SHE Level 3
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M3B926402
Module Leader Fiona Coupar
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Normally, successful completion of trimester B modules of the MSc (pre-reg) Occupational Therapy Programme and PRBL 1

Summary of Content

The aim of this module is for learners to implement professional knowledge, understanding and skills in an area of Occupational Therapy practice. This module comprises pre-placement sessions (11 hours) to prepare learners for practice-based learning experience, normally followed by a 10 week part-time (3 days per week) practice based learning experience, plus related self-directed study time (3.75 hours per week). This practice based learning opportunity will be within a particular practice setting, which may be a; public, independent, private or third sector setting; urban or rural area and reflective of the broad scope of occupational therapy practice (dependent on previous experience). Following successful completion, learners will normally be awarded 262.5 hours of practice based learning. Students will also undertake a period of post placement reflection activities. Through this practice based learning experience learners should have the opportunity to expand, develop and implement Occupational Therapy professional knowledge, skills and behaviours with increased responsibility and autonomy. Working with a range of service users' learners should use occupation-centred practice to facilitate health and wellbeing. This should be achieved and supported by critical use of evidence based practice and taking a more proactive role in collaborating with service users, carers and relevant professionals.


Pre and post placement preparation: -360 - Introduction to the module and expectation of learning outcomes - Preparation for practice based learning e.g. case study preparation - Professional practice knowledge, skills and values e.g. manual handling, documentation and refresh of online learning. - Post-placement reflection for future personal and practice based learning development. Practice based learning: -360 - Learning will be specific to the placement setting but will encompass the opportunity to implement the occupational therapy process with supervision and link theory to practice. This will include; - selection and application of (with supervision) appropriate assessment tools e.g. observation, interviews and standardised/non standardised assessments to assess and prioritise service user needs, occupational function and goals. - Increased responsibility for clinical reasoning and decision making including planning, implementing and adapting interventions with a range of service users and exploring the potential of these to facilitate transformation through the use of meaningful occupation. - Implementing communication skills to build effective therapeutic relationships with service users, carers and produce required - documentation. - Develop collaborative working relationships with the wider multidisciplinary team and agencies for the benefit of service users. - Begin to apply reasoning, judgement and theory, policy, legislation that is evidence based to inform clinical reasoning, goal setting and application of the Occupational Therapy process with service users. - Application of PEOP, activity analysis and research skills to link theory to practice. - Analyse and apply knowledge of humans as occupational beings and the impact of health and wellbeing and other factors on occupational justice and performance.

Learning Outcomes

Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.On successful completion of this module, students should be able to:1. Evaluate practice against the Royal College of Occupational Therapists (RCOT) current Code of Ethics & Professional Conduct and the Health and Care Professions Council (HCPC) Standards of Conduct Performance & Ethics and demonstrate appropriate professional behaviour and safe practice at an independent level.(1, 1.1, 1.2, 2.1, 2, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3, 3.1, 3.2, 3.3, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5, 5.1, 5.2, 5.3, 5.4, 6, 7,7.1, 7.2, 7.3, 15, 15.1, 15.2, 15.3, 15.4, 15.5, 15.6)2. Analyse societal, structural and environmental factors impacting the service/organisation's capacity to achieve occupational justice.(5,5.1,5.2, 5.3, 5.4, 6, 9.7,9.9, 13.2, 13.5, 13.6, 13.8, 13.9, 13.13, 13.14)3. Demonstrate effective verbal, non-verbal and written communication skills in a professional context, to develop therapeutic relationships and collaboration within the interdisciplinary team and wider services.(5, 5.1, 6, 7,7.1, 7.2, 7.3, 8, 8.1,8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 9, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10,10, 10.1, 10.2, 14, 14.1 14.2,14.3,14.4,14.6, 14.8,14.10,14.15, 14.21)4. Identify and implement the occupational therapy process with a range of service users in order to maintain or improve health and wellbeing(2, 2.1,2.3, 5, 5.1, 5.4, 6, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.6, 8.8, 8.9, 8.10, 9, 9.1, 9.3, 9.5, 9.6, 9.7, 9.10, 12.2, 12.6, 13, 13.1,13.2, 13.3, 13.4, 13.5, 13.7, 13.8, 13.9 13.10, 13. 11, 13.13, 13.14, 14, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8, 14.9,14.10, 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, 15.2, 15.3, 15.4, 15.5,15.6)5. Analyse own learning and development through professional development activities.(1, 1.1, 1.2, 3.1, 3.3, 11, 11.1, 11.2, 11.3, 12, 12.1, 12.2, 12.3, 12.4, 12.6, 12.7)

Teaching / Learning Strategy

Placement preparation will be delivered through a combination of practical simulation sessions, seminars, lectures and classroom facilitated problem based learning. All material will be supplemented with e-resources available on GCU Learn. Online learning will also be utilised for mandatory training. Practice based learning experience will take place within a practice setting under the supervision of a registered Occupational Therapist. Learners should receive informal ongoing formal supervision and one-hour formal supervision with practice educator each week, for which they should prepare. Supervision should allow learners to receive ongoing feedback on their performance and enable action planning for supervision. Learners should take responsibility for their own learning and 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. A half-way assessment report 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.

Indicative Reading

ALSOP, A., 2011, Continuing Professional Development in health and social care, 2nd edition, London, Blackwell Science. ATWAL, A. & JONES, M. 2011, eds. Preparing for professional practice in Health and Social Care. Oxford: Wiley-Blackwell. COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of ethics and professional conduct. London: RCOT DANCZA, K. & RODGER, S., 2018, eds. Implementing occupation-centered practice: a practical guide for occupational therapy practice learning. Routledge, Oxon. GATELEY, C. & BORCHERDING, S., 2016, eds. Documentation manual for occupational therapy: Writing SOAP notes, 4 th ed. New Jersey: Slack Incorporated. HEALEY, J. & SPENCER, M., 2008. Surviving Your Placement in Health and Social Care. Maidenhead: Open University Press. HEALTH & CARE PROFESSIONS COUNCIL, 2012. Standards of conduct, performance and ethics. London: HCPC. HEALTH & CARE PROFESSIONS COUNCIL, 2013. Standards of Proficiency: Occupational Therapy, London: HCPC. HIGGS, J. & JONES, M., 2018. Clinical Reasoning in the health professions, 3rd ed. London: Butterworth-Heinemann. JASPER, M. 2013. Beginning reflective practice, 2nd ed. Cheltenham: Nelson Thornes Ltd. NAPIER-TIBERE, B., 2011. Occupational therapy fieldwork survival guide: a student planner, 2nd ed. Philadelphia: F.A.Davis. NORMAN, K., 2008. Portfolios in the nursing profession: use in assessment and professional development. London: Quay Books. PEARCE, R., 2003. Profiles and portfolios of evidence. Cheltenham: Nelson Thornes Ltd. POLGASE, T. & TRESEDER, R., 2012. The Occupational therapy handbook: Practice education. Cumbria: M&K Publishing. ROYAL-17 COLLEGE-17 OF-17 OCCUPATIONAL-18 THERAPISTS,-17 2017a.-24 -2 Professiona-4 l -2 standard-4 s -2 fo-4 r Occupationa-5 l Therap-4 y practic-40 e ..-17 London:-17 RCOT

Transferrable Skills

Generic Skills Communication and negotiation Collaborative team working Problem based learning and problem solving Independent time management Independent learning Employability Skills Knowledge and application of the Occupational Therapy process; assessment, intervention planning, goals setting and review skills Clinical reasoning and decision making Professional behaviour and conduct 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
Assessment (FT) 40.00
Seminars (FT) 8.00
Placement 262.50
Lectures (FT) 2.00
Independent Learning (FT) 84.50
Practicals (FT) 3.00

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.