PRACTICE BASED LEARNING 1

SHE Level 2
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M2B926401
Module Leader Fiona Coupar
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • B (January start)
  • C (May start)
  • A (September start)

Summary of Content

The aim of this module is for learners to develop professional knowledge, understanding and skills in an area of Occupational Therapy practice at an early developmental level. This module comprises pre-placement sessions (22 hours) to prepare learners for practice-based learning experience, normally followed by a 7 week fulltime (4.5 days per week) practice based learning experience, plus related self-directed study time (3.75 hours per week). This practice based learning opportunity will be within a particular practice setting, which may be a; public, independent, private or third sector setting; urban or rural area and reflective of the broad scope of occupational therapy practice. Following successful completion, learners will normally be awarded 262.5 hours of practice based learning. Students will also undertake a period of post placement reflection and development activities. Through this practice-based learning experience, learners should have the opportunity to begin to develop and implement Occupational Therapy professional knowledge, skills and behaviours. This should be achieved through observation and working with a range of service users, carers and the multidisciplinary team. Learners should use occupation-centred practice to facilitate health and wellbeing, demonstrating their ability to apply the Occupational Therapy process in practice

Syllabus

Pre and post placement preparation: -360 - Introduction to the module and expectation of learning outcomes - Preparation for practice-based learning e.g. reflection and action planning - Professional practice knowledge, skills and values e.g. communication skills, manual handling, CPR practical skills, de-escalation and conflict management - Post-placement reflection for future personal and professional development. -1 Practice based learning: Learning will be specific to the placement setting but will encompass the opportunity to begin applying the occupational therapy process with guidance and link theory to practice. This could include: -360 - Identification and use of appropriate assessment tools with support e.g. observation, interviews and standardised/non standardised assessments to assess and prioritise service user needs, occupational function and goals. - Under guidance development of clinical reasoning and decision-making including planning, implementing and adapting interventions with a - range of service users and developing an understanding of the potential of these to facilitate transformation through the use of meaningful occupation. - Developing communication skills to begin building effective therapeutic relationships with service users, carers and produce documentation - with supervision. - Creating collaborative working relationships with the wider multidisciplinary team and agencies for the benefit of service users. - Describing reasoning, judgement and decision making regarding theory, policy, legislation and evidence base to inform clinical reasoning, goal setting and application of the Occupational Therapy process with service users. - Application of PEOP, activity analysis and research skills to link theory to practice. - Discussion and application of knowledge of humans as occupational beings and the impact of health and wellbeing and other factors on occupational justice and performance. -1

Learning Outcomes

Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.On successful completion of this module, students should be able to: 1. Analyse Royal College of Occupational Therapists (RCOT) current Code of Ethics & Professional Conduct and the Health and Care Professions Council (HCPC) Standards of Conduct Performance & Ethics and demonstrate appropriate professional behaviour and safe practice, with minimal guidance. (1, 1.1, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3, 3.1, 3.2, 3.3, 5, 5.1, 5.2, 5.3, 5.4, 6, 7, 7.1, 7.2, 7.3, 15, 15.1, 15.2, 15.3,15.4, 15.5, 15.6)2. Identify societal, structural and environmental factors impacting the service/organisation's capacity to achieve occupational justice. (5, 5.1, 5.2, 5.3, 5.4, 6, 9.7, 9.9, 13.2, 13.5, 13.6, 13.8, 13.9, 13.13, 13.14)3. Demonstrate verbal, non-verbal and written communication skills in a professional context, to begin to develop therapeutic relationships and collaboration within the interdisciplinary team and wider services. (5, 5.1, 6, 7,7.1, 7.2, 7.3, 8, 8.1,8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 9, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 10, 10.1, 10.2, 14, 14.1, 14.10, 14.15, 14.21)4. Discuss and participate in aspects of the occupational therapy process with a range of service users in order to maintain or improve health and wellbeing. (2, 2.1, 2.3, 5, 5.1, 5.4, 6, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.6, 8.8, 8.9, 8.10, 9, 9.1, 9.3, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 12.2, 12.6, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.7, 13.8, 13.9 13.10, 13. 11, 13.13, 13.14, 14, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8, 14.9, 14.10, 14.13, 14.15, 14.16, 14.17, 14.18, 14.19, 14.21, 14.22, 14.23, 14.24, 15, 15.1, 15.2, 15.3, 15.4, 15.5, 15.6)5. Evidence own learning and development through undertaking of professional development activities. (1, 1.1, 1.2, 3.1, 3.3, 11, 11.1, 11.2, 12, 12.1, 12.2, 12.3)

Teaching / Learning Strategy

Placement preparation will be delivered through a combination of practical simulation sessions, seminars, lectures and classroom-facilitated problem-based learning. All material will be supplemented with e-resources available on GCU Learn. Online learning will also be utilised for mandatory training. Practice based learning experience will take place within a practice setting under the supervision of a registered Occupational Therapist. Learners should receive informal, ongoing formative supervision and one-hour formal supervision with practice educator each week, for which they should prepare and collaborate. Supervision should allow learners to receive ongoing feedback on their performance and enable action planning for supervision. Learners should take responsibility for their own learning and work towards developing their practice against module learning outcomes. Learners should begin to create their portfolio to contribute to evidencing their learning and development. Throughout the duration of the module, learners are allocated a half day study per week for self-directed learning. The day of the week for this can be negotiated with the practice educator to suit service needs. This time should be used for independent learning in relation to the setting and personal development needs, preparing for supervision, reflection, building their portfolio to evidence learning. A half way assessment report will be completed collaboratively with comments on areas of strength and areas for development. This will be used to action plan and prepare for final assessment.

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

Generic Skills Effective communication and negotiation Collaborative team working Problem based learning and problem solving Autonomous organisation and time management Independent learning Employability Skills Knowledge and application of the Occupational Therapy process; assessment, intervention planning, goals setting and review skills Clinical reasoning and decision making Professional behaviour and conduct Supervised documentation and recording Research skills to inform evidence-based practice CPD and portfolio development Reflective Practice 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
Independent Learning (FT) 77.50
Seminars (FT) 13.00
Lectures (FT) 3.00
Placement 262.50
Practicals (FT) 4.00
Assessment (FT) 40.00

Assessment Methods

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