OCCUPATIONAL PARTICIPATION THROUGH THE LIFESPAN

SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB926074
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 3 of the BSc (Hons) Occupational Therapy Programme or equivalent

Summary of Content

This module addresses the contemporary perspectives of working in health and social care areas (both statutory and non-statutory) with people who have life-long or long-term conditions. The needs of the person and/or carers affected by these conditions will be pivotal to discussion along with the critique of current policy, theory and research underpinning direct practice issues. Additionally, the module will capitalize on the current research and practice strengths of the school and university research institutes. The module will aim to focus on quality of life and the promotion of participation, active living and social inclusion to achieve occupational justice. Themed sessions will form the basis for exploration of the universal issues that are relevant to people affected by life-long and long-term conditions. Students will be encouraged to use their critical thinking skills, prior practice and life experience to contribute to debate and learning through workshops and online learning. The module transcends diagnosis led interventions to critically explore the barriers to and enhancers of occupational participation across the life span. A feature of the module will be the involvement of service providers, users or carers in the joint exploration of issues concerning the provision of health and social care services.

Syllabus

The syllabus may vary according to contemporary policy and research priorities. However, there are core themes that will underpin workshops: Relevant national trends and government priorities: legislation and policy, rights, roles and responsibilities in the care partnership. Asset based approaches, assessment of need, new cultures of enablement and participation. Active life-styles and new models of enablement and self-directed management. Ethical dilemmas in practice. Carer's involvement and the international context of managing life-long and long- term conditions. Students will be introduced to PESTLE analysis to assist understanding of contextual factors.

Learning Outcomes

On successful completion of this module, students should be able to:1. Analyse the context of contemporary practice and trends related to people living with life-long and long-term conditions. 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2,4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 6, 7.1, 7.2, 8.4, 8.5, 8,7, 9.1, 9.2, 9.3, 9.4, 9.5, 9.7, 9.9, 12.2, 12.3, 13.2, 13.3, 13.5 13.6, 13.8, 13.10, 13.11, 13.13, 13.14, 14.1, 14.4, 14.7, 14.9, 14.14, 14.15, 14.16, 14.18, 14.19, 14.20, 14.21, 14.22, 14.24. 15.1, 15.2, 15.3.2. Evaluate the impact of local contemporary health and social care policies on people living with life-long and long-term conditions (including families and carers). 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 6, 7.1, 7.2, 7.3, 9.1, 9.2, 9.3, 9.4, 9.7, 9.10, 10.1, 10.2, 13.2 , 13.6, 13.14, 14.1, 14.4, 14.7, 14.9, 14.14, 14.20, 14.24, 15.2, 15.3.3. Critically evaluate professional practice in key areas of contemporary management of life-long and long-term conditions. 1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 4.1, 4.2, 4.4, 4.6, 5.1, 6, 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 8.4, 8.5, 8.7, 8.8, 8.9, 8.10, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.9, 9.10, 10.2, 12.7, 13.2, 14.1, 14.4, 14.12, 14.15, 14.17, 14.18, 14.19, 14.22, 14.23, 14.24, 15.1, 15.2, 15.5.4. Evaluate contemporary methods of assessing need and measuring outcomes with people living with life-long and long-term conditions. 1.1, 2.1, 2.2, 2.3, 2.4, 2.7, 2.8, 4.1, 4.2, 4.3, 4.5, 5.1, 5.4, 6, 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 9.1, 9.2, 9.3, 9.4, 9.6, 9.7, 9.10, 10.1, 10.2, 12.1, 12.3, 12.6, 12.7, 13.3, 13.4, 13.5, 13.7, 13.11, 13.13, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8, 14.9, 14.10, 14.11, 14.12, 14.14, 14.15, 14.16, 14.17, 14.19, 14.21, 14.22, 14.23, 14.24, 15.1, 15.2, 15.5.5. Critically compare and evaluate UK based research evidence on current and/or future approaches to management of life-long and long-term conditions. 1.1, 2.1, 3.3, 4.1, 4.2, 4.3, 4.5, 4.6, 5.1, 5.3, 5.4, 6, 8.5, 8.6, 8.7, 8.9, 9.1, 9.4, 9.10, 11.3, 12.1, 12.2, 13.3, 13.7, 13.13, 14.1, 14.2, 14.3, 14.4, 14.11, 14.13, 14.14, 14.16, 14.17, 14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24. 15.1.6. Compare and contrast international perspectives on management of life-long and long-term conditions. 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3, 4.6, 5.1, 5.2, 5.3, 5.4, 6, 8.5, 8.6, 8.7, 8.9, 11.3, 12.1, 12.2, 13.2, 13.3, 13.7, 13.8, 13.13, 14.1, 14.2, 14.3, 14.4, 14.11, 14.13, 14.14, 14.16, 14.17, 14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24, 15.1.

Teaching / Learning Strategy

This module is primarily delivered through workshops and a blended approach to teaching and learning to encourage students to be active and effective learners. Workshops will consist of key lectures, group discussions, practical activity and seminars. E-learning material such as podcasts or narrated presentations, video clips and advance reading material will be available throughout the module to engage students in self-study of the key concepts. Students will also be encouraged to use the electronic discussion board and/ or blog and where appropriate, 'cloud based' learning tools in order to enhance shared learning. Overall learning is contextualised within professional development objectives.

Indicative Reading

ATCHISON, B.J. & DIRETTE, D.K. 2017, Conditions in occupational therapy, effect on occupational performance. 5th ed. Wolters Kluwer/ Lippincott, Williams and Wilkins, Baltimore. (Directed towards occupational therapists this is a useful book for a variety of professions). BLACK R, 2017, Culture and occupation a model of empowerment in occupational therapy , AOTA Press Products, The Monacelli Press, (directed towards occupational therapists but a useful book for a variety of professions). CARRIER, J. 2015, Managing long term conditions and chronic illness in primary care . 2 nd ed. Taylor & Francis Ltd Routledge, Oxon. LLOYD, C. & HELLER, T. 2012 Long-term conditions: challenges in health & social care . Sage, London. (available as e-book) MARGERSON, C. & TRENOWETH, S., 2009, Developing holistic care for long-term conditions, Taylor & Francis Ltd Routledge, Oxon. MEERABEAU, L. & WRIGHT, K. Eds 2011, Long term conditions, nursing care and management . Wiley Blackwell, Chichester. (available as ebook) PRESHO, M. 2008 Managing long term conditions: A social model for community practice. John Wiley and Sons Ltd, Chichester. SALWAY, S., PLATT, L. & CHOWBEY, P. 2007 Long-term ill-health, poverty and ethnicity: A mixed-methods investigation into the experiences of living with chronic health conditions in the UK. Policy Press. TOWNSEND E., POLATAJKO, H. 2013 Enabling occupation II: Advancing an occupational therapy vision for health well-being and justice through occupation , 2 nd ed. (directed towards occupational therapists but a useful book for a variety of professions) WHITE C.A. 2012. CBT for Long-term medical conditions: A practical guide . John Wiley and Sons Ltd, Chichester. Also, any relevant current legislation and policy.

Transferrable Skills

Oral, written and visual communication Self and peer reflection and feedback Library retrieval skills and critical appraisal ICT Skills Literacy Group Working Leadership Presentation Skills

Module Structure

Activity Total Hours
Lectures (FT) 12.00
Assessment (FT) 20.00
Seminars (FT) 6.00
Practicals (FT) 6.00
Independent Learning (FT) 138.00
Tutorials (FT) 18.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Case study based evaluative report. 3000 Words