Health Sciences, University of Southampton

This module aims to:

Assist learners to develop a clear professional identity by equipping them with the knowledge, skills and attitude to conduct client centred occupational therapy by:

• Applying the core theoretical principles that underpin the profession in Foundations of Occupational Therapy Practice
• Introducing the learners to some principle practices employed by Occupational Therapists
• Encouraging the development of problem solving skills to support patients' / clients' occupational performance
• Utilising critically appraised evidence to support therapeutic interventions

• Assist learners to develop a clear professional identity by equipping them with the knowledge, skills and attitude to conduct client centred occupational therapy by:
• Applying the core theoretical principles that underpin the profession in Foundations of Occupational Therapy Practice
• Introducing the learners to some principle practices employed by Occupational Therapists
• Encouraging the development of problem solving skills to support patients' / clients' occupational performance
• Utilising critically appraised evidence to support therapeutic interventions

•  Application of sequence of practice (OT process), models of practice and therapeutic approaches.
• Biomechanics and normal movement principles related to functional activity and occupation.
• Mechanical properties of adaptive equipment
• Facilitation of occupational performance within the built environment
• Moving and Handling principles & basic handling skills
• Risk assessment and legal requirements of practice
• Personal safety principles for clinicians (Including aspects of clinical preparation)
• Minor adaptations & occupational performance
• Selecting appropriate equipment to enhance occupational performance and participation
• Applied Activity analysis
• Application of Client Centred & culturally aware practice
• Group work theory
• Planning groups and group dynamics
• Use of creative therapies
• Critical appraisal of evidence to support therapeutic intervention

•  A variety of experiential workshops
• Access to clinical facilities in the community for workshops
• Use of video/DVD opportunities to allow for self reflection
• Video resources to support learning
• A wide variety of guided learning activities
• Collaborative learning resources

Teaching and learning will be conducted within practical sessions, group work, student and tutor led tutorials and seminars and key-note lectures. There will be an emphasis on experiential learning with students being supported in guided learning activities to develop their independent learning skills. They will also be encouraged to participate in collaborative peer learning tasks to encourage the sharing of information. 

Both School staff and, where possible, visiting clinicians will contribute to the teaching in this module. Ongoing formative feedback, provided by staff and peers will be used to explore the development of student understanding, to check for any misunderstandings, and to clarify and correct any misconceptions.

Dedicated Blackboard sites will be available to support this module along with a wide range of books, articles and websites. Suggestions will be made session by session for guided learning activities and self directed / directed study. Students will also be expected to select additional material appropriate to their own learning needs.

 Atkinson, K. and Wells, C. (2000) Creative Therapies: a psychodynamic approach within occupational therapy. Cheltenham. Stanley Thornes.

 Bell, F. (1998) Principles of Mechanics and Biomechanics. Cheltenham. Stanley Thornes.

Christiansen C and Baum M (2005) Occupational Therapy: Performance, Participation, and Well-being (3^rd Ed). New Jersey. Slack Inc.

Creek J, Lawson-Porter A (2007) Contemporary Issues in Occupational Therapy [electronic resource]: reasoning and reflection (2^nd Ed). Chichester. Wiley.

Duncan AS (2006)  Foundations for Practice in Occupational Therapy (4^th Ed). Edinburgh. Elsevier Churchill Livingstone.

Duncan AS (2009) Skills for practice in occupational therapy. Edinburgh. Churchill Livingstone.

Finlay, L .(1997) Groupwork in Occupational Therapy. Cheltenham. Nelson Thornes Ltd.

Health professions Council (2008) Standards of Conduct, Performance and Ethics. London. Health Professions Council.

Hersch G, Lamport N, Coffey M (2005) (5th Ed) Activity Analysis; Application to Occupation. New Jersy.  Slack Inc.

Levangie, P.K. and Norkin, C.N. (2005) Joint Structure and Function; A Comprehensive Analysis (4^th edition) Philadelphia. F.A. Davis.

Tyldeslley, B. and Grieve, J.I. (2002) Muscles, Nerves and Movement in Human Occupation (3rd edition). Oxford. Blackwell Publishing.

Willard H.S (2008)Willard & Spackman's Occupational Therapy .(11^th ed.) Baltimore. Lippincott Williams and Wilkins.

Students will be required to complete 2 Summative assessments; each component must be passed to ensure successful completion of the module.

Practical Examination & viva (Assessment 1):  This assessment will consider the application of the following principles of OT practice: applied activity analysis, normal movement, biomechanics/ mechanics in a range of activities through the demonstration of a skill and questions on their underpinning knowledge base. Three case studies will be available to the student prior to the exam. On the exam date the student will be allocated to one case study and required to demonstrate a skill (Moving and handling activity + either wheelchair assessment, minor adaptation, equipment prescription or accessibility issue) that would have an affect upon the occupational performance of the case study.  50% of total module mark.  

Reflective Essay (Assessment 2):  This assessment will require the learner to work in collaboration with four other learners to produce a DVD that demonstrates their ability to plan and facilitate a group. Formative feedback on the DVD is given during the module. The assessment is a 1000 word written piece to demonstrate their ability to reflect on their experience of facilitating the group with reference to relevant group work theory and literature. 50% of total module mark.