Independent Guided Study

Transcription

1 TITLE Occupational Therapy Essentials (OT1) SI MODULE CODE N CREDITS 20 LEVEL 4 JACS CODE B930 SUBJECT GROUP Occupational Therapy DEPARTMENT AHP MODULE LEADER Maureen Coleman MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study MODULE AIM MODULE DESCRIPTOR Total Number of Study Hours This module aims to introduce you to the theoretical knowledge and skills that underpin occupational therapy practice and helps you to begin to develop the personal and professional skills on which you will build throughout the programme. MODULE LEARNING OUTCOMES By engaging successfully with this module you will be able to: 1. Explain the effect occupation has on health, wellbeing and function 2. Analyse an activity and be able to offer suggestions for grading the activity 3. Explain the occupational therapy process and plan a basic occupational therapy programme 4. Describe a range of basic practical skills used within clinical settings such as group-work and motivational interviewing INDICATIVE CONTENT This module explores the literature around occupation, health and wellbeing. You will consider the importance of occupation within your own life to help you understand the literature around occupation and wellbeing. You will reflect on an individual's roles and consider other elements that impact on occupation eg environments, lifespan perspectives and sociocultural issues. You will also have the opportunity to engage with service users and discover the significance of occupation in their lives, health and wellbeing. This module will cover the philosophy of the profession and you will investigate how the history of the profession has evolved. Occupational models and approaches will be key areas of underpinning knowledge which you will explore thoroughly within this module. Some core occupational therapy processes will be covered: activity analysis, grading and adaptation, assessment, setting goals, implementing interventions and evaluation.

2 You will have the opportunity to develop and practice a range of practical skills e.g. communication, observation, using individual assessments, group work and presentation. The specific content of this module will be impacted by new developments in the literature and in the changing nature of practice settings. In successfully completing the module, you will be working towards the following Health and Care Profession Council standards of proficiency: to understand the need to respect and uphold the rights, dignity, values and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing (2.3) recognise that relationships with service users should be based on mutual respect and trust and be able to maintain high standards of care even in situation of personal incompatibility (2.4) to be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures and record the decisions and reasoning appropriately (4.2) to be able to practice in a non-discriminatory manner (6) to be able to communicate effectively (8 and all subsets) to understand group dynamics, roles and be able to facilitate groupwork in order to maximise support, learning change within groups and communities. (9.8) to understand the need to capitalise, where appropriate on the dynamics within groups and communities in order to harness the motivation and active involvement of participants (9.9) to understand and be able to apply the theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and how they function in everyday activities (13.1) be able to understand and analyse activity and occupation and their relation to, and effect on, health wellbeing and function (13.3) to understand the theoretical basis of, and the variety of approaches to, assessment and intervention (13.4) to understand the need to identify and assess occupational, physical, psychological, cultural and environmental needs and problems of service users, their families and carers (13.5) to be aware of the origins and development of occupational therapy, including the evolution of the profession towards the current emphasis on autonomy and empowerment of individuals, groups and communities. (13.9) to understand the current philosophical framework for occupational therapy that focuses on service users and the biopsychosocial model (13.10) to be able to draw on appropriate knowledge and skills to inform practice (14 and all of subsets up to 14.21) understand the need to maintain the safety of both service users and those involved in their care (15.1) to be aware of applicable health and safety legislation and any relevant safety policies and procedures in force at the workplace such as incident reporting, and be able to act in accordance with these (15.2) be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation (15.3) LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways

3 This module will be delivered closely with the module which considers the underpinning science around "humans as individuals," so you are building your knowledge connections though the first year of the course. This will help you embed both a theoretical knowledge base and a practical skills base. It will combine learning through enquiry strategies with some practical and experiential learning opportunities. Contact with service users will be an important element of this module delivery. You will be encouraged to make strong links with your first year personal professional development module to enable you to reflect on your knowledge and skill development in preparation for practice. Delivery will be through a mix of lectures, online activities (e-tivities), workshops, learning groups and practical skills sessions. ASSESSMENT TASK INFORMATION During the module: Throughout the module, you will be presented with structured opportunities to demonstrate and to some extent self-assess your practical abilities and skills in a range of areas. This assessment will consist of a one written task of 2500 words. Within this assignment you will: You will explain the key concepts of occupation and the effect occupation has upon health, wellbeing and function. You will complete a basic activity analysis on a given occupation e.g. bathing, preparing a snack, answering the telephone, making a purchase on line, giving consideration to motor, cognitive, psychological and sociocultural elements that are required to complete a given activity. Finally, you will explain the basic fundamentals of the occupational therapy process, how this process is utilised to inform the development of a basic programme of intervention, and give consideration to practical elements that need to be reviewed when delivering interventions. ASSESSMENT TASK INFORMATION Task No.* Short Description of Task 1 Individual written assignment on occupation and health SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** CW 100% 2500 words N In-module retrieval available FEEDBACK Throughout the module, the structured activities will allow you to demonstrate some of the key practical skills, and tutor feedback will be given throughout this process. Peer feedback will also be facilitated. Informal group presentations will receive both tutor and peer feedback where appropriate to help develop your learning. The individual assignment will have written feedback from tutors within 3 weeks of the submission date.

4 LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) CHRISTIANSEN, Charles H, BASS Julie D, and BAUM, Carolyn Manville (2013). Occupational Therapy: Performance, Participation and Well Being. Thorofare, N.J. Slack CHRISTIANSEN, Charles & BAUM, Carolyn Manville (1997). Occupational Therapy: enabling function and well-being. Thorofare, N.J. Slack. CHRISTIANSEN, Charles & TOWNSEND, Elizabeth A. (2010). Introduction to Occupation: the art of science and living. 2nd ed., Thorofare, N.J. Slack. CHRISTIANSEN, Charles & TOWNSEND, Elizabeth A., (2010). Introduction to Occupation: the art and science of living: new multidisciplinary perspectives for understanding human occupation as a central feature of individual experience and social organization. Upper Saddle River, N.J.: Pearson. COLE, Fiona (2010). Physical activity for its mental health benefits: conceptualising participation within the model of human occupation. British Journal of Occupational Therapy, 73(12), pp CREEK, Jennifer (2010). The Core Concepts of Occupational Therapy: a dynamic framework for practice. London: Jessica Kingsley. CREEK, Jennifer & LOUGHER, Lesley (2008). Occupational Therapy and Mental Health. Churchill Livingstone. CURTIN, Michael, MOLINEUX, Matthew and SUPYK, Jo (2009). Occupational Therapy and Physical Dysfunction: enabling occupation. 6th ed. Churchill Livingstone. DUNCAN, Edward A.S. (2011). Foundations for Practice in Occupational Therapy. Edinburgh, Churchill Livingstone. DUNCAN, Edward A. S. (2009). Skills for Practice in Occupational Therapy. Edinburgh, Churchill Livingstone. GREENE, David Paul & ROBERTS Susan L. (1999). Kinesiology; movement in the context of activity. Mosby. HASSELKUS, Betty R. (2002). The Meaning of Everyday Occupation. Thorofare, N.J. Slack. HERSCH, Gayle I., LAMPORT, Nancy K. & COFFEY, Margaret S. (2004). Activity Analysis: Application to Occupation. Thorofare, N.J. Slack KIELHOFNER, Gary (2008). A Model of Human Occupation: theory and application. 4th ed., Lippincott Williams & Wilkins. MEE, Jeannie, SUMSION, Thelma & CRAIK, Christine (2004). Mental health clients confirm the value of occupation building competence and self-identity. British Journal of Occupational Therapy, 67(5); p

5 MOLINEUX, Matthew, (2004). Occupation for Occupational Therapists. Oxford: Blackwell. RYBSKI, Melinda (2004). Kinesiology for Occupational Therapists. Thorofare, N.J., Slack. SPAULDING, Sandi J. (2005). Meaningful Motion; Biomechanics for Occupational Therapists. Elsevier Churchill Livingstone. THOMAS, Heather (2012). Occupation Based Activity Analysis. Thorofare, N.J., Slack. WATSON, Ruth & SWARTZ, Leslie (2004). Transformation Through Occupation. London: Whurr. WHITEFORD, Gail & WRIGHT-ST CLAIR, Valerie (2005). Occupation and Practice in Context. Sydney, N.S.W. Elsevier Churchill Livingstone. WILCOX, Ann A., (2006). An Occupational Perspective of Health. Thorofare, N.J., Slack.

6 SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE Y EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2014 MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 29/09/ /03/2015 Course Intake 2 DD/MM/YYYY DD/MM/YYYY Course Intake 3 DD/MM/YYYY DD/MM/YYYY Is timetabled contact time required for this module? Y Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below N What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% Y *Overall PASS / FAIL Grade N *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for N this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task No. 1 NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.

7 CHECKED Date Feb 2014 Reason Checked Against SI