G. 2017, Kielhofner's model of human occupation: theory and application (Fifth edition.). Philadelphia: Wolters Kluwer. Nicholls, L., Cunningham Piergrossi, J., de Sena Gibertoni, C., Daniel, M. 2013, Psychoanalytic thinking in Occupational Therapy, Wiley-Balckwell, West Sussex. Meriano, C., Latella, D. 2008, Occupational Therapy Interventions: Functions and Occupations, SLACK Incorporated. Trombly, C.A., Radomski, M.V., eds. 2013, Occupational Therapy for Physical Dysfunction, 7th edn, Williams and Wilkins, Baltimore. Turpin, M., Iwama, M.K. 2011, Using Occupational Therapy Models in Practice: A Field Guide, Churchill Livingstone, London.

Transferrable Skills

Reflective practice Professional behaviours Communication and negotiation skills Assessment Independent and self-regulated study Problem solving ICT Giving/receiving peer feedback Group working

Module Structure

Activity Total Hours
Independent Learning (FT) 236.00
Assessment (FT) 30.00
Seminars (FT) 22.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 1.50 30.00 35% MCQ - Unseen Class Test - 1 Hour, 30 Minutes
Exam (Dept) 02 0.50 70.00 35% Viva Voce - 20 Minutes