PROFESSIONAL DEVELOPMENT IN THE WORK ENVIRONMENT

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB922596
Module Leader Emma Green
School School of Health and Life Sciences
Subject Occupational Therapy
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Normally successful completion of Year 1 of MSc Occupational Therapy (Pre-registration) programme, or equivalent.

Summary of Content

This module provides students with a variety of learning experiences from which to develop knowledge and practice experiences in the context of ethical decision-making and professional responsibilities relating to the professional and regulatory bodies, COT & HCPC. The relationship of clinical and moral reasoning to practice is explored, building on the introduction to reflective practice. The focus is work-based and synthesises the learning from previous modules, examining the professional-client relationship, the self as a developing therapist, and organizational/employer expectations. Issues addressed will include: consideration of personal and professional needs, client needs, the environmental influences on performance, the power differential & boundary issues, ethical issues which arise, partly as a result of increased awareness and knowledge of the above. Critical incidents within practice education will be identified and explored within the context of different types of reasoning in preparation for experiences in practice education. Theoretical concepts and tools from contemporary thinking will support the process of reflection, analysis and debate in applying the concepts to practice. The humanistic philosophical basis of occupational therapy will be integrated with the fundamental concepts of ethics and moral philosophy relevant to health and social care.

Syllabus

This module will explore: the professional-client relationship the self as a developing therapist personal vs professional reasoning critical thinking and decision-making within therapeutic practice clinical and moral reasoning within a reflective practice context theories of ethics and moral philosophy relevant to health & social care conceptual tools and supportive structures for moral reasoning environmental influences on performance the impact of culture, attitudes and values on personal and professional development, ethical dilemmas and critical incidents within health & social care. understanding scope and limits of practice. Code of Ethics and Professional Conduct (COT 2010) Standards of Conduct Performance & Ethics (HCPC 2013) Standards of Proficiency for Occupational Therapists (HCPC 2012)

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. Critically analyse the dynamics and boundaries of the professional-client relationship (1, 1,1, 1.2, 2, 2.1, 2.2, 2.3,.2.4, 2.7, 2.8, 4.1, 4.2, 4.3, 4.4, 5, 5.1, 6, 7, 7.1, 7.2, 7.3, 8, 8.1, 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, 9.6, 9.7, 9.9, 9.10, 12, 12.2, 12.6, 13, 13.12, 14, 14.12, 14.13, 14.15, 14.16, 14.17, 14.20, 14.21, 15, 15.1)2. Analyse and critically evaluate the impact of culture, attitudes and values on their own personal and professional development. (1, 1,1, 1.2, 2, 2.1, 2.2, 2.3,.2.4, 2.7, 2.8, 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, 9, 8.1, 8.2, 8.3, 8.4, 8.5, 8.7, 8.9, 8.10, 9, 9.1, 9.2, 9.5, 9.6, 9.7, 9.9, 9.10, 12, 12.6, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.8, 13.9, 13.10, 13.12, 14, 14.1, 14.13, 14.24)3. Develop skills in making informed, reasonable and justified decisions within therapeutic practice. (1, 1,1, 1.2, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 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, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.9, 8.10, 9, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.9, 9.10, 10, 10.1,10.2, 11, 11.1, 11.2, 11.3, 12, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 13, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11,13.12, 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, 14.8, 14.19, 14.20, 14.21, 14.22, 14.24, 15, 15.1, 15.2, 15.3, 15.4, 15.5)4. Identify, analyse and critically evaluate theories of ethics and moral philosophies relevant to health and social care (2, 2.1, 2.2, 2.3, 2.4, 2.8, 4.1, 4.2, 4.3, 4.4, 6, 7, 7.1, 7.2, 7.3, 8, 8.1, 8.9, 8.10, 9, 9.6, 9.7, 11, 11.1, 11.2, 12, 12.7, 13, 13.1, 13.3, 13.4, 13.8, 13.9, 13.10, 14, 14.1, 14.12, 14.13, 14.17, 14.20)5. Apply critical analysis, evaluation and synthesis in the process of moral reasoning to the effective and efficient use of human, material and environmental resources. (1, 1,1, 1.2, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 6, 7, 7.1, 7.2, 7.3, 8, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.9, 8.10, 9, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.9, 9.10, 11, 11.1, 11.2, 11.3, 12, 12.1, 12.5 12.6, 13, 13.2, 13.3, 13.6, 13.7, 13.8, 13.9, 14, 14.1, 14.2, 14.6, 14.7, 14.11, 14.12, 14.13, 14.15, 14.16, 14.17, 14.19, 14.20, 14.22, 14.24, 15, 15.1)6. Analyse and critically evaluate the scope and limits of practice. (1, 1,1, 1.2, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 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, 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, 11, 11.1, 11.2, 11.3, 12, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 13, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11, 13.12, 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, 14.8, 14.19, 14.20, 14.21, 14.22, 14.24, 15, 15.1)7. Demonstrate a critical knowledge and understanding of the most current Code of Ethics & Professional Conduct for Occupational Therapists (COT); Standards of Conduct, Performance & Ethics (HCPC); Standards of Proficiency - Occupational Therapists (HCPC) and other relevant codes of ethics & professional conduct which underpin practice. (1, 1,1, 1.2, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5, 5.1, 5.2, 6, 7, 7.1, 7.2, 7.3, 8, 8.1, 8.3, 8.4, 8.5, 8.6, 8.7, 8.9, 8.10, 9, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.9, 9.10, 10, 10.1,10.2, 11, 11.1, 12, 12.5, 12.6, 12.7, 13, 13.8, 13.9, 13.10, 14, 14.1, 14.7, 14.11, 14.12, 14.15, 14.16, 14.17, 14.20, 14.22, 14.24, 15, 15.1, 15.2)

Teaching / Learning Strategy

Teaching is front-loaded (5 weeks) prior to PE3 Community-Based Practice in Occupational Therapy in order to enhance the development of clinical reasoning skills and application to theory and practice. There is 1 final week post-placement to review the learning and reflect on the application of theory to critical incidents and ethical dilemmas in preparation for the summative assignment. Teaching methods will maximise student participation, reflective and critical thinking and self-evaluation, and will take the form of seminars, small group tutorials and directed learning. Associated reading and independent study will be required throughout the module. Case study material and formative tasks will form the basis for the final assessment which will be an evaluative essay of 3000 words.

Indicative Reading

BEAUCHAMP, T.L. and CHILDRESS, J. 2019 Principles of Biomedical Ethics 8 th edit. Oxford University Oxford -547 BUSHBY, K. et al, 2015. Ethical Tension in Occupational Therapy. British Journal of Occupational Therapy [online] 78(4) pp. 212-221 [viewed 13 December 2015] Available from: <http://bjo.sagepub.com.gcu.idm.oclc.org/content/78/4.toc>bjo.sagepub.com.gcu.idm.oclc.org/content/78/4.toc <http://bjo.sagepub.com.gcu.idm.oclc.org/content/78/4.toc> COLLEGE OF OCCUAPTIONAL THERAPY 2015. Code of Ethics and Professional Conduct RCOT London -547 CORNING, H. 2005. Ethical issues facing Healthcare Professionals [online] RC Educational Consulting Services, Riverside, CA [viewed 05 January 2016] Available from: <http://www.rcecs.com/MyCE/PDFDocs/course/V7050.pdf> DELULIIS, E., 2017. Professionalism Across Occupational Therapy Practice. Thorofare, NJ: Slack Inc. HANCOCK, J. 2018. 'Professional ethics, regulation and fitness to practice'. In: CLOUSTON, T.J., WESTCOTT, L. & WHITCOMBE, S.W. eds. Transition to practice: Essential concepts for health and social care professions. Keswick: M & K Publishing. pp.3-16. HEALTH AND CARE PROFESSIONS COUNCIL 2013. Occupational Therapy Standards of Proficiency HCPC England -547 HEALTH AND CARE PROFESSIONS COUNCIL 2016. Code of Conduct, Performance and Ethics England HIGGS, J. et al 2018. Clinical Reasoning in the Health Professions Elsevier America -547 JASPER M., ROSSER, M. & MOONEY, G. 2013. Professional Development, Reflection and Decision-Making , [online] 2 nd Edition, Wiley-Blackwell Chichester [viewed 21 January 2016] Available from: <https://www.dawsonera.com/readonline/9781118303269> JONGH, J.C. BRANDT. L. WEGNER L. 2019 Occupational therapy students perspectives of ethics in two contires: South Africa and the United States of America International Journal of Health Sciences 13(4) <https://ijhs.org.sa/index.php/journal/article/view/376> KINSELLA, E.A., PHELAN, S.K., PARK LALA, A. & MOM, V., 2015. An investigation of students' perceptions of ethical practice: engaging a reflective dialogue about ethics education in the health professions. Advances in Health Sciences Education. 20 (3), pp.781-801. MATTINGLY, C. & FLEMING, M.H. 1994. Clinical Reasoning: Forms of Inquiry in a Therapeutic Practice. A Davis Philadelphia Publishers MORRISON, E.E. & FURLONG, B., 2019. Health Care Ethics. 4 th ed. Burlington, MA: Jones & Barlett Learning. PURTILO, R. DOHERTY, R. 2016. Ethical Dimensions in the Health Professions Elsevier ROYAL COLLEGE OF OCCUPATIONAL THERAPY. 2017. Embracing Risk Enabling Choice London SCHELL, B. SCHELL, J.W. 2017. Clinical and Professional Reasoning in Occupational Therapy Wolters Kluwer SEEDHOUSE, D. 2009; Ethics: The Heart of Health Care ; John Wiley and Sons (Ebook) STOLT, M., LEINO-KILPI, H., RUOKONEN, M., REPO, H. & SUHONEN, R., 2018. Ethics interventions for healthcare professionals and students: A systematic review. Nursing Ethics. 25 (2), pp.138-152. STRONG, G., 2018. 'Professionalism: A journey from novice to expert practitioner. In: CLOUSTON, T.J., WESTCOTT, L. & WHITCOMBE, S.W. eds. Transition to practice: Essential concepts for health and social care professionals. Keswick: M & K Publishing. pp.31-44. THOMAS, Y. SEEDHOUSE, D. PEUTHERER, V. LOUGHLIN, M. 2019. An empirical investigation into the role of values in occupational therapy decision-making <https://journals.sagepub.com/doi/abs/10.1177/0308022619829722> British Journal of Occupational Therapy 82(6) p357-366 TITTERTON, M. 2005. Risk and risk taking in health and social welfare , London: Jessica Kingsley. Available at:https://ebookcentral.proquest.com/lib/gcal/reader.action?docID=290663&ppg=5 VANDERKAAY, S. JUNG, B. LETTS, L. 2019 Continuing competency in ethical decision making: An interpretive description of Occupational therapists' perspectives <https://journals.sagepub.com/doi/abs/10.1177/0008417419833842> Canadian Journal of Occupational Therapy 86(3) p209-219

Transferrable Skills

Increased ability to reflect upon and critically evaluate own practice and the practice of others. Increased ability to integrate personal opinion with professional practice. Increased ability to identify and verbalise complexity of relationships within the workplace. Increased ability to work as a team member. Increased critical reading and writing skills. Increased ability to demonstrate through self-led learning, a critical and evaluative approach to lifelong learning.

Module Structure

Activity Total Hours
Seminars (FT) 36.00
Independent Learning (FT) 99.00
Assessment (FT) 15.00

Assessment Methods

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