Title / Occupational Therapy: Teams
Code / HEM56
Level / 7
Credit rating / 20
Pre-requisites / HEM55
Type of module / 7 weeks intensive
Aims /
- To value and differentiate between the roles and responsibilities of the various health and social care professionals.
- To encourage appreciation of service user, carer and staff related benefits of multidisciplinary approaches (using evidence where it exists).
- To place in context current issues surrounding multidisciplinary working (eg overlapping of professional skills, multi agency working, key workers and generic workers).
- To increase skills & research/theory based knowledge of team working.
Learning outcomes/objectives / On successful completion of the module students will be able to:
- Collaborate with other members of a learning team to justify, plan and develop a team response to clients’ needs synthesizing critical understanding of relevant team theory, evidence & policy.
- Critically appraise the contribution of occupational therapy in a particular team setting; show value in sharing that role with other team members.
- Analyse the role of other team members showing a critical awareness of current problems and new insights and evidencing respect for those roles.
- Consciously demonstrate use of interpersonal and group skills to foster productive achievement by PBL & assignment groups & critically reflect on individual & team performance with reference to team theory & research.
- Exercise initiative and personal responsibility in the participation and presentation of a multi professional plan of care for an individual to an audience of tutors and peers.
Content / Theory of occupations: Occupations as strategies to enhance team working.
Occupational capacities: Physical & Biologic: Osteoarthritis, joints, head injury, neurological development, pathology ofmultiple sclerosis, fatigue; Information processing: cognitive performance in childhood & old age; Socio-cultural: the family, attitudes to ageing & independence, social deprivation, client experiences of health & social care professionals including power relations, child education, parents as carers; Symbolic-evaluative: meaning of home/education/leisure occupations; when capacities are declining/fluctuating Transcendental: Impact of acquired disability on life development; occupational identity in old age.
Clinical reasoning: Integrating occupational perspectives of health & wellbeing with other health & social care perspectives. Formulating team aims and care plans.
Therapeutic skills: Bathing equipment fitting/teaching, memory aids/strategies, working with children & their families, activity analysis.
Teamworking: Theories/models/evidence/policy re teamwork in health & social care, leadership, the client/carers relationship to teams, professional dynamics & relations within & between teams, group theory & teams, using and reflecting on team/group skills, care co-ordination.
Research: Critical evaluation of team evidence (including consideration of differing research paradigms.
Content will be learned and developed using completed assessments for the following, or similar, situations:
A critical consideration of placement teamwork experience in relation to research and team theory.
An individual with osteoarthritis requiring home adaptations.
Plan a multi-disciplinary and multi agency response to the needs of a child who has sustained a head injury.
Planning a team response to meet the needs of a person newly diagnosed with multiple sclerosis.
Teaching and learning strategies / Problem Based Learning using triggers from practice
Per week on campus: two PBL tutorials (5 hours); group discussions, workshops (4 hours); skills - a student selected sports related activity chosen by assignment groups to enhance their team performance – (3 hours);and self-directed learning.
Formative assessment will consist of:
Portfolio of PBL cases reflecting on plans for occupational therapy and wider teams intervention.
Students will be prepared for the following practice placement module by learning about the various roles of health and social care professionals, and will be encouraged to use a diary to record the effectiveness of the teams on placements.
Learning support / Belbin RM (2010) Team roles at work. Oxford: Butterworth-Heinemann
Cheminais R (2009) Effective multi-agency partnerships : putting every child matters into practice. London: SAGE.
Day J (2006). Interprofessional working: an essential guide for health- and social-care professionals. Cheltenham: Nelson Thornes.
Glasby J, Dickinson H, eds (2009)International perspectives on health and social care : partnership working in action. Chichester: Wiley-Blackwell.
Hall J, Howard D, eds (2006) Integrated care pathways in mental health. Edinburgh: Churchill Livingstone.
Hope R (2004) The Ten Essential Shared Capabilities – A Framework for the whole of the Mental Health Workforce London: National Institute for Mental Health in England.
Jasper M, Jumaa M (2005). Effective healthcare leadership. Oxford: Blackwell.
Lemieux-Charles L, McGuire W (2006)What Do We Know about Health Care Team Effectiveness? A Review of the Literature. Medical Care Research and Review63(3): 263-300.
Meads G, Ashcroft Jeds. (2005) The case for interprofessional collaboration: in health and social care. Oxford: Blackwell.
Reeves S, Mann L (2004) Overcoming problems with generic working for occupational therapists based in community mental health settings.British Journal of Occupational Therapy67(6): 265-268.
Sumsion T, Lencucha R (2009)Therapists' perceptions of how teamwork influences client-centred practice.British Journal of Occupational Therapy 72(2): 48-54.
Tope R, Thomas E (2007)Health and social care policy and the interprofessional agenda - The first supplement to creating an interprofessional workforce. London: Department of Health.
Xyrichis A, Lowton K (2008)What fosters or prevents interprofessional teamworking in primary and community care? A literature review.International Journal of Nursing Studies45(1): 140-153.
Yalom I (2004)The Theory and Practice of Group Psychotherapy (5th edition). New York: Basic Books.
Assessment tasks / 1) A multi-professional plan of intervention for a given case study as a formal presentation lasting 45 minutes. Groups of 4-6 students will be given a problem derived from the field and provided by practice
placement educators. The group will analyse the case study,
develop a multi-professional plan of action, and use evidence to support it.
(Learning outcomes 1,2,3, and 5)
2) An individual 2000 word written assignment critically analysing the student’s own and their learning team’s performance. (Learning outcomes 3 and 4)
The assignment will be summatively marked by tutors, and formatively marked by students and peers (in the case of the presentation), to agreed criteria.
Assessment tasks are of equal weighting and both must be passed in order to pass the module.Mark grading 100%
Brief description of module content and/or aims (maximum 80words) / Effective teamwork is central to quality care. Students are ready to deepen their insights into the role that occupational therapy plays within health & social care teams in relation to relevant evidence, theory and policy. Through tackling real-life situations that pose problems for teamwork, students continue to advance knowledge in the core areas of occupation, while developing their teamwork procedures and appreciation of other disciples. A key element of this module is experiential team learning achieved through group assignment and skills tasks.
Area examination board to which module relates / PG Dip Occupational Therapy / MSc in Health through Occupation
Module authors/ coordinator / Josh Cameron, Chanine Clarke, Lee Price,Gaynor Sadlo, Tracy Szekely, Heidi Von Kurthy, Sue Wheatley, Tania Wiseman, Tania Wiseman, Jon Wright,.
Semester offered, where appropriate / N/A
Site where delivered / Eastbourne
Date of first approval / 2000
Date of last revision / October 2007
Date of approval of this version / April 2010
Version number / 5
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 / Mandatory module for the Postgraduate Diploma/MSc in Health through Occupation
School home / School of Health Professions
External examiner / Dr Maggie Donovan-Hall and Dr Anne Killett - Period of Tenure expires 2012