Programme Specification

Final Award and Title

BSc (Hons) Occupational Therapy

Exit Award(s) and Title(s)

BSc Allied Health Studies (300 credits) Diploma Allied Health Studies (240 credits) Certificate Allied Health Studies (120 credits)

Name of Route / Pathway / Framework

n/a

Professional Qualifications

Eligible to apply for Health & Care Professions Council registration and full membership of the College of Occupational Therapists

Programme Accreditation

Approved by Health & Care Professions Council (HCPC) Approved by College of Occupational Therapists (COT)

Modes of Study

Full and part-time Blended learning 1000 of practice placement

Delivery Sites

Lancaster and Fusehill (Carlisle)

Programme Length

Full-time – 3 years (to max of 5 years) Part-time – 4 years (to max of 6 years) These maximum time limits align with COT regulations

Work Based Learning

1000 hours of practice placement in a variety of settings including; NHS, Social Care, Private and Voluntary Institutions (PVI)

1. Educational Aims of the Programme The overall aims of the programme are:  Develop the capability of students to critically analyse, evaluate and apply theoretical concepts and perspectives applicable to Occupational Therapy  Equip OT students with profession specific skills and attributes to work as graduates collaboratively and responsively to meet the changing needs of individuals and communities, employers, national and international agendas  Develop student’s values and attitudes as professionals in order to deliver safe, ethical, respectful services capable of responding to service user needs in a changing health and social care environment

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 Equip students with the knowledge and skills required to value, engage with and undertake research, to enable them to contribute to their own development and the evidence base for OT practice  Equip students with the entrepreneurial skills required for them to obtain and further develop employment opportunities within traditional and contemporary settings  Enable students to recognise the importance of and develop the skills required for (to undertake) CPD and LLL, to be effective and autonomous practitioners working to high individual standards and contributing to the profession as a whole

2. Programme Features and Requirements Students who qualify from this programme are sought after by employers in the NHS and increasingly in the social care and private voluntary and independent (PVI) settings because they are fit for purpose and fit for practice. Professional Regulation: Programmes preparing students for the profession of occupational therapy are subject to statutory regulation provided by: - Health & Care Professions Council: The HCPC specifies standards of education which must be achieved and maintained by Higher Education Institutions (HEIs) and their associated practice placement environments as well as the standards of proficiency which students must achieve to be eligible for registration with the HCPC http://www.HCPC-uk.org/index.asp -

College of Occupational Therapists: COT specifies standards of education and provides curriculum guidance which must also be achieved by HEIs and practice placement providers. These in turn meet the requirements for education of the World Federation of Occupational Therapists (WFOT) http://www.cot.co.uk/Homepage

Students can therefore be assured that the programme has been designed so that successful completion will lead to eligibility for registration with the HCPC which is mandatory to practice as an occupational therapist within the UK and also eligibility to join the College of Occupational Therapists as a professional member. In developing the programme we have also endeavored to underpin and embed those values highlighted in the NHS Constitution (2012). Values such as treating people with respect, dignity and compassion. The core skills identified in the North West Core Skills Framework (https\northwest.ewin.nhs.uk) and acknowledged as essential to all health professions are also integral to the programme. Theory and practice time The COT require that the programme takes place over a minimum of 90 weeks: a 3 year full time programme is expected to be completed within a maximum of 5 years and a 4 year part time programme will be completed within a maximum of 6 years. It is also a requirement that students complete a minimum of 1000 assessed hours of practice placement as part of the programme and that students are also able to demonstrate they 2

have undertaken a variety of practice placement experiences. Where students do not have timetabled modules or classroom based activities they will be expected to undertake self-directed study. Assessment: Each student must pass all modules. Failed modules are not condoned. The pass mark is 40%. All assessment opportunities within the programme are classed as “CORE” and must therefore be passed with a minimum mark of 40%. The majority of modules have one summative assessment but where there are two assessments both elements must be passed. Failure in one element will require resubmission of that failed element only; however, the module will only receive the maximum capped mark of 40%. Students are normally allowed one resubmission opportunity for a failed assessment (except where Extenuating Circumstances are deemed valid). Where all university resit opportunities have been exhausted a student may reregister for that module on one occasion only provided that successful completion of that module is within the timescale of the programme (Appendix 2 A3.1COT 2008) http://www.cot.co.uk/publication/books-z-listing/curriculum-guidance-pre-registrationeducation. There will be a monetary charge for this. Refer also to the Academic Regulations http://www.cumbria.ac.uk/AcademicRegs. The possibility to reregister for a failed module does not apply to practice placements. Modules: There are 18 assessed modules in total and all these are classed as “CORE” and must be successfully completed for progression or target award. There are 6 modules at each level. At Level 4 there is also a Qualificatory module (Practice Placement (Observation) which is not assessed). A module guide will be produced for each module detailing the aims, learning outcomes, assessment details and bibliography. Working Together modules: The programme has a strong working together content both in university and on practice placement. There are 6 Working Together modules in total; 2 at each level and these may take place with physiotherapy, radiography, social work and nursing students. Recognition and understanding of the roles of other professionals is vital if occupational therapists are to provide a high quality and integrated service. Working with and learning with students from a variety of disciplines will enhance student’s abilities to work with other professionals after qualification. Practice Placements: There are four assessed practice placement modules in total and a one week observation placement. Although students must complete a minimum of 1000 practice placement hours this programme incorporates approximately 1125 hours enabling students to easily meet this target. These five practice placements must be undertaken within a different speciality. Progression: Students undertaking the BSc (Hons) Occupational Therapy programme must successfully complete all Level 4 modules before progressing to level 5 and all Level 5 modules before progressing to level 6. 3

Consent to Practical Skills Work: Participation in this programme includes involvement in a variety of learning experiences in both the academic and practical environment. All university and practice placement experiences are risk assessed. Risk assessment processes will be embedded in the programme structure with staff and students being actively involved. Informed consent will be requested from all students prior to their participation in all elements of the programme. Students should be aware that the ability to meet the learning outcomes of the programme might be compromised if an adequate level of participation does not take place. Attendance: All taught sessions and practice placements are seen as mandatory and the University expects 100% attendance. However, it is understood that some students may not achieve this. The University monitors attendance and all sickness and absence very carefully to ensure that students have undertaken the sufficient number of practice placement hours. Full details of the sickness and absence policy, and the monitoring details, are available on the Faculty Placement Learning Unit Blackboard site. Students who have not achieved all of the necessary practice placement hours by the end of the programme are required to complete these hours, under the supervision of a practice placement educator before they are eligible to apply for registration with HCPC. Core Skills Framework: This is an initiative developed by NHS North West which aims to decrease duplication and to standardise the delivery of statutory and mandatory skills required by students for placement and employment. There are nine core skills included within this framework: -Safeguarding Vulnerable Adults -Safeguarding Children -Infection Prevention Control -Health & Safety -Resuscitation -Equality, Diversity & Human Rights -Conflict Resolution -Moving & Handling -Fire Safety Some of the above topics will be integrated within modules, for example: the level 4 Working Together Modules and Preparation of Practice Placement sessions. Others will be delivered via on-line learning. Achievement of the learning associated with these topics will be entered onto a central Core Skills Register and ultimately a Student Passport. The Faculty is currently aligning the delivery of these core skills outcomes with our programmes with a view to be fully integrated from September 2013. 4

Good health and good character: COT Code of Ethics and Professional Conduct: The public has a right to expect the highest possible standards of behaviour and professionalism from all of its occupational therapists, and that qualifying occupational therapists are fit to practise. This also relates to recruitment of students (see section 10), as well as conduct during the programme. All students are expected to comply with the COT Code of Ethics and Professional Conduct http://www.cot.co.uk/sites/default/files/publications/public/Code-of-Ethics2010.pdf and the University of Cumbria Student Code of Conduct http://www.cumbria.ac.uk/Public/LISS/Documents/Procedures/StudentCodeOfConductAnd AdjudicationProcedure.pdf . The Faculty of Health and Wellbeing has developed a well-established Fitness to Practise Policy for health professions which is aligned to the HCPC & COT Standards and the Student’s Codes of Conduct. Students will be expected to read, familiarise themselves and adhere to the requirements for professional behaviour and attitude at all times in university; practice placement settings and in their personal/public life. HCPC: guidance on Conduct for Students: http://www.HCPCuk.org/assets/documents/10002D1BGuidanceonconductandethicsforstudents.pdf Exit from the Programme: Students who achieve 360 credits across all levels of the programme will achieve the BSc (Hons) Occupational Therapy award. Students leaving the programme having successfully completed all Level 4 studies will be awarded a Certificate Allied Health Studies. Those having successfully completed Level 4 and Level 5 will be awarded a Diploma Allied Health Studies. Students who exit the programme having completed Level 4, level 5 and attained 60 credits at Level 6 will be awarded a BSc Allied Health Studies. Only those students successfully completing the BSc (Hons) Occupational Therapy are eligible to apply for registration with the Health and Care Professions Council and for professional membership with the College of Occupational Therapists.

3. Learning Teaching and Assessment Our learning, teaching and assessment strategy is designed to achieve the high standards of capability and responsibility required from an Occupational Therapist by use of carefully graded academic and practical experiences using as student centred an approach as possible to work with students, developing knowledge, skill and motivation. (i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme The programme is fundamentally focussed on the understanding and application of the core skills and beliefs of occupational therapy in contemporary workplaces. Equipping students with the academic, professional and personal skills to succeed in evolving and 5

market led health and social care services locally, nationally and internationally. The programme has been developed around a number of themes which represent current drivers from within professional and regulatory bodies and the higher education agenda. These themes are: occupation; employability; entrepreneurship; working together; learning in practice; research and evidence based practice; the user and carer perspective; continuing professional development (CPD) and lifelong learning (LLL). The themes are embedded within module delivery at all levels of the programme and are informed by the consideration of local, national and international influences, policy, legislation and guidance. The learning teaching and assessment strategies employed are a careful blend of approaches to provide professional acculturation. Academic Learning is informed by hierarchies of learning such as Blooms taxonomy whereby learning goals of acquiring knowledge and understanding are initially aimed for with progression to synthesising and evaluating the application of information. Hierarchies enable realistic and progressive learning outcomes to be formulated across modules, levels and placement learning experiences. Values are crucial to the whole process with professional values being passed on throughout a continuum of direct teaching, directed learning, modelling, self-discovery through practical learning, and reinforcement. Some of these Professional values are about the academic and professional focus and tools of Occupational Therapy, with the models, theories and frames of reference and their methods of application. Other values are principles in working with clients, carers and other professionals. The principle of collaboration with service users guides action in terms of involvement of experts by experience at a variety of levels in the programme, including: recruitment; contributing to student assessment; contributing to knowledge base; overall quality monitoring. There will also be increased use of multi-media resources to link academic content to user and carer experience. Hierarchical approaches to knowledge and its application is evident across all modules. Student Centred Principles of empowerment of control over own learning follows a graded approach through the programme, with increasing self-direction and reinforcement of acquired skills in doing this. Initially this shows up in the micro teaching strategies of encouraging active involvement in learning by use of techniques such as discussion, quizzes and group working; with greater amounts of choice over topics studied, practical learning experiences and attention to overall learning plans with progression through the programme. The careful juxtaposition of acquiring professional knowledge skills and values, with the ability of students to make sense of and direct their own learning is a key feature of the programme, clearly aimed at producing skilled responsible able professionals who are able to apply this flexibly according to the demands of the changing health and social care sector. There is a central focus on the process of learning itself with attention to what and how it is happening, based on mutual respect within the learner teacher relationship, and adopting a highly reflexive process of feedback and reflection, aimed at fostering the development of active deep and autonomous learning. Flexibility is built-in to the programme in place and mode of learning with blended learning across a range of modalities – direct contact, project work, placement learning, VLE for information, VLE for discussion and group project work. Learning facilities are available in 6

key geographical locations as well as web based. Individual learners needs are identified and accommodated via personal tutoring and specialist learning support. Constructive alignment of teaching methods, learning outcomes and assessments is practised rigorously to ensure a coherent and coordinated approach to desired outcomes. Biggs (2011) Teaching for Quality Learning at University 4th Ed, Maidenhead: Open University Press. (ii) Contexts For Learning Campus based learning experience is the predominant learning experience, with attendance at the range of lectures/workshops/discussions/group work projects seen as essential. This is enhanced and given flexibility by use of a virtual learning environment so that information/discussion/projects can be accessed and contributed to at an individual’s convenience. Practice placements are a significant element and contribute 1000 hours of learning experience. The placements are mandatory and are designed to give a varied and graded learning opportunity of application of skills in clinical settings. There are private study venues outside the main campuses to support students particularly in West and South Cumbria. Individual and group projects enable the exploring of appropriate Health and Social care services and subjects meaningful to students. (iii) Learning, Teaching and Assessment Methods Learning/Teaching Methods and Strategies A variety of teaching and learning methods are used throughout the programme. These are designed to enable to students to develop both knowledge and professional skills whilst meeting the learning outcomes of the modules. They are designed to provide students with experience of methods best suited to their own preferred learning style, supporting the move to self –directed and mature learning. Service user and carer perspectives are explicitly incorporated into teaching and learning materials throughout the curriculum, through the use of direct contribution to teaching, workshops and multimedia resources. Teaching and learning methods will include: discussion; debate; small group work; group and individual presentations; reflection-on and in-practice; problem -based learning and flexible, distributed learning (FDL) using Blackboard. Each module will facilitate the development of literacy and I.T. skills, as well as the development of other key lifelong learning skills. Students will monitor and evaluate their on-going development via a Personal and Professional Development Profile (PPDP). Students will be encouraged to use Pebblepad for this. Types/Methods of Assessment A wide range of assessment methods is utilised within the programme in order to enhance student learning as well as the development of professional skills required for practice. All assessments are designed and to enable students to demonstrate the extent to which they have achieved the module learning outcomes, and, overall, the programme aims. Each module’s learning outcomes relate to the module assessment item(s). The range of assessment used includes: group and individual presentations; essays; 7

reports; OSCIs; viva voce; poster presentations; reflective incident recording; dissertation / journal article; practical skills development; Personal and Professional Development Profile (PPDP). Assessment Strategy: Our assessment strategy has been developed to be in line with the University’s Learning & Teaching Plan 2012 -2017. Student’s views, teaching team opinion and comments from external examiners also contributed. The overall strategy is to provide assessments which are seen as “for and as learning” rather than simply testing ability and knowledge. The main drivers of this strategy are to:  provide innovative, challenging and stimulating assessment which will enable students to develop knowledge and professional skills required for employment  reduce the overall assessment load on students in terms of quantity and positioning within the academic year  be student-centred, flexible and modern  be fully supported by, and integrated with, technological approaches such as the Blackboard virtual learning environment (VLE)and electronic portfolio  actively ensure the linkage of theory with practice  explicitly consider, value and incorporate service user and carer perspectives by involving service users and carers directly as per the Faculty strategy  impart academic rigour to the teaching and learning processes  develop the student as an self-directed learner committed to the ethos of lifelong and reflective learning  retain students and support different learners’ needs at different stages of development Acknowledging that student learning tends to be driven by assessment the ideology of constructive alignment (Biggs 2011) is embedded within the modules. The module learning outcomes enable students to meet the aim of the module and each assessment is designed to facilitate the learning and skill development required for each learning outcome to be met. The emphasis of assessment has moved away from being an examination of knowledge and ability to a more developmental approach to the knowledge and skills students will require to gain employment on graduation. Thus the process of assessment itself contributes to students learning and skill development and is very much seen as assessment for and as learning. Modules use both formative and summative assessment so that students progress through a module in a structured and constructive way and build knowledge for practice in a coherent and logical manner. Formative assessment has been a feature of practice placements for many years with students receiving feedback on their performance during regular supervision sessions. It is formalised in a half way formative report. Within academic modules formative assessments are designed so that feedback on the individual student’s performance is provided prior to the submission of the final, summative assessment. It is utilised in a variety of ways; informally via feedback on discussion or more formally where a piece of work is completed and reviewed and is then integrated into the summative assessment. The wordage (or equivalent) for both formative and summative assessments is counted towards the whole module assessment wordage. 8

Throughout the programme assessments have been designed to be developmental and to encourage the transference of knowledge and skills between modules and academic levels. This will encourage students to view modules as building “whole knowledge” rather than just for that individual module. For example the graded approach to practice placements clearly demonstrates student’s development over the academic levels. Skills developed during one placement will directly feed into the skills required on the next so student’s build knowledge and skills and utilise transferrable skills. The assessment in the level 5 module HBRO 5021 “Contemporary Issues in Occupational Therapy (1) – Proposal” assesses knowledge and skills and is directly linked to the level 6 module HBRO 6021“Contemporary Issues in Occupational Therapy (2) – Application” which assesses the interface between theory and practice in relation to that knowledge and skills base. All assessment opportunities within the programme are classed as “CORE” and must therefore be passed with a minimum mark of 40%. The majority of modules have one summative assessment but where there are two assessments both elements must be passed. Failure in one element will require resubmission of that failed element only; however, the module will only receive the maximum capped mark of 40%. Students are normally allowed one resubmission opportunity for a failed assessment (except where Extenuating Circumstances are deemed valid). Where all university resit opportunities have been exhausted a student may re-register for that module on one occasion only provided that successful completion of that module is within the timescale of the programme (Appendix 2 A3.1COT 2008). There will be a monetary charge for this. Refer also to the Academic Regulations http://www.cumbria.ac.uk/AcademicRegs. Practice Placements: Practice placement module assessments are in two parts both of which are core and must therefore be passed:  Placement = 70% module mark (assessed by practice placement educators)  Academic assignment = 30% module (assessed by university tutors) Practice placement educators mark the placement using a standard report form. This will then be converted to a grade by university tutors using a pre-determined formula (Please refer to Practice Placement Handbook for details). Students will receive a pass mark of 50% if their performance profile matches exactly the expected profile for each placement. A higher mark (awarded according to the agreed formula) will be achieved where students have demonstrated they have achieved a higher skill level. Practice Placement Educators are all registered Occupational Therapists with HCPC. They are encouraged to hold or to be working towards APPLE accreditation with COT. They are supported in this by the programmes practice placement tutors and by Placement Education Facilitators (within the Trusts). Students’ professionalism, attitudes, good health and character are vital aspects of the practice placement assessment. The majority of theoretical work is linked to practice in some way and educators will also explore students’ underpinning knowledge and how their personal and professional qualities impact on performance. Practice placement educators also involve service users, when assessing students, by seeking their opinions and this also contributes to the overall decision regarding competence. 9

Many of our practice placement educators are past students of the University of Cumbria OT programme and thus have knowledge and understanding of the placement requirements from personal experience. Where a student fails one of the placement assessment elements only that element will be retaken. Only one further attempt to recoup the fail is allowed (except where Extenuating Circumstances are deemed valid). Failure of a second attempt at practice assessment will normally mean discontinuation from the programme. A student is not permitted to reregister for a practice placement module where all resubmission opportunities have been exhausted (Appendix 2 A.3.2 COT 2008). Stakeholder involvement: The programme continues to include stakeholders in the assessment of students. For example: practitioners will be involved in the joint assessment of some presentations and viva voces. They are provided with the necessary information and training in order to accomplish this and are accompanied by a member of the teaching team to ensure parity and fairness. Practice placement educators are responsible for the assessment of student development and ability whilst undertaking work based learning. Experts by Experience: Experts by Experience actively contribute to student assessment within the placement setting, with educators recording comments on halfway and final reports. This principle of experts by experience having a meaningful voice in student assessment is also present within student assessments that are presentations, where there will be an opportunity for an active presence contributing to the overall picture of the student’s ability to successfully apply academic concepts to real world situations. This principle is applied carefully with Experts by Experience being guided by tutors, by pre session training and within the assessment setting itself, in relation to academic levels and attainment. (iv) Formative Assessment Formative assessments are utilised extensively throughout the programme in both academic and practice placement modules as an aid to student development, to encourage retention and for successful outcomes to modules. The emphasis of assessment has moved away from being an examination of knowledge and ability, to a more developmental approach to the knowledge and skills students will require to gain employment on graduation. Thus the process of assessment itself contributes to students learning and skill development and is very much seen as assessment for and as learning. There has been attention to the curriculum to build in a variety of creative forms of formative assessment building to the summative assessment. These include tests, project work, presentations, reports, posters, group work, portfolios, work-based (employer- or institution-based) and work-related learning, peer assessment and self-assessment. The embedding of drivers such as employability and entrepreneurship requires this provision of a large variety of such experiences and learning strategies (CDELL 2007). Practice Placements: Students receive feedback from regular supervision sessions with their practice placement educator. This is designed to enable students to monitor progress and to enable continued development throughout the period of the placement. Formative assessment is formalised in a “Formative Report” which is provided at the half way point of the placement. This is 10

written by the practice placement educator. In some cases students are also requested to complete a report form for comparison. This is a further aid to development of student’s self-awareness skills. Academic modules: Formative assessment and feedback is a key feature of the modules within this programme where they are used to further enhance student’s learning. They are utilised in a variety of ways; informally via feedback on discussion; quizzes; role play or more formally where a piece of work is completed and reviewed and is then integrated into the summative assessment eg. Patchwork texts.

4. Programme Outcomes This programme provides opportunities for students to develop and demonstrate: (i) Knowledge and Understanding This programme is aligned to the requirements of the COT Pre-Registration Education Standards (2008), the HCPC Standards of Proficiency (2007) and the QAA’s, UK Quality Code for Higher Education (2011). The student will be able to: 1. Critically discuss how occupational therapy theory, core skills and key professional concepts facilitate understanding of individuals as occupational beings. (COT Standard 2 & 3) (HCPC 1a, 2a, 2b, 3a) 2. Critically evaluate and justify the underpinning theory and evidence base required in order to demonstrate competent practitioner and graduate skills. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a) 3. Critically explore and apply local, national and more global policy, legislation, guidance and contexts relevant to occupational therapy. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a)

(ii) Employability Skills The student will be able to: 4. Demonstrate the effective use of supervision whilst adopting and applying a critically reflective approach to practice in order to inform their Continuing Professional development (CPD) and Life Long Learning (LLL). (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a) 5. Critically evaluate and apply emerging entrepreneurial skills to embrace local, national and more global priorities. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a) 11

6. Critically evaluate and apply the concepts of quality, leadership, change management and service improvement within the health and social care sector. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a)

(iii) Qualities, Skills and Other Attributes The student will be able to: 7. Demonstrate the ability to design, implement and evaluate evidence based occupational therapy assessment and interventions with a diverse range of service users at the level of a newly qualified occupational therapist. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a) 8. Articulate and justify their professional role confidently within a range of practice contexts in readiness to make the transition from student to newly qualified occupational therapist. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a) 9. Demonstrate effective and appropriate communication and team working skills applicable to the practice context. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a)

5. Level Descriptors At HE Level 4: (Year 1 undergraduate), students will be able to demonstrate that they have the ability: to apply a systematic approach to the acquisition of knowledge, underpinning concepts and principles and deploy a range of subject specific, cognitive and transferable skills; evaluate the appropriateness of different approaches to solving well defined problems and communicate outcomes in a structured and clear manner; identify and discuss the relationship between personal and work place experience and findings from books and journals and other data drawn from the field of study. At HE Level 5: (Year 2 undergraduate), students will be able to demonstrate that they have the ability: to apply & evaluate key concepts and theories within and outside the context in which they were first studied; select appropriately from and deploy a range of subject-specific, cognitive & transferable skills & problem solving strategies to problems in the field of study and in the generation of ideas effectively communicate information and arguments in a variety of forms; accept responsibility for determining & achieving personal outcomes; reflect on personal and work place experience in the light of recent scholarship and current statutory regulations. At HE Level 6: (Year 3 undergraduate), students will be able to demonstrate that they have the ability: to critically review, consolidate and extend a systematic and coherent body of knowledge; critically evaluate concepts & evidence from a range of resources; transfer and apply subject-specific, cognitive and transferable skills and problem solving strategies to a range of situations and to solve complex problems; communicate solutions, arguments and ideas clearly and in a variety of forms; exercise considerable judgement in a range of situations; accept accountability for determining and achieving personal and 12

group outcomes; reflect critically and analytically on personal and work place experience in the light of recent scholarship and current statutory regulations.

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6. Curriculum Map Programme Structure Level

Module Code

4

HWTO 4001

4

Module Title and Module Aims

Credit Points

Core/ Compulsory/ Optional/ Qualificatory *

Fundamentals of Professional Practice To enable students to develop an understanding of the foundations for professional practice by exploring their own value base in order to inform their emerging professional identity

20

Core

HRBO 4020

Foundations In Occupational Therapy The aim of this module is to introduce sociocultural, psychosocial and physical issues in relation to the life span and in the context of the development of key human body systems. It will adopt an holistic approach to the person and their development. PP0 links into this module.

20

Core

4

HWTO 4002

Developing Professional Practice Skills for Health and Social Care To enable the student to develop the skills required to become an independent life long learner and to prepare students for learning alongside other professionals

20

Core

4

HRBO 4021

Understanding Occupation To explore the concept of occupation and underpinning

20

Core

14

Notes (eg pre/corequisites,’core optional’ etc)

theory. To develop understanding of its relevance and uniqueness to current Occupational Therapy practice. 4

HRBO 4022

Applying Models and Therapeutic Media in Practice To investigate the theoretical principles and foundations of occupational therapy. To explore a range of therapeutic media within contemporary practice.

20

Core

4

HRBO 4023

Practice Placement 1 The aim of this module is to introduce students to occupational therapy within an applied setting. The emphasis is on developing clinical reasoning and applying practical skills within the context of practice under supervision.

20

Core

4

HRBO 9019

Practice Placement (Observation) The aim of this one week observation placement is to begin to develop and practice Occupational Therapy practical and professional skills.

0

Qualificatory

Students exiting at this point with 120 credits at Level 4 would receive a Certificate Allied Health Studies 5

HRBO 5020

OT in Practice 1: Childhood Through to young Adulthood Explore the lifestages of childhood through to young adulthood from an occupational perspective. To apply the occupational therapy process to these life stages within contemporary practice contexts.

20

Core

5

HRBO 5021

Contemporary Issues in OT (1) Proposal The aim of the module is to explore and develop students' understanding and knowledge of current cultural, societal and health related issues which may impact on occupational participation. Students will

20

Core

15

begin to develop entrepreneurial skills and will consider issues around the design and planning of occupational therapy services within emerging settings. 5

HWTO 5003

Research Methods The aim of this module is to develop your understanding of the research process. The module aims to provide you with the knowledge and skills to design a piece of small scale primary research and to write this up in the form of a research proposal.

20

Core

5

HRBO 5022

OT in Practice 2: Middle to Older Adulthood Explore the lifestages of middle to older adulthood from an occupational perspective. To apply the occupational therapy process to these life stages within contemporary practice contexts.

20

Core

5

HRBO 5023

Practice Placement 2 The aim of this module is to continue to develop knowledge and understanding of occupational performance and to integrate this into practice contexts. The emphasis is on quality and evidence based practice.

20

Core

5

HWTO 5002

Working with Others To enable students to develop their professional value base and their understanding of collaborative practices in working with service users, carers and others

20

Core

Students exiting at this point with 120 credits at Level 4 and 120 at Level 5 would receive a Diploma Allied Health Studies 6

HWTO 6003

Using Evidence to Evaluate Practice Allow students to enquire into an aspect of their professional practice. Pose a research question and attempt to answer it, drawing on knowledge and skills

16

20

Core

learnt so far on the programme. Critique existing evidence, design and conduct a piece of small-scale research. To promote the synthesis of knowledge and values culminating in potential ability to influence practice. 6

HRBO 6020

Practice Placement 3 The aim of this module is to consolidate and further develop occupational therapy practice skills. Empahsis will be placed on best practice, clinical reasoning and reflection

20

Core

6

HRBO 6021

Contemporary Issues in OT (2)in Application This module further develops knowledge and skills gained in Contemporary Issues in Occupational Therapy (1). The aim of the module is for students to demonstrate application, implementation and evaluation of a new occupational therapy intervention within an emerging setting.

20

Core

6

HRBO 6022

Exploring Applied Occupational Therapy Practice To develop knowledge & understanding of Occupational Therapy in specialist areas of practice and to facilitate the development of conference presentation skills.

20

Core

6

HWTO 6002

Professional Practice in Context To prepare students for working as a professional within an organisation, enabling them to work autonomously and collaboratively within a changing environment

20

Core

6

HRBO 6023

Practice Placement 4 The aim of this placement is to facilitate the transition from student to therapist and for students to demonstrate their ability to practice at the level of a

20

Core

17

newly graduated occupational therapist.

Progression / Award requirements Students should note that as this is a professional programme the standard university policy on the number of resubmission attempts do not apply to this programme (Appendix 2 COT 2008). Module pass mark: 40% (Undergraduate) All assessment opportunities within the programme are classed as “CORE” and must therefore be passed with a minimum mark of 40%. Failed modules are not condoned. The majority of modules have one summative assessment but where there are two assessments both elements must be passed. Failure in one element will require resubmission of that failed element only; however, the module will only receive the maximum capped mark of 40%. Students are normally allowed only one resubmission opportunity for a failed assessment (the exception to this is where Extenuating Circumstances are deemed valid). Where all university resit opportunities have been exhausted a student may re-register for that module on one occasion only provided that successful completion of that module is within the timescale of the programme (Appendix 2 A3.1COT 2008). There will be a monetary charge for this. Refer also to the Academic Regulations http://www.cumbria.ac.uk/AcademicRegs. Note: Students are not permitted to re-register for a practice placement module where all resubmission opportunities have been exhausted (Appendix 2 A.3.2 COT 2008). Progression: Students undertaking the BSc (Hons) Occupational Therapy programme must successfully complete all Level 4 modules

18

before progressing to level 5 and all Level 5 modules before progressing to level 6. Award requirements: Students successfully completing 360 credits across all levels of the programme will achieve the BSc (Hons) Occupational Therapy award. Only those students successfully completing the BSc (Hons) Occupational Therapy are eligible to apply for registration with the Health and Care Professions Council and for professional membership with the College of Occupational Therapists. Note: Aegrotat awards do not permit a student to apply for registration with the HCPC. (*) Note: Core Modules – must be taken and successfully passed. Compulsory Modules – must be taken but can be carried as fails (if the award permits). Optional Modules – students would be required to take an appropriate number of optional modules Qualificatory Unit of study – Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail.

19

7. Programme Assessment Map This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. The following letters denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme outcome 9

Programme outcome 8

Programme outcome 7

Programme outcome 6

Programme outcome 5

Programme outcome 4

Programme outcome 3

Programme outcome 2

Module Name

Programme outcome 1

Module Code

HRBO 4020

Foundations In Occupational Therapy

D/F/S D/F/S

D

HRBO 4021

Understanding Occupation

D/F/S D/F/S

D/F/S D

D

D

D/F/S D/F/S D/F/S

HRBO 4022

Applying Models and Therapeutic Media in Practice

D/F/S D/F/S

D/F/S D/F/S D

D

D/F/S D/F/S D/F/S

HRBO 4023

Practice Placement 1

D/F/S D/F/S

D/F/S D/F/S D

D

D/F/S D/F/S D/F/S

HWTO 4001

Fundamentals of Professional Practice

D/F/S D/F/S

D

D/F/S

D/F/S

HWTO 4002

Developing Professional Practice Skills for Health and Social Care Practitioners

D

D

D/F/S

D/F/S D/F/S D/F/S D/F/S

D/F/S

20

D

D/F/S

7. Programme Assessment Map This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. The following letters denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme outcome 7

D

D

D/F/S D/F/S D

HRBO 5021

Contemporary Issues in OT (1) Proposal

D/F/S D/F/S

D/F/S D/F/S D/F/S D

D/F/S D/F/S D

HRBO 5022

OT in Practice (2): Middle to Older Adulthood

D/F/S D/F/S

D/F/S D

D/F/S D/F/S D

HRBO 5023

Practice Placement 2

D/F/S D/F/S

D/F/S D/F/S D

D/F/S D/F/S D/F/S D/F/S

HRBO 9019

Practice Placement (Observation)

D

D

D

D

HWTO 5003

Research Methods

D

D/F/S/ D/F/S D

D

D

D

D

D

Programme outcome 9

Programme outcome 6

D/F/S D

D

Programme outcome 8

Programme outcome 5

Programme outcome 4

Programme outcome 3

D/F/S D/F/S

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Programme outcome 2

OT in Practice 1: Childhood Through to Young Adulthood

Module Name

Programme outcome 1

HRBO 5020

Module Code

D

D

D

D/F/S

7. Programme Assessment Map This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. The following letters denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme outcome 4

Programme outcome 5

Programme outcome 6

D/F/S

D

D

D

D/F/S D

HRBO 6020

Practice Placement 3

D/F/S D/F/S

D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S

HRBO 6021

Contemporary Issues in OT (2) Application

D/F/S D/F/S

D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S

HRBO 6022

Exploring Applied Occupational Therapy Practice

D/F/S D/F/S

D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S

HRBO 6023

Practice Placement 4

D/F/S D/F/S

D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S

HWTO 6002

Professional Practice in Context

D/F/S D/F/S

D

D

D/F/S D/F/S D

D/F/S D/F/S

HWTO 6003

Using Evidence to Evaluate Practice

D

D

D

D

D

22

D

Programme outcome 9

Programme outcome 3

D

D/F/S

Programme outcome 8

Programme outcome 2

Working with Others

Module Name

Programme outcome 7

Programme outcome 1

HWTO 5002

Module Code

D/F/S D/F/S

8. Indicative Assessment Calendar

Module Code

Module Title

Method(s) of Assessment

Weighting

Approx assessment deadline (eg mid semester)

HWTO 4001

Fundamentals of Professional Practice

Summative Assessment: Written assignment (3500 words (Essay) Formative Assessment: Tutor and peer feedback will be integrated progressively into the summative written assignment

100%

Mid semester 1

HWTO 4002

Developing Professional Graduate Skills for Health and Social Care Practitioners

Summative Assessment: Written assignment (2500 words) (Portfolio) Formative Assessment: Self-awareness activities, such as on-line sector resources, results of which will be integrated into the summative written assignment

100%

Mid semester 2

HRBO 4020

Foundations in Occupational Therapy

Summative Assessment: Practical Skills Report Formative Assessment: Anatomy Quizzes

HRBO 4021

Understanding Occupation

Summative Assessment: Practical Skills Formative Assessment: Workbook

30% 70% NA

Mid 1st Semester

100%

End 1st Semester

NA

23

Late 1st Semester

Mid 1st Semester

HRBO 4022

HRBO 4023

Applying Models and Therapeutic Media in Practice

Practice Placement 1

Summative Assessment: Practical Skills Assessment Formative Assessment: Written Work (500 words)

Summative Assessment: Practical Assessment: 5 weeks Oral Assessment: 1,500 words Formative Assessment: Half way Report

100% NA

Mid 2nd Semester

End 2nd Semester Late 2nd Semester

70% 30%

Mid 2nd Semester

NA HRBO 9019

Practice Placement (Observation)

Qualificatory only

HWTO 5003

Research Methods

Summative Assessment: Written Assignment Formative Assessment: Peer and Self Review

100%

End semester 1

HWTO 5002

Working with Others

Summative Assessment: Written assignment (3500 words) Formative Assessment: Tutor and peer feedback will be integrated progressively into the summative written assignment

100%

Mid semester 2

HRBO 5020

OT in Practice 1: Childhood through to young adulthood

Summative Assessment: Written assessment Formative Assessment: Submission of part 1 of summative assignment

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100%

End 1st Semester

NA HRBO 5021

HRBO 5022

Contemporary Issues in OT (1) Proposal

OT In Practice 2: Middle to Older Adulthood

Summative Assessment: Oral Assessment/Presentation Formative Assessment: Group Presentation (20 mins)

Summative Assessment: Written Assessment Formative Assessment: Submission of part 1 of summative assignment

100%

End 1st Semester

NA

Mid 1st Semester

100%

NA HRBO 5023

Practice Placement 2

Summative Assessment: 8 weeks Formative Assessment: Half way report

Mid 1st Semester

100% NA

End 2nd Semester

Mid 2nd Semester Mid 2nd Semester Early 2nd Semester

HWTO 6003

Using Evidence to Evaluate Practice

Summative Assessment: Written paper (4500 words) Formative Assessment: Presentation of a draft report from the investigation (20 min).

100%

Mid semester 2

HWTO 6002

Professional Practice in Context

Summative Assessment: 3500 word equivalent Poster with supporting critique

100%

Mid semester 2

Formative Assessment: Small group student led seminar enabling tutor and peer feedback that will be integrated into the summative written assignment

25

HRBO 6020

Practice Placement 3

Summative Assessment: 8 weeks Formative Assessment: half way report

100% NA

HRBO 6021

HRBO 6022

Contemporary Issues in OT (2) Application

Exploring Applied Occupational Therapy Practice

Summative Assessment: Oral Assessment/presentation Formative Assessment: Presentation/group work (20mins)

100%

NA

Mid 2nd Semester

100%

End 2nd Semester

NA HRBO 6023

Practice Placement 4

Summative Assessment: Practical Skills Oral Assessment Formative Assessment: Half way report

70% 30% NA

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Mid 1st Semester Late 2nd Semester

Summative Assessment: Oral Assessment/presentation Formative Assessment: Individual viva

Late 1st Semester

Late 2nd Semester End 3rd Semester Mid 3rd Semester

9. Support for Students and their Learning The programme team is aware of the need for structured student support systems to help guide you through your learning and to support you as a self-directed learner. There are a number of mechanisms adopted within this programme to support you. LiSS: As a student of University of Cumbria, students will have access to Library and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information fluency, digital skills and academic skills. Support may start prior to the commencement of the programme by accessing the Headstart module or the Getahead initiative run by LISS, designed to provide help with study skills. Students can also develop key skills by accessing the Skills @Cumbria tab in Blackboard VLE. As students move through the different levels of the programme the expectations as to academic ability will change and LiSS can help students understand and achieve the requirements for these levels. Students will have embedded skills interventions from LiSS as part of the induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). Later input will cover more advanced information fluency and critical reading and writing skills. You can access individual support from LiSS via email guidance and by face to face advice throughout your student journey. Further LiSS Learning and skills development workshops may be requested by tutors or directly by you. These sessions focus on a range of skills including; preparing for the online TDA skills tests, using smartboards, planning for dissertations and introducing the requirements of academic research and writing at Masters level. In addition, you will have access to online tutorials and the skills@cumbria support area on Blackboard and on the LiSS website: http://www.cumbria.ac.uk/SkillsatCumbria/. Module leaders will collaborate with LiSS learning advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective students) from the LiSS website (and other appropriate platforms). The Library Collection Management Policy states one copy of essential text per fifteen students. http://www.cumbria.ac.uk/Public/LISS/Documents/Policies/CollectionManagementPolicy.pdf Generally, and if funds allow, the most recent edition of a core text title will be purchased in eBook format. LiSS also provides quantitative and qualitative feedback to the Faculty on the impact of the skills support offered to participants on an annual basis.

27

Information for students can be accessed via Student Services at http://www.cumbria.ac.uk/StudentLife/Support/Home.aspx

Welcome Week: The first week of the programme is run as a Welcome Week and is designed as an introduction to the programme and to the University. Its focus is very much about the University systems and facilities which will make your studies more enjoyable and supported. The sessions are informative and cover a range of topics including: library tours; introduction to practice placements; introduction to the Personal Tutor system (see below); getting to know eachother sessions; an introduction to your first module; anatomy; living away from home, health and safety and so forth.

PT system: The Personal Tutor (PT) role is seen as being crucial to student retention, success and satisfaction. We know from experience that students, who communicate with their PT, tend to enjoy their studies more and feel more supported. In view of this every student is allocated a PT for the duration of their studies. The PT / student allocation is undertaken prior to Welcome Week and students meet with their PT during this period as an introduction to the process. PTs will then meet their students individually or in groups each semester or at critical periods within the programme eg, following practice placement and assessment or on an individual need basis. The primary role of the PT is to facilitate personal and professional growth, to provide academic feedback and support and sign-post students to other services such as the Students Union Advocacy Service or Learning Information and Student Services (LiSS). PTs also encourage reflection on how the student is achieving their key academic skills using the Personal Development Profile. PTs are also responsible for initiating student progress reviews where student behaviour is causing concern e.g. management of sickness and absence. Action planning with students is a very useful and important tool. PT meetings are formally recorded. It is usual for the PT to compile the end of programme student reference as the person who is most aware of achievement and / or problems.

Peer Assisted Study Sessions (PASS): PASS is an international and national scheme that has been adopted by a number of UK universities to help ease transition into Higher Education, enhance the student experience as well as support students’ skills development and employability of both participants and leaders. Typically, first year students are allocated to a PASS group and attend weekly PASS sessions led by two second or third year students (PASS Leaders) from the same course. Peer Assisted Study Sessions (PASS) offer a safe environment where students can ask questions and receive guidance from higher year students about their programme and its content. The sessions provide an opportunity for students to: ▪ adjust quickly to university life and study ▪ raise their awareness of tutors’ expectations ▪ develop effective study strategies

28

▪ enhance learning though student to student support ▪ work together to enhance their learning We intend of offer Peer Assisted Study Sessions (PASS) to our students as part of student support on the programme. Initially first year students will be partnered by students from years 2 and 3 who are undertaking a programme from a previous validation. However, it is not felt that this will create difficulty in that the programme content is similar and the aim of PASS is to support students with more generic issues. Tutorials: Tutorials will be provided within modules to support students through the learning and assessment for that topic. These are often offered as group tutorials within the allocated module teaching time. Students are strongly advised to make use of these tutorials as a means of supporting their learning. Individual and group tutorials are also offered to support students who are resubmitting a failed assignment and again students are strongly advised to make use of these sessions. Personal Development Portfolio: As a professional student’s need to demonstrate commitment to reflective practice, life-long learning (LLL) and continuing professional development (CPD). This process is begun early in the programme with the beginning of the development of a CPD portfolio. Students are encouraged to begin this process via pebblepad and be expected to take responsibility for developing their own portfolio. Guidance will be given by the PTs. Upon completion of the programme students will have built their portfolio documenting learning and including practice placement reports, reflections and action plans for development within first employment opportunities. Practical Skills Facilities: Developing practical skills is a key requirement of this programme and students will have access to a range of facilities whilst on practice placement and within the university. Each university campus has practical skills facilities with access to assistive technologies such as: telecare devices; adjustable chairs and beds; moving & handling equipment; hoists – portable and ceiling track; bathing and toileting equipment, kitchen and feeding equipment; wheelchairs and walking aids. Practice Placements: Whilst undertaking practice placements all students are allocated a named practice placement educator. This is the person within the placement department who is responsible for facilitating your learning and for your supervision, feedback and assessment. Students are also allocated a visiting tutor for the duration of that practice placement. This is an academic tutor who will visit you around the half-way point of your placement (except for PP0 and PP4) and provide support for you and guidance for the placement educator. The Student Placement Handbook is also a source of information.

10. Criteria for Admission

29

Entry requirements Academic requirements are reviewed annually to ensure compatibility with COT guidance and appropriateness relative to other Higher Education providers of Occupational Therapy programmes. Currently this is set at 280 UCAS tariff points or equivalent:  BBC at A level  BTEC National Diploma DMM  Scottish Highers AABB  Access 60 credits with 45 at level 3 DMM at the level 3 modules Applicants are expected to have a good command of written and spoken English such as GSCE English grade C or IELTS 7. Application process  Prospective students must apply though UCAS  Prospective students wanting to apply for the Part Time route should do so by Direct Entry from the University website: www.cumbria.ac.uk Selection process  Applications are considered in order to determine the candidate’s ability to successfully complete the programme  Academic and personal qualities are considered through use of vetting of forms, individual interviews and group activities.  Candidates offered a place on the programme will be those considered to have the academic ability, appropriate knowledge of and motivation for Occupational Therapy, values compatible with professional standards and personal skills in relating to and working with others. Where it is feasible to do so experts by experience are involved within the selection process – this is usually during interview and group activities. Disclosure & Barring Service checks and Occupational Health Clearance All students must have DBS and occupational health clearance before being able to attend for placement. Students commencing on the programme without these will only be registered as provisional until DBS and health is provided / confirmed. The process is administered by specialist staff in Admissions, and the Occupational Health Dept. Students will be advised of the process and procedures when a provisional offer of a place is made. Prompt completion of online processes and return of forms and ID documents is crucial and compliance is carefully monitored by staff throughout the programme to ensure fitness to practice as required by the HCPC & COT. International Students A small number of international students may be accepted, only with approval from the strategic health authority (NHS NorthWest). Admission criteria are the same as outlined above. In addition, applicants must complete and provide evidence of the International English Language Test (IELTS) before submitting their application. DBS and medical clearance also applies. You must complete the academic version of the IELTS test and achieve:

30

  

At least 7.0 in the listening and reading sections At least 7.0 in the writing and speaking sections At least 7.0 (out of a possible 9) overall

We will not accept applicants who score lower than this standard. Transfers in Students may request a transfer to another route ie; from part time to full time or full time to part time. This must be discussed with the PT and Programme Lead for approval and is subject to commissioned places being available and approval by the NHS North West. Students may also request (in writing) for a transfer from another Higher Education Institution (HEI) via APL process (see below). These claims are considered by the programme selection process and the transfers are approved by the NHS North West. Successful applicants must be interviewed as per pre-registration recruitment policy and acceptance is subject to satisfactory references, academic and practice hour’s transcript, EU requirements, occupational health and DBS clearance. APL claims will be considered on an individual competitive basis, subject to a satisfactory mapping of module outcomes and BSc (Hons) Occupational Therapy programme progression points; Bridging work may be required. Accreditation of Prior Learning (APL) The University’s academic regulations specify the scope and operation of APL procedures. This section of the University’s regulations describes the processes which apply to all programmes, including the pre-registration programmes. http://www.cumbria.ac.uk/Public/AQS/Documents/6.pdf Principles: All APL claims are considered and confirmed by the APL Officer and the programme lead. APL and transfer claims are considered on an individual basis as part of the admissions process. Examples:  Internal and external transfer applications i.e. existing students from UoC or other HEIs wanting to change programme including 

Applications from people who have previously undertaken a part of their pre-reg. programme but did not complete but who now wish to re-commence their studies (assuming that sufficient time remains COT 2008)

Applications for internal or external transfer MUST be considered by the programme lead and the APL Officer (for a decision re conditional acceptance onto a UoC programme). Specific APL processes must be completed at the point of application. APL claims must be substantiated by:  Academic transcripts/certificated learning, and /or 

Portfolio/bridging work as required



Transcripts detailing exact work based learning hourages.

31

Equality & Diversity: The University is committed to creating a positive environment where everyone is treated with dignity and respect and is supported in the development of their careers and studies. The programme is committed to developing good quality, capable Occupational Therapists. This occurs regardless of cultural or ethnic background, issues of gender or transgender, and is sensitive to specific disabilities of students. It is recognised that a diverse mixture of backgrounds and experience within the student group enhances the learning experience and is therefore welcomed.

11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching Mechanisms for review and evaluation of LTA, the curriculum and outcome standards

          

Module evaluation forms Annual evaluatory reports Quality Group Committee reports Curriculum/ Programme management meetings External Examiner reports National Student Survey Staff-Student Liaison meetings NHS NW annual review COT Annual monitoring HCPC Annual monitoring Practice placement meetings

Committees with responsibility for monitoring and evaluating quality and standards

     

Programme Quality Committees Faculty Learning and Teaching Quality Enhancement Committee (FLTQEC) University LTQEC Academic Board Module and Faculty Assessment Boards Faculty Executive Team

Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience

       

Module evaluations Programme evaluations Placement evaluations Student Forums Staff-Student liaison meetings Quality Group Committee meetings National Student Survey PT meetings

Staff development priorities for staff teaching this programme



Post-graduate study in education /pedagogy and relevant specialist subject areas Skills/simulation updating (eg: M&H, hoisting) Staff development in relation to new teaching, learning and assessment technologies

 

32

 

Professional updating in specialist area Research & scholarly activity: eg participation in research, conference delivery / attendance, external examiner duties, membership of national committees, forums

12. Additional Information Student access to clinics: There are clinics in operation on both campuses at which students are able to access for volunteering. Headway runs a weekly clinic at the Carlisle campus. A weekly mental health clinic is currently under negotiation at the Lancaster campus. The volunteering does not count towards students assessed hours but does provide additional valuable experience in working with different service user groups. Finance:  Home students on the BSc (Hons) Occupational Therapy programme have their tuition fees paid and receive a non-means-tested bursary from the Students Grants Unit. They may also apply for means tested support dependent on their individual circumstances. Further financial assistance may be available from the University Hardship Fund should the need arise. Some travel expenses to and from placement areas may be payable (via the Student Grants Unit). 

EU Students on the BSc (Hons) Occupational Therapy programme have their tuition fees paid by the NHS. Further financial assistance from the University Hardship Fund may be available should the need arise. Some travel expenses to and from placement areas may be payable (via the Student Grants Unit).



International students / those assessed as overseas for fees purposes on the BSc (Hons) Occupational Therapy programme are responsible for their own tuition fees and living costs. Further financial assistance from the University Hardship Fund may be available should the need arise.

Theory-practice time: The curriculum is split between theoretical input and placement time. Practice placements make up approximately one third of the programme, the remainder being academic time. Placements/Learning in Practice: When on placement, students are expected to work a normal NHS working week of 37.5 hours (pro-rata for part-time students) and to experience the working pattern of the department / organisation they attend. This may require (although rarely) some evening or weekend working, though this may be negotiable with placement areas. Students must notify the Placement Learning Unit, or their PT and / or the placement tutor if there are any circumstances which may affect placement attendance. Uniforms:

33

The University provides uniforms for students where appropriate. Students are responsible for their own laundry and must provide their own suitable footwear. Students are provided with 2 pairs of trousers, 3 tops (tunics or polo shirts) and a fleece. Students may purchase additional uniforms at their own expense. A uniform / dress policy exists which students are required to adhere to whilst on practice placement. This is available on the Faculty Placement Learning Unit Blackboard site. Students are required to ensure they read and follow this policy at all times. Additional costs: DBS: The University funds the initial DBS check required for enrolment on the programme. Students who Intercalate or become external students will be required to apply for new DBS prior to their return to the programme. The University will contact students regarding this before return to study. The cost of this new DBS is met by the student. Placement costs: Practice placements can be costly and students should plan ahead for this. Practice Placement costs may include the following: 

Accommodation & Transport: The cost of accommodation and transport is met by the student. In cases where students receive an NHS bursary a claim can be made for reimbursement of these costs. This is done via an Expenses claim form Where a student does not receive a bursary claims for expenses cannot be made.



Costs of Placements Abroad: Students are able to undertake their Elective placement abroad on agreement from their PT and practice placement tutor. Where students undertake practice placements aboard the costs for accommodation, transport, medical, personal and additional liability insurance is met entirely by the student. Reimbursement claims cannot be made.



Professional Liability Insurance: It is strongly advised that students become registered with the College of Occupational Therapists. There are many benefits to membership eg: Professional Liability Insurance (PLI); access to professional information.



Car insurance: The cost of additional insurance cover where a car is required for practice placements is met entirely by the student



Financial Support: Where a student feels unable to meet the cost of practice placements advice / support should be sought from LISS www.cumbria.ac.uk/liss

Students with Disabilities: The University is committed to ensuring that reasonable adjustments are made wherever possible to accommodate students with disabilities and will support all students in their studies. Where reasonable adjustments are required these should be discussed with the Programme Leader, Personal Tutor and (where appropriate) the practice placement tutor. Students should note that this programme is approximately 33% practical. Students should ensure that they are able to fully participate in the practical sessions and the practice

34

placements and in the first instance this should be discussed with the University’s Disability officer. Special Educational Needs and Disability Act (2001) (SENDA) The University of Cumbria is registered under the Data Protection Act 1998 to collect and process personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information. Examples of Employment Opportunities available to students upon completion of the programme: The programme produces graduates who are eligible for registration as occupational therapists with the HCPC who are fit for practice and purpose, with students obtaining employment as qualified occupational therapists on completion of the programmes both locally and nationally. Examples from recent graduates include the NHS, Social Services and PVIs. Stand alone Modules: Most modules within this programme can be taken as standalone modules for the purposes of CPD. Students completing stand alone modules will be eligible for a University of Cumbria Certificate of Achievement. Students accessing modules as part of their CPD are likely to be therapy assistants, practitioners returning to practice or changing their area of speciality. The entry requirements for level 4 modules are the same as for the BSc (Hons) OT programme (See Section 10 Criteria for Admission). Students wishing to access Levels 5 and 6 modules will be required to provide evidence of prior learning to demonstrate ability to study at this level (see MDFs).

13. Administrative and Supporting Information Academic Quality and Development: www.cumbria.ac.uk/aqs and www.cumbria.ac.uk/cdepp

Academic Regulations http://www.cumbria.ac.uk/AcademicRegs. COT: Pre-registration Education Standards: Key sources of information about this programme and its development can be found in the following:

http://www.cot.co.uk/publication/books-z-listing/collegeoccupational-therapists-pre-registration-education-standards COT: Curriculum Guidance for Pre-registration Education http://www.cot.co.uk/publication/books-z-listing/curriculumguidance-pre-registration-education COT: Code of Ethics and Professional Conduct http://www.cot.co.uk/publication/baotcot/code-ethics-andprofessional-conduct HCPC: Standards of Education and Training http://www.HCPC-

35

uk.org/assets/documents/10002C0EHCPCStandardsofeducation(A5)(fi nal).pdf HCPC Standards of Proficiency http://www.HCPCuk.org/assets/documents/10000512Standards_of_Proficiency_Occupa tional_Therapists.pdf HCPC: Guidance on Conduct and Ethics for Students: http://www.HCPCuk.org/assets/documents/10002D1BGuidanceonconductandethicsforst udents.pdf HCPC: Guidance on Health & Character: http://www.HCPCuk.org/assets/documents/10002D1AGuidanceonhealthandcharacter.p df QAA Standards for work-based and placement learning http://www.qaa.ac.uk/Publications/InformationAndGuidance/Docume nts/COP9PlacementLearning.pdf LiSS: www.cumbria.ac.uk/liss University of Cumbria Student Code of Conduct: http://www.cumbria.ac.uk/Public/LISS/Documents/Procedures/Stude ntCodeOfConductAndAdjudicationProcedure.pdf . Quality Group:

Rehabilitation and Social Work

Faculty

Health and Wellbeing

Teaching Institution

University of Cumbria

JACS code:

B930

Programme code (CRS):

UB-OCCTPY

UCAS code: (where applicable)

B920

Date of last engagement with external bodies (eg QAA, Ofsted, etc)

2012 (NHS, North West) 2012 COT and HCPC annual returns

Date of Programme Specification validation

2013

Validated period of programme:

5 years (Sept 2013 to July 2018)

Date of changes to

Reason for change:

Date:

36

Programme Specification:

(eg minor changes) Major Change notified to HCPC and COT: change of Programme Lead from Alison Hampson to Georgina Callister

Approved 2011

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About Programme Specifications This programme specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information is provided in the Programme Handbook and associated Module Guides. Programme Specifications are written with the student audience in mind and are available to students. In addition, they are used in a number of ways:  As a source of information for students and prospective students seeking an understanding of the programme.  For the teaching team to ensure there is a common understanding about the aims and learning outcomes for a programme.  As a reference point for audit, review and monitoring purposes  As a source of information for employers, and professional bodies to provide evidence that required skills or abilities are developed by the programme. For more details about Programme Specifications, refer to the QAA Quality Code, Chapter A3: The Programme Level.

37

DEFINITIVE DOCUMENT Record of Changes: Date Section(s) affected

Apr 15

Date:

MC 14.33 to remove HWTO6001 and replace with HWTO6003

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Actioned SITS by updated (Y/N/NA) PH Y