OCCUPATION FOR LOCAL AND GLOBAL HEALTH

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB922595
Module Leader Katie Thomson
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

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

Summary of Content

The aim of this module is to prepare students for occupational therapy practice within a framework of local and global health. It will enable students to locate contemporary occupational therapy theory, frames of reference and conceptual models of practice within a local and global context thus encouraging them to develop as global citizens. Adopting a 'thinking globally and acting locally' approach to occupation, health and wellbeing, students will critically examine the role of occupational therapy in addressing key global health challenges within a local and global context. By adopting a process of comparative analysis, students will critically examine the structure and function of health and social care systems internationally and will consider the place of occupational therapy therein in providing interventions to promote health and wellbeing. Adopted form the World Federation of Occupational Therapists (2013), the following value statements will form the principles upon which a critical approach to learning will be facilitated: -360b7 Interdependence: that all people are interconnected and of equal value, learning from each other and interacting with mutual respect for mutual benefit. b7 Independence: that everyone can lead lives that they value based on individual identity b7 Rights: that health is a human right incorporating concepts of justice, transparency and accountability

Syllabus

-360 1. Global health challenges to occupation in a local and international context 2. Social determinants of health and their relationship with occupational performance, participation and engagement 3. Emerging perspectives of occupational therapy in health and social care services nationally and internationally 4. Health as a human right and the right to occupation 5. Frames of reference and conceptual models of practice in occupational therapy 6. Occupational focussed intervention with individuals, groups and communities 7. Enabling activity and participation including concepts in universal design and inclusive environments

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. Develop and use a personal learning plan to set and meet personal learning objectives and expectations (3.3;4;8)2. Demonstrate a critical understanding of key local and global health challenges that impact on occupational performance, participation and engagement (5, 5.1;5.2;5.4;8;8.1;13.2;13.3)3. Demonstrate a critical understanding of occupational therapy within global health and social care systems and how this compares to the United Kingdom (2.6; 13.14)4. Evaluate the impact of societal change, policy and legislation on occupational therapy service provision within the United Kingdom (2;2.2;2.5;2.6;11.3;13.4)5. Critically evaluate the frames of reference, conceptual models of practice and intervention strategies applied by occupational therapists in addressing local and global health challenges to occupation (12.6;13;3.1;13.3;13.4;13.5;13.6;13.7;13.8;13.10;14;14.1;14.2;14.4;14.6;14.7;14.8;14.9;14.10;14.11;14.12;14.13;14.15;14.16;14.17;14.18;14.19;14.20;14.21;14.22;15)6. Critically examine the environment and how it can be adapted to enable occupational performance, participation and engagement (5, 5.3;15;15.5;13;13.6;14;14.4;14.10;14.11)7. Reflect critically on the personal learning that has taken place in fulfilling learning objectives and expectations in the module (3.3;8;11;11.1)

Teaching / Learning Strategy

Learning will be facilitated using a blend of methods. Keynote lectures will be used to introduce key concepts and to stimulate critical thinking and debate. Seminars will compliment lectures and will provide the opportunity for students to consolidate their understanding, share insights and to evaluate their own learning. The virtual learning environment will be used to encourage ongoing discussion and independent learning throughout the module. Learning within the module will provide the opportunity for personalised learning where students will be encouraged to submit a structured learning plan by week 7 which will provide the basis for formative feedback from the module leader. The learning plan will outline personal learning expectations and objectives in alignment with the module learning outcomes and will establish a plan for the summative assignment. A variety of formative activities will be used to develop a shared understanding of the assessment criteria and to empower students to achieve the learning outcomes in a self-directed manner. Students will have significant autonomy in how they demonstrate achievement of the learning outcomes and will have the opportunity to compare occupational therapy services in the UK with a self-selected country overseas. Following summative assessment and feedback, students will be encouraged to reflect critically on the process and experience of learning within the module. This will be encouraged via the academic advisory process following the GCU PPACT standard.

Indicative Reading

Boniface, G., Seymour, A. 2012, Using occupational therapy theory in practice. Chichester, West Sussex, UK: Wiley-Blackwell. Bonner, A. 2018, Social determinants of health: an interdisciplinary approach to social inequality and wellbeing. Bristol: Policy Press. Bryant, W., Fieldhouse, J., Bannigan, K., eds. 2014, Creeks Occupational Therapy and Mental Health, 5th edn, Churchill Livingstone, London Cole, M.B., Tufano, R. 2008, Applied Theories in Occupational Therapy, Slack Incorporated, Thorofare. Crouch, R., Alers, V. 2014, Occupational therapy in psychiatry and mental health. Fifh editon. Chichester, West Sussex: John Wiley & Sons, Inc. Curtin, M. et al. 2017, Occupational therapy for people experiencing illness, injury or impairment: promoting occupation and participation. Seventh edition. Edinburgh: Elsevier. Duncan, E., ed. 2012, Foundations for Practice in Occupational Therapy, 5th edn, Elsevier, Edinburgh. Duncan, E. 2009, Skills for Practice in Occupational Therapy, Churchill Livingstone, Edinburgh. Iwama, M. 2006, The Kawa Model: Culturally Relevant Occupational Therapy, Churchill Livingstone, Edinburgh. Kielhofner, G. 2009 Conceptual foundations of occupational therapy practice. 4th ed. Philadelphia: F.A. Davis Co. Kronenberg, F., Pollard, N., Sakellariou, D. Eds. 2011, Occupational Therapies without Borders Volume 2, Elsevier, Edinburgh. Masys, A. 2015 Disaster Management: Enabling Resilience. 1st ed. Cham: Springer International Publishing. Meriano, C., Latella, D. 2016, Occupational Therapy Interventions: Functions and Occupations, 2nd ed, SLACK Incorporated. Nicholls, L., Cunningham Piergrossi, J., de Sena Gibertoni, C., Daniel, M. 2013, Psychoanalytical thinking in Occupational Therapy, Wiley-Blackwell, West Sussex. Turpin, M. & Iwama, M. K. 2011 Using occupational therapy models in practice a field guide. Elsevier.

Transferrable Skills

Networking, negotiation skills, team working, problem-solving and use of electronic resources.

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Independent Learning (FT) 94.00
Lectures (FT) 12.00
Seminars (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% Evaluative report 3000 words