Faculty of Health, Education and Society. School of Health Professions

Faculty of Health, Education and Society School of Health Professions BSc (Hons) Occupational Therapy Leading to eligibility to apply for registratio...
Author: Denis Bailey
0 downloads 0 Views 1MB Size
Faculty of Health, Education and Society School of Health Professions

BSc (Hons) Occupational Therapy Leading to eligibility to apply for registration with the Health and Care Professions Council

Programme Specification 2013

Date of Re-approval: Date of Implementation: Year of First Award:

January 2013 September 2013 July 2016

2

Brief description of Programme The BSc (Hons) in Occupational Therapy (Pre-registration) is offered by the Faculty of Health, Education & Society at Plymouth University as a 3 year full time pathway. This programme recognises on-going and emerging challenges within Occupational Therapy including changes within the education system, major structural changes amongst service providers to meet the needs of a wide range of service users, together with the continued development of innovative and entrepreneurial practice within the profession. This revised programme continues to have a clear focus on the core component of ‘occupation’ embedded from the start of the curriculum, in line with professional thinking and promoting `the programme team’s values of ‘owning occupation’ as the key driver of the learning experience (COT 2004). The programme adopts a spiral curriculum design, encouraging learning through action including academic learning, Inter-professional learning, practice placement and community volunteering, all having a strong occupational identity. In this newly revised programme, learning is influenced by the reality of twenty first century practice with the need for flexible thinkers that may well encounter a service reality not confined to traditional health service boundaries. The focus of learning is through integrated consideration of people’s occupational needs throughout the life cycle and not confined to thinking within the restricted barriers of particular service provision. The programme therefore offers an approach that encourages students to feel confident making links in their professional thinking, whilst developing the skills and understanding of professional issues. The requirement to educate competent and driven professionals, who recognise that the essence of their success as practitioners relies on continuing professional development, is key to this programme. The curriculum equips occupational therapists to have the skills to continue this process after qualification, thus enabling creation of occupational therapists that are adaptable to work in new and developing areas of employment. The 3 year full time programme is to be offered on an annual basis and will share some learning opportunities with the proposed MSc Pre-registration programme (full time and part-time routes)

Distinctive features • •



Occupation (its philosophical, scientific, and experiential domains) is central to the curriculum. There is a holistic emphasis placed on the unique and individual clientcentred dynamic of ‘person-environment-occupation-wellbeing’ informing the content and configuration of the curriculum (rather than bio-medical and service-led patterns). Concepts are re-visitied with increasing complexity in learning continuing 3

• • • • • •









throughout the programme. The centrality of doing is integral to the teaching and learning strategy. The curriculum promotes opportunities for a range of CPD learning in addition to the full pathway for Occupational Therapy. Practice placement continues to develop on its well-established basis with increasing inter-professional and new ways of working. Graduates are prepared for professional practice through use of problem based learning in some modules to explore and enhance development of professional reasoning skills (Westcott et al 2010). Graduates will emerge in readiness for employment in accordance with the changing workplace arena. Students will benefit from engaging with a staff group who vlaue the concept of continuing professional development in their own practice. Students will be learning with staff who have contemporary publication profiles and robust, active research interests in a range of professionaly relevant topics including occupational science. Students will be learing alongside staff who engage in professional support and development activities at a local, national and international level, including the work within COT, HCPC, other universities (both in the UK and overseas) and in groups that forward professional thinking and discourse such as Occupational Science Europe. The occupational therapy team involve their students in initiatves that embrace Plymouth University’s internationalisation agenda. Students have enjoyed annual opportunities since 2009 to attend International Occupational Therapy key note lectures with eminent globally respected speakers in occupational therapy or International Conferences organised by the team, such as the Occupational Science conference ‘Owning Occupation’ held in September 2011. The student benefit from working with a team that has appointed 2 eminent international occupational therapists to honorary professor positions and integrate and international perspective to the teaching and learning experience. The team are developing an Erasmus profile for international exchanges of both staff and students within Europe that are open to students from this programme.

Other distinctive features may be broadly described thus: Professional Practice – a series of modules shared with other AHP students in the School. The modules begin by exploring common foundation elements in preparation for professional practice including principles of evidence based practice, professional responsibility, understanding of the roles of other professional groups and team working. There is the potential for collaborative research (see below) as the programme progresses with a further preparation for practice module in year 3 addressing HCPC registration, career development and continuing professional development. Research Studies– These inter-professional modules develop an understanding of the importance of evidence based practice and the concept of generating evidence 4

in the form of research. Students prepare and then experience a small research project to produce work in a format suitable for publication, thus encouraging a possible way forward for continuing professional development activity. Occupational Studies – A significant number of modules on this programme develop profession specific thinking and skills by examining topical occupational issues. These modules develop the core understanding of theory and skills that characterise the unique contribution of occupational therapy practice within health and social care settings. The modules firstly examine theory and foundational concepts of occupational functioning before moving onto applying occupational theory to people as occupational beings through the life cycle. In year 3 students can explore a specific area of practice, of their choice, and also address the issues of wellbeing within a community health perspective. Practice Placement – Placement opportunities at each level enable development of professional practice skills in distinct service settings under supervision.

Entry requirements Candidates for the BSc (Hons) Occupational Therapy programme must have a minimum age of 18 years at the start of the programme (College of Occupational Therapists 2003). Equal opportunity It is Plymouth University policy that applications are considered on an equal basis irrespective of age, disability, sexual orientation, marital or parental status, religion, social class, nationality or ethnic origin. The occupational therapy programme complies with this. In selection of students, the team are interested only in whether an applicant has the potential to complete professional occupational therapy education and be potentially fit for practice and award. Applicants who have not been educated in the UK or those for whom English is not their first language will be required to undertake a recognised English language qualification which must include reading, writing, speaking and listening skills. For example the British Council /UCLES IELTS with a score of 7 or above . For example the British Council /UCLES IELTS with a score of 7 or above (preference will be given to applicants with a threshold score of 7 for all levels).

Applicants undertaking the TOEFL internet based test must score a minimum of 100 and those taking the TOEFL Paper Test must score a minimum of 600 Candidates must meet the following minimum academic requirements:

5

Standard Criteria Five GCSE passes (or equivalent) of which English, a Science and Mathematics are required at Grade C or above. (Please note: we will not accept Key Skills 2 in place of GSCE English or Mathematics unless they form part of an Access course) AND A-levels: minimum 300 points. Preference will be given to applicants with at least 80 points in a science or social science topic. OR Degree from an Institution of Higher Education, or a recognised Foundation degree* In addition GCSE (or equivalent) in English and Mathematics at grade C or above, will normally be expected. OR Other qualifications welcomed and will be considered e.g. QAA recognised Access course with 45 credits at Level 6 and must have science/social science elements. BTEC New National Certificate grade DD: New National Diploma grade MMM – preference in health, science and social sciences subjects or the Plymouth University Extended Science Foundation year. Higher Education awards may entitle the candidate to apply to the Plymouth University for consideration under their rigorous APEL procedures. This will normally be to a maximum of 120 credits at Level 4, although this may still require the candidate to undertake practice placement at Level 4 if applying to enrol on the Occupational Therapy award programme. Non-Standard Criteria Applications are considered from candidates who may not meet the entry requirements outlined above. These candidates would need to evidence successful completion of recognised academic study within the 3 years prior to enrolment on the programme e.g. Access course, Open University course, Foundation Degree, GCSE A Level. Relevant life experience and attributes since leaving full time education may also be taken into account. Selection Procedure On receipt of the UCAS form, the admissions team assesses the applicant’s achieved or predicted qualifications against the criteria set out above, and, if these are met, the application is passed to the admissions tutor who is a member of the academic team. The admissions tutor assesses and selects students based on the personal statement and reference of all applications against a set of predetermined criteria appropriate for a professional programme in occupational therapy. The team may wish to clarify details with applicants at interview. 6

It must be emphasised that the selection procedure encompasses a total approach and considers a wide range of factors and not just academic ability. Where any anomalies or queries occur in relation to the application then the admissions tutor makes contact with the applicant in order to seek clarification. Offers are made subject to satisfactorily clearing Occupational Health and Enhanced Criminal Records Bureau (CRB) checks. For those situations where a disclosure is reported via the enhanced CRB check the case is discussed by a Professional Issues committee within the Faculty of Health, Education & Society. Each case is discussed confidentially and a decision made as to whether the application can continue. The applicant is informed of the decision and may be invited to provide information to this committee should they wish. In these cases consideration will have to be made regarding potential employability and eligibility for registration with the Health and Care Professions Council. The University reserves the right to pass on appropriate information to potential employers when a reference is requested. Applicants with Special Needs Throughout the process, applicants are encouraged to disclose any disability without prejudice, so that appropriate adjustments can be made in learning support and their individual needs met. A comprehensive procedure is in place involving Disability Assist Services, the Admissions Team and the admissions tutor to ensure that all applicants are treated equitably. (See Programme Handbook) Conditions of Acceptance All applicants must also agree in writing to accept practice placements wherever they may be offered and the necessary travel to access the placements. Applicants are required to sign agreement to participate in all elements of the programme this will include anatomy practical sessions, self development activities such as creative media, moving and handling training. The University undertakes to ensure that these activities are offered in culturally sensitive way that is respectful of all students and their beliefs. Students may wish to discuss issues arising from this policy with the Programme Lead so that a way forward can be managed that is mindful of their circumstances.

Subsequent to CRB enhanced check on entry to study, students are required to sign an annual declaration at the beginning of each academic year to state that their CRB status has remained unchanged. This is kept on the student’s file. After extended periods of illness that interrupt study, students may be required by the Programme Lead to participate in Occupational Health Screening prior to recommencing academic or practice placement elements of the programme. Students agree as part of their conditions of acceptance to abide by the decisions of the Occupational Health service. Full details of the Admissions process can be found on the Occupational Therapy programme pages on the University website. 7

Programme aims The over-arching aim of this programme is to offer a challenging and rewarding undergraduate experience to its students in order to prepare them for the working world of health and social care, and as practitioners of their profession in the twenty first century, graduates who are cognisant of professional and inter-professional practice and also fit to contribute, if they so desire, to future research. The programme team has developed these aims derived from their belief in, and understanding of, the occupational nature of all individuals. This means that people are viewed as being driven to engage in occupation, in order to meet their biological, psychological, social and spiritual needs through environmental exploration and adaptation. Occupational therapy uses the deceptively simple concept of purposeful occupation to help promote and restore health and well being, thus enhancing occupational function. Occupation is a concept seen as having personal meaning to each individual and relevance to the reality of their daily lives. The programme aims to develop practitioners who are: • • • • •

Confident in their knowledge and understanding of people as occupational beings. Able to understand the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Adept in their understanding of the philosophy of the profession, the relevant sciences that guide practice, and the creative reflexivity for effecting necessary change. Articulate and assured in their professional identity – as critical, reflective, life-long learners. Fit for purpose and practice, thus meeting the requirement to be eligible to apply for entry to the Health Professions register for Occupational Therapists and to be recognised as having sufficient professional standing satisfying the standards of the World Federation of Occupational Therapists.

The aims of the programme, therefore have been chosen to coincide with the professional, social, political, ethical and legislative portfolio of an occupational therapist’s duties and prospective career, yet embedded too, in the progressive and trans-disciplinary objectives of the Faculty of Health, Education and Society at Plymouth University.

8

Intended programme learning outcomes A. Knowledge and Teaching/ learning methods understanding of: and strategies 1. The nature of occupation and The programme utilises a variety it’s importance to individuals of learning and teaching methods. within their life and culture Knowledge is gained through 2. The links between participation lectures, seminars, practical in occupation, health and demonstrations, critique of wellbeing research papers and guided 3. Belief in the use of occupation study. Tutorials are used to as a tool for intervention provide students with 4. The key principles of opportunities to develop and  occupational therapy and clarify their understanding. All occupational science to learning is supported by directed promote health and well-being study of textbooks, journal articles of the individual, their (hard copy or electronic) and family/carers and other online resources. The communities. research evidence available to 5. Through problem solving, occupational therapists is implementing and evaluating emphasised throughout the the occupational therapy programme. Inter professional process learning takes place at all levels 6. The legislative and ethical of the programme in order to aspects of occupational highlight the importance of therapy across a broad effective teamwork in professional spectrum of contexts practice. 7. Techniques and methods of assessment, intervention and Assessment outcome measuring based on A variety of assessment methods an evidence base are used to assess knowledge 8. The normal structure and and understanding, for example – function of the human body unseen examinations are used to and the effects of pathology on assess knowledge, whilst essays, occupational performance viva voces, group projects, poster 9. Human behaviour, presentations and practice development and maturation placements are utilised to assess together with the multi-faceted the knowledge and understanding and changing nature of of the student. Formative and engagement in occupation Summative assessments are across the lifespan. The used to help students to develop importance of effective confidence in the assessment communication in a process. Clear criteria are professional context 9

10. The emerging and evolving political background of health and social care 11. The role of CPD in professional practice

provided for all assessments.

B. Cognitive/ intellectual skills – able to: 1. Analyse and critically evaluate the importance of meaningful occupation in contributing to an individual’s sense of health and well being 2. Demonstrate ability to analyse and solve occupational performance problems 3. Critically evaluate contemporary occupational themes, current discourses and future directions 4. Demonstrate reflexivity in the application of occupational therapy being sensitive to individual and cultural boundaries 5. Demonstrate safe and competent practice including self management 6. Prioritise responsibilities and caseload 7. Use self appraisal and reflection in order to identify future learning needs 8. Demonstrate the ability to utilise and critically appraise appropriate professional literature to underpin learning and incorporate research

Teaching/ learning methods and strategies Reflective and critical skills are developed both in the academic and practice environment by seminars, tutorials and practicals. Lead lectures are used to identify key issues. Sessions may be delivered by University lecturers, outside specialists, carers or clients. The use of learning contracts and portfolios will enable students to take responsibility for their own  learning. The inter-professional modules will encourage students to understand the range of roles in health and social care. Research skills will run throughout the programme in order that students will be able to develop the intellectual skills of analysis, synthesis and evaluation. Assessment The assessment of cognitive skills is achieved by the use of individual project work, essays, practice placement reports, viva voces and inter professional assessments. The students in the second and third years will take responsibility for their own learning through the implementation of a small research project with guidance 10

findings into practice 9. To construct a literature review and short report suitable for publication in a professional journal

from a research tutor. Inter professional group learning will be assessed through presentations and the production of interactive online materials.

C. Practical/ professional qualities and skills – able to: 1. Demonstrate safe practice through achieving a pass level of competency in each separate practice placement experience throughout the programme 2. Demonstrate understanding and accountability of personal boundaries and standards within professional practice and conduct 3. Demonstrate understanding of appropriate delegation and accountability for professional tasks 4. Take responsibility for the maintenance and development of professional competence and fitness for practice through life long learning and CPD 5. Demonstrate understanding of the importance of engaging with the education of future occupational therapists and other students and colleagues within the practice setting 6. Take responsibility for engaging and utilising the

Teaching/ learning methods and strategies Practical and professional skills are key aspects of a professional programme and occur in all years in academic modules studied both at University and on practice placement modules with the link between them constantly emphasised. One third of the programme is spent as practice placement in a range of health and social care settings across the south west peninsula. These  will include statutory and voluntary sector provision. Practice educators meet regularly with students as part of the supervision process to consider learning needs and placement objectives. Academic and Practice Educators maintain close links in order to help students integrate theory and practice throughout the curriculum. The Practice Placement Educators across the Peninsula will be organising a range of interprofessional learning opportunities in the practice setting. Assessment Professional skills and attributes are assessed in a range of ways including practical demonstrations, viva voces, 11

outcomes of research activity 7. Take responsibility for and work within the legal obligations of practice

presentations and on practice placement through the practice placement reports. Self appraisal and reflection are assessed through the CPD portfolio, essays and assignments.

D. Transferable skills – students Teaching/ learning methods will be expected to: and strategies 1. Demonstrate effective oral and written communication Transferable skills are covered skills in a variety of modules and are 2. Work effectively as a developed through collaborative member of a team projects, seminars, practicals 3. Work collaboratively and and on practice placement. proactively to promote best Interactive electronic resources practice and e learning materials are 4. Accurately summarise available through the University  information and convey Portal and VLE interpretations in a logical and coherent manner Assessment 5. Engage in CPD and life long Transferable skills are assessed learning in a variety of modules by 6. Confidently engage with essays, viva voces, individual technology in order to deliver and group presentations and effective occupational practice placement reports. therapy practice Formative online assessments 7. Manage time and prioritise enable students to develop financial, physical and confidence in handling electronic human resources to optimise resources occupational therapy practice

12

Programme structure and pathways Programme Structure BSc (Hons) Occupational Therapy Level 4

Table 6.1 BSc Hons OT Module schedule & credits full time pathway

Term 1

Term 2

Term 3

OCT113: Functional Anatomy and Physiology for Occupation – 10 credits

OCT117: Practice Placement 1 – 20 Credits

OCT 115: OS: Foundations for Occupational Therapy Practice 2 – 20 Credits *

SOHP101: Preparation for Practice Year 1 – 20 credits OCT118: Psycho-social Concepts for Occupation – 10 credits OCT114: OS: Foundations for Occupational Therapy Practice 1 – 20 credits OCT211: OCT214: OS: Occupational Practice Placement 2 Therapy Toolbox – 30 Credits – 30 credits *

OCT116: OS: Humans as Occupational Beings Through the Life Cycle - 20 Credits *

OCT211: OS: Occupational Therapy Toolbox – ctd.

OCT212: OS: Occupational Challenges in the Lifecycle – 30 credits *

SOHP201: Project Studies – 20 credits

Level 5

OCT213: OS: Occupational Presence – 10 credits OCT309: OS: Exploration into Practice – 20 credits

Level 6

SOHP301 Project – 20 Credits

SOHP302: OS: Preparation for Professional Practice – 20 Credits

OCT310: OS: Occupation for Promoting Health and Wellness of Communities – 20 Credits *

OCT 311: OS: The Contemporary Practitioner – 10 Credits

OCT312: Practice Placement 3 - 30 Credits

OS denotes module title prefix Occupational Studies SOHP codes denote modules offered as inter-professional learning experiences OCT codes denote modules offered as occupational therapy curriculum modules Modules where problem based learning will form part of the teaching and learning schedule are denoted with *

13

Exceptions/ special academic regulations Award and assessment governance will be managed in accordance with Plymouth University regulations and procedures. The normal University regulations in respect of progression and assessment are followed with the exception of additional requirements because of: •

the professional nature of the programme

Additional requirements because of the professional nature of the programme are: Should the full credits for the BSc(Hons) award not be met then the appropriate CATS award or interim exit award may be given. The normal University Regulations in respect of progression and assessment are followed, with specific exceptions, due to the structure and professional nature of the programme, as detailed below:

a) The maximum duration of study for the award of BSc Hons Occupational Therapy will be five years (College of Occupational Therapists, 2008) b) There is no compensation between modules at any level, all assessments / part assessments must be passed with a minimum mark of 40% c) Failure in practice placement may be retrieved on one occasion only per level throughout the programme. Condoning a failure in practice for purposes of student progression or professional qualification is not permitted. This is a professional body requirement (College of Occupational Therapists, 2008). d) Students will normally be required to pass at least one placement on the first attempt throughout the programme e) Students who are trailing practice placements over to the next year of study, will only be permitted to trail placement alongside their progressed level of study. This means no student will be able to enter level 6 without at least one passed placement on their academic 14

record. f) Re-commencement of practice placements may need to begin before the Assessment Board is scheduled to enable students the opportunity to progress.

* Note: In accordance with professional requirements, as specified by the College of Occupational Therapists; e.g. OT students may normally only have two attempts at an assessment. However at the discretion of the Examination Board an exceptional 3rd attempt may be awarded.

Final award title Level Intermediate award title(s)

BSc(Hons) Occupational Therapy

Level Awarding institution Teaching institution Accrediting body

See above

6 BSc Health and Social Care Diploma of Higher Education Certificate of Higher Education University of Plymouth Faculty of Health, Education & Society HCPC / College of Occupational Therapists

Appropriate benchmark(s) UCAS code

Date of production: March 3013 Date of most recent approval: Approval event 15th – 17th January 2013.

15

Appendices : Mapping Documents. Appendix 1. Health and Care Professions Council Standards of Education and Training CrossMapping Document. Appendix 2. Health and Care Professions Council Standards of Proficiency –Occupational Therapists. Appendix 3. The Quality Assurance Agency for Higher Education Mapping Subject Benchmark Statements: Occupational Therapy Appendix 4. SEEC Descriptors Mapping Module Learning Outcomes – BSc(Hons) Occupational Therapy Appendix 5. Knowledge and Skills Framework Mapping of Module Codes – BSc(Hons) Occupational Therapy Appendix 6. College of Occupational Therapists Mapping of Professional body Education Standards for Practice.

16

Appendix 1 Major change standards of education and training mapping – BSc Hons Standards of education and training

How did you meet the SET?

How do you now meet the SET?

In which document / page of the document provided can this information be found?

Course documentation states the full award of BSC Hons Occupational Therapy allows graduates to apply for eligibility to register with HCPC

Course documentation states the full award of BSC Hons Occupational Therapy allows graduates to apply for eligibility to register with HCPC

Key Approval document AD Prog Handbook PH Practice Placement Handbook PPHB Programme Specification Document PSD AD Section (S) S1.0 PH S1

2.1 The admissions procedures must give both the The university website and printed applicant and the education provider the prospectus information they require to make an informed choice about whether to take up or make an offer of a place on a programme.

The university website and printed prospectus

AD S9 PH S2.1

2.2 The admissions procedures must apply selection and entry criteria, including evidence of a good command of reading, writing and spoken English.

UCAS Tariff has been raised to 300 points plus English, science and mathematics Other qualifications are considered English pass need a IELTS score of 7 or above (or equivalent)

UCAS Tariff has been raised to 300 points AD S9 plus English, science and mathematics PH S2.1 Other qualifications are considered English pass need a IELTS score of 7 or above (or equivalent)

2.3 The admissions procedures must apply selection and entry criteria, including criminal convictions checks.

University will only enrol students who pass selection criteria and can produce enhanced CRB Check. Status declarations are signed each year by students

University will only enrol students who pass selection criteria and can produce enhanced CRB Check. Status declarations are signed each year by students

1. Level of qualification for entry to the Register 1. 1 The Council normally expects that the threshold entry routes to the Register will be the following: Bachelor degree with honours for: • occupational therapists;

2. Programme admissions

AD S9 PH S2.1

17

2.4 The admissions procedures must apply University will only enrol students who selection and entry criteria, including compliance pass selection criteria this includes with any health requirements. satisfactory occupational health clearance. Any queries are taken to the Professional Issues committee of the Faculty where a final decision is made.

University will only enrol students who AD S9 pass selection criteria this includes PH S2.1 satisfactory occupational health clearance. Any queries are taken to the Professional Issues committee of the Faculty where a final decision is made.

2.5 The admissions procedures must apply The University will only enrol students selection and entry criteria, including appropriate who pass selection criteria that include academic and/or professional entry standards. appropriate academic qualifications and adherence to the professional expectations of the programme

The University will only enrol students AD S9 who pass selection criteria that include PH S2.1 appropriate academic qualifications and adherence to the professional expectations of the programme

2.6 The admissions procedures must apply Clear APEL statements are made in the Clear APEL statements are made in the AD S9 selection and entry criteria, including accreditation documentation and adhered to by the documentation and adhered to by the PH S2.1 of prior (experiential) learning and other inclusion University APEL Department University APEL Department mechanisms. 2.7 The admissions procedures must ensure that the education provider has equality and diversity policies in relation to applicants and students, together with an indication of how these will be implemented and monitored.

University Equality and Diversity policies are made in the documentation and monitored by the University admissions department and the OT admissions team

University Equality and Diversity policies AD S9 are made in the documentation and PH S 2.1 monitored by the University admissions department and the OT admissions team

18

3. Programme management and resources 3.1 The programme must have a secure place in The programme is fully supported in the the education provider’s business plan. business plan of the School of Health Professions and the Faculty of Health, Education and Social Work (FHESW) 3.2 The programme must be effectively managed. Programme management forms part of a robust management structure as part of the School of Health Professions

3.3 The programme must have regular monitoring Each programme in the University holds and evaluation systems in place. and Annual Programme Monitoring Committee that produces an Action Plan for the programme team. The team also provides monitoring information to HCPC and COT. Students complete annual feedback questionnaires and external examiners actively contribute to all programme monitoring and evaluation systems 3.4 There must be a named person who has Pat Eyres was appointed as Programme overall professional responsibility for the Lead from 01.02.2011 programme who must be appropriately qualified and experienced and, unless other arrangements are agreed, be on the relevant part of the Register

The programme is fully supported in the business plan of the School of Health Professions and the Faculty of Health, Education and Social Work (FHESW) Programme management forms part of a robust management structure as part of the School of Health Professions Lyn Westcott is the Associate Professor for Occupational Therapy who oversees all OT provision Pat Eyres is the Programme Lead for the BSc Hons OT programme Each programme in the University holds and Annual Programme Monitoring Committee that produces an Action Plan for the programme team. The team also provides monitoring information to HCPC and COT. Students complete annual feedback questionnaires and external examiners actively contribute to all programme monitoring and evaluation systems Pat Eyres will be the Programme Lead for this programme

AD S1

AD S12 Curriculum Vitae Pat Eyres p69 Lyn Westcott p98

AD S5, S12.3

Curriculum Vitae p68

3.5 There must be an adequate number of Staff have been replaced as reported in The staff establishment for this AD S8 appropriately qualified and experienced staff in the HCPC Major Change process 2011 All programme 11 WTE with 1 at Senior AD S12.3 place to deliver an effective programme. core staff are registered with HCPC as Lecturer level and 1 at Programme Lead AD S20 occupational therapists

19

S20

3.6 Subject areas must be taught by staff with The programme has been designed with relevant specialist expertise and knowledge. modules led and taught by staff with appropriate expert professional knowledge New appointments have been mindful to maintain the required expertise in the staff team including lecturer practitioner appointments.

The programme has been designed with AD S20 modules led and taught by staff with AD S21 appropriate expert professional PH Appendix 1 DMRs knowledge. This will continue to include lecturer practitioners

3.7 A programme for staff development must be in The University continues to support The full range can be found in the staff AD S8 place to ensure continuing professional and research scholarship and professional CVs these include research, professional AD research development. development activities liaison and collaboration both in the UK and overseas 3.8 The resources to support student learning in all Resources both in the University setting settings must be effectively used. and on placement are highlighted to all students and staff so that they can be effectively used. As stated in the HCPC major change 2010 Room Gf22b has been refurbished to provide additional facilities for creative activities. The OT team have developed specific study strategies for each level of study and these are given to the students at induction each year. These will be included in the student handbook from 2011/2012

Resources both in the University setting and on placement are highlighted to all students and staff so that they can be effectively used. Room bookings are managed by a central timetabling team to maximise efficiency. Room Gf22b has been further refurbished to include an ADL bathroom facility. The OT study strategies will continue to form part of the students learning resources.

S20

University Website AD S 11.1 AD S14 PH S3.6 PPHB

20

3.9 The resources to support student learning in all Learning resources (including IT) continue University has updated its computers and University website settings must effectively support the required to be available both in the University the University Library facilities over the AD S11.1 learning and teaching activities of the programme. setting and on placement. summer 2012 AD S11.2 PH S3.6 PPHB 3.10 The learning resources, including IT facilities, Adequate and accessible facilities both in must be appropriate to the curriculum and must be the University setting and on placement readily available to students and staff. are highlighted to all students so that they can be effectively accessed

A wide range of resources are available both at PAHC and on Drake Circus campus. Students are directed to appropriate online learning resources by module teams

University website AD S11.1 AD S11.2 AD S15 AD S21 PH S3.6

3.11 There must be adequate and accessible Learning resources (including IT) continue The programme team will direct the University website facilities to support the welfare and wellbeing of to be available both in the University students to the appropriate resources. AD S11.1 students in all settings. setting and on placement. Students are AD S11.2 directed to these by the programme team AD S15 PH S4 3.12 There must be a system of academic and The personal tutoring system amongst the pastoral student support in place. staff team continues to offer each student a named tutor. University support also includes Counselling, Chaplaincy, Financial support and the Student Union

The University has updated its Personal Tutoring policy Sept 2012 students have been made aware and the OT team will work within the new guidelines. University support services including Counselling, Chaplaincy, Finance and Student Union will continue.

University website AD S5 AD S15 PH S4.7

21

3.13 There must be a student complaints process in place.

Since 2009/ 2010 there has been a continuation of the University Students Complaints and Appeals process as set out in University regulations

Students will continue to be made aware of this

University website AD S5.2

3.14 Where students participate as service users in The University has a policy to guide The University policy will continue to be practical and clinical teaching, appropriate consent for participation in practical and observed protocols must be used to obtain their consent. clinical teaching that is culturally sensitive

AD S9 PH S 21. PH S4.1 PPHB

3.15 Throughout the course of the programme, the education provider must have identified where attendance is mandatory and must have associated monitoring mechanisms in place.

The School continues to maintain a The programme team will continue to register system for sessions on the maintain a register system. programme and students are told that it is an expectation to attend all timetabled sessions

AD S6.1 PH S4.1 PPHB

3.16 There must be a process in place throughout the programme for dealing with concerns about students’ profession-related conduct.

Professional suitability is dealt with through the Personal tutor system and the University Disciplinary Procedures. Students are made aware of ethical expectations of their profession related behaviour at induction and through the teaching on the programme in relation to professional body codes of conduct

University website AD S5.2 AD S9 AD S15 AD S21 PH S4 PPHB

Professional suitability will continue to be dealt with through the Personal tutor system and the University Disciplinary Procedures. Students will be made aware of the professional expectations of their conduct at induction and through the programme informed by COT and HCPC Standards

22

4. Curriculum 4.1 The learning outcomes must ensure that those who successfully complete the programme meet the standards of proficiency for their part of the Register.

The programme of modules continue to meet the HCPC OT SOPS

The programme has been carefully designed to ensure that graduates will successfully meet the HCPC OT SOPS

AD S6 AD S21 PH S3.2 PSD P10 – 13 PPHB

4.2 The programme must reflect the philosophy, core values, skills and knowledge base as articulated in any relevant curriculum guidance.

The programme of modules continue to be mapped against HCPC OT SOPS, SETS and other relevant professional standards (including COT, QAA )

The programme has been mapped against HCPC OT SOPS and SETS And other relevant professional standards COT QAA KSF SEEC Level descriptors

University website AD S6 AD S7 AD S21 PPHB

4.3 Integration of theory and practice must be central to the curriculum.

The programme continues to be designed The programme spiral curriculum design as an integral spiral curriculum to has been carried forward into this encourage integration programme as it encourages integration and innovation of thinking and learning

4.4 The curriculum must remain relevant to current The programme continues to be designed practice. as a spiral curriculum to encourage integration of topic areas to include shared/inter professional learning and to integrate practice learning. It was subject to Major Change in 2010. The teaching team reflect a wider range of practice interest to reflect the contemporary occupational therapy practice areas – as advised to HCPC in 2010 we have appointed 1 part time lecturer- practitioner posts as part of the staff team to integrate contemporary practice into the classroom

The spiral curriculum remains key to the design of the new programme as it has proved to be an effective method of enabling the curriculum to maintain relevance.

AD S6 PH 3.4 PPHB University website AD S1 AD S2 AD S3 AD S4 AD S8 PH S3.1 PH S3.2 PH S3.4 PPHB

23

24

4.5 The curriculum must make sure that students understand the implications of the HCPC’s standards of conduct, performance and ethics.

Professional Studies modules in Year 1 and Year 3 are focussed on the HCPC Standards of conduct, performance and ethics. Practice placement briefings are based around these Standards. These standards are used as part of the University professional suitability process and procedures

Students will be introduced to the HCPC Standards in both profession specific and inter professional learning modules. The Standards will continue to be used as part of the University professional suitability process and procedures

University website AD S5 AD S21 PH Appendix 1

The programme continues to be delivered as an integrated spiral curriculum to encourage the development of autonomous and reflective thinking this is encouraged through the assessments where increasing autonomy in these skills is expected. The team have developed programme specific study strategies for each level of study and these are given to students as part of induction. They will be included in the student handbook from 2011/2012

The integrated curriculum has been taken forward into the new programme and the student study strategies will continue to be given to students as part of induction and will be included in the student handbook

AD S6 AD S13 AD S21 PH S3.1 PH S3.2 PPHB

4.7 The delivery of the programme must encourage The programme continues to be designed evidence based practice. as an integrated spiral curriculum to encourage integration of topic areas to include evidence based practice as a key theme

Evidence based practice underpins all teaching and learning delivery of the programme. This is embedded into the programme from level 1 where Students are introduced to the concepts and practice this is followed in level 2 and level 3 as they undertake a small evidenced based practice research project. Reading lists and resources are updated by the module teams each year to ensure that students are made aware of the most up to date evidence

AD S6 AD S21 PH S3.1 PH S3.2 PH Appendix 1 PSD PPHB

4.6 The delivery of the programme must support and develop autonomous and reflective thinking.

PPHB

25

4.8 The range of learning and teaching approaches The programme continues to be designed The integrated curriculum progression of used must be appropriate to the effective delivery as an integrated spiral curriculum with a teaching and learning techniques will of the curriculum. progression of teaching and learning continue into this programme techniques that encourage students to meet the increased demands of higher level studies as the programme progresses towards BSc Hons award

AD S7 AD S13 AD S21 PH S3.5 PH Appendix 1

4.9 When there is interprofessional learning the The programme continues to be designed profession-specific skills and knowledge of each as an integrated spiral curriculum with a professional group must be adequately addressed. progression of inter professional learning to encourage students to understand the profession specific skills of each professional group and professional relationships when working in a team Inter professional learning is a core theme of the programme with specific modules planned and taught to this end

University website AD S6.1 AD S13.1 AD S13.2 AD 21 PH S3.4 PH Appendix 1 PPHB

Inter professional learning opportunities have been built into the new programme to further develop the opportunities for students to learn with and from each other Inter professional learning remains a key column of learning as part of preparation for professional practice

26

5 Practice placements 5.1 Practice placements must be integral to the programme.

The programme offers 3 placements – one at each level of study they are all integral to the academic programme

There will continue to be 3 placements – one at each level of study – all placements are integral to the academic programme

University website Placement handbook AD S5 AD S5 AD S13 AD S14 PH S3.1 PH S3.2 PH S3.4 PPHB PSD

5.2 The number, duration and range of practice placements must be appropriate to support the delivery of the programme and the achievement of the learning outcomes.

The programme continues to offer 3 placements – one at each level of study These are integral to the academic programme and are designed to cover different placement areas supporting the delivery of the programme and the achievement of the learning outcomes

There will continue to be 3 placements – one at each level of study – students will be placed within a range of settings within Devon and Cornwall

University website AD S14 AD S21 PH S3.4 PH S3.5 PH S3.6 PPHB

5.3 The practice placement settings must provide a As outlined in the Major Change HCPC safe and supportive environment. documentation of 2010 the 3 placements continue to be supported by a practice placement team and other staff have taken on local duties to visit and support students in distinct areas

The OT Practice Placement Lead and team will continue to support students on practice placements. The OT Team visit on a locality basis in order to develop supportive relationships with practice colleagues and students

University website – POPPI. ARC FHESW workplace agreement FHESW Placement audit strategy PPHB AD S14 AD S21 PH S3.6

27

5.4 The education provider must maintain a thorough and effective system for approving and monitoring all placements.

All new placements continue to receive a The system will continue into the new set up visit from the OT team, half way programme and will be evaluated on an placement contact for students and annual basis educators (either face to face or by telephone) Students evaluate placements on return to University All placements are subject to Faculty HESW audit on a regular basis- a record is kept within the School of Health

University Website – POPPI, ARC Placement handbook AD S12 AD S14 PH S3.6 PH Appendix 5

5.5 The placement providers must have equality and diversity policies in relation to students, together with an indication of how these will be implemented and monitored.

All placements continue to be made aware of the need for an equality and diversity policy in relation to students together with how these will be implemented and monitored including support given to students by Plymouth University

Placements will continue to be made aware of the need for an equality and diversity policy for students. The OT team continue to work closely with the Learning support team to ensure that the appropriate support is available to students on practice placement

University website – ARC, POPPI FHESW workplace agreement FHESW quality audits PPHB AD S14 PH S 4.17

This process will continue with the new programme. The OT team as part of their locality based responsibilities meet with placement colleagues to support the development of qualified and experienced educators

University website ARC, POPPI PPHB AD S5 AD S8 AD S12 AD S14 PH Appendix 1

5.6 There must be an adequate number of All placements continue to be aware of appropriately qualified and experienced staff at the the need for appropriately qualified and practice placement setting. experienced staff at the placement setting. The University monitor this as part of their liaison functions with placement providers

28



5.7 Practice placement educators must have relevant knowledge, skills and experience.

All placements are made aware of the need for staff with relevant knowledge, skills and experience at the practice placement setting and support placement staff to this end. As part of the geographical division of placement support amongst the wider team (passed through the HPC Major Change 2010) University staff offer each area at least one annual placement update and additional CPD sessions for staff based on areas of interest (eg HCPC Audit)

This process will continue with the OT Team continuing to develop their links with their locality. Annual placement updates will be offered across Devon and Cornwall for any PE to attend, alongside smaller bespoke updating and CPD events negotiated with local colleagues

University website – ARC, POPPI Placement newsletter PPHB AD S14 PH Appendix 1

5.8 Practice placement educators must undertake appropriate practice placement educator training.

All placement educators continue to be offered a wide range of training according to their learning needs including basic and advanced placement educator training, locality based updates and access to COT APPLE Accreditation

This process with continue with the OT working with practice placement colleagues to deliver appropriate practice placement educator training and access to COT APPLE Accreditation

University website – ARC, POPPI Placement newsletter PPHB AD S14

5.9 Practice placement educators must be appropriately registered, unless other arrangements are agreed.

It is expected that named placement educators are HCPC registered as Occupational Therapists. In exceptional circumstances where this may not be provided (eg role emergent settings) this roles is fulfilled by staff from the University academic team on a regular basis

This process will continue into the new programme. In role emergent settings the OT team are team are working with locally based registered Occupational Therapists to offer students professional supervision and guidance alongside the day to day supervision from the practice setting. This process is monitored and supported by the University OT team

University website – ARC, POPPI Placement newsletter PPHB AD S 14

29

5.10 There must be regular and effective collaboration between the education provider and the practice placement provider.

Placements continue to receive regular and effective support from Plymouth University staff. This includes placement support, placement education, CPD, placement quality procedures and collaborative capacity agreements

This process will continue into the new programme. The OT team will also provide update training workshops to introduce the new programme

University website – ARC, POPPI Placement newsletter PPHB AD S14

5.11 Students, practice placement providers and practice placement educators must be fully prepared for placement which will include information about and understanding of: • the learning outcomes to be achieved; • the timings and the duration of any placement experience and associated records to be maintained; • expectations of professional conduct; • the assessment procedures including the implications of, and any action to be taken in the case of, failure to progress; and • communication and lines of responsibility.

Students are prepared for placement through designated teaching time and professional studies modules. All students are required to meet mandatory training standards each year in areas such as basic life support and meet the CRB Enhanced and health requirements expected of them. Students are supplied with a placement handbook to outline these expectations and procedures that manage difficulties in any of the named SET areas. Placement providers and Placement educators are provided with the placement handbook and University support to ensure all expectations are met. Placement educators courses and updates discuss these requirements

This process will continue – students will be prepared for placement through designated teaching times and through both professional and inter professional modules. Mandatory training will continue to be delivered through the School of Health’s programme and CRB and health requirements will continue to be carefully monitored. Students and Practice Educators will be supplied with placement handbooks and electronic copies will be available on ARC The OT team will continue to develop clear communication and lines of responsibility with their locality colleagues Practice educator courses and updates will also continue to discuss these requirements

University website – ARC, POPPI Placement newsletter PPHB AD S6.1 AD S7 AD S13 AD S14 AD S21

30

5.12 Learning, teaching and supervision must Students are prepared for placement encourage safe and effective practice, independent through designated teaching time and learning and professional conduct. professional studies modules. These are designed to prepare students for placement and to ensure safe and effective practice, independent learning and appropriate professional conduct. Students are supplied with a placement handbook to outline these expectations and procedures that manage difficulties in any area

This will continue – students will be prepared for placement through designated teaching time and through both professional and inter professional modules. The spiral curriculum enables students to integrate theory and practice throughout the programme with a greater emphasis on independent learning as they progress through the programme. Both the academic tutors and the placement educators will help the student to manage their learning through the learning contract, regular supervision and placement visits. Placement debrief workshops and assessment vivas attached to placement will enable students to demonstrate safe and effective practice and appropriate professional conduct

University website – ARC, POPPI PPHB AD S14 AD S15 AD S21 PH Appendix 1 PSD

5.13 A range of learning and teaching methods that respect the rights and needs of service users and colleagues must be in place throughout practice placements.

Students will continue to be prepared for placement through designated teaching time and through professional and inter professional modules. There will continue to be a focus on service users rights and needs in the teaching materials and in the module assessments. Placement educators will monitor and assess these areas with the students and report any concerns to the University OT team. Deficiency in these areas will lead to placement failure. The placement handbook clearly documents this process

University website ARC, POPPI PPHB AD S13.1.1 AD S13.1.3 AD S14 PH Appendix 1 PSD

Students are prepared for placement through designated teaching time and professional studies modules. These are designed to enable students to identify issues linked to service users and colleagues. Placement educators are required to monitor and assess these areas of the students’ performance and understanding. A deficiency in these areas will lead to placement failure. Students are supplied with a placement handbook to outline these expectations and procedures to manage difficulties in this area.

31

6 Assessment 6.1 The assessment strategy and design must ensure that the student who successfully completes the programme has met the standards of proficiency for their part of the Register.

The assessment strategy has been designed to reflect the standards of proficiency required by HCPC for registered occupational therapists. Under the passed Major Changes that were put through to HCPC in 2010 a module assessment was subject to slight alteration to better fulfil this SET (HEAA219)

The assessment strategy for this programme has been very carefully designed to reflect the standards of proficiency required by HCPC for registered occupational therapists

AD S5.1 AD S5.2 AD S6 AD S10.1.1 AD S13.1.1 AD S13.3 AD S21 PH S3.5 PH Appendix 1

6.2 All assessments must provide a rigorous and effective process by which compliance with external-reference frameworks can be measured.

All modules and their assessments continue to be subject to construction with reference to SEEC academic level descriptors and are marked in line with Plymouth University marking standards. These processes are subject to scrutiny by relevant bodies eg External Examiner, periodic review, HCPC and COT monitoring

All modules and assessments have been aligned to learning outcomes and comply with external frameworks including: Plymouth University assessment guidelines SEEC level descriptors HCPC and COT standards

University website PPHB AD S5 AD S5.2 AD S10.1 AD S13 AD S13.3 AD S21 PH S3.5 PH Appendix 1 PSD

32

6.3 Professional aspects of practice must be integral to the assessment procedures in both the education setting and practice placement setting.

The assessment strategy has been designed to be mindful of professional aspects of practice whether through formative or summative assessment procedures. The range of assessments link to practice and or monitor practice performance and or focus on professional aspects of practice

The assessment strategy has been designed to enable students to demonstrate links between theory and practice and this is evidenced in both academic and practice modules. Professional practice has two assessment components Practice competences – the student must successfully complete all of the assigned learning competences to successfully pass the placement Academic work linked to placement – students must also successfully complete the identified academic assessment in order to pass the practice placement modules.

University website PPHB AD S5.2 AD S6.1 AD S7 AD S10.1 AD S12 AD S13.1 AD S13.3 AD S14 AD S21 PH S3.5 PH S4.1 PH S4.4 PH S4.5 PH S4.6 PH S4.17 PH Appendix 1

6.4 Assessment methods must be employed that measure the learning outcomes.

The range of assessments is constructively aligned to the learning outcomes of the modules. This is monitored through the External Examiners

The assignments have been constructively aligned to meet the learning outcomes of the modules. This will be monitored by the External Examiners, Quality Assurance mechanisms including the Annual APM and visiting tutors. Practice Educators will continue to assist the OT teaching team in the viva case based assessments and research presentations ensuring assessments maintain an integrated theory and practice focus

University website PPHB AD S13 AD S21 AD Table 6.1 PH S 3.5 PSD

33

6.5 The measurement of student performance must The range and standards expected within be objective and ensure fitness to practise. the assessment agenda are designed to meet Plymouth University regulations. These govern performance and progression at each stage of the programme and eventually to graduation and eligibility to apply for registration

The range and standards expected within the assessment strategy are designed to meet Plymouth University regulations including the Learning Outcomes for each of the modules. Practice Educator training courses and updates focus on the measurement of students’ placement performance and the responsibilities of accurate assessment in order to ensure fitness to practice

University website PPHB AD S5.2 AD S10 AD S13 AD S14 ADS21 PH S3.5 PH Appendix 1

6.6 There must be effective monitoring and evaluation mechanisms in place to ensure appropriate standards in the assessment.

The range and standards expected within the assessment agenda have been designed to fulfil the requirements of Plymouth University regulations. These include guidance on 1st and 2nd marking, moderation, external examination. Regulations are met that govern effective monitoring and evaluation of each stage of the programme

The effective strategy undertaken by the OT team in 1st and 2nd marking, moderation and external examination will continue into this new programme. All assessments will meet the necessary University and regulatory standards

University website PPHB AD S5.2 AD S10 AD - Table 10.1 AD S12 AD S13 PH S1.2 PH S1.3 PH Appendix 1

6.7 Assessment regulations must clearly specify requirements for student progression and achievement within the programme.

The range and standards expected within Plymouth University assessment regulations continue to be designed to clearly specify requirements for student progression and achievement

The assessment regulations have been clearly designed to identify the programme progression and achievement requirements

University website PPHB AD – Table 10.1 AD – S10.1 AD S13.3 PH S 1.2 PH S1.3 PH S2.2 PH S3.3

34

6.8 Assessment regulations, or other relevant policies, must clearly specify requirements for approved programmes being the only programmes which contain any reference to an HCPC protected title or part of the Register in their named award.

Programme documentation is clear that it is only the award of BSc Hons Occupational Therapy that confers eligibility to apply for registration with HCPC

Programme documentation is clear that it is only the award of BSC Hons Occupational Therapy that makes reference to any HCPC Protected title and eligibility to apply for registration with HCPC

University website PPHB AD S10 AD Table 10.1 PH 3.3

6.9 Assessment regulations must clearly specify requirements for an aegrotat award not to provide eligibility for admission to the Register.

Programme documentation is clear that the aegrotat award does not confer eligibility to apply for admission to the HCPC register

Programme documentation is clear that the aegrotat award does not confer eligibility to apply for admission to the HCPC register

University website AD S10

6.10 Assessment regulations must clearly specify Plymouth University assessment requirements for a procedure for the right of appeal regulations clearly specify the procedure for students. for the right of appeal for students

Plymouth University assessment regulations clearly specify the procedure for the right of appeal for students

University website AD S5.2 PH S1.2

6.11 Assessment regulations must clearly specify requirements for the appointment of at least one external examiner who must be appropriately experienced and qualified and, unless other arrangements are agreed, be from the relevant part of the Register.

Programme regulations clearly specify University website that at least one external examiner is AD S 10.1.2 appropriately experienced and qualified and agreed to be from the relevant part of the register

Programme regulations clearly specify that at least one external examiner is appropriately experienced and qualified and agreed to be from the relevant part of the register

35

Appendix 2: BSc (Hons) Occupational Therapy Standards of proficiency mapping document Standards of Proficiency (SOPs)

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

Expectations of a registrant 1a:

Professional autonomy and accountability. Registrants occupational therapists must:

Key Programme Handbook – PH Approval Document – AD Practice Placement Handbook – PPHB

36

Standards of Proficiency (SOPs)

1a.1

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to practise within the legal and ethical boundaries of their profession •

Understand the need to act in the best interests of service users at all times

University Website AD S1,S3,S7,S14,S21 PH S1.2, S3.1,S3.2,S3.4.S4.4S4.9, Appendix 1 PPHB



understand what is required of them by the Health and Care Professions Council

AD S10, DMR SOHP 101 PPHB PH S1.2,S4.4,S4.9, DMR SOHP 101, Appendix 1



understand the need to respect, and so far as possible uphold, the AD S1,S3,S7,S14, S21 rights, dignity, values and autonomy of every service user including PPHB their role in the diagnostic and therapeutic process and in maintaining health and wellbeing PH S1.2,S3.1,S3.2,S3.4,S4.4,S4.9, Appendix 1

37

Standards of Proficiency (SOPs)



Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be aware of current UK legislation applicable to the work of their profession

AD S1,S3,S7, S14, S21 All OCT Code DMRs PPHB PH S1.2,S3.1,S3.2, S3.4,S4.4,S4.9, Appendix 1

1a.2

be able to practise in a non-discriminatory manner

AD S1, S3, S7, S14, S21 PPHB PH S1.2,S3.1,S3.2, S3.4,S4.4,S4.9, Appendix 1

1a.3

understand

the

confidentiality

importance

of

and

be

able

to

maintain AD S1,S3,S7,S14, S21 PPHB PH S1.2,S3.1,S3.2, S3.4,S4.4,S4.9, Appendix 1

1a.4

understand the importance of and be able to obtain informed AD S1,S3,S7,S14,S21 consent PPHB PH S1.2,S3.1,S3.2, S3.4,S4.4,S4.9, Appendix 1

38

Standards of Proficiency (SOPs)

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

1a.5

AD S1, S3,S7,S14,S21

be able to exercise a professional duty of care

PPHB PH S1.2,S3.1,S3.2, S3.4,S4.4,S4.9, Appendix 1

1a.6

be able to practise as an autonomous professional, exercising their own professional judgement •

be able to assess a situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem

AD S14, S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17



be able to initiate resolution of problems and be able to exercise personal initiative

AD S14,S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17

39

Standards of Proficiency (SOPs)



Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

know the limits of their practice and when to seek advice or refer to AD S6, S14, S15 another professional PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17



recognise that they are personally responsible for and must be able AD S6, S14, S15 to justify their decisions PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17

1a.7

recognise the need for effective self-management of workload AD S6, S14,S15 and resources and be able to practise accordingly PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17

1a.8

understand the obligation to maintain fitness to practise •

understand the need to practise safely and effectively within their scope of practice

AD S6, S14, S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17

40

Standards of Proficiency (SOPs)



understand the need to maintain high standards of personal conduct

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S6,S14,S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17



understand the importance of maintaining their own health

AD S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17



understand both the need to keep skills and knowledge up to date and the importance of career-long learning

AD S6, S14, S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17

1b:

Professional relationships. Registrants occupational therapists must:

1b.1 be able to work, where appropriate, in partnership with other professionals, support staff, service users and their relatives and carers

41

Standards of Proficiency (SOPs)

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)



understand the need to build and sustain professional relationships AD S13, S21 as both an independent practitioner and collaboratively as a PPHB member of a team PH S3.5, S3.6 Appendix 1



understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals

AD S21 – particularly OCT 211, OCT 212, OCT 213, OCT 117, OCT 214, OCT 312, OCT 311 PPHB PH – Appendix 1



be able to make appropriate referrals

AD S14, S15 PPHB PH S4.1,S4.2, S4.4,S4.9, S4.17



understand the need to work with those who provide services in and across different sectors

AD S21 particularly OCT 211, OCT 212, OCT 213, OCT 117, OCT 214, OCT 312, OCT 311 PPHB PH Appendix 1

42

Standards of Proficiency (SOPs)

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

1b.2 be able to contribute effectively to work undertaken as part of a AD S2 particularly OCT 114, OCT 115,OCT 211, OCT multi-disciplinary team 212, OCT 213, OCT 117, OCT 214, OCT 312, OCT 311 PPHB PH Appendix 1 1b.3 be able to demonstrate effective and appropriate skills in communicating information, advice, instruction and professional opinion to colleagues, patients, clients, users, their relatives and carers •



be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5

AD S9

understand how communications skills affect the assessment of service users and how the means of communication should be modified to address and take account of factors such as age, physical ability and learning disability

AD S21 particularly OCT 114, OCT 115, OCT 211, OCT 212, OCT 213, OCT 117, OCT 214, OCT 312, OCT 311

PH S2.1

PPHB PH Appendix 1

43

Standards of Proficiency (SOPs)



Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to select, move between and use appropriate forms of AD S21 particularly OCT 114, OCT 115, OCT 211, OCT verbal and non-verbal communication with service users and others 212, OCT 213, OCT 117, OCT 214, OCT 312, OCT 311 PPHB PH Appendix 1



be aware of the characteristics and consequences of non-verbal communication and how this can be affected by culture, age, ethnicity, gender, religious beliefs and socio-economic status

AD S21 particularly OCT 114, OCT 115, OCT 211, OCT 212, OCT 213, OCT 117, OCT 214, OCT 312, OCT 311 PPHB PH Appendix 1



understand the need to provide service users (or people acting on AD S21 their behalf) with the information necessary to enable them to make PPHB informed decisions PH Appendix 1



understand the need to use an appropriate interpreter to assist service users whose first language is not English, wherever possible

AD S21 particularly OCT 116, OCT 211, OCT 212 PPHB PH Appendix 1

44

Standards of Proficiency (SOPs)



Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

recognise that relationships with service users should be based on AD S7,S13,S14,S21 mutual respect and trust, and be able to maintain high standards of PPHB care even in situations of personal incompatibility PH S4.1, S4.2, S4.4, S4.9, S4.17, Appendix 1

1b.4 understand the need for effective communication throughout the care of the service user •

recognise the need to use interpersonal skills to encourage the active participation of service users

AD S21 particularly OCT 114, OCT 115, OCT 116,SOHP 101, SOHP 104,SOHP 302 PPHB PH Appendix 1



understand the need to adopt an approach which centres on the AD S21 service user and establish appropriate professional relationships in PPHB order to motivate and involve the client in meaningful occupation PH Appendix 1



understand the value of enabling and empowering service users with the aim of enhancing their access to all services and opportunities which are available to them

AD S21 PPHB PH Appendix 1

45

Standards of Proficiency (SOPs)



understand group dynamics and roles, and be able to facilitate group work, in order to maximise support, learning and change within groups and communities

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 particularly OCT 211, OCT 212, OCT 213, OCT 310, OCT 311, SOHP 101, SOHP 302 PPHB PH Appendix 1



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

AD S21 particularly OCT 211, OCT 212, OCT 213, OCT 310, OCT 311, SOHP 101, SOHP 302 PPHB PH Appendix 1

The skills required for the application of practice 2a:

Identification and assessment of health and social care needs. Registrant occupational therapists must:

2a.1

be able to gather appropriate information

AD S21 PPHB PH Appendix 1

46

Standards of Proficiency (SOPs)

2a.2

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to select and use appropriate assessment techniques •

be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment

AD S21 particularly OCT117, OCT214, OCT 312 PPHB PH Appendix 1



be able to use observation to gather information about the functional abilities of service users

AD S21 particularly OCT 117, OCT 214, OCT 312 PPHB PH Appendix 1



understand the need to identify and assess occupational, physical, psychological, cultural and environmental needs/problems of service users, their families and carers

AD S21 particularly OCT 117, OCT 214, OCT 312 PPHB PH Appendix 1



be able to listen to a service user’s story and analyse the content in AD S21 particularly OCT 117, OCT 214, OCT 312 order to plan for the future PPHB PH Appendix 1

47

Standards of Proficiency (SOPs)

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)



be able, through interview and individual discussion, to understand AD S21 particularly OCT 117, OCT 214, OCT 312 the values, beliefs and interests of service users, their families and PPHB carers PH



be able to select and use standardised and non standardised assessments appropriately to gather information about the service user’s occupational performance, taking account of the environmental context

AD S21 particularly OCT 117, OCT 214, OCT 312

be able to select and use relevant assessment tools to identify occupational performance needs

AD S21 particularly OCT 117, OCT 214, OCT 312



PPHB PH Appendix 1

PPHB PH Appendix 1



understand the need to consider the assessment of the health and social care needs of service users

AD S21 particularly OCT 117, OCT 214, OCT 312 PPHB PH Appendix 1

2a.3

be able to undertake or arrange investigations as appropriate

AD S21 particularly OCT 214, OCT 312 PPHB PH Appendix 1

48

Standards of Proficiency (SOPs)

2a.4

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to analyse and critically evaluate the information AD S21 particularly OCT 117, OCT 214, OCT 312 collected PPHB PH Appendix 1

2b:

Formulation and delivery of plans and strategies for meeting health and social care needs. Registrant occupational therapists must:

2b.1 be able to use research, reasoning and problem solving skills to determine appropriate actions



recognise the value of research to the critical evaluation of practice AD S21 particularly SOHP 201, SOHP 301 PPHB PH Appendix 1

49

Standards of Proficiency (SOPs)



be able to engage in evidence-based practice, evaluate practice systematically and participate in audit procedures

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 particularly SOHP 101,SOHP 201, SOHP 301, PPHB PH Appendix 1



be aware of a range of research methodologies

AD S21 particularly SOHP 201, SOHP 301 PPHB PH Appendix 1



be able to demonstrate a logical and systematic approach to problem solving

AD S21 PPHB PH Appendix 1



be able to evaluate research and other evidence to inform their own AD S21 practice PPHB PH Appendix 1

2b.2 be able to draw on appropriate knowledge and skills in order to make professional judgements

50

Standards of Proficiency (SOPs)



be able to change their practice as needed to take account of new developments

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 particularly Level 6 PPHB PH Appendix 1 particularly Level 6



be able to demonstrate a level of skill in the use of information technology appropriate to their practice

AD S21 PPHB PH Appendix 1



be able to understand and use the relevant sciences and established theories, frameworks and concepts of occupational therapy

AD S21 PPHB PH Appendix 1

2b.3 be able to formulate specific and appropriate management plans including the setting of timescales •

understand the requirement to adapt practice to meet the needs of different groups distinguished by, for example, physical, psychological, environmental, cultural or socio-economic factors

AD S21 particularly Levels 5 and 6 PPHB PH Appendix 1 particularly Levels 5 and 6

51

Standards of Proficiency (SOPs)

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)



understand the need to agree the goals and priorities of intervention AD S21 in relation to occupational needs in partnership with service users, PPHB basing such decisions on assessment results PH Appendix 1



be able to select as appropriate, the specific occupations and/or activities for use as therapeutic media, taking into account the particular therapeutic needs of service users

AD S21 PPHB PH Appendix 1



be able to analyse, develop or modify therapeutic media and/or environments to service users, to build on their abilities and enhance their occupational performance

AD S21 particularly Level 6 PPHB PH Appendix 1 particularly Level 6



be aware of the full range of occupations and/or activities used in intervention and how these should reflect the individual’s occupational needs

AD S21 particularly Level 6 PPHB PH Appendix 1 particularly Level 6

2b.4 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely and skilfully

52

Standards of Proficiency (SOPs)



understand the need to maintain the safety of both service users and those involved in their care

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 PPHB PH Appendix 1



understand the specific local context of practice, including the socio-cultural diversity of the community

AD S21 PPHB PH Appendix 1

2b.5 be able to maintain records appropriately •

be able to keep accurate, legible records and recognise the need to AD S21 handle these records and all other clinical information in PPHB accordance with applicable legislation, protocols and guidelines PH Appendix 1



understand the need to use only accepted terminology in making records

AD S21 PPHB PH Appendix 1

2c:

Critical evaluation of the impact of, or response to, the registrant's actions. Registrant occupational therapists must:

53

Standards of Proficiency (SOPs)

2c.1

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to monitor and review the ongoing effectiveness of planned activity and modify it accordingly •

be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care

AD S21 PPHB PH S4.1, 4.4, 4.17, Appendix 1



be able to evaluate intervention plans using recognised outcome AD S21 measures and revise the plans as necessary in conjunction with the PPHB service user PH S4.1, 4.4, 4.17, Appendix 1



recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes

AD S21 particularly Level 6 ADV 716 PPHB PH S4.1, 4.4, 4.17, Appendix 1 particularly Level 6

54

Standards of Proficiency (SOPs)



Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to make reasoned decisions to initiate, continue, modify or AD S21 particularly Level 6 cease treatment or the use of techniques or procedures, and record ADV 716 the decisions and reasoning appropriately PPHB PH S4.1, 4.4, 4.17, Appendix 1 particularly Level 6



be able to work in appropriate partnership with the service user in order to evaluate the effectiveness of occupational therapy intervention

AD S21 particularly Levels 5 and 6 ADV 716 PPHB PH S4.1, 4.4, 4.17, Appendix 1 particularly Levels 5 and 6

2c.2

be able to audit, reflect on and review practice •

understand the principles of quality control and quality assurance

AD S21 PPHB PH S4.1, 4.4, 4.17,Appendix 1

55

Standards of Proficiency (SOPs)



be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 PPHB PH S4.1, 4.4, 4.17,Appendix 1



be able to maintain an effective audit trail and work towards continual improvement

AD S21 particularly Level 6 PPHB PH S4.1, 4.4, 4.17,Appendix 1



participate in quality assurance programmes, where appropriate

AD S21 PPHB PH S4.1, 4.4, 4.17,Appendix 1



understand the value of reflection on practice and the need to record the outcome of such reflection

AD S21 particularly OCT 117, OCT 214, OCT 312 PPHB PH S4.1, 4.4, 4.17,Appendix 1



recognise the value of case conferences and other methods of review

AD S21 particularly OCT 117, OCT 214, OCT 31 PPHB PH S4.1, 4.4, 4.17,Appendix 1

56

Standards of Proficiency (SOPs)



be able to recognise the potential of occupational therapy in new and emerging areas of practice

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 particularly OCT 213 and all Level 6 PPHB PH S4.1, 4.4, 4.17,Appendix 1 and all at Level 6

Knowledge, understanding and skills 3a:

Knowledge, understanding and skills Registrant occupational therapists must: 3a.1

know and understand the key concepts of the bodies of knowledge which are relevant to their profession-specific practice



understand the structure and function of the human body, relevant to their practice, together with a knowledge of health, disease, disorder and dysfunction

AD S21 particularly OCT 113, SOHP 104, OCT 211, OCT 212, OCT 213, OCT 310 PPHB PH S4.1, 4.4, 4.17,Appendix 1

57

Standards of Proficiency (SOPs)



be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 particularly SOHP101, SOHP 201, SOHP 301 PPHB PH S4.1, 4.4, 4.17,Appendix 1



recognise the role of other professions in health and social care

AD S21 particularly SOHP101, SOHP 302, OCT 117, OCT 214, OCT 312, OCT 311 PPHB PH S3.4, Appendix 1



AD S21 particularly OCT211, OCT 212, OCT 213, OCT309, OCT 310, OCT311 PPHB PH Appendix 1



be able to understand and analyse activity and occupation and their AD S21 particularly OCT 114, OCT 115, OCT 211, OCT relation to health and wellbeing 212, OCT 310, OCT 117, OCT 214, OCT 312 PPHB PH Appendix 1

58

Standards of Proficiency (SOPs)



Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

understand and be able to apply the theoretical concepts AD S21 particularly OCT 114, OCT 115, OCT 211, OCT underpinning occupational therapy, specifically the occupational 212, OCT 310, OCT 117, OCT 214, OCT 312 nature of human beings and how they function in everyday activities PPHB PH Appendix 1





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

AD S21 particularly OCT 114

understand the use of the current philosophical framework for occupational therapy that focuses on service users and the social model of disability

AD S21 particularly OCT 114, OCT 115, OCT 211, OCT 212, OCT 310, OCT 117, OCT 214, OCT 312

PPHB PH Appendix 1

OCTP 601 PPHB PH Appendix 1 •

understand the impact of occupational dysfunction and deprivation AD S21 particularly OCT 114, OCT 115, OCT 211, OCT on individuals, families, groups and communities and recognise the 212, OCT 310, OCT 117, OCT 214, OCT 312 importance of restoring opportunities PPHB PH Appendix 1

59

Standards of Proficiency (SOPs)



recognise the socio-cultural environment issues that influence the context within which people live and work

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 PPHB PH Appendix 1



recognise the impact of inequality, poverty, exclusion, identity, social difference and diversity on occupational performance

AD S21 PPHB PH Appendix 1



recognise the value of the diversity and complexity of human behaviour through the exploration of different physical, psychological, environmental, social, emotional and spiritual perspectives

AD S21 particularly Level 6 ADV 703 PPHB PH Appendix 1 particularly Level 6



be aware of social, environmental and work-related policies and services and their impact on human needs within a diverse society

AD S21 particularly Level 6 ADV 703 PPHB PH Appendix 1 particularly Level 6

60

Standards of Proficiency (SOPs)



understand the impact of legislation on the delivery of care

Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8) AD S21 particularly Levels 5 and 6 ADV 703 PPHB PH Appendix 1particularly Levels 5 and 6

3a.2

know how professional principles are expressed and translated into action through a number of different approaches to practice, and how to select or modify approaches to meet the needs of an individual, groups or communities •

know how to meet the social, psychological and physical healthbased occupational needs of service users across a range of practice areas

AD S21 PPHB PH Appendix 1particularly Levels 5 and 6

3a.3

understand the need to establish and maintain a safe practice environment •

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

AD S21 PPHB PH S4.1, 4.2, 4.3, 4.17, Appendix 1

61

Standards of Proficiency (SOPs)





Please indicate where in the accompanying documentation, evidence relating to each SOP can be found. (e.g. Programme Handbook, Page 6-8)

be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner in accordance with health and safety legislation

AD S21

be able to select appropriate personal protective equipment and use it correctly

AD S21

PPHB PH S4.1, 4.2, 4.3, 4.17, Appendix 1

PPHB PH S4.1, 4.2, 4.3, 4.17, Appendix 1



be able to establish safe environments for practice, which minimise AD S21 risks to service users, those treating them, and others, including the PPHB use of hazard control and particularly infection control PH S4.1, 4.2, 4.3, 4.17, Appendix 1



know and be able to apply appropriate moving and handling techniques

AD S21 PPHB PH S4.1, 4.2, 4.3, 4.17, Appendix 1

62

Appendix 3: The Quality Assurance Agency for Higher Education Mapping the Subject Benchmark Statements: BSc Hons Occupational Therapy A Expectations of the occupational therapist in providing client services

A1

Professional identity of the occupational therapist

The graduate occupational therapist should be able to: A.1.1. work to COT’s Code of Ethics and Professional Conduct, and to the Statement of Conduct of the Health and Care Professions Council; A.1.2. appreciate the significance of professional regulation and the

Programme Handbook (PH) – Appendix 1: OCT modules

different roles of the Health and Care Professions Council, College of

Approval Handbook (AD) –Section 21 OCT modules

Occupational Therapists, the British Association of Occupational

Practice Placement Handbook (PPHB)

Therapists and the World Federation of Occupational Therapists. A2 Professional relationships of the occupational therapist The graduate occupational therapist should be able to: A.2.1. articulate and work to the value base and principles which underpin occupational therapists’ practice;

63

A.2.2. work with clients and colleagues from diverse cultural and ethnic groups; A.2.3. share acquired knowledge and skills with others using various teaching and presentational skills and methods; A.2.4. draw on the principles of supervision in relation to self and others

PH – Sections 3.5, 3.7, 4.1, 4.4, 4.11, 4.17, Appendix 1 AD –Sections 13, 14 and 21

A.2.5. maintain appropriate records and report accurately to others;

PPHB

A.2.6. build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team; A.2.7. participate in the management of staff and students according to organisational policy and accepted standards.

64

A3

Personal and professional skills of the occupational therapists

The graduate occupational therapist should be able to: A.3.1. demonstrate confidence in delivering a high quality service; A.3.2. communicate clearly with clients and their carers, with peers and other health care professionals and other agencies; A.3.3. identify the limits of personal competence and obtain and use advice and guidance as appropriate; A.3.4. demonstrate self-management skills and independence of thought

PH – Sections 3.5, 3.7, 4.1, 4.4, 4.11, 4.17, Appendix 1 – particularly Level 6 AD –Sections 13, 14 and 21 – particularly Level 6 PPHB

and action; A.3.5. use supervision and/or consultation in order to promote personal effectiveness; A.3.6. recognise factors which can affect the health of the practising professional and develop a strategy to minimise risk of harm to self and to others A4 Profession employer and context The graduate occupational therapist should be able to A.4.1. demonstrate at all times, personal behaviour congruent with professional status A.4.2. take personal responsibility for professional performance and actions;

A.4.3. demonstrate attitudes that ensure that clients’ and carers’ expressed needs and choices become the focus of the care management

PH – Section 4, Appendix 1 AD –Sections 14, 15 and 21

65

process;

PPHB

A.4.4. prioritise referrals, manage own time and work to deadlines; A.4.5. develop a credible and professional contribution to the organisation, through maintaining professional status by engaging in continuing professional development; A.4.6. use experience, research and professional knowledge and skills to enhance the contribution of occupational therapy to clients.

66

B The application of occupational therapy in securing, maintaining or improving health and well-being Occupational therapists draw from their knowledge and understanding of established concepts, frameworks, models and theories in health and social care. B1 Identification and assessment of health and social care needs of clients The graduate occupational therapist graduate should be able to: B.1.1. gather information from a wide range of sources;

B.1.2. use observation to gather information about the functional abilities of clients; B.1.3. through interview and individual discussion, understand the values, beliefs and interests of clients and their families and carers; B.1.4. obtain information from clients’ records, care plans, referral information, members of the multi-disciplinary teams, other agencies and clients’ family/carers; B.1.5. use standardised and non standardised assessments to gather

PH –Appendix 1 – particularly OCT 114, 115, 1116, 118, 117, 211, 212, 213, 214, 311,310, 309, 312

information in relation to dysfunction and environmental barriers; B.1.6. utilise literature to inform current and evolving research and evidence based practice.

AD –Section 21 PPHB

B.1.7. adopt systematic approaches to analysing and evaluating information,

67

and to be able to: B.1.8. use the established theories, models, frameworks and concepts of occupational therapy to analyse occupational performance, occupational deprivation and dysfunction; B.1.9. utilise occupational therapy clinical reasoning skills to guide analysis of data B.1.10. analyse the information in the environmental and social context of the client and in accordance with the client’s choice and goals; B.1.11. use information to prioritise problems with clients, families and carers B.1.12 use skills of evaluation and analysis in relation to therapeutic media and its application to self care, productivity and leisure; B.1.13 utilise graded occupations as a framework for evaluation and analysis.

68

B2 Formulation of plans and strategies for meeting health and social needs The graduate occupational therapist should be able to: B.2.1. making provision for identification and assessment of occupational, physical, psychological, cultural and environmental needs/problems;

B.2.2. select relevant assessment tools to identify occupational and functional needs in the areas of self-care, productivity and leisure; B.2.3. consider the assessment of both health and social care needs of the client/carer; B.2.4. accurately record the professional judgements and decisions taken;

PH –Appendix 1 – particularly Levels 5 and 6 AD –Section 21 – particularly Levels 5 and 6 PPHB

B.2.5. from the result of the preliminary assessments and in consultation with the client, identify the need for further assessment, appropriate intervention or referral to other services or agencies; B.2.6. synthesise new theory and practice in health and social care.

B.2.7. consider the range of interventions that are appropriate/feasible including the possibility for referrals to others; B.2.8. select individual occupational therapy interventions which could be utilised taking into account the unique specific therapeutic needs of clients and carers;

69

B.2.9. consider the identified goals of the client in relation to the choice of intervention; B.2.10.use graded occupations as an essential aspect of the assessment. B.2.11.make judgements/decisions and formulate specific management plans for meeting needs/problems: B.2.11.1 based on the assessment results and in partnership with the client, agree the goals and priorities of intervention and the methods to be adopted in relation to self-care, productivity and leisure; B.2.11.2consider the clients’ specific needs and interaction with their environment; B.2.11.3 accurately and concisely record assessment methods and results; B.2.11.4 justify the decisions about interventions especially in relation to clients’ wishes; B.2.11.5 demonstrate evidence of clinical reasoning and problem solving skills and techniques; B.2.11.6.keep contemporaneous records of plans in occupational therapy and multidisciplinary notes.

70

B3

Practice of occupational therapy

The graduate occupational therapist should be able to: B.3.1. conduct appropriate interventions in accord with agreed standards; B.3.2. develop occupational therapy intervention to accommodate the specific needs of clients, families and carers; B.3.3. organise information and/or perform therapeutic interventions using meaningful occupation as a basis for intervention; B.3.4. formulate occupational therapy intervention within agreed national, European, local, departmental and professional protocols and with

PH –Appendix 1 – particularly Level 6 AD –Section 21 – particularly Level 6 PPHB

regards to the current evidence underpinning practice; B.3.5. National/European – take consideration of appropriate affecting health and social care; B.3.6. Local – understand specific local policies and protocols including cultural diversity of the community; B.3.7. Departmental – understand specific protocols and policies as agreed within the uni and inter-professional departments and teams; B.3.8. Professional – understand and adhere to COT’s Code of Ethics and Professional Conduct; B.3.9. ensure the health and safety of all individuals in the work environment including: B.3.9.1 occupational therapy intervention; B.3.9.2 environmental adaptation;

71

B.3.9.3 risk assessment and management;

B.3.9.4 legislation;

B.3.9.5 professional boundaries including ensuring that clients/carers are empowered to make informed decisions about their own care plans; B.3.9.6 professional indemnity insurance aspects;

B.3.9.7 the impact of clinical governance. B.3.10 Monitor and review ongoing effectiveness of the occupational therapy intervention plan: B.3.10.1 review the effectiveness and progress of occupational therapy intervention in negotiation with clients, families and carers; B.3.10.2 select and use appropriate methods of uni- and inter-professional monitoring; B.3.10.2 use nationally recognised outcome measures where possible; B.3.10.3 utilise information gathered to determine the effectiveness of occupational therapy intervention. B.3.10.4 adapt intervention plans if necessary and/or make referrals appropriately; B.3.10.5 based on the evaluation results and in consultation with the client,

72

adapt the intervention plan as required; B.3.10.6. where appropriate refer to other disciplines or agencies. B.3.10.7 inform the client of effectiveness of plan and maintain records appropriately; B.3.10.8 in the spirit of partnership working, engage clients/carers in planning and evaluating occupational therapy intervention; B.3.10.9 encourage a climate of dialogue between the occupational therapist, client and carers to ensure that intervention meets the clients/carer goals; B.3.10.10 empower clients and carers to make informed decisions about development and progress of the occupational therapy intervention plan; B.3.10.11 ensure that accurate and up to date records are maintained and reviewed.

73

B4 Evaluation of professional practice The graduate occupational therapist should be able to: B.4.1. monitor and evaluate the effects of occupational therapy interventions; B.4.2. demonstrate critical evaluation of evidence from a wide range of sources, including systematic reviews and evidence based practice relating to specific outcomes; B.4.3. use a variety of measurement tools to determine the effectiveness of intervention;

PH –Appendix 1 – particularly SOHP 101 and SOHP 301 and Level 6 AD –Section 21 PPHB

B.4.4. participate in clinical effectiveness and clinical audit procedures, interpret the outcomes and relate to the practice of occupational therapy as part of the uni- and inter-professional evaluative process; B.4.5 . through dialogue with other members of the multi disciplinary teams, agencies and carers, use information to review overall client progress; B.4.6 . identify and effectively use statistical and other data derived systematic collection and research publications.

74

C Subject knowledge, understanding and associated skills that are essential to underpin informed, safe and effective practice in occupational therapy Graduates of occupational therapy courses, irrespective of the named award, must be able to demonstrate knowledge and understanding of the following areas: C1

A systematic understanding of the key aspects underpinning

occupational therapy and a detailed knowledge of some aspects as follows: a. Philosophy and the theory C.1.1a. Knowledge and understanding of occupation as it relates to health and well being. PH –Appendix 1 – particularly Level 4 and OCT modules AD –Section 21

C.1.2a. The origins and development of occupational therapy in order to

PPHB

appreciate the evolution of the profession towards the current emphasis on autonomy and empowerment of individuals, groups and communities. C.1.3a. The current philosophical framework which focuses in clientcentredness and environmental issues that influence the context within which people live and work.

75

C.1.4.a The informing foundation sciences, all of which are interpreted in relation to human functioning and dysfunction, are fundamental to everyday practice. They include occupational science, biological sciences, psychology, sociology, and medical sciences including pathology and psychopathology. C.1.5a. Theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and how they function in everyday activities. Frameworks and models of practice have drawn on other disciplines, as well as occupational therapists establishing a range of their own. In exploring models, students are encouraged to critique and judge their potential impact on practice.

76

b. Occupational therapy process C.1.1b. Analysis of human occupation from a historic perspective and hence the demands made on individuals. C.1.2b. The needs of individuals from physical, psychological, environmental, social, emotional and spiritual perspectives in order to value the

PH –Appendix 1 – particularly OCT modules

diversity and complexity of human behaviour.

AD –Section 21

C.1.3b The impact of occupational dysfunction/deprivation on individuals,

PPHB

families, groups and communities and the importance of restoring opportunities. C.1.4b . The occupational therapy process in relation to occupational performance and enhancement of well-being. c. Social policy and legislative framework C.1.1c. Social, housing and environmental policies and services and their impact on human needs within a diverse society. C.1.2c. Legislation. C.1.3c. The impact of inequality, poverty, exclusion, identity difference and diversity on occupational performance.

PH –Appendix 1 – particularly Levels 5 and 6 AD –Section 21 PPHB

C.1.4c. An understanding of the wider economic and socio-political issues that impinge on the context in which services can be delivered.

77

C2

Skills

a. Professional skills C 2.a.1 Competence in an appropriate range of skills and procedures essential for the practice of occupational therapy including; C.2.a.1.1 effective interpersonal skills which gain active participation from clients during intervention; PH –Appendix 1 – particularly practice placement related

C.2.a.1.2 planning interventions relating to occupational performance and/or

modules

environmental modifications based on appropriate assessment

AD –Section 21

batteries;

PPHB

C.2.a.1.3 selecting, developing or modifying creative and discrete occupations that enable clients to build on abilities and to limit dysfunction; C.2.a.1.4 capitalising on the dynamics within groups in order to harness motivation and active involvement of participants; C.2.a.1.5 working and negotiating with individuals, their carers and colleagues to ensure common purpose and goal directed behaviours

C.2.a.1.6 teaching others safe moving and handling skills; C.2.a.1.7 acting as an advocate when necessary; C.2.a.1.8 finding original creative solutions to complex one-off problems that

78

will enable the potential of individuals to be achieved and aspirations met. C.2.a.1.9The appropriate selection, adaptation, use and evaluation of therapeutic media. The range of occupations used in intervention is vast and reflects individuals’ unique needs. Occupations are used both as the means of intervention and as its required outcome. Occupations used as means include creative and discrete practical occupations and environmental adaptations. Occupations used as outcomes includes addressing individuals’ needs within self care, productivity and leisure. C.2.a.2 The complex skills required to work effectively with individuals, groups and communities by; C.2.a.2.1. drawing out and listening to a client’s story, relating empathetically to this situation, and using this rapport to work optimally with him/her; C.2.a.2.2 facilitating group work through understanding group dynamics and roles within groups and teams in order to maximise the support, learning and change that can be transacted between the members; C.2.a.2.3 negotiating with and influencing civil planners and local politicians in order to enhance access and opportunities for people with disabilities. C.2.a.2.4 self reflection on the extent and limitations of the role of the

79

occupational therapist in a variety of settings and the requirements for state registration and competence to practice;

C.2.a.2.5 demonstrate ability to reflect critically on the overall personal performance, and take responsibility under supervision for varying action in light of this;

C.2.a.2.6 demonstrate understanding of the importance of keeping up to date; C.2.a.2.7 evaluative judgements about the efficacy of professional practice on the quality of individuals’ lives. C.2.a.2.8 Research methods in occupational therapy; C.2.a.2.9 understanding of the principles of scientific enquiry including a knowledge of the research process, quantitative and qualitative paradigms with increasing focus on phenomenological approaches which are of particular relevance to occupational therapy; C 2.a.2.10 contribute to research in order to base practice on available evidence recognising controversy; C.2.a.2.11 reflexivity in the formulation of problems and identification of solutions.

80

b.

Information skills

C.2.b. An ability to collect and interpret data, including the ability to: PH –Appendix 1 – particularly SOHP 201, SOHP 301

C.2.b.1 listen to a client’s story in order to plan for the future;

AD –Section 21

C.2.b.2 carry out occupational analysis;

PPHB

C.2.b.3 monitor the efficiency of interventions through satisfaction surveys and other performance indicators; C.2.b.4 contribute to decisions about future services on the basis of data collected and the performance of individual practitioners; C.2.b.5 provide regular reports that contribute to effective client management; C.2.b.6 contribute to observation, systematic and logical debate in order to draw conclusions based on critical analysis of data and existing knowledge.

c. Problem solving C.2.c.1 An ability to gather and evaluate evidence and information from a wide range of sources and draw reasoned conclusions or reach sustainable judgements with particular regard to: C.2.c.1.1 an accurate analysis and processing of information from a wide

PH –Appendix 1 – particularly Levels 5 and 6

range of sources to ensure sound professional judgements are

AD –Section 21

made;

PPHB

81

C.2.c.1.2 a synthesis of knowledge and subsequent application to practice with regard to individuals and to groups.

d. Communication skills C.2.d.1 Communication skills and other interpersonal skills necessary for effective performance in occupational therapy, including: C.2.d.1.1 establishing rapport and harnessing motivation that leads towards involvement by the client in meaningful occupation; C.2.d.1.2 listening and passing on relevant information and advice to clients, carers and colleagues; C.2.d.1.3 active participation in formal and informal reporting; C.2.d.1.4 maintaining accurate and relevant reports that are meaningful to others; C.2.d.1.5 contributing through education and students’ fieldwork experience,

PH –Appendix 1 – particularly SOHP101, SOHP 301 AD Section 21 PPHB

to the next generation of therapists; C.2.d.1.6 managing time and resources to maximise effect and knowing when to terminate intervention; C.2.d.1.7 identifying ways to overcome barriers to communication and developing personal strategies to maximise the benefits of team work and cope with inter-professional tensions;

82

C.2.d.1.8 effective use of verbal, written and electronic forms of communication.

e. Numeracy skills C.2.e.1 Confidence in understanding, manipulating and interpreting numerical data including: C.2.e.1.1 scores resulting from standardised test and their normative comparisons;

PH –Appendix 1 – particularly SOHP 201, SOHP 301 AD –Section 21 PPHB

C.2.e.1.2 performance indicators associated with management of the service, client numbers and characteristics; C.2.e.1.3 understanding statistics and tables as found in research particularly associated with the chosen area of work; C.2.e.1.4 financial accounting and budgetary planning within the requirements of a particular setting.

83

f. Information technology skills C.2.f.1 Confidence in engaging with technology in the pursuit of effective occupational therapy, including: C.2.f.1.1 familiarity with information technology with regard to presentation and statistical analysis of data including electronic and specialist databases.

PH –Appendix 1 – particularly SOHP 201, SOHP 301 AD –Section 21 PPHB

84

Academic and practitioner standards Students at the point of entry to the profession must demonstrate minimum competencies and safe practice as occupational therapists. The threshold standard expected equate to a degree award in occupational therapy and must encompass passes in both academic and fieldwork components. A

Expectations of the occupational therapist when providing client

services

The graduate occupational therapists must be able to:

PH –Appendix 1 – particularly Level 6 modules

A.1. demonstrate personal conduct in a manner congruent with

AD –Section 21

professional status and codes of conduct;

PPHB

A.2. treat individuals with respect and draw on ethical principles in the process of reasoning;

A.3. develop and sustain professional working relationships with colleagues in the interests of efficacy, quality assurance and the most effective interventions for clients; A.4. communicate clearly and sensitivity;

A.5. demonstrate sense of responsibility, personal accountability and commitment to the profession of occupational therapy;

85

A.6. defend reasoned argument based on sound evidence, logical and systematic thinking A.7. recognise and work within the limitations of professional effectiveness and competence; A.8. use supervision and/or consultation to promote personal effectiveness and competence; A.9. reflect on and critique own performance; A.10. take responsibility for continuing professional development; A.11. draw on profession-specific literature and research for the enhancement of practice; A.12. work within legal ethical and professional parameters.

B

Application of occupational therapy in securing, maintaining or

improving health and well-being The graduate occupational therapist must be able to; B.1.

demonstrate effective interpersonal skills with clients, carers and colleagues;

B.2. assess, as relevant to occupational therapy, the mental, physical and environmental state of referred clients;

PH –Appendix 1 – particularly OCT modules

B.3.

carry out occupation analysis;

AD –Section 21

B.4.

select and use appropriate therapeutic media to meet specific

PPHB

occupational needs and clients;

86

B.5.

assess risk and take decisions related to the ability of a client to function in his/her own community environment;

B.6.

apply the logical consideration of information to the identification and resolution of problems;

B.7.

develop creative and imaginative approaches to problem solving;

B.8.

work collaboratively with carers and other agencies involved with the client or group;

B.9.

analyse an evaluate the effectiveness of assessment and intervention;

B.10 show professional judgement in decision making;

B.11.

prioritise referrals and manage a case load.

87

C Subject knowledge, understanding and skills The graduate occupational therapist must be able to: C.1.

explain the philosophical framework within which occupational therapists practice, focusing on client-centred practice, occupational analysis and environmental issues that influence the context within which people live and work;

C.2.

describe how to communicate and interact effectively with clients and their carers;

C.3.

C.4.

C.5.

demonstrate systematic and integrated knowledge and concepts from a range of underpinning disciplines, including occupational science,

Programme Handbook

basic sciences, pathology and ethics;

Approval Document

explain how meaningful occupation can contribute to the client’s

Practice Placement Handbook

sense of well-being;

Programme Specification Document

assimilate and apply new knowledge, recognising the need for innovation in practice;

C.6.

describe a range of assessment techniques, and how and when they would be appropriate;

C.7.

discuss a range of interventions that reflect clients’ needs and their environments;

C.8.

demonstrate clinical reasoning and professional judgement in evaluating the effectiveness of specific interventions;

88

C.9.

demonstrate knowledge of group dynamics and the effective use of oneself;

C.10.

recognise the particular and shared functions of colleagues across health and social care settings, including the roles of occupational therapy assistants;

C.11.

know the limits of one’s own competence and when to seek guidance;

C.12.

demonstrate knowledge of health and social policies and legislation, and their impact on human needs and the delivery of services;

C.13.

understand the principles of management of people and resources as they apply to the organisation of occupational therapy services and within a broader context;

C.14. draw on evidence from literature and other sources in order to develop best practice; C.15. evaluate critically new concepts, theories and research in order to determine their relevance to occupational therapy.

89

Appendix 4 OCT 113

SOHP 101

SOH P 104

OCT 114

OCT 115

OCT 117

OCT 116

SOHP 201

OCT 211

OCT 212

OCT 214

OCT 213

SOHP 302

OCT 311

SOHP 301

OCT 310

OCT 312

OCT 309

1,2,3 ,4

1,2,3, 4

1,2, 3

1,2, 3,4

1,2,3, 4

1,4,

1,2,3, 4,5

1,2, 3,5

1,4

1,2

1,2,3, 4

1,2,3, 4,5,

1,2,

1,2,3,4

1,4

1,2, 3,4,

1,2,3, 4

2,3

1,2, 4,5

1,2,4

1,2,3, 4,5

1,2,3, 4

1,2,3, 4

1,2,3,4

2,3,4

2,3,4, 5

1,3, 4

3

3,4

1,2

1,2,3,4

3,4

1,2, 3

5

1

1,4, 5,8, 9 5,6

1,2, 3,4

4

5

1

1,2, 4,5, 6 2,3, 4,5, 6 2,3, 5,6

1,2, 3,4

2,3, 4,5

1,2, 4,5, 6 2,3, 4,5, 6 2,3, 5,6

1,2, 3

1,2, 3

1,2, 3,4, 5 1,2, 3,4, 5 6,7

1,2,3, 4,5

3,4

1,2, 4,5, 6 2,3, 4,5, 6 2,3, 5,6

1,2,

C/I

1,2,3 ,4

1,2, 3,4, 7 3,4, 5,9

1,2,5

K/U

K/T

PS

SEEC Descriptors Key: K/U: Knowledge and Understanding C/I: Cognitive and Intellectual K/T: Key Transferable P S: Practical Skills

3

1,2,4, 5,6

4,5

1,5

BSc Hons Occupational Therapy Module Learning Outcomes mapped against (SEEC) Descriptors

90

Appendix 5: Knowledge and Skills Framework Mapping SOHP 101

SOHP 104

OCT 114

OCT 115

OCT 117

OCT 116

SOHP 201

OCT 211

OCT 212

OCT 214

OCT 213

SOHP 302

OCT 311

SOHP 301

OCT 310

OCT 312

OCT 309

Core 1



































Core 2































Core 3





















































KSF

OCT 113



Core 4 Core 5 Core 6 HWB1











































































































HWB2































HWB3

























HWB4































HWB5 HWB6







√ √





√ √



√ √





91

KSF

OCT 113

SOHP 101

SOHP 104

OCT 114



HWB7

√ √



IK3



G1



√ √

SOHP 201

OCT 211

OCT 212

OCT 214

OCT 213

















SOHP 302

OCT 311

SOHP 301

OCT 310

OCT 312

OCT 309















































































































































































































G5 G6

OCT 116





IK2

G2



OCT 117



HWB9 HWB 10 IK1

OCT 115



NHS KSF DIMENSIONS Core 1: Communication Core 2: Personal and People Development Core 3: Health, Safety and Security Core 4: Service Improvement Core 5: Quality

92

Core 6: HWB1 HWB2 HWB3 HWB4 HWB5 HWB6 HWB7 HWB9 HWB10 IK1 IK2 IK3 G1 G2 G5 G6

Equality and Diversity Promotion of Health and Wellbeing and prevention of adverse effects on Health and Wellbeing Assessment and care planning to meet Health and Wellbeing needs Protection of Health and Wellbeing Enablement to address Health and Wellbeing needs Provision of care to meet Health and Wellbeing needs Assessment and treatment planning Interventions and treatments Equipment and devices to meet Health and Wellbeing needs Products to meet Health and Wellbeing needs Information Processing Information Collection and Analysis Knowledge and information resources Learning and development Development and innovation Services and project management People management

93

Appendix 6: College of Occupational Therapists Standards for Education (2008) Key:

AD = Approval Document PH = Programme Handbook PPH = Practice Placement Handbook PS = Programme Specification Document

Standard 1: Programme management and resources standards The institution’s policy and procedures on the employment of the appropriate number of suitably qualified academic, professional practice learning and support staff with suitable experience, and on the provision of learning resources are able to: • Facilitate the achievement of learning outcomes by students. • Monitor the observance of the professional code of ethics and conduct. • Support the student experience. • Enable the update and further development of the education programme. • Influence service delivery. • Contribute to the knowledge base of the profession.

94

Criteria

1.1 The professional suite of programmes offered by the institution is headed by an experienced occupational therapist with higher education experience, a member who is in good standing with the professional body and able to lead the development of contemporary, creative and innovative occupational therapy and other related education programmes at undergraduate and postgraduate levels.

Indicators and Guidance

• A broad range of professional experience, with previous full-time academic appointment in higher education. • Capabilities under COT4 of the College’s Post Qualifying Framework. See also Appendix 4: The director of the occupational Therapy programme or professional programme lead. • An experienced member of the faculty directly responsible for developing the occupational therapy programme, coordinating the planning and administration of the programme, and supervising overall professional staff performance, and with authority to maintain educational standards. • A member of the British Association of Occupational Therapists who facilitates and supports the active involvement of professional members

Source of Criteria Met evidence BSc Hons

Observations

Approval document (AD): Sections 8.2, 11, 12 / 12.1 Section 20 See CV’s for PE & LW Programme handbook Section 1

95

of staff with the professional body. 1.2 The institution employs a number of academic staff and professional practice tutors with suitable qualifications and experience to support and facilitate the entire learning required for professional practice.

• A clearly defined staffing strategy for the delivery of the professional programme over the period of accreditation. • The professional backgrounds and experience of academic and professional practice staff are congruent with the philosophy and purpose of the occupational therapy programme, and staff qualifications are appropriate to the level of the final award. • Applied occupational therapy elements of the programme are taught by occupational therapists with a range of professional and academic expertise and appropriate qualifications. • Occupational therapy staff CVs demonstrate active engagement in scholarship and research that contribute to the knowledge and evidence-base of the programme and the profession. • There is a sufficient number of qualified staff to deliver the programme(s), preferably within the

AD: Sections 8, 11, 2 / 12.1, 20, 21

96

1.3 The staffing strategy is sufficiently robust to resource the students’ academic and professional practice experience in both statutory and nonstatutory areas of practice.











1.4 The staffing strategy takes account of the professional development needs of both academic and practice learning



COT recommended staff/student ratio of 1:15; there is a sound rationale if the recommended ratio is exceeded. An occupational therapist member of staff has overall responsibility for the development of practice learning and opportunities in a wide range of practice settings. The higher education institution facilitates the development of practice educators under the COT APPLE scheme. The higher education institution takes responsibility for developing the delivery of the APPLE scheme. Clearly defined hours are identified for the preparation of practice educators for supervision of students. Clearly defined teaching hours and strategy for contacting students and supporting their practice-based learning needs are identified. There is a programme for staff development and staff CVs demonstrate their engagement with their professional development through research.

AD: Sections 11, 14, 20

PPH: Sections 6, 10.31, 11, 12, 13 PH: Section 4.1, 4.4

AD: Sections 7, 8, 20

97

staff to support evidencebased practice and the further development of the programme.

11.5 The higher education institution demonstrates that there is a sufficient and diverse range of practice learning opportunities to support the curriculum.

1.6 The educational resources and facilities are appropriate for the delivery of the curriculum.



There is evidence that staff development activities impact upon the design and delivery of a contemporary and evidence-based curriculum and practice learning experience of students. • There is evidence that, where possible, each student can expect to gain practice experience with a range of people of all ages: - From different socioeconomic and cultural perspectives. - With recently acquired and long-standing occupational needs. - With different aspects of physical and psychosocial functioning. • There is a clear resource strategy in place for the delivery of the programme to ensure professional accreditation.

PPH: Section 4

AD: Section 14 PH: Sections 3.4 – 3.7,

AD: Sections 11, 20 PH : Section 3.6

98

Standard 2: Curriculum standards The curriculum content, design and delivery reflect the occupational therapy philosophy based on a sound educational rationale and the principles of the professional code of ethics and conduct. Graduates from the programme will be fit for contemporary professional practice and able to identify their professional development needs.

Criteria

2.1 The curriculum is designed to develop safe, competent occupational therapists who are fit for contemporary and developing professional practice and that reflects the contribution of occupational therapy in addressing the needs and requirements of current statutory, independent and voluntary sectors.

Indicators and Guidance









The curriculum reflects current international and national reference standards and benchmarks. The clear rationale for the curriculum model is based upon a sound educational philosophy that is compatible with the person-centred values of occupational therapy. The programme document specifies the professional philosophy establishing the connections between occupation, health and wellbeing, and facilitates resourcefulness and self-reliance. There is a clear rationale for the programme that reflects how it addresses

Source of Criteria Met evidence BSc (hons) AD: Sections 2, 3, 4, 5, 6, 7, 13 & 21

Observations

PS PPH PH: Section 3, Appendix 1

99

2.2 The programme is designed to assure coherence and progression to entry-level professional competence and integrates academic and practice education elements

unique local and national needs and priorities. • The induction programme in the academic and practice settings includes orientation to the service setting, including mandatory requirements, e.g. health and safety, and risk assessment issues. • There is evidence that key stakeholders are involved in curriculum development and implementation and that effective mechanisms are in place for consulting with education commissioners, practice educators, employers, practitioners, clients, carers, students and other professions in the design of the curriculum. • There is evidence that the curriculum reflects and can incorporate changes to health, social care and occupational drivers. • The integrity of the curriculum is reflected by the integration of knowledge, skills and attitudes throughout the programme. • Both academic and practice elements demonstrate progression towards professional competence.

AD: Sections 2, 6, 7, 13 & 14 PPH

100



2.3 The curriculum includes opportunities for interprofessional education in academic and practice settings as a means of developing teamwork skills, shared intervention and theory building.







The programme document demonstrates the requirement for students to successfully complete the equivalent of a minimum of 1000 hours of assessed practice placement learning in a range of practice settings (see WFOT Minimum Standards and COT Position Statement on APEL). The curriculum articulates how interprofessional learning is embedded into the curriculum. The students’ understanding of partnership working for effective service delivery is evident in their academic and practice assessments. Refer to COT Position Statement on inter-professional learning.

PH: Section 3.6

AD: Sections 2.1, 6, 7, 13.1.5, 13.1.6, 13.1.7, 14 & 21 PPH PH: Sections 3.4, 3.5, 3.6 & 3.7

2.4 The curriculum is designed to facilitate the development of students’ research skills to graduate level.



The curriculum demonstrates how research skills are taught and developed throughout the programme to equip graduates with the knowledge required to conduct research and to be

AD: Sections 3, 6, 7, 8, 13 & 21

101

skilled consumers of research.

PH: Sections 3.4, 3.5 & 3.7 PS

2.5 The curriculum embraces the principles of lifelong learning as an essential part of continuing professional and personal development.



The programme document: - Describes how the concept of continuing professional and personal development is embedded and nurtured throughout the programme. - Describes how it supports the students’ competence to practise. - Describes how students are enabled to document their plans and achievements. - Reflects the profession’s current code of ethics and professional conduct.

AD: Sections 1, 2, 3, 6, 7, 13, 14 & 21 PH: Section 3.7, 3.8 PPH: Part 2

102

Standard 3: Learning, teaching and assessment standards The institution uses a range of methods and strategies that: • Supports the achievement of the learning outcomes. • Supports the observance of the code of ethics and professional conduct and research governance. • Employs rigorous and robust assessments that enable the student to demonstrate professional competence and safe practice commensurate to the level of study.

Criteria

3.1 The programme document describes the learning and teaching methods and assessment strategy that underpin the professional philosophy of occupational therapy.

Indicators and Guidance



The educational programme embodies the beliefs and values of occupational therapy as evidenced in the learning, teaching and assessment methods. • Educational methods are consistent with the view of people as occupational beings (as articulated in the current COT Curriculum Framework). • The learning, teaching and assessment methods are designed to: - Encourage independent learning and a sense of professionalism. - Address students’ needs in the

Criteria Source Met of evidence BSc (Hons)

Observations

AD: Sections 2.1, 6, 7, 12, 13, 15, 21 PH: Sections 3.5, 3.7 Appendix 1, 5

103

3.2 The assessment design and procedures assure fitness for practice, purpose, profession and academic award.

context of widening participation and social inclusion, taking into account current legislation. • The learning, teaching and assessment methods demonstrate the use of information technology to enable learning in the academic and practice elements of the programme. • The learning, teaching and assessment strategies are outlined in the programme document and student handbook. • The programme document defines the students’ rights, roles and responsibilities and expectations in both academic and practice elements of the programme.

PPH: Sections 3, 4, 5, 9, 10, 11, 12, 13, 14 & Part two



AD: Sections 7, 10, 12, 13, 15, 21 Base room

Arrangements are in place for students with additional needs to demonstrate their fitness for practice, purpose, academic award and the profession. • The strategy and methods of assessment ensure that all learning outcomes are met. • The code of ethics and professional conduct is observed and procedures for dealing with professional unsuitability are in place.

PH: Section 3.5,

104

Appendix 5 PPH: Sections 3, 10, Part 2 3.3 Appropriate models of supervision are used that enable students to be fit for employment as a professional graduate.



Models of supervision demonstrate the student’s ability to practise safely and effectively. • The learning agreements between the student and the practice educator identify the learning outcomes for the practice setting. • The strategies for supervision of students on practice placements are sound and robust. • The strategies for support provided to practice educators are sound and robust.

3.4 The assessment regulations See Appendix 1 comply with those of the professional & regulatory bodies.

PPH: Sections 3.4, 4.8, 5.7, 5.10, 10.2, 10.10, 10.20, 10.29, 10.31, 11, 12, 15, Part 2 PH: 3.5.3 AD: Section 10.1 PH Appendix 5

105

Standard 4: Quality assurance and monitoring standards The institution’s annual quality assurance and enhancement processes include the evaluation of the programme by the professional staff, monitoring and feedback mechanisms, external examining procedures, and evaluation of student performance. Source of Indicators and Guidance Criteria evidence Observations BSc Hons 4.1 Key stakeholders have confidence in the quality assurance and enhancement procedures in place.



Quality assurance processes demonstrate rigour and integrity, and enable continuous improvement. • Details of quality assurance processes include feedback from students, service users and stakeholders. • The programme annual report submitted to the College of Occupational Therapists includes the external examiners’ reports and the higher education institution’s response to their comments and recommendations. • Mechanisms are in place to provide evidence that future employers feel that graduates are fit for practice and employment.

AD: Section 2, 4, 5, 12, PH: Section 5 Base room: external examiners reports & response letters, APM minutes, HCPC annual monitoring, COT annual returns, first post destination figures

106

Suggest Documents