SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB926063
Module Leader Emma Green
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)

Pre-Requisite Knowledge

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

Summary of Content

The module, located in the final trimester of the MSc pre-registration programme, will build on students knowledge of occupational therapy and broaden the students critical thinking to considering wider societal impact of occupation to achieve societal transformation and social justice. This module will facilitate students to engage in critical evaluation of local and international policy and societies to support the student to actively engage as a global citizen. A prime concern of occupational therapy is both inclusion and justice, addressing restrictions placed on individuals, groups or societies due to disability, poverty, violence or environmental disasters (World Federation of Occupational Therapists, 2016). The module aims to engage students in critical evaluation of occupational justice for individuals, groups and societies locally and globally engaging in critical evaluation of contemporary global issues such as displaced individuals, climate justice, and health promotion. Deepening this learning, students will be facilitated to critically engage in evaluating the systemic, structural and societal influences of local and global contexts of these contemporary issues. This module will be underpinned by critical engagement in theories of occupational and social justice, social leadership, transformation and entrepreneurialism to support the student apply their knowledge of occupation to achieve sustainable and globally orientated societal change. Therefore, as a central construct this module is aligned with the Common Good curriculum.


-360 1. Occupational justice theories and social justice theories for society, communities and groups 2. Global health and social challenges to occupation in a local and global context 3. Health as a human right and the right to occupation 4. Emerging perspective of local and international policy, society and contexts including demographics of populations/ local and global political & economic environments/ local and global health, social & education needs/ Local and global health & social disability/education/employment, justice/arts & culture sectors/ legislation 5. Theories of social leadership, entrepreneurialism and social transformation 6. Social determinants of health and their relationship with occupational transformation

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 a critical understanding of how occupational therapy leadership can achieve transformational change & occupational justice (9.2, 9.7, 9.10, 13.12, 13.14, 14.1)2. Demonstrate entrepreneurial skills and business acumen and apply this to occupational therapy practice at a micro to macro level to facilitate occupational justice (5.1, 5.2, 5.3, 5.4, 6, 8.5, 8.6, 8.7, 9.2, 9.7, 13.7, 13.14)3. Demonstrate a critical understanding of key local and global health challenges and the associated policy, economic, structural, and systemic factors that impact on occupational justice (5.1, 5.2, 5.3, 5.4, 6, 13.2, 13.4)4. Analyse the current and predicted health and wellbeing needs and associated occupations relevant to local, national and international communities (5.1, 5.2, 5.3, 5.4, 6, 8.5, 9.7, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8, 14.7, 14.20)5. Critically evaluate theories of occupational and social justice to achieve social transformation for individuals, groups, communities and society (13.1, 13.2, 13.3, 13.6, 13.7, 13.8, 13.9, 13.10, 6. Demonstrate critical appraisal of professional and political influences on the occupational therapy profession and able to influence the future directions of the profession to achieve occupational justice (9.2, 13.12, 14.7)design, and make recommendations for implementation of professional quality improvement to achieve occupational justice for individuals, groups, and/ or society(9.8, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 13.7, 13.14, 14.1, 14.12, 14.22, 14.23, 14.24)

Teaching / Learning Strategy

This module will adopt a blended approach to learning. Keynote lectures will be used to introduce key concepts to stimulate critical thinking and debate. The seminars will then extend these concept and engage student in critical debate, discussion and group learning to embrace social constructivist approach to learning. The virtual learning environment via GCU learn will be used to facilitate and support independent learning and continue the critical debate and thinking via a variety of online medium. The virtual learning environment will provide a range of additional material and resources such as videos, links to websites, reports or scanned book chapters. A variety of formative learning 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. The module assessment will focus on learners identifying a topic related to occupational justice and presenting their strategy to lead and support occupational innovation and transformation through the development and presentation of an oral poster presentation.

Indicative Reading

DUROCHER, E. GIBSON B.G. RAPPOLT, S. 2014 Occupational Justice: A Conceptual Review, Journal of Occupational Science , 21:4, 18-430, DOI: 10.1080/14427591.2013.775692 <https://doi.org/10.1080/14427591.2013.775692> GBD Disease and Injury Incidence and Prevalence Collaborators 2017. Global, regional, and national incidence, prevalence, and years lived with disability for 328 diseases and injuries for 195 countries, 1990-2016: a systematic analysis for the Global Burden of Disease Study 201, Lancet; 390(10100): 1211-1259. HOCKING, C. 2017. Occupational justice as social justice: The moral claim for inclusion , Journal of Occupational Science, 24:1, 29-42, DOI: 10.1080/14427591.2017.1294016 MARSHALL, B. WIGGINS, L. SMALLWOOD, J. 2018. Beyond the Toolkit: Leading quality improvement in health & social care . Farringdon: Libri Publishing RUGER, J. 2010. Health and social justice . Oxford: Oxford University Press. SAKELLARIOUS, D. POLLARD, N. 2016. Occupational Therapies without borders: integrating justice with practice. Elsevier. SUTHERLAND, R. 2014. Education and social justice in a digital age. Bristol: The Policy Press. TEBBUTT, E. BRODMANN, R. BORG, J. MACLACHLAN, M. KHASNABIS, C., HORVATH, R. 2016. Assistive products and the Sustainable Development Goals (SDGs), Globalization and Health , 12:79. TOWNSEND E. 2013. Enabling occupation II?: advancing an occupational therapy vision for health, well-being and justice through occupation . (2nd ed.). Canadian Association of Occupational Therapists. UNITED NATIONS 2017. Toolkit for Disability in Africa, Inclusive Health Services for People with disabilities. Available at: <https://www.un.org/esa/socdev/documents/disability/Toolkit/Inclusive-Health.pdf> [Accessed 05.06.19] WATSON, R. SWARTZ, L. (eds). 2004. Transformation Through Occupation . London & Philadelphia: Whurr Publishers. WITCHER, S. 2013. Inclusive equality a vision for social justice . Bristol: Policy.

Transferrable Skills

-360b7 Research skills including use of data b7 Critical thinking b7 Independent & Self-regulated study b7 Problem solving b7 Report writing

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.25 100.00 50% 10 Minute oral presentation providing critical discussion of poster