DEVELOPING READINESS FOR PRACTICE (PRACTICE EDUCATION)

SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB922591
Module Leader Leona McQuaid
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • B (January start)
  • C (May start)
  • A (September start)

Pre-Requisite Knowledge

Masters pre-registration programme: Normally, successful completion of Year 1 of the MSc Occupational Therapy (pre-registration) programme and M3B922588 Community Based Practice in Occupational Therapy (Practice Education) and MMB922596 Professional Development in the Work Environment, or equivalent. Undergraduate programme: Normally, successful completion of level 3 Bsc(Hons) in Occupational Therapy modules or equivalent

Summary of Content

Masters pre-registration programme Students will participate in a seven week full-time practice education placement, which will be their final opportunity to learn in the workplace. Successful completion of this module should enable students to work at a competent pre-registration level of practice in the work environment. The students are expected to develop a greater degree of autonomy with service users to assess, plan, evaluate and deliver activity/occupation-based interventions. It is expected that the students will carry a small caseload under minimal supervision. Students will critically evaluate theory and conceptual models to inform their practice demonstrating an ability to synthesise and assimilate clinical reasoning and decision -making. Students will also be able to critically appraise the evidence base informing practice, evaluate legislation and policy impacting on the wider context of health and social care services. Students will be expected to consider their own continuing professional development needs through active participation in the supervision process. The students should be able to critically analyse their practice and develop as a reflective practitioner. The students are required to build a practice placement portfolio for each placement to record their learning and development. It is expected that students will share and discuss their portfolio with their practice educator. Students are required to prepare for their collaborative report both at halfway and final stages. Students are required to produce a detailed case study to demonstrate their learning and knowledge base. The format of the case study (presentation/written case study) should be negotiated with the practice educator and shared with the practice educator to inform the collaborative report. Undergraduate programme Students will participate in an eight week part -time practice education placement, which will be their final opportunity to learn in the workplace. Successful completion of this module should enable students to work at a competent pre-registration level of practice in the work environment. The students are expected to develop a greater degree of autonomy with service users to assess, plan, evaluate and deliver activity/occupation-based interventions. It is expected that the students will carry a small caseload under minimal supervision. Students will critically evaluate theory and conceptual models to inform their practice demonstrating an ability to synthesise and assimilate clinical reasoning and decision -making. Students will also be able to critically appraise the evidence base informing practice, evaluate legislation and policy impacting on the wider context of health and social care services. Students will be expected to consider their own continuing professional development needs through active participation in the supervision process. The students should be able to critically analyse their practice and develop as a reflective practitioner. The students are required to build a practice placement portfolio for each placement to record their learning and development. It is expected that students will share and discuss their portfolio with their practice educator. Students are required to prepare for their collaborative report both at halfway and final stages. Students are required to produce a detailed case study to demonstrate their learning and knowledge base. The format of the case study (presentation/written case study) should be negotiated with the practice educator and shared with the practice educator to inform the collaborative report.

Syllabus

Pre & Post placement preparation: preparation for supervision strategies, learning/action planning, understanding reflection, portfolio structure, case study preparation, communicating with service users, manual handling, post-placement reflection, personal development planning, goal setting and finalising portfolios. Placement: Assessment of need/ use of assessment tools: select and apply assessment tools and strategies effectively -observation, conversation, interviews, questionnaires and standardised tests - to assess and prioritise service users' needs, occupational function and goals. Application of P-EOP and activity analysis Communication skills- use of verbal/non-verbal communication, formal & informal communication with service users & care team. Professional record keeping; increased responsibility to prepare, produce and maintain accurate and logical reports and records of contacts with service users and others. Practice skills in intervention; increased responsibility for case management including plan, implement and adapt meaningful interventions by using activity/occupation with a range of service users, analysing the potential of these to facilitate change within a therapeutic process. Theory and Approaches to evaluate and modify intervention/ goal planning and inform clinical reasoning. Reasoning, judgement, demonstrating an increased responsibility in decision making Codes of Ethics and Professional Conduct (COT & HCPC) CPD/Learning through enhanced reflection skills Application of knowledge of health and well-being/occupational dysfunction/activity participation/limitation Skills of other contributors to health and social care delivery Policy and legal obligations influencing service provision

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. To practice and demonstrate competencies commensurate with readiness to register for HCPC registration. (4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 12, 12.4, 12.5, 12.7, 13, 13.12)2. Critically evaluate practice against COT Code of ethics & Professional conduct and HCPC Standards of conduct performance & ethics through appropriate professional behaviour and safe practice. (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, 7, 7.1, 7.2, 7.3, 15, 15.1, 15.2, 15.3, 15.4, 15.5, 15.6)3. To critically reflect on and discuss professional beliefs and values, clearly articulating the role of the OT to service-users, carers, the interdisciplinary team and inter-agency services to deliver desired outcomes. (8, 8.1, 9, 9.1, 9.5, 13, 13.12)4. Reflect and critically analyse their ability to manage and adapt therapeutic relationships with different service-users and effective working relationships within the interdisciplinary team and wider care services. (5, 5.1, 5.2, 5.3, 5.4, 6, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 9, 9.1, 9.2, 9.3, 9.4, 9.5, 9.7, 14, 14.1 14.21)5. To manage a small caseload to assess occupational need, identify, select, justify and critically evaluate meaningful interventions by using activity/occupation with a range of service users, critically analysing the potential of these to facilitate change within a therapeutic process. (8, 8.3, 8.8, 8.9, 8.10, 9, 9.3, 9.6, 9.8, 9.9, 9.10, 12, 12.2, 12.3 12.6, 13, 13.3, 13.4, 13.5, 13.8, 14, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8 14.9, 14.10, 14.14, 14.15, 14.16, 14.18, 14.19, 14.20, 14.22, 15, 15.6)6. Demonstrate ability to autonomously prepare, produce and maintain accurate and logical reports and records of contacts with service users and others. (10, 10.1, 10.2, 14, 14.21)7. Demonstrate the ability to synthesise and apply theory, the evidence-base and professional knowledge to inform their clinical reasoning. (12, 12.1, 13, 13.1, 13.2, 13.3, 13.4, 13.7, 13.8, 13.10, 13.11, 14, 14.1, 14.11, 14.12, 14.13, 14.17, 14.22, 14.23, 14.24) 8. To critically analyse policy, legal perspectives and the contributions of a variety of professionals/agencies in service provision. (9, 9.5, 12, 12.1, 12.2, 12.7, 13, 13.6 13.13, 13.14)9. To critically analyse and evaluate their learning and development using critical reflection and the supervision process to generate a personal plan to address post-registration development. (3, 3.3, 4, 4.6, 11, 11.1, 11.2)

Teaching / Learning Strategy

A week will be allocated for pre-placement preparation such as placement meetings/visits, preparation for supervision strategies, learning/action planning, understanding reflection, portfolio structure, case study preparation, communicating with service users and manual handling. A session (post placement) will be allocated to placement reflection, personal development planning, goal setting and finalising portfolios in preparation for registration. Placement utilises experiential and workplace learning to allow students to develop professional behaviours and practice skills through participation in the occupational therapy process. This learning will be enhanced through the use of e-learning resources to support students in the development of their practice placement portfolio and case study. It is expected that students will utilise independent learning time and awarded notional effort, for the preparation and completion of their case study/presentation and portfolio. It is expected that students will share and discuss their portfolio and case study with their practice educator, which will be utilised (alongside observation) as evidence of achievement of the learning outcomes. Students are required to prepare for their collaborative report both at halfway and final stages. Masters pre-registration programme This practice placement is a full-time placement at 4.5 days + 0.5 study per week for 7 weeks in a statutory (or local equivalent service provder)service where they will be supervised by a registered occupational therapist and authorised practiced educator. The placement is located in Year 2 within trimester C. After successful completion of placement students will be awarded 280 hours of practice education. Students are awarded a notional effort of eight hours per day on placement and the half day study is 4 hours. The half day study per week will be allocated to self-directed study for placement and will be negotiated with the practice educator to suit service needs. Students are expected to receive daily supervision and one hour formal supervision with the practice educator each week. This will allow for the student to receive ongoing feedback on their performance from the student's practice educator. Student and practice educator collaboration is required for both formative halfway report and summative final report. The student's portfolio and case study will be used to inform the collaborative report. It is expected that students will utilise independent learning time and awarded notional effort, for the preparation and completion of their case study/presentation and portfolio. The final grade in the summative report is the responsibility of the practice educator. There will be the opportunity for this placement to be an international placement. This will be at the discretion of the academic team and supervision willbe delivered by practice educators with a WFOT approved qualification and where appropriate have membership or equivalent regulatory body. Undergraduate programme This practice placement is a part-time placement at 4 days +0.5 study per week for 8 weeks in a statutory service where they will be supervised by a registered occupational therapist and authorised practiced educator. The placement is located in Year 4 within trimester B. After successful completion of placement students will be awarded 288 hours of practice education. Students are awarded a notional effort of eight hours per day on placement and a half day study is 4 hours. The half day study per week will be allocated to self-directed study for placement and will be negotiated with the practice educator to suit service needs. Students are expected to receive informal supervision and one hour formal supervision with the practice educator each week. This will allow for the student to receive on going feedback on their performance from the student's practice educator. Student and practice educator collaboration is required for both formative halfway report and summative final report. The student's portfolio and case study will be used to inform the collaborative report. It is expected that students will utilise independent learning time and awarded notional effort, for the preparation and completion of their case study/presentation and portfolio. The final grade in the summative report is the responsibility of the practice educator. Additional placement hours will be awarded for pre-placement preparation, placement visit, action planning and for post-placement reflection and finalising portfolio in readiness for registration. The re-sit period for this placement will normally be 7 weeks full time over the summer period.

Indicative Reading

ALSOP, A., 2013. Continuing Professional Development in Health and Social Care: Strategies for Lifelong learning . 2nd ed. Chichester: John Wiley & Sons. ATCHISON, B.J. & DIRETTE, D.P., 2017. Conditions in occupational therapy. Effect on occupational performance. 5 th ed. Philadelphia: Wolters Kluwer. ANDRE, K. & HEARTFIELD, M., 2011. Nursing and midwifery portfolios: Evidence of continuing competence . Edinburgh: Elesevier. BONIFACE, G. & SEYMOUR, A., 2012. Using occupational therapy theory in practice . Chichester: John Wiley & Sons. BORTNICK, K., 2016. Occupational Therapy assessment for older adults: 100 instruments for measuring occupational performance . New Jersey: Slack Incorporated. BROWN, C., STOFFEL, V. & MUNOZ, J.P., 2019. Occupational therapy in mental health: A vision for participation . 2 nd ed. Philadelphia: F.A. Davis Co. BYRANT, W., FIELDHOUSE, J., and BANNIGAN, K., 2014 . Creek's Occupational Therapy and Mental Health . 5th eds. Churchill Livingstone: London. COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of ethics and professional conduct . London: RCOT. COLLEGE OF OCCUPATIONAL THERAPISTS, 2016. Entry level occupational therapy core knowledge and practice skills . London: RCOT. CURTIN, M. EGAN, M. & ADAMS, J., 2017. Occupational Therapy for people experiencing illness, injury or impairment: promoting occupation and participation . 7th Edition. Edinburgh: Elseiver. DIRETTE, D.P. & GUTMAN, S.A., 2020. Occupational Therapy for Physical Dysfunction. 8 th ed. Philadelphia: Wolters Kluwer. DUNCAN, E., 2020. Foundations for practice in occupational therapy . 6 th ed. Edinburgh: Elseiver. EDMANS, J., 2017. Occupational Therapy and Stroke. Oxford: John Wiley & Sons. FISHER A.G., 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. GATELEY, C. & BORCHERDING, S., 2016. Documentation manual for occupational therapy: Writing SOAP notes, 4 th ed . New Jersey: Slack Incorporated. HIGGS, J., JENSEN, G., LOFTUS, S. & CHRISTENSEN, N., 2018. Clinical Reasoning in the Health Professions . 4 th ed. Edinburgh: Elsevier. HEALTH CARE AND PROFESSIONS COUNCIL, 2013. Standards of proficiency - Occupational Therapists . London: HCPC. HEALTH CARE AND PROFESSIONS COUNCIL, 2016. Standards of conduct performance and ethics. London: HCPC. NAPIER-TIBERE, B., 2011. Occupational therapy fieldwork survival guide: a student planner . 2 nd ed. Philadelphia: F.A. Davis. OELOFSEN, N., 2012. Developing reflective practice: A guide for students 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. London: Jessica Kingsley Publishers. POLGASE, T. & TRESEDER, R., 2012. The Occupational therapy handbook: Practice education . Keswick: M&K Publishing. PRESTON, J., EDMANS, J., 2016 . Occupational Therapy and Neurological Conditions. Oxford: John Wiley &Sons REEVES, S., LEWIN, S., ESPIN, S. & Zwarenstein., 2010. Interprofessional teamwork for health and social care. ROBERTSON, L., 2012. Clinical reasoning in Occupational Therapy. Controversies in practice . Chichester: Wiley-Blackwell. RODGER, S. & DANCZA., K. 2018 . Implementing occupation centred practice : A practical guide for occupational therapy practice learning . New York: Routledge. RODGER, S., FITZGERALD, C., DAVILA, W, MILLAR, F. & ALLISON, H., 2011. What makes a quality occupational therapy practice placement? Students' and practice educator's perspectives. Australian Occupational Therapy Journal. 58 , pp.195-202. RODGER, S., KENNEDY-BEHR A., 2017. Occupation-centered practice with children: A practical guide for occupational therapists. Oxford: John Wiley & Sons. 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. ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2018. Keeping records: Guidance for occupational therapists. 4 th ed. London: RCOT. SODERBACK, I., 2015. International handbook of occupational therapy interventions . 2 nd ed. London: Springer. SCHELL, B. & GILLEN, G., 2018 . Willard and Spackman's occupational therapy . 13th ed. Philadelphia: Wolters Kluwer. THOMAS, H., 2015. Occupation-Based Activity Analysis. 2nd ed. Thorofare, NJ: Slack Incorporaton. TOWNSEND, E & POLATAJAKO, H., 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. TRICKEY-ROKENBROD, D., 2017. Occupational Therapy in action. A library of case studies . Philadelphia: Wolters Kluwer. TURNER, A. & ALSOP, A., 2015. Unique core skills: exploring occupational therapists' hidden assets. British Journal of Occupational Therapy. 78( 12), pp.739-749.

Transferrable Skills

Communication & negotiation skills Reflective practice Professional Behaviour Autonomous working Clinical reasoning & decision-making Assessment & intervention Planning, organisation & time-management Problem-solving Written recording CPD & portfolio development

Module Structure

Activity Total Hours
Lectures MSc 8.00
Placement BSc 256.00
Tutorials BSc 6.00
Lectures BSc 3.00
Independent Learning BSc 93.00
Tutorials MSc 10.00
Assessment MSc and BSc 40.00
Placement MSc 240.00
Seminars BSc 2.00
Independent Learning MSc 96.00
Seminars MSc 6.00

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.