COMMUNITY BASED PRACTICE IN OCCUPATIONAL THERAPY (PRACTICE EDUCATION)

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B924534
Module Leader Catriona Khamisha
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • B (January start)
  • A (September start)
  • C (May start)

Pre-Requisite Knowledge

Masters pre - registration programme : Normally completion of :Year 1 of the MSc Occupational Therapy (Pre-registration) programme, or equivalent BSc Programme: Normally completion of level 2 of BSc ( Hons) Occupational Therapy programme or equivalent

Summary of Content

This module -1 will -1 be completed -1 by students -1 in -1 level 3 -1 of the BSc (Hons) Occupational Therapy -1 programme -1 also students-7 -1 in-6 the-6 second-6 year-6 -1 of-6 the-6 MSc. Occupational-9 Therapy (pre--6 reg)-6 -1 programme. Both the BSc and MSc students -1 will -1 participate -1 in a 7-1 week -1 practice -1 education -1 placement -1 in a -1 non- statutory setting -1 within -1 week s 6--8 12 -1 of the trimester. Students -1 will -1 be -1 allocated -1 placements -1 in -1 groups -1 of -1 at -1 least 2 -1 and -1 no -1 larger than 4. Three -1 days -1 preparation -1 will take -1 place -1 prior to the start -1 of the -1 placement. The -1 preparation -1 will -1 introduce students to the requirements -1 of the -1 placement -1 including -1 preparation for supervision methods, -1 action -1 planning. In -1 addition, students -1 will -1 be -1 introduced to core module concepts -1 including -1 asset -1 based -1 approaches to -1 improving -1 wellbeing -1 and community -1 based -1 practice -1 in -1 occupational therapy. Further -1 elements -1 of the syllabus -1 will -1 be -1 explored through -1 weekly tasks that -1 will contribute to the -1 development -1 of their -1 practice -1 education -1 portfolio. In -1 addition, students -1 will -1 be required to carry -1 out a -1 pre- -1 placement meeting. A -1 placement -1 preparation session for students -1 and -1 practice -1 educators -1 will -1 also take -1 place -1 prior -1 in the -1 preparation -1 period. In the first -1 week -1 of -1 placement students -1 are required to make a -1 learning -1 agreement -1 and -1 action -1 plan -1 with their -1 onsite -1 practice -1 educator. Further to this they -1 will -1 participate -1 in the -1 daily -1 activities -1 of the -1 placement site -1 and -1 go -1 on to -1 use -1 an -1 asset --1 based -1 approach to -1 identify collective resources -1 and -1 needs -1 within the -1 placement community. -1 Utilising the concepts -1 of community--1 based -1 practice -1 in -1 occupational therapy they -1 will then -1 use -1 occupation -1 based -1 enablement to -1 promote -1 activity -1 participation -1 and social -1 inclusion -1 within the community. Throughout this module, students -1 will -1 build -1 on -1 individualised clinical reasoning skills -1 developed -1 in -1 previous -1 placements -1 by -1 widening their -1 perspective to consider -1 how -1 occupational therapy theories -1 and -1 approached can -1 be -1 used to meet the collective -1 needs -1 of a \

Syllabus

Pre-10 -1 placement-9 -1 preparation:-8 -1 preparation-9 for-9 supervision-10 strategies,-9 -1 learning/action-9 -1 planning, Asset-7 --6 -1 based-6 -1 practice-5 -1 in-6 -1 improving-5 -1 health-7 -1 and-6 -1 wellbeing. Introduction-8 to-7 -1 occupational-7 therapy-7 -1 in-8 -1 non--7 statutory-8 settings Skills-6 -1 of-6 -1 other-6 contributors-6 to-6 -1 health-5 -1 and-6 social-6 care-6 -1 delivery -1 Community-7 -1 based-8 -1 practice-6 -1 and-8 -1 professional-6 reasoning -1 in-8 -1 occupational-6 therapy -1 Cultural-8 competence-9 -1 in-8 community-9 -1 based-8 -1 practice Social-11 -1 entrepreneurialism-9 -1 in-10 -1 occupational-10 therapy -1 Codes-7 -1 of-6 Ethics-6 -1 and-6 Professional-6 -1 Conduct-5 (COT-9 &-6 -1 HCPC)-6 -1 in-6 -1 non--6 statutory-7 settings

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 and behaviour in relation to COT Code of Ethics and Professional Conduct and HCPC Standards of Conduct , Performance and Ethics. (2.1,2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1 ,3.2, 3.3, 7.1, 7.2, 7.3, 15.1, 15.2, 15.3, 15.4, 15.5, 15.6)2. Analyse and reflect upon the role of the voluntary and private sector in meeting the needs of specific communities. ( 5.1, 5.2, 5.3, 5.4, 9.5, 14.11)3. Analyse and reflect upon the application of asset - based approaches to the identification of community and client need. ( 5.1, 5.2, 5.3, 5.4, 6, 8.1, 8.8,8.9, 8.10, 9.1, 9.3, 9.4, 9.4, 9.5, 9.6, 9.7, 9.9, 14.2, 14.3, 14.4, 14.6, 14.7, 14.8, 14.10, 14. 11)4. Analyse and demonstrate the ability to select, plan, implement and evaluate the application of community based approaches to practice within the placement setting. ( 5.1, 5.2, 5.3, 5.4, 6, 8.1, 9.1,9.2,9.3,9.4, 9.5,9.6, 9.7, 9.9, 9. 10 11.1, 11.3, 12.2, 13.1, 13.2, 13.3,13.4, 13.5, 13.6, 13.8, 13.10, 13.13, 14.13, 14.15, 14.16, 14.17, 14.18, 14.19, 15.205. Analyse and evaluate the concept of social entrepreneurialism in relation to occupational therapy. (9.5, 11.3, 14.1)

Teaching / Learning Strategy

This -1 placement -1 will -1 offer students the -1 opportunity to -1 develop community -1 based -1 practice skills -1 in a -1 non - statutory setting-9 . This module -1 will -1 be taken -1 in trimester B -1 of -1 Level 3 -1 by BSc.(Hons) students -1 and -1 in the -1 equivalent trimester (trimester B) -1 of the-8 Masters-7 (pre--8 reg)-7 -1 programme. -7 Three -1 days -1 preparation -1 will take -1 place -1 prior to the start -1 of the -1 placement. The -1 preparation -1 will -1 introduce students to the requirements -1 of the -1 placement -1 including -1 preparation for supervision methods -1 and -1 action -1 planning. -1 Core module concepts -1 including -1 asset -1 based -1 approaches to -1 improving -1 wellbeing -1 and community -1 based -1 practice -1 in -1 occupational therapy -1 will -1 also -1 be -1 introduced. Further -1 elements -1 of the syllabus -1 will -1 be -1 explored through -1 weekly tasks that -1 will contribute to the -1 development-8 -1 of-8 their-8 -1 practice-8 -1 education-7 -1 portfolio. In -1 addition, students -1 will -1 be required to carry -1 out -1 an -1 on- site -1 pre-placement meeting -1 with their -1 practice -1 educator. A -1 placement-6 -1 preparation-6 session-7 for-6 students-7 -1 and-6 -1 practice-6 -1 educators-6 -1 will-6 -1 be-7 -1 held-7 -1 in-6 the-7 -1 placement-6 -1 preparation-5 -1 period. In the first -1 week -1 of -1 placement students -1 are required to make a -1 learning -1 agreement -1 and -1 action -1 plan -1 with their -1 onsite -1 practice -1 educator. Further to this they -1 will -1 participate -1 in the -1 daily -1 activities -1 of the -1 placement site -1 and -1 go -1 on to -1 use -1 an -1 asset --1 based -1 approach to -1 identify collective resources -1 and -1 needs -1 within the -1 placement community. -1 Utilising the concepts -1 of community--1 based -1 practice -1 in -1 occupational therapy they -1 will then -1 use -1 occupation -1 based -1 enablement to -1 promote -1 activity -1 participation -1 and social -1 inclusion -1 within the community. Throughout this module, students -1 will -1 build -1 on -1 individualised clinical reasoning skills -1 developed -1 in -1 previous -1 placements -1 by -1 widening their -1 perspective to consider -1 how -1 occupational therapy theories-6 -1 and-5 -1 approaches-5 can-5 -1 be-5 -1 used-6 to-5 meet-5 the-6 collective-5 -1 needs-6 -1 of-5 a-5 community-6 -1 in-5 a-5 -1 non- statutory-5 setting. By the -1 end -1 of the

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. ATWAL, A. & JONES, M. (eds), 2009. Preparing for professional practice in Health and Social Care, Wiley-Blackwell, Oxford BORNSTEIN, D. 2007. How to change the world: Social entrepreneurs and the power of new ideas. Oxford: Oxford University Press. CANADIAN OCCUPATIONAL THERAPY ASSOCIATION. 2010. Enabling Occupation II: Advancing an Occupational Therapy Vision for Health, Well-being & Justice through Occupation, CAOT Publications, Canada. COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of ethics and professional conduct. London: RCOT. HEALEY, J. & SPENCER, M. 2008. Surviving your placement in health and social care, Open University Press, Maidenhead. Health & Care Professions Council. 2013, Standards of Conduct, Performance and Ethics, HCPC, London. HEALTH CARE AND PROFESSIONS COUNCIL, 2016. Standards of conduct performance and ethics. London: HCPC. HEALTH CARE AND PROFESSIONS COUNCIL, 2013. Standards of proficiency - Occupational Therapists. London: HCPC. HIGGS, J. & JONES, M. 2008. Clinical Reasoning in the health professions, 3rd edn, London, Butterworth-Heinemann. IWAMA, M. 2006. The Kawa model: culturally relevant occupational therapy, Churchill Livingstone, Edinburgh. KRONENBERG, F. 2010. Occupational therapies without borders - Volume 2: towards an ecology of occupation-based practices, Churchill Livingstone, Edinburgh. LORENZO, T. 2006. Practice and service learning in occupational therapy: enhancing potential in context, Wiley Blackwell, London. MAWSON, A. 2008. The social entrepreneur: making communities work, Atlantic, London. NAPIER-TIBERE, B. 2011. Occupational therapy fieldwork survival guide: a learner planner. OELOFSEN, N. 2012. Developing reflective practice: A guide for learners 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. ROBERTSON, L., 2012. Clinical reasoning in Occupational Therapy. Controversies in practice. Chichester: Wiley-Blackwell. ROGER, S & DANCZA, K. 2018. Implementing Occupation centred practice. New York: Routledge. 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. TOWNSEND, E & POLATAJAKO, H. eds 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. TURNER, A. & ALSOP, A. 2015. Unique core skills: exploring occupational therapists' hidden assets. British Journal of Occupational Therapy 7(12) 739:749. WHITEFORD, G. & HOCKING, C. 2012. Occupational science: society, inclusion, participation. Wiley- Blackwell, Oxford. WORLD HEALTH ORGANISATION, 2014. GLOBAL STATUS REPORT on non-communicable diseases [accessed 15.05.19]. Available from: <https://www.who.int/nmh/publications/ncd-status-report-2014/en/>

Transferrable Skills

Professional-20 Behaviour -1 Reflective -1 and-8 collaborative -1 practice Practice-11 reasoning-11 &-10 -1 decision-making Planning,-12 -1 organisation-12 &-12 time-management

Module Structure

Activity Total Hours
Seminars (FT) 8.00
Assessment (FT) 14.00
Lectures (FT) 6.00
Placement 196.00
Tutorials (FT) 18.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 70.00 40% BSc Hons ProgrammeViva Voce; Viva type questions will be discussed during class supervision sessions to allow for formative assessment of knowledge.Summative viva assessments will be undertaken following practice placement MSc (Pre-reg) ProgrammeViva Voce; Viva type questions will be discussed during class supervision sessions to allow for formative assessment of knowledge. Summative viva assessments will be undertaken following practice placement.
Placement 01 n/a 30.00 40% BSc Hons ProgrammePractice education will be assessed via a collaborative report at the end of the placement period. Students are expected to actively engage with their practice educator to compile this report. In addition formative feedback will be produced in the same way at the mid point of the placement.MSc (Pre-reg) ProgrammePractice education will be assessed via a collaborative report at the end of the placement period. Students are expected to actively engage with their practice educator to compile this report. In addition formative feedback will be produced in the same way at the mid point of the placement.