PRACTICE BASED LEARNING 4

SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB926403
Module Leader Leona McQuaid
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • C (May start)
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

-1 Normally, -1 successful -1 completion of Year 1 MSc (pre-reg-1 ) in Occupational Therapy Programme or -1 equivalent including successful completion of PrBl 3 or equivalent

Summary of Content

The aim of this module is for learners to develop and demonstrate professional knowledge, understanding and skills in an area of Occupational Therapy practice commensurate with readiness to register with the Health and Care Professions Council (HCPC). This module comprises pre-placement sessions (14 hours) to prepare learners for practice-based learning experience, normally followed by a 9 week full-time (4.5 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 337.5 hrs of practice based learning. Students will also undertake a period of post placement reflection activities. There will also be opportunity for this practice-based learning experience to be undertaken internationally. This will be at the discretion of the academic team and where supervision can be delivered by practice educators with a WFOT approved qualification and where appropriate, membership of an equivalent registered body. Through this practice based learning experience learners should have the opportunity to consolidate and further expand, develop and implement Occupational Therapy professional knowledge skills and behaviours. This should be achieved with increased responsibility and autonomy at a level appropriate for readiness to register with HCPC. Working autonomously with a range of service users' learners should use occupation-centred practice to facilitate health and wellbeing, demonstrating their ability to apply the Occupational Therapy process in practice. This should be achieved and supported by critical use of evidence based practice and taking a proactive role in collaborating with service users, carers and relevant professionals.

Syllabus

Pre and post placement preparation: -360 - Introduction to the module and expectation of learning outcomes - Preparation for practice based learning e.g. action planning and portfolio development - Professional practice knowledge, skills and values e.g. assessment skills and delegation and leadership communication skills - Post-placement reflection for future personal and professional development. Practice based learning: -360 - Learning will be specific to the placement setting but will encompass the opportunity to apply the occupational therapy process with minimal supervision and link theory to practice. This will include; - selection and application of 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 analysing the potential of these to facilitate transformation through the use of meaningful occupation. - Implementing communication skills of a high level to build effective therapeutic relationships with service users, carers and produce - autonomous documentation. - Creating collaborative working relationships with the wider multidisciplinary team and agencies for the benefit of service users. - Applying reasoning, judgement and critical analysis of theory, policy, legislation and evidence base 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. - Consolidation and application of knowledge of humans as occupational beings and the impact of health and wellbeing and social justice on occupational 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. Critically 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 a level commensurate with readiness to register with HCPC.(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. Critically evaluate societal, structural and environmental factors impacting the service/organisation's capacity to achieve occupational justice.(4.3, 5.2, 5.3, 5.4, 6, 9.7, 13.2, 13.5, 13.6, 13.8, 13.13, 13.14, 13.9, 13.12, 13.13, 13.14)3. Demonstrate effective verbal, non-verbal and written communication skills in a professional context, to autonomously manage therapeutic relationships and collaboration within the interdisciplinary team and wider services(4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 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. Demonstrate responsibility for effective implementation of the occupational therapy process with a range of service users in order to maintain or improve health and wellbeing.(2, 2.1,2.3, 4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 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, 14.11, 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, 15.2, 15.3, 15.4, 15.5, 15.6)5. Critically evaluate own learning and development through professional development activities (1, 4.6, 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 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. 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., 2013. ContinuingProfessionalDevelopmentinHealthandSocialCare:StrategiesforLifelonglearning. 2nd ed. Chichester: John Wiley & Sons. COLLEGE OF OCCUPATIONAL THERAPISTS., 2015. Codeofethicsandprofessionalconduct.London: RCOT. GATELEY, C. & BORCHERDING, S. 2016. Documentation manual for occupational therapy: writing SOAP notes. 4th ed. NJ: Slack incorporated. HEALTH CARE AND PROFESSIONS COUNCIL, 2013. Standardsofproficiency-OccupationalTherapists. London: HCPC. HIGGS J., Jensen, G., Loftus, S., Christensen, N., 2018. ClinicalReasoningintheHealthProfessions.4th ed. Edinburgh: Elsevier. HEALTH CARE AND PROFESSIONS COUNCIL, 2016. Standardsofconductperformanceandethics. London: HCPC. JACOBS, K, & MACRAE, K. 2017. Occupational Therapy essentials for clinical competence. 3rd ed. NJ: Slack Incorporated. NAPIER B, 2011 OccupationalTherapyFieldworkSurvivalGuide:aStudentPlanner.2nd ed. Philadelphia: FA Davis OELOFSEN, N., 2012. Developingreflectivepractice:Aguideforstudentsandpractitionersofhealthandsocialcare.Banbury: Scion Publishing. PARKER, R. & BADGER, J. 2018. Theessentialguidefornewlyqualifiedoccupationaltherapists:Transitiontopractice.Jessica Kinglsey Publishers: London POLGASE, T., TRESEDER, R. 2012. TheOccupationaltherapyhandbook:Practiceeducation. Keswick: M&K Publishing. ROBERTSON, L., 2012. ClinicalreasoninginOccupationalTherapy.Controversiesinpractice.Chichester: Wiley-Blackwell. ROGER, S & DANCZA, K. 2018. ImplementingOccupationcentredpractice.New York: Routledge. ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2017a. ProfessionalstandardsforOccupationalTherapypractice. London: RCOT ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS, 2017b. CareerDevelopmentFramework:Guidingprinciplesforoccupationaltherapy.London: RCOT. TOWNSEND, E & POLATAJAKO, H. eds 2013. EnablingOccupationII:AdvancinganOccupationalTherapyVisionforHealthandWellbeingandJustice ThroughOccupation. 2nd ed. Ottawa: Canadian Association of Occupational Therapists. TURNER, A. & ALSOP, A. 2015 Unique core skills: exploring occupational therapists' hidden assets. BritishJournalofOccupationalTherapy7(12) 739:749.

Transferrable Skills

Generic Skills Effective communication and negotiation Collaborative team working Problem based learning and problem solving Autonomous working, organisation and time management and skills in appropriate delegation. 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 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) 4.00
Practicals (FT) 6.00
Independent Learning (FT) 8.50
Assessment (FT) 40.00
Lectures (FT) 4.00
Placement 337.50

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 are expected to actively engage with their practice educator to compile the report.