IMPLEMENTING THE OCCUPATIONAL THERAPY PROCESS IN PRACTICE (PRACTICE EDUCATION)

SHE Level 3
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M3B922587
Module Leader Anita Volkert
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, and M2B922585 Understanding Occupational Therapy in Practice (Practice Education), or equivalent. Undergraduate programme: Normally, successful completion of Level 2 Bsc (Hons) Occupational Therapy modules or equivalent

Summary of Content

Masters pre-registration programme Students will participate in a ten-week part-time practice education placement this will be their second opportunity to learn in the workplace. Successful completion of this module should enable students to expand & develop their professional knowledge and skills in an area, which is new to them. The students are expected to develop a greater degree of responsibility with service users to assess, plan, evaluate and deliver activity/occupation-based interventions. It is expected that the students will take a more active role working towards a greater degree of responsibility in clinical decision-making. It is expected that students make effective use of supervision to demonstrate an increasingly analytical approach to practice and demonstrate an increased responsibility with service users. Students will use theory and conceptual models to inform occupational therapy practice demonstrating an ability to synthesise and assimilate an increased clinical reasoning. Students will utilise the evidence base, legislation and policy impacting on the wider context of health and social care services, demonstrating an ability to critically appraise practice. Students will be expected to consider their own continuing professional development needs through active participation in the supervision process. The students should be able to demonstrate an increased ability to self-analyse, reflect on their professional behaviour. 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. Students are required to prepare for their collaborative report both at halfway and final stages. Students are required to produce a detailed case study to demonstrate their learning and knowledge base. The format of the case study (presentation/written case study) should be negotiated with the practice educator and shared with the practice educator to inform the collaborative report. Undergraduate programme Students will participate in a ten-week practice education placement this will be their third opportunity to learn in the workplace. Successful completion of this module should enable students to expand & develop their professional knowledge and skills in an area, which is new to them. The students are expected to develop a greater degree of responsibility with service users to assess, plan, evaluate and deliver activity/occupation-based interventions. It is expected that the students will take a more active role working towards a greater degree of responsibility in clinical decision-making. It is expected that students make effective use of supervision to demonstrate an increasingly analytical approach to practice and demonstrate an increased responsibility with service users. Students will use theory and conceptual models to inform occupational therapy practice demonstrating an ability to synthesise and assimilate an increased clinical reasoning. Students will utilise the evidence base, legislation and policy impacting on the wider context of health and social care services, demonstrating an ability to critically appraise practice. Students will be expected to consider their own continuing professional development needs through active participation in the supervision process. The students should be able to demonstrate an increased ability to self-analyse, reflect on their professional behaviour. 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. Students are required to prepare for their collaborative report both at halfway and final stages. Students are required to produce a detailed case study to demonstrate their learning and knowledge base. The format of the case study (presentation/written case study) should be negotiated with the practice educator and shared with the practice educator to inform the collaborative report.

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: select and 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; increased responsibility to prepare, produce and maintain accurate and logical reports and records of contacts with service users and others. Practice skills in intervention; increased responsibility 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. Theory and Approaches to evaluate and modify intervention/ goal planning Reasoning, judgement, demonstrating an increased responsibility in decision making Codes of Ethics and Professional Conduct (COT & HCPC) CPD/Learning through enhanced reflection skills Application of knowledge of health and well-being/occupational dysfunction/activity participation/limitation Skills of other contributors to health and social care delivery Policy and legal obligations influencing service provision

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. Evaluate practice against COT Code of ethics & Professional conduct and HCPC Standards of conduct performance & ethics through appropriate professional behaviour and safe practice. (1, 1.1, 1.2, 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. To reflect on and discuss professional beliefs and values, analysing the role of the OT within the interdisciplinary team. (8, 8.1, 9, 9.1, 9.5, 13, 13.12)3. Reflect and analyse their ability to form and adapt therapeutic relationships with different service-users and develop effective working relationships within the interdisciplinary team. (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, 9.3, 9.4, 9.5, 9.7, 14, 14.1 14.21)4. Select and use relevant assessment tools and strategies to identify occupational performance needs and evaluate the value of standardised and non-standardised tools in occupational therapy practice. (8, 8.3, 8.8, 8.9, 8.10, 9, 9.6, 12, 12.2, 12.3 12.6, 13, 13.4, 13.5, 14, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8 14.9, 14.10, 15, 15.6)5. Identify, select, plan and implement meaningful interventions by using occupation with a range of service users, evaluating 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, 13.8, 14, 14.2, 14.14, 14.15, 14.16, 14.18, 14.19, 14.20, 14.22)6. Demonstrate ability 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)7. Demonstrate the ability to apply theory and professional knowledge to inform their clinical reasoning and decision making process. (13, 13.1, 13.2, 13.3, 13.4, 13.8, 13.10, 13.11, 14, 14.1, 14.11, 14.12 14.13, 14.17,) 8. To identify and analyse a range of theoretical, policy and legal perspectives and the contributions of a variety of professionals/agencies in service provision. (9, 9.5, 12, 12.1, 12.2, 12.7, 13, 13.6 13.13, 13.14)9. To analyse and evaluate their learning and development using critical reflection and the supervision process to generate a personal development plan. (3, 3.3, 4, 4.6, 11, 11.1, 11.2)

Teaching / Learning Strategy

Teaching sessions will be allocated to include pre-placement preparation such as placement meetings/visits, preparation for supervision strategies, learning/action planning, understanding reflection, portfolio structure, case study preparation, communication with service users and manual handling. Post placement sessions will be allocated to placement 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 and case study. The student's portfolio and case study will be used to inform the collaborative report. It is expected that students will utilise independent learning time and awarded notional effort, for the preparation and completion of their case study/presentation and PDP. It is expected that students will share and discuss their portfolio and case study 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 part-time placement at 3 days +0.5 study per week for 10 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 within trimester A. After successful completion of placement students will be awarded 280 hours of practice education. Students are awarded a notional effort of eight hours per day on placement and the half day study is 4 hours. 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. 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 ongoing feedback on their performance from the student's practice educator. Student and practice educator collaboration is required for both formative halfway report and summative final report. The student's portfolio and case study will be used to inform the collaborative report. It is expected that students will utilise independent learning time and awarded notional effort, for the preparation and completion of their case study/presentation and PDP. 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 the summer period. Undergraduate programme This practice placement is a part-time placement at 3 days + 0.5 study per week for 10 weeks in a statutory service where they will be supervised by a registered occupational therapist and authorised practiced educator. The placement is located at the beginning of Trimester A. After successful completion of placement students will be awarded 280 hours of practice education. Students are awarded a notional effort of eight hours per day on placement and half day study is 4 hours. 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. Students are expected to receive informal 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 is required for both formative halfway report and summative final report. The student's portfolio and case study will be used to inform the collaborative report. The student's portfolio and case study will be used to inform the collaborative report. It is expected that students will utilise independent learning time and awarded notional effort, for the preparation and completion of their case study/presentation and PDP. The final grade in the summative report is the responsibility of the practice educator. There is also the option for this placement to be considered for an international opportunity via ERASMUS/International exchange partnerships. Supervision will be delivered by practice educatoers who have a WFOT approved qualification and where appropriate have membership of equivalent regulatory body. The re-sit period for this placement will normally be 7 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 . 2 nd ed. 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. FISHER A.G., 2009. Occupational Therapy Intervention Process Model: A model for planning and implementing top-down, client centred and occupation based interventions. Fort Collins: Three Star Press. GATELEY, C. & BORCHERDING, S., 2016. Documentation manual for occupational therapy: Writing SOAP notes, 4 th ed . New Jersey: Slack Incorporated. HIGGS, J., JENSEN, G., LOFTUS, S. & CHRISTENSEN, N., 2018. Clinical Reasoning in the Health Professions . 4 th ed. Edinburgh: Elsevier. 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. NAPIER-TIBERE, B., 2011. Occupational therapy fieldwork survival guide: a student planner . 2 nd ed. Philadelphia: F.A. Davis. OELOFSEN, N., 2012. Developing reflective practice: A guide for students and practitioners of health and social care . Banbury: Scion Publishing. 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 REEVES, S., LEWIN, S., ESPIN, S. & Zwarenstein., 2010. Interprofessional teamwork for health and social care. New jersey: Wiley Blackman. ROBERTSON, L., 2012. Clinical reasoning in Occupational Therapy. Controversies in practice . Chichester: Wiley-Blackwell. RODGER, S. & DANCZA., K. 2018 . Implementing occupation centred practice : A practical guide for occupational therapy practice learning . New York: Routledge. 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 & intervention Planning, organisation & time-management Problem-solving Written recording CPD & portfolio development

Module Structure

Activity Total Hours
Seminars BSc & MSc 6.00
Lectures BSc 4.00
Tutorials BSc 6.00
Placement BSc & MSc 240.00
Tutorials MSc 10.00
Independent Learning MSc 96.00
Lectures MSc 8.00
Assessment BSc & MSc 40.00
Independent Learning BSc 104.00

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.