s
Module Title / Achieving Best Practice
Code / HEM 61
Level / 7
Credit rating / 10
Pre-requisites / Minimum 80% attendance of HEM60
Type of module / Intensive 5 week module
Aims /
- To reflect on and critically evaluate learning experiences from the educational programme.
- To manage self-identified learning needs autonomously, in preparation for the world of work.
- To plan the transition into the workplace to ensure the highest quality of safe and ethical practice in the graduate’s first position.
- To recognize the obligation to maintain fitness for practice and the need for continuing professional development
Learning outcomes / On completion of the module students will be able to:
- Reflect on learning experiences
- Demonstrate an excellent evaluation of the reliability, relevance and significance of evidence of learning
- Critique assessment methods appropriate to the setting;
- Judge evidence base for appropriate therapeutic occupations in the setting, taking account of policies, legislation and National Service Frameworks to be applied to the setting;
- Demonstrate Synthesis and analysis of evidence, to develop evaluation strategy, including outcome measures, explaining when and how this will impact on efficiency and acceptability of service.
- Demonstrate understanding of professional autonomy and accountability
- Demonstrate understanding of professional relationships
Content / As directed by the students themselves, but might include:
Theory of occupation
Application of theory of occupation to clinical practice, self maintenance and continuing professional development
Occupational capacities
The physical, biological, information-processing, socio-cultural, symbolic-interactive and transcendental capacities appropriate to the occupational performance of individuals within the setting.
Continuing professional development
Lifelong learning, preceptorship, QAA/HPC/COT standards of practice, appraisal/ performance review, use of supervision, taking initiative, self management
Clinical reasoning
Social policy, legislation, National Service Frameworks and other guidelines (European and national); levels of evidence, assessments, outcome measures and performance indicators, rigorous audit, benchmarking, quality assurance tools; budgets and general resource management; professional autonomy, accountability and other ethical considerations; professional relationships; obstacles to best practice
Therapeutic skills
Reflection on practice, identifying development needs, synthesising plans for professional and personal development.
Research
Analysis and evaluation of evidence base, application of evidence to practice, synthesis of evidence to support change of practice in the workplace
Teaching and learning strategies / This module is largely self-directed and self-managed, to ease the transition into work. Students will revise their own learning contract in preparation for practice, having identifying their own needs at this point in the programme. Independently they will work on their plan to personally achieve best practice in their first position. No PBL ‘problems’ will be presented, but seminars and debates will be held and outside speakers invited to provoke. Peers will form small support groups of their choice. Their personal tutor will agree the learning contract and discuss progress. Development of a continuing professional development file will be supported by fixed resource sessions and personal tutorials throughout the course.
Formative assessment will consist of:
A Personal Development Portfolio. Development of this comprehensive portfolio will be supported throughout the programme. This may be electronic or paper based. The process should involve academic experiences, work experience, practice placements, vacation and extracurricular experiences this is reviewed in personal tutorials.
Learning support / Carson, D. 2008 Professional risk and working with people : decision-making in health, social care and criminal justice London : Jessica Kingsley
College of Occupational Therapists 2002. Position Statement on Lifelong Learning.
College of Occupational Therapists ethics committee, 2005 code of ethics and professional conduct, London: COT
Department of Health. 2004, Standards for Better Health. London Department of Health.
Jasper, M. 2006 Professional development, reflection and decision-making. Oxford : Blackwell
Johns, C 2009. Becoming a reflective practitioner. Oxford: Blackwell Science. 3rd edition
National Service Frameworks. DOH 1998-2005 (National Service Framework for long term conditions. 2004; NSF for Mental Health 1999; Older People 2001) DOH.
Palfrey C, Phillips C and Thomas P. 2004. Effective healthcare management: and evaluative approach. Oxford: Blackwell.
Sale, D. 2000. Quality Assurance: a pathway to excellence. Basingstoke: Macmillan
Assessment tasks / Summative
A 2000 word report to show plans to achieve best standards of practice during the graduate’s first appointment. This report will be in 2 sections and will demonstrate understanding of the HPC’s standards of proficiency (2007) married to the setting.
The overall mark is allocated to the two sections.
Section 1
Explains the job they plan to do, this will include:
- Critique of assessment methods appropriate to the setting;
- Judgment of evidence base for appropriate therapeutic occupations in the setting, and explaining succinctly policies, legislation and National Service Frameworks to be applied to the setting;
- Synthesis and analysis of evidence, to develop evaluation strategy, including outcome measures to be used, explaining when and how this will impact on efficiency and acceptability of service.
Section 2
Personal Statements with supporting evidence
Clear understanding and analysis of how learning and development activities undertaken during the course will improve the quality of practice and will be of benefit to service users. This must not breach confidentiality. Each statement explains how learning experiences students have had support their professional development and will benefit their clients. One reflective piece should be written for each of the following areas:
- Professional Autonomy and accountability
- Professional relationships
- Plans for CPD and self maintenance.
The report will be in a form that can be added to during the following years of employment
Brief description of module content and/or aims (maximum 80 words) / The skills of managing one’s own practice are refined during this last module in preparation for work. Personal responsibility for implementing Clinical Governance is expected; for example, chosen interventions must reflect the evidence of their effectiveness. This requires an ability to systematically appraise the evidence, and value the research, on which practice is based. Excellent evaluation of the reliability, relevance and significance of learning experiences should be developed to ensure that effective, efficient and acceptable practice is achieved.
Area examination board to which module relates / PG Dip/MSc in Health through Occupation
Module team/authors/ coordinator / Josh Cameron, Linda Lovelock, Gaynor Sadlo, Tracy Szekely, Heidi Von Kurthy, Tania Wiseman, Jon Wright, Lee Price, Lorna Couldrick
Semester offered, where appropriate / 2
Site where delivered / Darley Rd
Date of first approval / 2000
Date of last revision / 2009
Date of approval of this version / 2010
Version number / 4
Replacement for previous module / N/A
Field for which module is acceptable and status in that field / Occupational Therapy
Course(s) for which module is acceptable and status in course / MSc Health through Occupation - Mandatory
School home / School of Health Professions
External examiner / Anne Killett and Maggie Donovan-Hall