UNDERSTANDING OCCUPATIONAL THERAPY IN PRACTICE (PRACTICE EDUCATION)

SHE Level 2
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M2B924533
Module Leader Catriona Khamisha
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Masters pre-registration Programme: Normally, successful completion of: MMB922592 Developing Essential Practice Skills for Occupational Therapy, MMB922593 Occupational Therapy Foundations for PRactice, MMB922594 Challenges to Occupation, Health and Wellbeing, or equivalent. Undergraduate Programme: Normally, successful completion of Level 1 Bsc (Hons) Occupational Therapy modules or equivalent

Summary of Content

Masters pre-registration programme Students will participate in a seven week practice education placement which will be their first opportunity to learn in the workplace. Successful completion of this module should enable students to develop professional behaviours and practice skills in the work environment through participation in the occupational therapy process. It is expected that the students will take an active role with service users to identify client need, use of occupation to promote health and well-being and use activity to overcome performance deficits or increase activity participation opportunities. The students are expected to participate in decision-making by applying knowledge and developing clinical reasoning skills. The students will build communication skills, integrate knowledge from university based studies and gain an understanding of the occupational therapy within the wider health and social care environment. Students will be expected to consider their own continuing professional development needs through active participation in the supervision process. The students are required to build a practice placement portfolio for each placement to record their learning and development. It is expected that students will share and discuss their portfolio with their practice educator. Undergraduate Course programme Students will participate in a six week practice education placement which will be their second opportunity to learn in the workplace. Successful completion of this module should enable students to develop professional behaviours and practice skills in the work environment through participation in the occupational therapy process. It is expected that the students will take an active role with service users to identify client need, use of occupation to promote health and well-being and use activity to overcome performance deficits or increase activity participation opportunities. The students are expected to participate in decision-making by applying knowledge and developing clinical reasoning skills. The students will build communication skills, integrate knowledge from university based studies and gain an understanding of the occupational therapy within the wider health and social care environment. Students will be expected to consider their own continuing professional development needs through active participation in the supervision process. The students are required to build a practice placement portfolio for each placement to record their learning and development. It is expected that students will share and discuss their portfolio with their practice educator.

Syllabus

Pre & Post placement preparation: preparation for supervision strategies, learning/action planning, understanding reflection, portfolio structure, managing difficult behaviour, clinical risk, handling a disclosure, manual handling, post-placement reflection, personal development planning, goal setting and finalising portfolios. Placement: Assessment of need/ use of assessment tools: with support, apply assessment tools and strategies effectively -observation, conversation, interviews, questionnaires and standardised tests - to assess and prioritise service users' needs, occupational function and goals. Application of P-EOP and activity analysis Communication skills- use of verbal/non-verbal communication, formal & informal communication with service users & care team. Professional record keeping; with support prepare, produce and maintain accurate and logical reports and records of contacts with service users and others. Practice skills in intervention; with support plan, implement and adapt meaningful interventions by using activity/occupation with a range of service users, analysing the potential of these to facilitate change within a therapeutic process. Theory and Approaches to intervention/ goal planning Reasoning, judgement and decision making Codes of Ethics and Professional Conduct (COT & HCPC) CPD/Learning through reflection Application of knowledge of anatomy/physiology and health conditions Health and well-being/occupational dysfunction/activity participation/limitation Skills of other contributors to health and social care delivery

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 understanding of COT Code of ethics & Professional conduct and HCPC Standards of conduct performance & ethics through appropriate professional behaviour. (2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3, 3.1 ,3.2, 3.3, 7, 7.1, 7.2, 7.3, 15, 15.1, 15.2, 15.3, 15.4, 15.5, 15.6)2. Demonstrate the ability to build effective relationships with service users in a safe and appropriate manner and in collaboration with the interdisciplinary team. (1, 1.1, 1.2, 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, 9, 9.1, 9.2, 9.4, 9.5, 9.7, 14, 14.21)3. Begin to apply assessment tools and strategies effectively - to assess and prioritise service users' needs, occupational function and goals. (8, 8.3, 8.8, 8.9, 8.10, 9, 9.6, 12, 12.2, 12.6, 13, 13.4, 13.5, 14, 14.2, 14.3, 14.4, 14.7, 14.9, 14.10, 14.20, 15, 15.6)4. Begin to plan, implement and adapt meaningful interventions by using activity/occupation with a range of service users, analysing the potential of these to facilitate change within a therapeutic process. (9, 9.3, 9.6, 9.8, 9.9, 9.10, 12, 12.6, 13, 13.3, 13.4, 14, 14.2, 14.14, 14.15, 14.16, 14.18, 14.19)5. Describe and explain clinical reasoning that informs their understanding of the OT process. (13, 13.1, 13.2, 13.3, 13.8, 13.10, 13.11, 14, 14.13, 14.17) 6. Analyse and begin to evaluate their own learning and development through reflection, use of the supervision process and Professional Development Porfolio (PDP). (3, 3.3, 11, 11.1, 11.2, 14, 14.1) 7. Demonstrate ability to begin to prepare, produce and maintain accurate and logical reports and records of contacts with service users and others. (10, 10.1, 10.2, 14, 14.21)8. Discuss professional beliefs and values to explain the role of the OT to service users and the interdisciplinary team. (2, 2.3, 2.4, 8, 8.1, 9, 9.1, 9.2)9. Compare the contributions made by a variety of professions in the delivery of health and social care. (9, 9.5, 13, 13.13, 13.14)

Teaching / Learning Strategy

A week will be allocated for pre-placement preparation such as placement meetings/visits, preparation for supervision strategies, learning/action planning, understanding reflection, portfolio structure, managing difficult behaviour, clinical risk and handling a disclosure and manual handling. A further session (post placement) will be allocated for reflection, personal development planning, goal setting and finalising portfolios. Placement utilises experiential and workplace learning to allow students to develop professional behaviours and practice skills through participation in the occupational therapy process. This learning will be enhanced through the use of e-learning resources to support students in the development of their practice placement portfolio. It is expected that students will share and discuss their portfolio with their practice educator, which will be utilised (alongside observation) as evidence of achievement of the learning outcomes. Students are required to prepare for their collaborative report both at halfway and final stages. Masters pre-registration programme This practice placement is a full time placement at 4.5 days + 0.5 study per week for 7 weeks in a statutory service where they will be supervised by a registered occupational therapist and authorised practiced educator. The placement is located in Year 1 at the beginning of trimester C. After successful completion of placement students will be awarded 288 hours of practice education. This includes study time. Students are awarded a notional effort of eight hours per day on placement and the half day study is 4 hours. The half a day study per week will be allocated to self-directed study for placement and will be negotiated with the practice educator to suit service needs. Students are expected to receive daily supervision and one hour formal supervision with the practice educator each week. This will allow for the student to receive on going feedback on their performance from the student's practice educator. Student and practice educator collaboration are requires for both formative halfway report and summative final report. The final grade in the summative report is the responsibility of the practice educator. The re-sit period for this placement will normally be 7 weeks full time over trimester C. Undergraduate programme This practice placement is a full time placement at 4.5 days + 0.5 study per week for 6 weeks in a statutory service where they will be supervised by a registered occupational therapist and authorised practiced educator. The placement is located in Year 2 at the beginning of trimester B weeks 6-11. After successful completion of placement students will be awarded 240 hours of practice education. Students are awarded a notional effort of eight hours per day on placement and a half day study is 4 hours. There is an additional half a day per week will be allocated to self-directed study which will be negotiated with the practice educator to suit service needs. The half day study per week will be allocated to self-directed study for placement and will be negotiated with the practice educator to suit service needs. This will allow for the student to receive on going feedback on their performance from the student's practice educator. Student and practice educator collaboration are requires for both formative halfway report and summative final report. The final grade in the summative report is the responsibility of the practice educator. The re-sit period for this placement will normally be 6 weeks full time over the summer period.

Indicative Reading

ALSOP, A., 2013. Continuing Professional Development in Health and Social Care: Strategies for Lifelong learning . 2nd ed. Chichester: John Wiley & Sons. ANDRE, K. & HEARTFIELD, M., 2011. Nursing and midwifery portfolios: Evidence of continuing competence . Edinburgh: Elesevier. ATCHISON, B.J. & DIRETTE, D.P., 2017. Conditions in occupational therapy. Effect on occupational performance. 5 th ed. Philadelphia: Wolters Kluwer. BONIFACE, G. & SEYMOUR, A., 2012. Using occupational therapy theory in practice . Chichester: John Wiley & Sons. BORTNICK, K., 2016. Occupational Therapy assessment for older adults: 100 instruments for measuring occupational performance . New Jersey: Slack Incorporated. BROWN, C., STOFFEL, V. & MUNOZ, J.P., 2019. Occupational therapy in mental health: A vision for participation . 2 nd ed. Philadelphia: F.A. Davis Co. BYRANT, W., FIELDHOUSE, J., and BANNIGAN, K., 2014 . Creek's Occupational Therapy and Mental Health . 5th ed. Churchill Livingstone: London. COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of ethics and professional conduct . London: RCOT. COLLEGE OF OCCUPATIONAL THERAPISTS, 2016. Entry level occupational therapy core knowledge and practice skills . London: RCOT. CURTIN, M. EGAN, M. & ADAMS, J., 2017. Occupational Therapy for people experiencing illness, injury or impairment: promoting occupation and participation . 7th Edition. Edinburgh: Elseiver. DIRETTE, D.P. & GUTMAN, S.A., 2020. Occupational Therapy for Physical Dysfunction . 8 th ed. Philadelphia: Wolters Kluwer. DUNCAN, E., 2020. Foundations for practice in occupational therapy . 6 th ed. Edinburgh: Elseiver. EDMANS, J., 2017. Occupational Therapy and Stroke. Oxford: John Wiley & Sons. GATELEY, C. & BORCHERDING, S., 2016. Documentation manual for occupational therapy: Writing SOAP notes, 4 th ed . New Jersey: Slack Incorporated. HEALTH CARE AND PROFESSIONS COUNCIL, 2013. Standards of proficiency - Occupational Therapists . London: HCPC. HEALTH CARE AND PROFESSIONS COUNCIL, 2016. Standards of conduct performance and ethics. London: HCPC. JASPER, M., 2013. Beginning reflective practice . 2 nd ed. Cheltenham: Nelson Thomas Ltd. NAPIER-TIBERE, B., 2011. Occupational therapy fieldwork survival guide: a student planner . 2 nd ed. Philadelphia: F.A. Davis. POLGASE, T. & TRESEDER, R., 2012. The Occupational therapy handbook: Practice education . Keswick: M&K Publishing. PRESTON, J., EDMANS, J., 2016 . Occupational Therapy and Neurological Conditions. Oxford: John Wiley &Sons RODGER, S., FITZGERALD, C., DAVILA, W, MILLAR, F. & ALLISON, H., 2011. What makes a quality occupational therapy practice placement? Students' and practice educator's perspectives. Australian Occupational Therapy Journal. 58 , pp.195-202. RODGER, S., KENNEDY-BEHR A., 2017. Occupation-centered practice with children: A practical guide for occupational therapists. Oxford: John Wiley & Sons. ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2017a. Professional standards for Occupational Therapy practice. London: RCOT. ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2017b. Career Development Framework: Guiding principles for occupational therapy . London: RCOT. ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2018. Keeping records: Guidance for occupational therapists. 4 th ed. London: RCOT. SCHELL, B. & GILLEN, G., 2018. Willard and Spackman's occupational therapy . 13th ed. Philadelphia: Wolters Kluwer. SODERBACK, I., 2015. International handbook of occupational therapy interventions . 2 nd ed. London: Springer. TOWNSEND, E & POLATAJAKO, H., 2013. Enabling Occupation II: Advancing an Occupational Therapy Vision for Health and Wellbeing and Justice Through Occupation . 2nd ed. Ottawa: Canadian Association of Occupational Therapists. TRICKEY-ROKENBROD, D., 2017. Occupational Therapy in action. A library of case studies . Philadelphia: Wolters Kluwer. TURNER, A. & ALSOP, A., 2015. Unique core skills: exploring occupational therapists' hidden assets. British Journal of Occupational Therapy. 78( 12), pp.739-749.

Transferrable Skills

Communication & negotiation skills Reflective practice Professional Behaviour Clinical reasoning & decision-making Assessment Planning, organisation & time-management Problem-solving Written recording CPD & portfolio development

Module Structure

Activity Total Hours
Independent Learning BSc 30.00
Tutorials BSc & MSc 10.00
Independent Learning MSc 32.00 32.00
Assessment BSc & MSc 30.00
Placement BSc 216.00
Lectures BSc & MSc 8.00
Placement MSc 288.00
Seminars BSc & MSc 6.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 01 n/a 100.00 40% Practice education will be assessed via collaborative report at the end of the placement. Students would be expected to actively engage with their practice educator to compile the report.