DEVELOPING ESSENTIAL PRACTICE SKILLS FOR OCCUPATIONAL THERAPY

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB922592
Module Leader Katie Thomson
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • B (January start)

Pre-Requisite Knowledge

Normally, completion of MSc Pre-registration Occupational Therapy entry requirements.

Summary of Content

This module enables students to develop a knowledge base and practice skills that are integral to the basis of occupational therapy practice. Students are provided with learning opportunities to help them identify the core skills of occupational therapists and establish their identity as members of the occupational therapy profession. Understanding and engaging with activity analysis is core to the occupational therapy process and as such forms a central component of this module. In addition to developing an understanding of professionalism, standards of conduct and proficiency, and the requirement for evidence based practice, students are encouraged to develop and enhance basic and fundamental transferable abilities such as note taking and documentation, observation and interview skills, which assists in preparing them for the practice education environment.

Syllabus

Introduction to the methodological approaches used in occupational therapy practice Professional and ethical principals and issues HCPC standards of conduct HCPC Standards of proficiency COT code of ethics and professional conduct Reflection Communication skills and strategies Principles of assessment Occupational therapy process Activity analysis Occupational therapy core skills Therapeutic relationships Principles of evidence based practice Assessment preparation Introduction to practice education

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. Demonstrate critical understanding of methodological approaches and methods used to inform occupational therapy practice. (14, 14.4, 14.10, 14.15, 14.21, 14.22, 14.23, 14.24)2. Evaluate the need for evidence based practice in occupational therapy (12, 12.2, 12.3, 12.7) 3. Synthesise an understanding of the relationship between occupational therapy core skills and the occupational therapy process. (2, 2.4, 13, 13.1, 13.3, 13.4, 13.5)4. Demonstrate a critical understanding of the professional and regulatory body codes of conduct and consider these in relation to the impact on practice. (1, 1.1, 2, 2.1, 2.2, 2.3, 2.4, 2.7, 3, 3.1, 3.3, 4, 4.4, 4.6, 5, 5.1, 5.2, 5.3, 5.4, 11, 11.1, 15, 15.1)5. Demonstrate a critical understanding of the ethical principles which underpin professional practice. (2, 2.1, 2.2, 2.3, 2.4, 2.7, 3, 3.1, 3.3)6. Develop a critical appreciation of a broad range of practical communication and assessment strategies that are used to underpin safe and effective practice. (8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10)

Teaching / Learning Strategy

This module is predominantly practical in nature and is characterised by the emphasis upon student direct seminar sessions. 12 interactive lectures will introduce students to keynote topics and encourage a dialogue with students where they will be encouraged to develop their critical thinking skills. Students will also engage with 9 seminars, delivered in a practical format where they will develop practice based skills through class based and simulated learning environments. These learning opportunities will then be further enhanced by the use of 3 directed (independent) learning sessions where students will be encouraged to contextualise their learning within community based settings. Module materials will be delivered by academic teaching staff and practice educators invited to join classes where appropriate. Academic development tutors will be involved in embedding academic skills such as critical essay writing and reflection within the module content. Formative activities will be a significant inclusion within the module. A range of activities will be utilised to help students to develop their understanding of the module content and it's alignment with the assessment strategy. Strategies such as peer feedback and the use of marking rubrics will allow students opportunities to optimise their ability to achieve the module learning outcomes and adopt a deep and autonomous approach to their learning.

Indicative Reading

Christiansen, C., Baum, C., Bass, J, 2015, Occupational therapy: performance, participation, and well-being. 4th ed. Thorofare, NJ: Slack. College of Occupational Therapists. 2015, Code of ethics and professional conduct, COT, London. Duncan, E.A.S. 2012, Foundations for Practice in Occupational Therapy, 5th edn, Elsevier, Edinburgh. Duncan, E.A.S. 2009, Skills for Practice in Occupational Therapy, Churchill Livingstone, Edinburgh. Health & Care Professions Council. 2013, Standards of Proficiency for Occupational Therapists, HCPC, London. Health & Care Professions Council. 2016, Standards of conduct, performance and ethics, HCPC, London. Health & Care Professions Council. 2016, Guidance on conduct and ethics for students, HCPC, London. Health & Care Professions Council. 2018, Standards of Continuing Professional Development, HCPC, London. Hoffmann, T., Bennett, S., Mar, C., 2017, Evidence-based practice across the health professions . 3rd ed. Chatswood, N.S.W., Australia: Elsevier. Kielhofner, G. 2009, Conceptual foundations of Occupational Therapy Practice, 4th edn, F.A. Davis Company, Philadelphia. Nicholls, L., Cunningham Piergrossi, J., de Sena Gibertoni, C. & Daniel, M. 2013, Psychoanalytic thinking in Occupational Therapy, Wiley-Blackwell, West Sussex. Meriano, C., Latella, D., 2016, Occupational therapy interventions: function and occupations . 2nd ed. Thorofare, NJ: Slack Incorporated. Royal College of Occupational Therapists, 2017, Career Development Framework: Guiding Principles for Occupational Therapy, RCOT: London Schell, B., Schell, J., 2018, Clinical and professional reasoning in occupational therapy . Second edition. Philadelphia: Wolters Kluwer. Trombly, C., Radomski, M., 2014, Occupational Therapy for Physical Dysfunction, 7th edn, Williams and Wilkins, Baltimore. Willard, S. & Cohn, E., 2018, Willard and Spackman's Occupational Therapy, 13th edn, Wolters Kluwer Health.

Transferrable Skills

Group working Interviewing skills Communication Observation Use of IT Giving and receiving of feedback and feedforward Reflection Negotiation Problem solving Personal objective and goal setting Professional development and socialisation Time and self-management

Module Structure

Activity Total Hours
Lectures (FT) 12.00
Assessment (FT) 15.00
Seminars (FT) 18.00
Independent Learning (FT) 105.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% Video of a simulated practice based scenario presented to students prior to the viva. Students watch this and then engage in a facilitated discussion around topics identified on the day of the viva. Practice educators will be involved in this assessment.Assessment to take place in week 12.