Please view the disclaimer. /
AWARD and ROUTE TITLE / BSc Hons Occupational Therapy
(Practice Based Learning)
INTERMEDIATE AWARD TITLES / BSc in Occupation and Wellbeing
Diploma in Occupation and Wellbeing
Certificate in Occupation and Wellbeing
Name of the Teaching Institution / Sheffield Hallam University
Mode(s) of Attendance
(eg. FT/PT/SW/DL) / FT
UCAS CODE
Professional/Statutory/Regulatory Body Recognising this Programme / UK Health Professions Council
UK College of Occupational Therapists
World Federation of Occupational Therapists
QAA Subject Benchmark Statement or other relevant external reference point / QAA Codes of practice
Date of Validation / 27th & 28th April 2010
This Programme Specification has integrated professional and statutory requirements into the learning outcomes, drawing on the following documents:
- College of Occupational Therapists (2009) Curriculum Framework for Pre-registration Education. College of Occupational Therapists, London.
- College of Occupational Therapists (2009) Pre-registration Education Standards (3rd Ed). College of Occupational Therapists, London
- Health Professions Council (2009) Standards of Education and Training Guidance. Health Professions Council, London.
- Health Professions Council (2007) Standards of Proficiency – Occupational Therapists. Health Professions Council, London.
- World Federation of Occupational Therapists (2002) Revised minimum standards for the education of occupational therapists. World Federation of Occupational Therapists, Western Australia
1PROGRAMME AIMS
To enable you to:
1.1 develop personally and professionally and attain the level of competence required to meet UK professional standards and the UK Health Professions Council Standards of Proficiency for Occupational Therapists.
1.2 become an autonomous, reflective occupational therapy practitioner fit for employment in a wide range of public, voluntary and independent settings.
1.3 develop a critical understanding of your role, and that of others, within health and social care teams and deliver a person-centred service though effective personal communication, and interprofessional and interagency collaboration.
1.4 develop skills of lifelong learning and the capacity to maintain and develop professional competence in the changing context of health and social care provision.
2PROGRAMME LEARNING OUTCOMES
2.1Knowledge and understanding covered within the Programme.
By the end of the programme you will be able to:
2.1.1 engage critically in informed debate about the profession’s underpinning philosophies and values in relation to person- centredness, the occupational nature of human beings and the meaning of occupation in people’s lives.
2.1.2 draw effectively on relevant knowledge of anatomy, physiology, pathological and psychopathological processes to accurately explain disability and occupational dysfunction.
2.1.3 critically evaluate, with reference to theory, the impact of occupational dysfunction and occupational deprivation on individuals, families, groups and communities and engage critically in discussion about health promotion through occupation.
2.1.4 critically appraise key theoretical models and frameworks that focus on the functional capacity and performance of individuals and communities and apply them appropriately to the everyday practice of occupational therapy.
2.1.5 explain and critically evaluate the influence of social, physical and institutional environments on the way in which people live and work, and the relationship of the environment with occupational performance.
2.1.6 critically and selectively apply knowledge of a wide range of professional skills, processes and interventions to promote occupational performance and enhance wellbeing within individuals, groups and communities.
2.1.7 critically appraise theories, principles and processes of group work and group dynamics and draw on these effectively when facilitating groups.
2.1.8 have a working knowledge of current health and social care legislation, policies and frameworks and critically assess how they relate to practice.
2.1.9 explain ethical principles and processes of scientific inquiry, the rationale for evidence-based practice and quality assurance processes in occupational therapy and critically assess their potential for enhancing service delivery.
2.1.10 personally apply the Code of Ethics and Professional Conduct for Occupational Therapists, critically examine the concept of professionalism and explain the way in which principles apply to both students and graduates of the profession.
2.1.11identify, explain and critically evaluate the principles and practice of professionalism and inter-professional team work
2.1.12 identify, explain and critically evaluate relevant theoretical and policy perspectives around the integration of services and their impact on wellbeing and collaborative practice
2.1.13 identify, explain and critically evaluate the theories and principles underpinning the effective use of evidence in practice
2.2Intellectual skills
By the end of the programme you will be able to:
2.2.1critically appraise a wide range of information relating to a person’s capacity to function drawing on physical, psychological, environmental, legal and ethical factors. Assimilate, process and synthesise this information and use it selectively in practice.
2.2.2 analyse the occupations, activities and tasks in which people commonly engage; apply principles of activity analysis with individuals in practice, select and grade tasks and interventions effectively to maximise functional performance.
2.2.3 engage in and apply clinical reasoning and problem solving processes in practice, make informed judgements about interventions and justify decisions taken.
2.2.4 critically evaluate the process and impact of occupational therapy, reflect on and evaluate own performance in practice and make judgements about personal learning needs.
2.2.5 analyse service data and make informed contributions to decisions about the future of service provision.
2.2.6 make and justify professional judgements in the context of collaboration
2.2.7 draw reasoned conclusions and sustainable arguments through consideration of a range of appropriate knowledge and evidence
2.2.8synthesise learning from a variety of settings/sources
2.2.9 critically reflect upon situations and devise an appropriate course of action
2.3 Subject/professional skills
By the end of the programme you will be able to:
2.3.1critically assess referrals for their appropriateness for occupational therapy; identify priorities, justify a decision to decline a referral, curtail occupational therapy intervention or refer it to other team members or agencies.
2.3.2 establish and maintain effective working relationships with service users and those involved in care delivery.
2.3.3 critically evaluate the strengths and limitations of a range of standardised and non-standardised assessments commonly used by occupational therapists; select and use them with discrimination and draw relevant conclusions from them to inform practice.
2.3.4 draw critically on the narratives of people with disabilities and different occupational needs, and apply the process of occupational therapy selectively to address issues and problems presented.
2.3.5 take account of physical, psychological, environmental, social, emotional and spiritual perspectives in reasoning processes and formulate plans to address individuals’ needs accordingly.
2.3.6 critically apply the principles of risk assessment in all situations, select and use safely a range of techniques, technological and therapeutic media in practice and modify their use in the light of changing circumstances.
2.3.7 select and justify the use of problem-solving strategies in practice; find original, creative solutions to complex, one-off problems to enable the aspirations and potential of individuals to be met, and evaluate their effectiveness.
2.3.8 critically appraise research evidence from a variety of sources, determine its significance to professional practice and apply as appropriate.
2.3.9 work professionally, proactively and flexibly within a rapidly changing environment; apply anti-discriminatory and anti- oppressive processes;manage time effectively, work to deadlines; acknowledge own limitations and refer to others as appropriate.
2.3.10critically evaluate the workplace in terms of its potential to promote positive outcomes for all stakeholders through service improvement concerning integrated services and collaborative practice
2.3.11critically reflect upon your own and others’ inter-professional practice and demonstrate how this has contributed to your personal and professional development
2.3.12demonstrate the skills that underpin professional and inter-professional practice including an informed approach to advocacy and justified strategies to challenge oppression
2.3.13 engage in self-directed learning that promotes personal and professional development
2.4Key skills
By the end of the programme you will be able to:
2.4.1take personal responsibility for identifying learning needs, engage actively and critically in continuing professional development.
2.4.2 critically reflect on own performance, record personal reflections, observations and learning outcomes in professional development portfolios, and use the process to synthesise knowledge and experience.
2.4.3 select and use verbal, written and electronic forms of communication effectively and as appropriate to the situation and the needs of the service user; accurately record assessment details, professional judgements and decisions with due regard for data protection legislation, service policies and procedures.
2.4.4 use teaching, facilitation and presentation skills in a variety of situations and critically evaluate their effectiveness.
2.4.5 search for, locate, select and critically evaluate literature relevant to evidence-based occupational therapy practice and research.
2.4.6 select and use numerical techniques and statistical analysis as appropriate for the accurate interpretation of data.
2.4.7take personal responsibility for working effectively in multidisciplinary teams and for contributing to the achievement of their desired outcomes.
LEARNING, TEACHING AND ASSESSMENT
Learning, teaching and assessment for the programme is based firmly on the principles set out in the University’s Learning and Teaching Strategy (2006) and Assessment and Feedback Policy (2008). The aim of the Strategy is to ‘foster collaboration between students and staff to ensure that successful learning takes place in a diverse and vibrant learning community’. This is achieved through three themes:
- being forward thinking in programme design, supporting lifelong learning and anticipating and responding to changes in demand and need, and providing vibrant and challenging learning opportunities
- enhancing students’ learning experience by making assessment activities, support and feedback a powerful integrated feature of learning
- providing a comprehensive professional development framework that promotes excellence in learning, teaching and assessment and improves practice
The learning, teaching and assessment strategy in this document also aims to ensure that qualifying students are fit for practice in accordance with the HPC Education and Training standards. This includes enabling students with disabilities and those with learning challenges such as dyslexia to meet the Standards.
3.1The approach to learning and teaching within the programme
Learning will take the form of modules each designed to focus on specific skill development and underpinning knowledge, but which collectively ensure competence to practise occupational therapy. There is a strong inter-relationship between modules and you will be expected to use the learning from the various modules in an integrated way as you progress through the course.
Each module has learning outcomes that will be assessed. Feedback both during and after module delivery will enable you to develop knowledge and skills as an ongoing process within modules and to help prepare you for subsequent study. For each 10 credits of study, 100 hours of learning are planned. These comprise tutor-led, tutor-directed and student-directed learning activities as detailed in module descriptors. Some of these hours of learning will be integrated into the practice elements of the programme.
The approach to learning and teaching within this programme is one that reflects adult learning principles. It places you, the student, at the centre of the learning process and expects you to take increasing responsibility for your learning as the programme progresses. To support this, the hours allocated to tutor input in modules decreases as the course progresses. The course also provides opportunities for you to develop teamwork skills as well as skills for autonomous professional practice.
A mixed mode of learning and teaching is thus adopted for the programme with the aim of helping you to develop an inquisitive approach to learning and ultimately to your practice. Keynote lectures introduce the modules. Seminars, practical workshops and practice based learning activities all encourage group working, whilst independent learning modules and tutorials help you to develop professional autonomy. The range of learning and teaching modes adopted is intended to promote the development of a range of personal and professional skills to prepare you for employment. The virtual learning environment supports these strategies and specific e-learning activities are integrated into the academic modules to enhance learning.
This course integrates academic and practice based modules, which encourages the application of theory to practice and the drawing of theory from practice thus providing concurrent learning throughout the whole of the programme. Practice learning and academic learning occurs concurrently throughout each year of the programme. During placement you will experience working in a range of services such as those that deliver health and social care to individuals with occupational performance limitations, and you will apply your developing knowledge and skills in practice under the guidance of a supervisor. You are expected to use the practice environment to explore pertinent issues being studied within academic modules and apply theory to practice and theory from practice to expand your learning. The practice learning modules are critically important to the extent that you will be expected to have passed them at each level of the course before progressing to the next level.
Within this programme there is a strong inter relationship between practice placement learning and classroom teaching. You are encouraged to discuss and evaluate your learning across both elements with module tutors and supervisors so that experience and knowledge gained in one area informs the other. The intention is for you to have a constant interchange of ideas, skills, knowledge and understanding across classroom and practice learning environments.
Inter-professional education forms a thematic spine throughout the programme, encouraging you to develop knowledge of other professional roles in health and social care and teamwork skills for practice. Opportunity will be available through out practice learning modules to explore professional issues in practice, including the use of evidence-based practice and methods of enquiry. You will learn alongside the physiotherapy practice based students both within the classroom and in the placement setting.
A final year Independent Study in Occupational Therapy allows you to design your own learning contract and undertake a relevant study in a local, national or international venue. You will also complete a dissertation on a relevant topic of your choice related to occupational therapy.
3.2Personal Development Plans
As part of your personal responsibility for learning, you will be encouraged to reflect on your learning and progress through the programme and to make appropriate entries in a portfolio. This will enable you to map your learning and achievements and to help you plan to meet emerging learning and professional development needs as you progress. This is in line with the university’s emphasis on personal and professional development planning. The requirements of various modules expect you to reflect on your performance and progress. Sometimes this features as part of the assessment.
You will be introduced to a range of facilities to assist portfolio development including manual and electronic models. It will be your personal choice as to which version you adopt. Some students use creative means such as ‘scrapbooking’ to assist personal reflection, others opt for the more traditional formats. Whilst studying on the programme you will be given guest access to the Lincolnshire CPD occupational therapy website.
You will be supported in endeavours to reflect on your progress by a personal tutor. Emphasis will also be placed on the need for engaging with personal development plans and processes in order to meet HPC continuing professional development requirements once qualified.
3.3The approach to Assessment and Feedback within the Programme
Each module is assessed so as to ensure that you have met the learning outcomes of the module and thus the HPC Standards of Proficiency, but the assessments vary. All assessments are through coursework but these vary according to the expectations of the module. By being assessed in various ways, for example through written work such as essays, reports, or case studies, and through more practical work such as poster and verbal presentations or the facilitation of group work, you will develop a range of skills for practice. The application of your professional skills and your ability to practise in different settings during practice learning modules will be judged by a designated supervisor against specific criteria presented as an assessment form. Success in all module assessments ensures competence to practise in the profession and eligibility to apply for Registration with the Health Professions Council.
Informal feedback in various forms will occur at different points during module delivery. For example, in practice learning, informal feedback could occur daily with more formal verbal feedback being given once a fortnight, and a structured half-way formative assessment at mid point during the practice experience.
Within academic modules, feedback will be given, for example, on your contributions to group work and any presentations you make during module delivery, so enabling you to have ongoing comment on your progress. This should help you assess your own performance and professional development and make improvements as necessary as you progress through the module. Self evaluation through reflection is encouraged throughout, as is peer evaluation when available.
Formal feedback will be given in written form after academic assignments have been marked and moderated. Where practical you will receive feedback before your marks have been ratified by the Subject Assessment Board, but if this is the case the marks awarded will only be provisional until confirmed by the Board. In accordance with the Faculty ‘Return of Work’ policy how, when and in what form formal feedback will be given is stated in all module handbooks. This may differ between modules.
4PROGRAMME DESIGN AND STRUCTURE
The programme structure comprises three interrelated elements:
- pre-enrolment and induction
- mandatory professional modules
- independent learning
Orientation sessions will be held before you embark on your studies and the induction programme will enable you to settle into your studies and familiarise yourself with course expectations. The mandatory professional modules will enable you to learn and apply core professional knowledge and skills explored in the classroom into a range of settings in practice. They feature the professional philosophy, principles and processes that are transferable to any setting and will give you insight into to the importance of inter-professional learning and patient/client centred care. Independent learning at level 6 enables you to develop personal learning strategies, meet personal learning goals and thus prepare to operate as an autonomous practitioner and undertake continuing professional development once qualified.