INVESTIGATING OCCUPATION FOCUSED PRACTICE

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B922589
Module Leader Emma Green
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • A (September start)

Summary of Content

Occupational Therapists need to ensure that their work is based on good practice and the best available evidence. It is therefore, important to have the skills to identify and assess information from a variety of evidence sources to make decisions about care. Through a variety of key note lectures and tutorials students will explore the context of occupation focused practice through the use of creative activities and interventions which could be used within 6 key occupational therapy settings. The use of theory based activity analysis and the evidence base for these interventions will also be explored. The aim of this module is, therefore, to enhance understanding of the use of occupation focused activities and interventions utilised within Occupational Therapy to address some of the key local and global health challenges as well as the use of evidence based practice. With a focus on the context of clinical governance this module should provide students with information literacy skills to find, access, critically appraise and evaluate information from a variety of sources. This module builds on the skills and knowledge acquired through the 'research methods for evidence based practice' and 'occupational therapy theories and approaches' modules you undertook in Level 2. The module will also run concurrently with a practice education placement which will further enhance your learning experience. This module also aims to build on the clinical reasoning skills developed within trimester A; the ability to identify appropriate interventions; and further develop research skills. Students will explore the occupational therapy intervention planning process in terms of identifying occupation focused interventions, exploring the evidence base underpinning interventions and develop skills to modify and evaluate interventions that are utilised in occupational therapy practice.

Syllabus

-218b7 Use of occupation focused activities and interventions utilised in a range of occupational therapy settings which include: o Long term care o Employment and pre-employment o Children and young people o End of life care o Individuals with restrictions of liberty o Substance misuse -218b7 Occupational therapy intervention planning process b7 Modifying and evaluating intervention b7 Group work b7 Activity analysis and clinical reasoning b7 Use of evidence based practice and governance in action b7 Constructing an evidence-based practice question b7 Literature searching skills b7 Critical appraisal of research evidence -284 b7 Outcome measures

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. Identify and analyse a range of occupation focused interventions utilised in occupational therapy (3.3, 4, 4.1, 4.2, 5,5.1, 5.2, 5.3, 5.4, 8, 8.5, 9, 9.3, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 11, 11.3, 12, 12.6, 12.7, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11, 13.14, 14, 14.1, 14.4, 14.6, 14.7, 14.8, 14.9, 14.10, 14.11, 14.16, 14.17,14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24, 15, 15.1)2. Demonstrate skills in modification, evaluation and measurement of occupation focused practice (1, 1.1, 2.1, 4, 4.2, 5, 5.1, 5.2, 5.3, 5.4, 6, 8, 8.3, 8.5, 8.6, 8.7, 8.9, 8.10, 9, 9.1, 9.3, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 10.2, 11, 11.2, 11.3, 12, 12.6, 12.7, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.10, 13.11, 14, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8, 14.9, 14.10, 14.11, 14.12, 14.13, 14.15, 14.16, 14.17, 14.18, 14.19, 14.20, 14.22, 14.23, 14.24, 15, 15.1, 15.6)3. Undertake theory based activity analysis (4, 4.1, 5.3, 5.4, 11, 11.1, 12, 12.2, 13, 13.1, 13.3, 13.5, 13.8, 13.11, 14, 14.4, 14.6, 14.7, 14.11, 14.17, 14.18)4. Discuss and evaluate the role of clinical governance and evidence based practice in the delivery of Occupational Therapy (2, 2.5, 3.1, 3.3, 9, 9.5, 9.6, 9.10, 10, 10.2, 11, 11.1, 11.2, 12, 12.1, 12.2, 12.3, 12.5, 12.7, 13, 13.7, 13.12, 13.13, 13.14, 14, 14.11, 14.22, 14.23, 14.24, 15, 15.1, 15.2)5. Develop and carry out a search strategy to investigate an evidence based intervention plan (11, 11.3, 14.4, 14.5, 14.11, 14.12, 14.22, 14.23)6. Formulate an "evidence based" research question derived from observation of real world practice (2.6, 5, 5.2, 5.3, 5.4, 8, 12.7, 13, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 14, 14.19, 14.22, 14.24)7. Critically analyse the research evidence linked to an identified occupation focused intervention (3.3, 4.2, 8, 8.1, 11, 11.3, 12.1, 12.2, 12.6, 12.7, 13.4, 13.7,13.13, 13.14, 14, 14.11, 14.12, 14.13, 14.22, 14.23, 14.24)8. Develop an evidence based treatment programme for a selected client (1, 2.1, 2.3, 2.4, 2.5, 2.6, 4, 5, 5.1, 5.2, 5.3, 5.4, 6, 8, 8.3, 8.5, 8.6, 8.7, 8.8, 9, 9.1, 9.3, 9.5, 9.6, 9.7, 9.9, 11, 11.1, 12.1, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.10, 13.11, 14, 14.7, 14.8, 14.12, 14.13, 14.14, 14.15, 14.16, 14.17, 14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24, 15, 15.1)

Teaching / Learning Strategy

The teaching strategy for the module will take a blended learning approach using a range of on line learning activities. The module will be front loaded with workshop activities within pre-placement to allow exploration of occupation focused interventions prior to commencement of placement. The module will run for 12 weeks with online tasks and directed learning activities focussed on information literacy skills that will complement the front loaded sessions and provide structure to students' independent learning. Most of the learning within this module is self-directed. In order to assist students with this process, they will be directed to GCULearn where each week students will find reading and activities on which they should be working on throughout the trimester. The lecture materials and resources will be posted on GCULearn. Discussion boards and blogs will be used to discuss each week's reading. Contact with and support from identified module tutors will take place through GCU Learn discussion boards/blogs/Wikis or by e-mail. Online learning will be supported by 3 face-to-face or distance/electronic group sessions with module tutors arranged within the trimester. Students will be expected to work together online in identified groups on set weekly tasks. Guidance will be provided by group facilitators but most learning will take place when students have the opportunity to find out the answers to their own questions, therefore, weekly comments will be provided by facilitators on group progress. 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

Occupation Focused Practice: Skills and Tools BANNIGAN K, MOORES A. (2009). A model of professional thinking: integrating reflective practice and evidence based practice, Canadian Journal of Occupational Therapy, 76 (5), 342-350. CHARD, G. MESA, S. (2017) Analysis of occupational performance: Motor, process and social interaction skills chapter in CURTIN, M. ADAMS, J. EGAN, M. Occupational Therapy for people experiencing illness, injury or impairment: promoting Occupation and Participation 7 th edit. Elsevier Edinburgh DANCZA, K. RODGER, R. (2018) Implementing Occupation-Centred Practice A practical guide for Occuaptional Therapy Practice Learning Routledge Press New York FISHER AG (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 FISHER, A. G.& GRISWOLD, L. A. (2013). Performance skills: Implementing performance analyses to evaluate quality of occupational performance. In B. B. SCHELL, G. GILLEN, M. SCAFFA , & E. COHN (Eds.), Willard & Spackman's occupational therapy (12th ed., pp. 249-264). Philadelphia: Lippincott Williams & Wilkins FISHER, A. G. & JONES, K. B. (2017). Occupational Therapy Intervention Process Model. In J. HINOJOSA, P. KRAMER, & C. B. ROYEEN. Perspectives on human occupation: Theories underlying practice (2nd ed., pp. 237-286). Philadelphia: Wolters Kluwer|Lippincott Williams & Wilkins. Occupational Therapy Practice and Client Groups AITCHISON, B. 2016. Conditions in Occupational Therapy: Effect on Occupational Performance Wolters Kluwer BRYANT, W. FIELDHOUSE, J. BANNIGAN, K. 2014 Creek's Occupational Therapy and Mental Health 5 th edit. Churchill Livingstone BUTTERWORTH, A. 2019. Occupational Therapy tools for Autism Spectrum Disorder CASE-SMITH, J. O'BRIEN, J. CLIFFORD, J. 2014 Occupational Therapy for Children and Adolescents 7 th edit. ELSEVIER Missouri CREEK, J (2010) The core concepts of occupational therapy: a dynamic framework for practice Jessica Kingsley, London EDMANS J (2010) Occupational Therapy and Stroke Wiley-Blackwell HERSCH, G. LAMPORT, N. COFFEY, M. 2004. Activity analysis: application to occupation SLACK incorporated LONG, C. CRONIN-DAVIES, J. 2017. Occupational Therapy evidence in practice for mental health WILEY blackwell PRESTON, J. EDMANS, J. 2016. Occupational Therapy and Neurological Conditions WILEY Blackwell Evidence Informed Practice AVEYARD, H., SHARP, P. & WOOLIAMS, M. 2015. A beginners guide to critical thinking and writing , 2nd ed, Maidenhead, Open University press, McGraw Hill,. AVEYARD, H., 2014. Doing a literature review in health and social care: a practical guide, 3rd ed. Maidenhead, Open University Press. AVEYARD, H. SHARP P 2017 A Beginners Guide to Evidence Based practice in Health and Social Care 3 rd edition Open University Press Oxford BOAZ, A. DAVIES, H. FRASER, A. NUTLEY, S. 2019. What works now? Evidence informed policy and practice Policy Press Bristol GAMBRILL, E. 2018. Critical Thinking and the Process of Evidence Based Practice Oxford University Press, Oxford GREENHAUGH, T. 2006. How to read a paper: the basics of evidence based medicine 3rd ed, London, Blackwell Publishing/BMJ Books. HART, C., 2018. Doing a literature review . 2nd ed. London, Sage. HEWITM., 2007. How to Search and Critically Evaluate Research Literature . The NIHR RDS for the East Midlands / Yorkshire & the Humber POLGAR,S. D. & THOMAS, S.A. 2020 Introduction to research in the health sciences 7 th edit. Churchill Livingstone, Edinburgh MCLAUGHLIN, H. TEATER, B 2017. Evidence Informed Practice for Social Work Open University Press London TAYLOR, R. 2017 Kielhofner's research in occupational therapy: methods of inquiry F.A. Davies Philadelphia

Transferrable Skills

IT skills Communication Group work Evaluation skills Problem solving skills Self-directed learning Reflection Peer review/feedback

Module Structure

Activity Total Hours
Practicals (FT) 14.00
Assessment (FT) 20.00
Independent Learning (FT) 154.00
Lectures (FT) 6.00
Tutorials (FT) 6.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% 2750 - Evidenced based Intervention plan