Occupational Therapy with Foundation Year
BSc (Hons)

Through discussion, reading and small group tasks, students will be encouraged to think critically about the evidence of inequalities and the connection between social structure, human agency and experience. Evaluating evidence and, through a case study, showing an understanding of others’ experience form the basis of the assessment.

Learners will explore the evolution of the profession, its philosophies, values and beliefs and from this its unique contribution to the diverse range of settings in which occupational therapists work, in traditional/third sector and diverse settings.

There will also be an introduction to concepts integral to the occupational therapy process including an assessment and problem identification, intervention and evaluation.

The module will enable learners to understand the importance of keeping skills and knowledge up to date and of career-long learning and engage learners in the production of continuing professional development (CPD) portfolio.

Learners will begin to understand the legal and ethical boundaries of occupational therapy and the importance of maintaining a professional and high standard of care. They will gain knowledge of relevant legislation that applies within occupational therapy practice. Learners will also work towards developing an understanding of inter-professional team working.

Learners will engage in a variety of learning experiences including on-line and experiential and will be encouraged to reflect on key aspects of the module as part of their professional development.

Experiential and reflective learning will consider dyadic and group interactions and dynamics. Learners will also consider the importance of working in partnership with service users and how interpersonal skills can be used to encourage their active participation.

The importance of written communication skills and the need to maintain accurate written records will also be introduced.

Assessment through the practice-based learning assessment report form will enable learners to demonstrate a basic level of competence for their stage of the study. A formative midway assessment provides constructive feedback and guidance for development, and summative assessment provides the final outcome. To achieve a pass on the placement learners are required to complete the required hours and achieve a pass grade in all areas of the practice-based learning assessment form.

NB For both BSc (Hons) and MSc learners no Fail and Return opportunities are available in Practice-Based Learning modules. There is only one fail grade permitted on Practice-Based Learning Modules over the course of the programme.

The module will have a practical and experiential focus on developing core transferrable occupational therapy skills and knowledge, required to undertake assessments and interventions across a wide diversity of practice areas, in both short and long term settings.

Knowledge and skills will be developed by building upon on a number of core aspects of biopsychosocial dysfunction, studied earlier in the programme, through consideration of potential arising occupational needs. Through practical workshops, including activities such as virtual simulation, learners in this module will study a range of occupational therapy assessments and interventions that may be used to identify and meet these occupational needs, associated with that area of dysfunction. Theory and practice will be blended to equip learners with the ability to select, implement, analyse and evaluate assessments and treatments, by the inclusion of case studies.

Development of practical skills in group planning, facilitation/leadership and evaluation, including learners delivering groups for their peers, will occur through experiential workshops. These practical skills will be underpinned by teaching and learning of core theoretical concepts relating to group work. Learners will be encouraged to develop self-awareness through reflection and self-evaluation of their own evolving group leadership skills and provide feedback to their peers to facilitate the learning process for all.

Analysis and evaluation of core occupational therapy interventions that may be delivered within a group setting, across a range of services will be included. Through undertaking self-directed visits to third sector/ diverse settings, learners will also analyse the potential role of groups in these areas of practice. The debate of issues that underpin the use of groups by the profession, and exploration of the advantages and disadvantages of undertaking group work, will facilitate skills in evaluating when a group programme may be valuable.

Assessment through the practice-based learning assessment report form will enable learners to demonstrate a basic level of competence for their stage of the study. The formative midway assessment provides constructive feedback and guidance for development, and summative assessment provides the final outcome. To achieve a pass on the placement learners are required to complete undertake the required hours and achieve a passing grade in all areas of the practice-based learning assessment form.

NB For both BSc (Hons) and MSc Learners no Fail and Return opportunities are available in Practice-Based Learning Modules There is only one fail grade permitted on Practice-Based Learning Modules over the course of the programme.

Key current service priorities arising from practice agendas will be identified. Practical workshops considering assessments, interventions and evaluation, which could provide opportunities for occupational therapy to respond to such key agendas will be undertaken. This will occur alongside analysis of governance-related issues which underpin aspects of professional reasoning for their delivery. Learners will be encouraged to analyse the essential nature of outcomes and audits in order to provide evidence for further service development. Online resources will be used as appropriate.

An ability to formally present such justifications for assessments and interventions is vital to future practice and service development hence is integral to the module.

Assessment through the Practice-Based Learning assessment report form will enable learners to demonstrate a basic level of competence for their stage of the study. A formative midway assessment provides constructive feedback and guidance for development, and summative assessment provides the final outcome.

To achieve a pass on the placement learners are required to complete undertake the required hours and achieve a passing grade in all areas of the placement assessment form. NB For both BSc (Hons) and MSc learners no Fail and Return opportunities are available in Practice-Based Learning modules. There is only one fail grade permitted on Practice-Based Learning modules over the course of the programme.

They will evaluate how their professional identity, themselves as individuals and occupational therapy fits within a diverse range of settings including health and social care.

Learners will build on the skills and knowledge gained through practice-based learning and previous academic learning e.g. Health and Care Professions Council (HCPC) requirements.

The importance of keeping their knowledge and skills up to date, engaging in career-long learning to maintain professional identity and career development will be considered.

Learners will critically evaluate the influence of communities on individuals and their roles, health, occupational opportunities and restrictions. In addition, learners will critically review public health agendas, nationally and globally. Through participation in a variety of taught and interactive learning activities, learners will then critically evaluate service improvement and development opportunities for occupational therapy in meeting the national and global public health agendas.

Face to face teaching will be based around more complex and in-depth use of practical skills acquired earlier in the programme, critically reviewing and further developing their use. Where appropriate learning and teaching may include off-site visits and outside speakers. This module will facilitate the consolidation of earlier learning related to professional reasoning, by enabling the learner to more independently give critical consideration to theory and practice. Continuing professional development activities such as peer teaching and learning through journal clubs, will promote this more independent critical consideration of issues emerging from the evidence base for the practice area, both now and potentially in the future. It is also envisaged that the nature of the continuing professional development activities will promote skills and competence essential for career-long learning and future career and professional development.

The importance of changing practice and transforming services to take account of developments and the changing context of practice will also be evaluated. Learners will also consider their role within the transformation of services and the importance of leadership skills and change management.