EVIDENCE INFORMED INQUIRY FOR OCCUPATION FOCUSED PRACTICE

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B926069
Module Leader Emma Green
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • A (September start)

Pre-Requisite Knowledge

Normally successful completion of Level 2 of the BSc (Hons) Occupational Therapy Programme or equivalent

Summary of Content

This module aims to support learners to develop their analysis of the occupational therapy process particularly focusing on occupation focused interventions. This module develops skills and knowledge acquired in preceding levels of the undergraduate course with particular reference to research skills and theoretical approaches to occupational therapy. Considering a range of service user groups, learners engage in identifying and analysing relevant occupation focused interventions to support health and wellbeing, e.g. self-care, productivity and leisure roles and occupations. This module supports learners to further develop their critical appraisal skills by considering and analysing the evidence base for these interventions to ensure that practice is based on best evidence (qualitative and/or quantitative) to ensure safe and effective practice. The module will also engage learners in integrating this evidence with the service users own values and situations to achieve evidence informed practice to develop learners reasoning and decision making regarding relevant and appropriate occupation focused intervention plans. This will be supported by engaging learners in advancing their core skill of activity analysis to ensure that their intervention planning is person centred. The learners will be supported to engage in identifying appropriate evaluation of the occupation focused interventions. Overall, this module will support learners develop their professional reasoning skills to identify and develop person centred, evidence informed, occupation focused intervention plans that meet the occupational needs and goals of service user.

Syllabus

Use of occupation focused activities and interventions utilised in a range of occupational therapy settings Identification, design, implementation, modification, and evaluation of occupation focused interventions related to occupational Therapy process Activity analysis and professional reasoning Use of evidence informed practice Constructing an evidence-informed practice question Literature searching skills Critical appraisal of research evidence Outcome measures

Learning Outcomes

On successful completion of this module the student should be able to: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

This module will provide a blended approach to learning. The module will provide input during the induction week prior to the trimester commencing to introduce module to learners prior to the commencement of practice based learning 2. The module will introduce key theoretical concepts across a range of service user groups blending professional practice concepts with research led teaching. This module will then have eight face to face lecture and practical tutorials coupled with 4 weeks of material online. This will include narrated powerpoints/ webinars as appropriate, online interactive activities, videos and links to further reading. Throughout the module the virtual learning environment via GCU learn will be used to facilitate and support independent learning and continue the debate and thinking via a variety of online medium. Learners will be supported to engage with research led teaching and support learners develop their critical appraisal skill. Learners will be supported to develop skills to synthesise the evidence base with real world service user groups to support the development of their reasoning skills for designing, planning, implementing and evaluating occupation focused interventions. A variety of formative learning activities will be used to develop a shared understanding of the assessment criteria and to empower students to achieve the learning outcomes in a self-directed manner. This module is designed in this way to support the practice based learning 2 module which runs concurrently with the delivery of this module. This module will complement the development of theory into practice by supporting learners develop core skills with regards to implementing the occupational therapy process and activity analysis. This module will be assessed via the submission of an occupation focused, evidence informed intervention plan.

Indicative Reading

Research/ 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. 2014, Introduction to research in the health sciences, 6th ed, Edinburgh , Churchill Livingstone. MCLAUGHLIN, H. TEATER, B 2017. Evidence Informed Practice for Social Work Open University Press London Occupational Therapy 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 THOMAS, H. 2015. Occupation based activity analysis 2 nd edit. SLACK Incorporated

Transferrable Skills

IT skills Critical appraisal skills Research skills Self-directed learning Reflection Real world problem solving

Module Structure

Activity Total Hours
Lectures (FT) 8.00
Independent Learning (FT) 166.00
Tutorials (FT) 16.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Evidence Informed Intervention Plan (3,000 words)