SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B926070
Module Leader Jamie McDermott
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)

Pre-Requisite Knowledge

Normally successful completion of Level 1 of the BSc (Hons) Occupational Therapy Programme or equivalent

Summary of Content

The aim of this module is to develop knowledge and understanding of theoretical approaches underpinning occupational therapy and apply them to practice to maintain or improve health and well being. The learners will be introduced to a range of occupational therapy models of practice, as well as contemporary biopsychosocial and educational frames of reference that are introduced with an occupation focus to reflect underpinning approaches used within occupational therapy practice. The learners will use the occupational therapy process to apply these models and approaches, considering occupational needs, occupation focused goals and interventions. Participation in the module will begin to prepare students for developing their professional reasoning skill and applying the stages of the occupational therapy process. Learners will be facilitated to engage in considering occupation focused needs, goals and interventions with real world case situations. Learners will be supported to consider the value and benefit of occupation focused interventions to facilitate transformation to support health and wellbeing. The learners will be supported to engage in appraising the models and theories to consider the evidence informed theoretical basis of the approaches in practice. The students will be introduced to concepts of safe and effective practice when applying the occupational therapy process. As such it aligns with the professional practice pillar of the RCOT Career framework.


The occupational therapy process: *Assessment and identification of service user occupational need *Goal setting *Occupation focused interventions *Safe and effective practice *Developing and applying professional reasoning Terminology of knowledge in practice: *Conceptual models *Frames of reference *Approaches Key frames of reference and conceptual models of practice: *Biomechanical frame of reference *Canadian Model of Occupational Performance and Engagement *Cognitive - behavioural approach *Model of Human Occupation *Sensory integration *Educational approach *Kawa *Cognitive - perceptual approach *Approaches utilised in dementia (e.g. reminiscence, reality orientation, cognitive stimulation) *Neuro - developmental approach

Learning Outcomes

On successful completion of the module the student should be able to:-1.Understand the key assumptions and theoretical underpinnings of conceptual models of practice and frames of reference used in contemporary occupational therapy practice (13, 13.1,13.2, 13.4, 13.10, 14.17)2. Identify occupational needs in terms of leisure, self-care and productivity. (2, 2.1, 2.3, 5, 5.1, 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) 3. Apply relevant key assumptions and theoretical underpinnings of conceptual models of practice and frames of reference to discuss occupational needs to maintain or improve health and wellbeing (9.6, 9.7, 13, 13.1,13.2,13.3,13.4, 13.5, 13.6, 13.8, 13.9, 13.10, 14.6, 14.7, 14.17, 14.18, 14.20)4. Formulate occupation focused short and long term goals to address identified client need and facilitate occupation participation to maintain or enhance health and wellbeing. (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. Articulate professional reasoning within the occupational therapy process by selecting appropriate occupation focused interventions which are consistent with the principles of different conceptual models and frames of reference. (1, 1.1, 2, 2.1, 2.3, 4, 4.1, 4.2, 4.3, 4.4, 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,, 13, 13.1, 13.7, 14, 14.1, 14.2, 14.3, 14.4, 14.6, 14.18, 14.19, 14.20, 14.21) 6. Examine key principles of safe and effective practice in relation to 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)

Teaching / Learning Strategy

The module will be delivered using a variety of learning experiences aimed at linking theory to the professional reasoning process. 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. Key note lectures and facilitated workshops will use case study material, digital media and practical application of occupation focused interventions to consolidate learning and support the cultivation of professional reasoning, decision making, meta-cognitive and reflective practices. Class discussions will enable learners to share their developing knowledge and gain formative feedback on their progress on the module. Learners will also engage in directed and independent learning to begin research and enquiry and develop evidence informed clinical reasoning and application of theories and approaches to practice. Assessment will be a Multiple Choice Questionnaire of the underpinning theoretical and key principles of the approaches being investigated, followed by a Viva Voce exam which will aim to link theoretical knowledge gained on the module to interventions carried out in occupational therapy practice. A range of formative activities will be utilised throughout the module to maximise the learning experience and to empower students to achieve the learning outcomes in a self-directed manner.

Indicative Reading

ALTERIO, 2018. Clincally Orientated Theory for Occupational Therapy. Philadelphia: Wolters Kluwer. AITCHISON, B., DIRETTE, D.K. 2011. Conditions in Occupational Therapy: Effect on Occupational Performance. 5th ed. Baltimore: Lippincott Williams and Wilkins. BUNDY, A., & LANE, S. 2018. Sensory Integration theory and practice. 3rd ed. Philadelphia: F.A.Davis. BRYANT, W., FIELDHOUSE, J. & BANNIGAN, K. 2014. Creeks Occupational Therapy and Mental Health. 5th ed, London: Churchill Livingstone BROWN, C., STOFFEL V., & MUNOZ, J.P. 2011. Occupational Therapy in Mental Health: A vision for participation, Philadelphia: F.A. Davis Co BONIFACE, G & SEYMOUR A. 2012. Using Occupational Therapy theory in Practice. Oxford: Wiley-Blackwell. CURTIN, M., MOLINEUX, M., WEBB, J. 2017. Occupational Therapy for people experiencing illness, Promoting occupation and injury or impairment: participation. 7th ed, Edinburgh: Elsevier DUNCAN, E. 2020. Foundations for Practice in Occupational Therapy, 6th ed. Edinburgh: Elsevier, DUNCAN, E. A. S. 2008. Skills for Practice in Occupational Therapy, Edinburgh: Elsevier IWAMA, M. 2006. The Kawa Model: Culturally Relevant Occupational Therapy, Edinburgh: Churchill Livingstone KIELHOFNER, G. 2009. Conceptual foundations of occupational therapy practice. 4th ed. Philadelphia: F.A. Davis Company MERIANO, C. & LATELLA, D. 2016. Occupational Therapy Interventions: Functions and Occupations, 2nd ed. Thorofare: SLACK SCHELL,B., & SCHELL, J.W. 2017. Clinical and Professional Reasoning in Occupational Therapy. Baltimore: Lippincott Williams & Wilkins SCHELL, B., GILLEN, G. 2019. Willard and Spackman's Occupational Therapy. 13th ed. Baltimore: Wolters Kluwer TAYLOR, R. & KIELHOFNER, G. 2017. Kielhofner's model of human occupation: theory and application. 5th ed. Philadelphia: Wolters Kluwer TROMBLY, C.A., RADOMSKI, M.V. 2013, Occupational Therapy for Physical Dysfunction. 7th ed. Baltimore: Williams and Wilkins TURPIN, M. & IWAMA, M. 2011. Using Occupational Therapy Models in Practice: A Field Guide. London: Churchill Livingstone TUFANO, R., & COLE, M., 2020. Applied theories in occupational therapy: A practical approach. 2nd ed. Thorofare: SLACK incorporated.

Transferrable Skills

Generic Skills Group working Giving/receiving peer feedback Reflective practice Communication skills Public speaking Employability Skills Knowledge of theoretical foundations to underpin the Occupational Therapy process Developing clinical reasoning skills SMART goal setting 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
Lectures (FT) 12.00
Independent Learning (FT) 144.00
Seminars (FT) 24.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 1.25 30.00 35% MCQ-- Unseen Class Test (1 hour 15 minutes, 30 Questions)
Exam (Dept) 02 n/a 70.00 35% VIVA - Case study based questions (20 minutes)