Curriculum Information

Students will develop and apply knowledge and skills to enable sustained occupational engagement and participation relevant to older adults through adopting a framework of universal, targeted and specialist interventions.
Occupation for older adults’ health and wellbeing. The shifting landscape towards prevention, early intervention, rehabilitation, social care, and partnership approaches.

Students will have the opportunity to explore a variety of contexts in which occupational therapist work with older adults including wellbeing hubs, primary care settings, volunteering contexts, charities, social services, and social care etc.

Legislation, policies, and models/frameworks that inform practice will be used to contextualise contemporary occupational therapy practice.
Introduction to the Cognitive Disability Model

Building on the Level 4, appropriate models of practice and assessment tools will be explored in relation to assessment of adults’ occupational needs and expectations. Each will be explored for validity, reliability, and an appreciation of how these inform the occupational therapy intervention process.
Example Assessments: -
MOHOST
OCAIRS
PEOP
COPOM
Allen Cognitive Level Screen (ACLS)
Falls behavioural scale for older people

Key Frames of Reference that underpin occupational therapy intervention will be critiqued and utilised, where appropriate, to inform interventions.
Example Frames of Reference:
Cognitive
Biomechanical
Psychodynamic approaches
Social
Occupational Adaptation Frame of Reference
Other Frames of Refence will be explored in the context of the case studies/triggers

The shift to health promotion and prevention, the need to target interventions to those at risk or already experiencing difficulties and providing specialist interventions will be explored, together with the need to take a partnership approach.

Adopting an asset-based approach to interventions.

Key transitions in older adulthood and how these impact on occupational performance – for example, retirement, employment/volunteering, moving into care, grand-parenthood, caring responsibilities and changing relationships, loss etc.

Managing, supporting, mentoring and educating for change in older adulthood for individuals, family, groups, and communities.

Understanding of underpinning occupational science and human subsystems* that impact occupational engagement in older adults.

Analysis and evaluation of interruptions to occupational engagement in older adulthood will inform interventions.

Designing and implementing person-centred interventions to maximise occupational performance and meet goals of individuals, groups and communities in self-care, productivity, leisure, to enhance wellbeing. Providing the right intervention in the right place.

The use of appropriate digital technologies in interventions to enhance occupational engagement and promote wellbeing. (VR in dementia Care, Environmental controls. Online resources for simulation etc.)

Environmental design to promote inclusivity.

Safeguarding in the context of older adults.

Working in multiagency partnerships, across traditional service boundaries to address physical and mental health, to promote an inclusive environment, and to support access to specialist services and community resources.

Planning and running group sessions to meet the identified needs of a population of adults.

Developing group work skills, communication, and reflection on the therapeutic use of self.

Evaluation and measuring outcomes of intervention, for example:
MOHOST
MOHO Single observation forms
OCAIRS
Role Check List
MOHO EXplor

Evidence-based practice and the development of clinical reasoning skills based on this evidence will be developed throughout, through engagement with triggers/Case Scenarios.

* Human subsystems examples: -
Mental health disorders (dementia, isolation, anxiety), sensory (sight and hearing loss), learning disabilities, and physical health conditions (including stoke, falls, and arthritis).