Curriculum Information

This module will explore different commonly used occupational therapy conceptual models and how they are instrumental in ensuring key professional concepts are applied to practice. By developing and identify the personalised occupational goals of people (individuals, communities and populations) students will adopt a holistic, occupationally focused approach. The theory, analysis, and application of these models of practice leading to assessment and planning, with consideration of human rights, ethical practice, cultural bias, and national/international efficacy.

This module will include a 3-week Experiential part-time practice-based learning placement. Students will be required to achieve the skills and proficiencies identified in part one of the Occupational Therapy Practice Assessment Document. The assessment requirements for practice learning, how the student will be assessed, and criteria used to determine a pass for the practice placement will be discussed with the students in detail prior to their practice-based learning experience.

Models to be explored include -
Model of Human Occupation.
Kawa Model.
Canadian Model of Occupational Performance and Engagement.
Person-Environment-Occupation-Performance Model.

Other models and specific assessment tools will be explored in relation to the stages of the life cycle (younger person, adult, and older adult).

Exploration of an asset-based approach to identify strengths capabilities, abilities, and environmental facilitators, informing assessment and planning practices.

Standardised and non-standardised assessments to identify client needs and goals relevant to the stage of the life cycle.

The evidence-base for the use and application of a wide variety of standardised and non-standardised assessment tools and methods used across the life cycle to aid occupational therapy planning. Validity and reliability of chosen assessment methods.

Recording of assessment outcomes, identifying person-centred goals, and communicating the occupational therapy plan effectively and concisely to clients, carers, family, and the wider multi-professional team.

Skills development in person-centred, collaborative assessment of individuals, groups, and communities (using face- to-face and remote formats) in different contexts to identify occupational goals. Skills in conducting person-centred, occupationally based interviews and recording interview and assessment outcomes (demonstrating active listening to reflect the needs and views of service users). The use of standardised and non-standardised assessment to establish occupational aspirations and needs and identify occupational *disruption. The use of digital technologies in the assessment process.

Assessing environmental factors impacting occupational participation, engagement and performance, such as housing, community and town planning, community and economic resources, support systems, the work/school/college environment,

Assessing in a non-discriminatory manner, modifying and adapting where appropriate to meet individuals' capacities, being conscious of own values, culture, and position.

The importance of gaining informed and valid consent and ensuring confidentiality of all data, including the security or written and digital information.

Developing clinical reasoning though problem–solving and evidence-based practice. Using analytic skills to understand the person, environment in which they function and occupational need, expectation and want, to develop person-centred plans.

Actively listening and reflecting on the needs of people who access services, their families, and carers.

Exploration of emerging areas of practice, early/primary assessment through to vocational and rehabilitative practice will be explored together with the need for interprofessional/multidisciplinary assessment and planning. Key documents relating to the future direction of practice will be used to identify emerging assessment areas.

Synthesis of data, gathered through assessment, to ensure validity of occupational therapy plans.

Co-creating person-centred intervention plans that recognise assets, promote inclusivity, and meet the current and future needs of people who access occupational therapy services.

Triggers and case studies introduce common *disruption across the life cycle that affect participation in occupation in the younger person, adults, and older adults.

An understanding of current and predicted health and wellbeing needs related to the life cycle stages (local, national, and international), including underlying pathologies.

*Disruption includes: -

Disruption to body structure or function through illness or disability (e.g., Neurological, neurodevelopmental disorders, orthopaedic conditions, acquired injury).

Disruption to psychological wellbeing and mental health (e.g., depression, anxiety, bi-polar, dementia, Schizophrenia, Personality disorders).
Sociocultural and community disruption impacting participation and experience of occupations, environmental (social political, institutional, and cultural) and developmental factors impacting negatively on health and wellbeing.
Economic factors that disrupt participation. Personal factors such as communication, personal meaning and value disrupting occupational engagement.