PRACTICE BASED LEARNING 3

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B926060
Module Leader Christopher McMahon
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • B (January 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

The aim of this module is to develop the learners' knowledge of assets based approach and social entrepreneurialism and how occupation focussed intervention can be used in a transformative way to support occupational justice. The module will also develop the negotiation and autonomous practice skills required by learners for the final placement (PRBL4). Learners will work in divergent settings; where occupational therapy is absent, or at the early stages of integration. Learners will be required to demonstrate professional skills and attributes whilst on placement. Whilst on placement, learners will also be tasked with the development and delivery of a novel occupation focussed intervention. In developing this intervention, learners will be tasked with developing community assets. Learners will evaluate development of community assets aligns with be The Common Good curriculum, which facilitates learners to become confident, creative and responsible global citizens. The aim of the Common good vision is to achieve social innovation. This module will be completed by learners in level 3 of the BSc (Hons) Occupational Therapy programme and learners in the second year of the MSc (pre- reg) Occupational Therapy programme. Learners will participate in a seven-week practice education placement, which will normally occur within weeks 6-12 of the trimester. Learners will experience practice based learning opportunities within a particular practice setting, which may be a; public, independent, private or third sector setting and could be within an urban, rural or local area. Learners will be allocated placements settings in groups of 2 or more. Preparation for undertaking the placement component will take place over three days. The preparation will introduce learners to the requirements of the placement including: Preparation for supervision methods, introduction to core module concepts including asset based approaches and social entrepreneurialism. These will be related to improving wellbeing, supporting occupational justice and community based practice in occupational therapy. Further elements of the syllabus will be explored through weekly tasks that will contribute to the development of their practice education portfolio. Learners are provided weekly workbook activities which, along with the placement report, will form the foundation of the learning agreement/action plan between them and their onsite practice educator. Further to this, learners will participate in the daily activities of the placement site and go on to use an asset - based approach to identify collective resources and needs within the placement community. Utilising the concepts of community - based practice in occupational therapy they will then use occupation based enablement to promote activity participation and promote occupational justice through the transformative nature of occupation. Following the period of assessed practice based learning, post placement reflection is included. Learners normally undertake a 7 week part-time (3 days per week) practice based learning experience, plus related self-directed study time (3.75 hours per week). Following successful completion, learners will be awarded 183.75 hours of practice based learning.

Syllabus

-360b7 Pre placement preparation: preparation for supervision strategies b7 Learning/action planning b7 Asset - based practice in improving health and wellbeing b7 Skills of other contributors to health and social care delivery b7 Community based practice and professional reasoning in occupational therapy b7 Common Good curriculum b7 Occupational Science b7 Social entrepreneurialism in occupational therapy b7 Codes of Ethics and Professional Conduct (RCOT & HCPC) b7 Engagement strategies

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. Demonstrate professional behaviour and standards of conduct appropriate to the practice setting (1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3, 3.1, 3.2, 5.1, 5.2, 6, 7, 7.1, 7.2, 7.3, 8, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8, 8.9, 8.10, 9, 9.1, 9.2, 9.4, 9.6, 10, 10.1, 10.2, 15, 15.1, 15.2, 15.3, 15.5, 15.6) 2. Analyse practice and behaviour commensurate with RCOT Code of Ethics and Professional Conduct and HCPC Standards of Conduct, Performance and Ethics. (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, 7, 7.1, 7.2, 7.3, 9, 11, 11.2, 15, 15.1, 15.2, 15.3, 15.4, 15.5, 15.6)3. Analyse the role of the placement organisation in meeting the needs of the community they serve. (5.1, 5.2, 5.3, 5.4, 9.5, 13.14, 14.11, 14.20)4. Analyse the use of asset - based approaches in the facilitation of participation, health and wellbeing and links to GCU's 'Common Good' mission ( 5, 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, 9.8, 9.9, 14, 14.2, 14.3, 14.4, 14.6, 14.7, 14.8, 14.10, 14. 11)5. Analyse and demonstrate the ability to select, plan, implement and evaluate learner facilitated occupation focussed practice. ( 5, 5.1, 5.2, 5.3, 5.4, 6, 8.1, 8.5, 9, 9.1,9.2,9.3,9.4, 9.5,9.6, 9.7, 9.8, 9.9, 9. 10 11, 11.1, 11.2, 11.3, 12, 12.2, 13, 13.1, 13.2, 13.3,13.4, 13.5, 13.6, 13.8, 13.9, 13.10, 13.11, 13.13, 14, 14.1, 14.13, 14.15, 14.16, 14.17, 14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24, 15.2)6. Analyse the concept of social entrepreneurialism in relation to occupational therapy and or occupational science. (9.5, 11.3, 13.1, 13.2, 14.1,14.12)

Teaching / Learning Strategy

The teaching and learning strategy will involve practice based learning, lectures and seminars. This placement will offer the learners an opportunity to develop community based practice skills in divergent settings; where occupational therapy is absent, or at the early stages of integration. This module will be taken in trimester B of Level 3 by BSc (Hons) learners and year 2 trimester B of the Masters (pre- reg) programme. Three preparation sessions (lectures & seminars) will take place prior to the start of the placement. The preparation will introduce learners to the requirements of the placement including preparation for supervision methods and action planning. Core module concepts including asset based approaches and social entrepreneurialism to improving wellbeing and community based practice in occupational therapy will also be explored via lectures and seminar discussion. Further elements of the syllabus will be visited through weekly tasks that will contribute to the development of the learner's practice education portfolio. In addition, learners will be required to carry out an on- site pre- placement meeting with their practice educator. A placement preparation session for learners and practice educators will be held in the placement preparation period. In the first week of placement, learners are required to make a learning agreement and action plan with their onsite practice educator. Further to this they will participate in the daily activities of the placement site and go on to use an asset - based approach to identify collective resources and needs within the placement community. Learners are tasked with identifying community resources and developing these to provide a novel occupation focussed intervention. Utilising the concepts of community - based practice in occupational therapy they will then use occupation based enablement to promote participation, health and wellbeing as well as social inclusion within the community. Throughout this module, learners will build on individualised professional reasoning skills. Learners will be tasked with analysing their behaviours on placement in relation to social entrepreneurialism and to analyse the synthesis between occupational therapy and occupational science. Learners should take responsibility for their own learning and critically evaluate their practice against module learning outcomes. Learners should develop their portfolio and a case study 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 and working on their case study to evidence learning. As well as on-site practice educator supervision, learners will also receive weekly supervision from an HCPC registered occupational therapist in class. A half way assessment report (pass/fail) 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 (pass/fail).

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, 2016. Entry level occupational therapy core knowledge and practice skills. [accessed 15.05.19]. Available from file:///C:/Users/jmq4/Downloads/Entry%20level%20OT%205.26.17.pdf <../../../../jmq4/Downloads/Entry level OT 5.26.17.pdf> 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. PARKER, R. & BADGER, J. 2018. The essential guide for newly qualified occupational therapists: Transition to practice . Jessica Kinglsey Publishers: London 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 . 2 nd 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

Generic Skills Effective communication and negotiation Collaborative team working Problem based learning and problem solving Autonomous working, organisation and time management Independent learning Employability Skills Knowledge of assessment, intervention planning, goals setting and review skills Clinical reasoning and decision making Professional behaviour and conduct Autonomous 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
Seminars (FT) 11.00
Assessment (FT) 20.00
Placement 183.75
Lectures (FT) 5.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.50 100.00 40% Viva Voce - 25 Mins
Placement 01 n/a 0.00 40% Placement report