'Doing' Occupational Therapy in Practice
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This long module incorporates theoretical and placement components, the module facilitates a critical understanding of the theory and practice of human performance in occupational therapy. During the module, you will develop appreciation of the Occupational Therapy Process, underpinned by professional reasoning. This will include an ability to justify and critique methods of evaluation, goal setting, treatment planning and implementation, analysis of outcomes in relation to person-centred care. Content will also include how and in what way professional reasoning influences the design and delivery of the occupational process, including relevant theories applied through an occupation-focused lens.
Your learning will be facilitated by studying the following components:
• Occupational therapy models, professional reasoning and decision-making processes, outcomes measures/methods, and assessment principles (e.g., occupational formulation, occupational profile).
• Considerations of psychometric properties of assessment tools and their ethical use whilst in practice
• Environmental evaluation, including the role of assistive devices, equipment, and technology and socioeconomic and cultural factors
• Critically analyse and apply occupation-based interventions that align with the values of people and communities.
• To critique and evaluate the role of current legislation and influence on professional practice
• Two placements (265 (7 wks) and 300 hrs (8 wks)) Total 565 hrs where you will demonstrate abilities to apply theories and understanding to practice, working with service users and staff; which will consolidate/expand knowledge and skills from this module.
Further information
Becoming and Belonging as an Occupational Therapist
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This long module has two components theoretical and placement components 3 and 4 and intends to further build and advance knowledge and understanding of the health-giving power of occupation with people, their communities, and across populations.
Part 1 will also include discussion of how the profession can envision future practice that takes into consideration the changing needs of communities. This will include the influence of sustainability and environmental change impacting local, national, and international contexts.
A translational approach between knowledge informed practice, and practice-informed research and evidence, inclusive of the lived experiences of people, will be considered.
In mobilising research and evidence with and between practice, non-Western concepts of health, well-being, and ways of knowing will be explored. In addition, global narratives influencing the design and delivery of health and social systems of care such as person-centred practice and human rights will be introduced and critically considered.
The concept of the dignity of risk, influenced by a person-centred, rights-based approach to practice will include engagement with the expectations of ethical and professional conduct. This will include how the profession can adopt diverse methods of communication to support clear articulation of the meaning and purpose of the profession, for example, through written means (such as educational leaflets), social media (such as blogs, tweets), and engagement with professional peers (scientific reports, presentations).
Your learning will be facilitated by studying the following components:
Ideas of healthfulness and collective occupation influencing the design and delivery of occupation-focused public health interventions.
Frameworks and mechanisms of knowledge translation, including developing a responsibility towards lifelong learning and a growth mindset.
Occupational consciousness and justice and other concepts related to decolonising occupational therapy practice
Person-centred theory such as personhood and person-centred practice, human rights in
practice including the PANEL principles,
Principles of sustainability related to the contribution of occupational therapy to mitigate the impact of environmental and climate change.
Consider the relevance and importance of the tools of communication available to the profession that can be adopted with a range of stakeholders e.g., written methods (educational leaflets), social media (blogs, tweets), scholarly outputs (posters, report)
Two placements (300 hrs x 2) Total 600 hrs where you will demonstrate abilities to apply theories and understanding to practice, working with service users and staff; which will consolidate/expand knowledge and skills from this module.
Students are expected to attend 100% of the time allocated to the practice education component of this module. However approved absences (e.g. ill health) of up to 7 days can be authorized, in order to be eligible.to pass the learning outcomes of the practice education component(s).”
Further information
Contemporary Health and Social Care Contexts for Occupational Therapists
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You will explore, examine and identify topics which may include:
Personal identity, empathy and sense of self Reflection on own life experiences
Unconscious bias
Health and well-being monitoring
Resilience building
Human development across the lifespan Ecological frameworks and social processes for individuals and communities including health inequalities, equity, diversity, and inclusion Relationships between social processes, disadvantage, and social divisions.
Different communities and their respective strengths and limitations
Developing community profiles Understanding of who service-users might be Voluntary, private, and statutory organisations working with service-users and communities Local, national, and global contexts of health and social care – policy drivers, standards and practices Professionals’ roles in supporting individuals and families in different community setting to overcome inequalities in health and social care through universal services, community resources and resilience
Further information
Developing Professional Practice Skills in Occupational Therapy
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This module will give you the opportunity to develop and practise communication skills (verbal, non-verbal, and symbolic) and to develop skills in self-awareness, self-reflection, and personal resilience. Recognising that you are continuing to develop your professional identity as an occupational therapist and an understanding of your own and others? roles. This will include reflecting on your personal values and motivations and how these relate to occupational therapy values: including use of self and issues of power and difference with service users and between practitioners within multi-disciplinary teams. You will explore several theories and methods of communication and you will learn how to judge the appropriateness of different approaches. You will consider working with service users in groups as well as individually, and you will also explore the nature, purpose and dilemmas involved in the recording and sharing of information generated by inter-personal interactions. In this module you will also develop your knowledge and understanding of clinical competence requirements before undertaking your first practice placement. These are essential when in practice and you will be expected to continually develop your skills and knowledge throughout the programme. These basic competencies will include the following topics:• Professionalism and ethical behaviour• Public protection awareness (adult and child)• Prevention and Management of Violence and Aggression (de-escalation of violence and aggression)• Moving and Handling• Health Acquired Infection Control• Hand Hygiene • Information Governance • Data Protection• IT Security• Fire Safety• Basic Life Support• Whistleblowing policy and guidance • Suicide Prevention
Further information
Dissertation
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This module offers the student an opportunity to lead and conduct a detailed research study in a profession-specific area relevant to health and social care practice. It involves critical evaluation of primary or secondary data, discussion and conclusion of the findings/results, including research limitations, presentation and synthesise evidence-based arguments to inform professional practice; education or policy. Examination of the ethical implications and reflect on the limitations of the completed research study. The skill required to synthesise the work for a potential publication facilitates the student to meet all the learning outcomes.
Where primary data collection is to be undertaken as part of a existing research project, the supervising lecturer will normally be responsible for gaining ethical approval before the module begins to ensure this process does not cause delays in your study. However, you will be expected to critically discuss the ethical implications of your research.
Topics will include:
Roles and responsibilities of students and their supervisor: the Dissertation Module Handbook contains information on getting started; literature searching and critique; managing references,
how to present and construct an article for a professional journal; identifying the gaps in the literature, time-management and reflection on process and progress; Dissemination of study findings and limitations in a format appropriate for the professional discipline.
Further information
Humans as Occupational Beings
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This module allows you to examine and critique the central values and philosophy of Occupational Science and relate to the development of occupational therapy as a profession. The module will develop your critical understanding of, and your ability to evaluate, the importance of ‘occupation’ to humans, across the lifespan. It will also develop your knowledge of the importance of occupation to health and well-being, and to consider concepts of occupational justice in relation to occupational choices and opportunities for people and their communities. As part of the module, you will critically analyse occupations by participating in, and analyzing, the ways in which we occupy our time influencing health and well-being. This will allow you to justify occupation as an intervention.
Your learning will be facilitated by studying the following components of occupation as a construct:
• Occupation and its relationship to health and well-being, including ideas of neutral occupations and occupational possibilities.
• Defining occupation and related constructs.
• The dynamic nature of occupation.
• Humans as occupational beings across the lifespan emphasizing life transitions, social and cultural diversity, and identity
• Occupational justice: a history of occupation in societies, including the institutional, socio-political and cultural influences on occupation
• The relevance of the history of occupational therapy in relation to the future of the profession and your own professional development
Further information
Leading Innovation in Health and Social Care - Occupational Therapy
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This module aims to introduce you to key concepts relating to the management and delivery of services as well as allowing you to develop a personal development plan for your transition into professional life. The module addresses the core themes of leadership and entrepreneurship, looking for you to consider innovative solutions to challenges faced within communities and consider how appropriate services might be implemented. In doing this, the module aims to equip you with the knowledge and skills to lead change in the future.
Topics will include:
• Leadership and management – theory and practice
• Conflict management and resolution
• Organisational aims, strategy, and values
• Audit and quality assurance
• Entrepreneurship
• Social enterprise
• Implementing and managing change within services and communities
• Service-user and stakeholder involvement in service design and implementation
• Project management and resource management
• Global perspectives
• Sustainability of services
• Justice, equity, diversity, and inclusion
• Healthcare technologies.
• Occupational performance, participation, and occupational science to support communities
Further information
Leading Innovation in Health and Social care
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This module aims to introduce you to key concepts relating to the management and delivery of services as well as allowing you to develop a personal development plan for your transition into professional life. The module addresses the core themes of leadership and entrepreneurship, looking for you to consider innovative solutions to challenges faced within services and consider how these might be implemented. In doing this, the module aims to equip you with the knowledge and skills to lead change in the future.
Topics will include:
Leadership and management – theory and practice; Collaborative leadership; Organisational aims, strategy and values; Policy, standard and strategy implementation; Private, public and voluntary sector organisational objectives; Transforming roles; Entrepreneurship; Social enterprise; Reflexivity and flexibility in services; Implementing and managing change within services and organisations; Service-user and stakeholder involvement in service design and implementation; Creating a business plan; Project management and resource management; Workforce development; Conflict management and resolution; Challenging others to produce positive outcomes; Anti-discriminatory and anti-oppressive practice; Whistleblowing; Transitioning service-users and staff between different of changing services; Reflective practice; Personal, professional and academic development planning; Global/international perspectives.
This module is designed to address three main SiSWE learning foci: Units 4, 5, 6
Further information
Occupational Therapy Dissertation
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This module offers the student an opportunity to lead and conduct a detailed research study in a topic relevant to occupational therapy. Building on the research protocol submitted in year 1, this module involves collation and critical evaluation of primary or secondary data, discussion and conclusion of findings, including a reflection on the research limitations, culminating in presentation and synthesise of evidence-based arguments to inform occupational therapy practice, education or policy. The module submission will be in a format analogous to a research paper, developing the skills required to synthesise the work to the scope and length of a potential publication (British Journal of Occupational Therapists) facilitates the student to meet all the learning outcomes.
Further information
Occupational Therapy Practice Placement 3
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Practice Education facilitates the application of your core theoretical knowledge from University into the practice setting, in a safe and competent manner. Your Practice Education placement is an Occupational Therapist supervised, full-time practice education opportunity which takes place over a minimum of 8 weeks in a setting that meets the needs of service users with physical, psychosocial or other, often complex, needs. You may also be on placement in an area that provides specialist services for example children’s services, hospice care, housing services, residential settings, Care Homes, care providers, Third Sector or Community Services and novel, emerging areas of practice. As appropriate, you will work within a model of care and should take every opportunity to learn about and work with other professionals within the setting to increase your knowledge of integrated health and social care. You may receive additional supervision from other appropriately qualified professionals to enhance your experience of Practice Education.
Practice Education develops the application of your core knowledge and understanding of Occupational Therapy theory, constructs and contexts as you experience them being applied to real life situations. You will develop your practice skills, and build on your previous Practice Education experiences, by applying them to a range of Occupational Therapy processes including receiving and making referrals, understanding and gaining consent, information gathering, assessment, planning, applying and adapting interventions, analysing outcomes and communicating written and oral information.
Alongside this, you will continue to develop your communication, inter-personal, critical thinking and decision-making abilities as you work with service users and their carers, and will develop your ability to work as part of a team with service providers. You will also develop core knowledge and practice skills by seeking evidence and policy to inform your understanding of the application of Occupational Therapy to your practice context. You should take opportunities to develop your understanding of the importance of audit, quality assurance and review to practice. You will be expected to demonstrate autonomy and initiative in the practice based setting. You will receive both Summative and Formative feedback on your core knowledge and practice skills during Practice Education.
You will be expected to adhere to Health and Care Professions Council Standards of Conduct, Performance and Ethics and the Royal College of Occupational Therapists Code of Ethics and
Professional Conduct. You will also be expected to follow the policy of your practice setting in relation to, for example use of social media and data protection.
There is an expectation that you attend 100% of the time allocated. However, students will normally be permitted a maximum of six days of approved absence to allow for unavoidable absences, such as ill health, which equates to a minimum attendance of 85%. This is to ensure that you are able to meet the learning outcomes of the module and that you have sufficient practice placement hours on graduation in order to register with your professional body. Please refer to the Practice Education Handbook for further details.
Further information
Occupational Therapy Practice Placement 4
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This Practice Education placement (Placement 4) should be in a different clinical speciality or service area than previous placements.
Practice Education facilitates the application of your core theoretical knowledge from University into the practice setting, in a safe and competent manner. Your Practice Education placement is an Occupational Therapist supervised, full-time practice education opportunity which takes place over a minimum of 8 weeks in a setting that meets the needs of service users with physical, psychosocial or other, often complex, needs. You may also be on placement in an area that provides specialist services for example children’s services, hospice care, housing services, residential settings, Care Homes, care providers, Third Sector or Community Services and novel, emerging areas of practice. As appropriate, you will work within a model of care and should take every opportunity to learn about and work with other professionals within the setting to increase your knowledge of integrated health and social care. You may receive additional supervision from other appropriately qualified professionals to enhance your experience of Practice Education.
Practice Education develops the application of your core knowledge and understanding of Occupational Therapy theory, constructs and contexts as you experience them being applied to real life situations. You will develop your practice skills, and build on your previous Practice Education experiences, by applying them to a range of Occupational Therapy processes including receiving and making referrals, understanding and gaining consent, information gathering, assessment, planning, applying and adapting interventions, analysing outcomes and communicating written and oral information.
Alongside this, you will continue to develop your communication, inter-personal, critical thinking and decision-making abilities as you work with service users and their carers, and will develop your ability to work as part of a team with service providers. You will also develop core knowledge and practice skills by seeking evidence and policy to inform your understanding of the application of Occupational Therapy to your practice context. You should take opportunities to develop your understanding of the importance of audit, quality assurance and review to practice. You will be expected to demonstrate autonomy and initiative in the practice based setting. You will receive both Summative and Formative feedback on your core knowledge and practice skills during Practice Education. As this is your final practice education experience it will be expected that you will be working towards demonstrating the core knowledge and practice skills of a new practitioner
You will be expected to adhere to Health and Care Professions Council Standards of Conduct, Performance and Ethics and the Royal College of Occupational Therapists Code of Ethics and
Professional Conduct. You will also be expected to follow the policy of your practice setting in relation to, for example use of social media and data protection.
There is an expectation that you attend 100% of the time allocated. However, students will normally be permitted a maximum of six days of approved absence to allow for unavoidable absences, such as ill health, which equates to a minimum attendance of 85%. This is to ensure that you are able to meet the learning outcomes of the module and that you have sufficient practice placement hours on graduation in order to register with your professional body. Please refer to the Practice Education Handbook for further details.
Further information
Occupational Therapy Research, Questions and Methodologies
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In the era of evidence-based health and social care it is vital to be able to evaluate the research evidence that underpins existing practice and the emerging information that shapes service change. On this module, you will learn to critically explore research evidence in occupational therapy practice and to synthesise, integrate and apply knowledge of the research process to this. In this module, we will use real-life examplesfrom local, national and international researchers to develop your knowledge and skills to be able to find and interpret gaps in the existing body of evidence and to askappropriate and relevant research questions with an aim of filling these. The work done in this module will develop the subsequent dissertation that you undertake in year-2 of the course. By promoting evidence-based research this module will encourage workingto high professional standards, providing shared governance and accountability ofhealth and social care practice. The module will include the following content: 1. Anoverview of the research process. 2. Critical appraisal of the research evidence toassist in the development of research ideas relevant to practice. 3. Evaluation ofresearch designs including quantitative, qualitative and mixed methods approaches. 4.Exploration in the importance of research governance and ethics.
Further information
Person Occupation Environment 1
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This module facilitates a critical, and evidence-informed examination of the theory and practice of human performance from a psycho-social perspective in relation to Occupational Therapy. During the module you will critically apply and develop core knowledge of the person in relation to their occupations and environment (or ‘PEO’). This mean you will develop your critical thinking skills with regards to how disruption to everyday occupations, especially by challenges in relation to psycho-social health, can affect a person’s overall well-being and how Occupational Therapy can be applied to address this.
The following components are indicative of the content of this module:
Application of theories of stress, coping, transition, adjustment and loss in relation to occupational performance and the practice of occupational therapy across the lifespan.
Human occupation in relation to individual’s with anxiety, depression and substance misuse and occupational marginalisation.
Occupational Therapy treatment planning, implementation and evaluation in relation to psycho-social perspectives and occupational therapy
National and global policy in relation to delivery of mental well-being service including that of a critical understanding of capacity and gaining informed consent
Theories of consent and capacity
Technology and environmental resources/adaptations in relation to mental well-being
Approaches to written, verbal and non-verbal communication
Further information
Person Occupation Environment 2
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This module facilitates a critical, and evidence-informed understanding of the theory and practice of human performance from an embodied perspective in relation to Occupational Therapy. The module builds and develops on your existing knowledge of the person in relation to their occupations and environment (or ‘PEO’). During the module you will develop your critical knowledge with regards to models of Occupational Therapy intervention, including rehabilitative, compensatory, recovery and neuro-rehabilitative approaches. You will also develop your critical understanding of the complexity of service-users contexts, strengths, assets and needs. A key feature of this module will be the development your skills in presenting information, to contribute to the health and well-being of populations.
Your learning will be facilitated by studying the following components:
Examination of health and social care services and community service delivery.
Appraisal of therapeutic activities and resources.
Examination of methods and models of occupation focussed approaches to health and well being
Examination of methods and models of occupation focussed approaches to treatment including neuro-developmental, recovery, rehabilitative and/or compensatory methods
Examination of physical mental health conditions and learning disabilities, and their impact on occupational performance.
Assessment of environmental resources that enable or prevent inclusion including poverty, identity, social difference, diversity, housing and community facilities.
Evaluation of integration of theoretical perspectives and evidence into clinical application including the transfer of knowledge from area to another.
Critical appraisal of clinical reasoning in complex cases across the life span.
Appraisal of evidence based clinical decision making in Occupational Therapy
Further information
Risk Uncertainty and Complex Decision Making
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This module will offer students a comprehensive theoretical and practical insight into working with people who are at risk, learning the best practice guidelines for assessing and managing risk, and how to do this through inter-agency working.
Students will develop skills in risk formulation and intervention/care/management planning through using a real case file to explore the risk and protective factors that are present, and through working within their field-specific ‘best-practice’ guidelines and then across the disciplines held within their class group.
Topics delivered within the module will include:
Theoretical and practice of risk assessment; Key risk assessment measures; Case files; Risk management; Practical skills in risk management; Risk management planning; Strategic interventions, treatment and rehabilitation; Validity of outcome measures and formal evaluation; Risk communication; Psychology of risk communication; Communication of risk assessment to different stakeholders; Intra-professional and Inter-agency working; Psychological aspects of human decision making; Biases and common errors in decision-making in judgement; Judgements and decisions made during risk assessments; strategies to reduce risk of biases; Thresholds for intervention.
Further information
* These are indicative only and reflect the course structure in the current academic year. Some changes may occur between now and the time that you study.