The University of Southampton
Courses

OCCT1019 Research in Occupational Therapy (1)

Module Overview

The module acts as the first stage in you becoming an independent practitioner who is able to reflect on experience, critique evidence and potentially add new evidence through scholarly activity at BSc (Hons) level 4. It is envisaged that you will become oriented to evaluation and research in a professional setting, so careful attention is given to the teaching of inquiry skills and on acquiring a ‘research ethos’. The module introduces you to basic research skills and practices that will underpin your work and development in both academic and practical contexts. You will be encouraged to acquire and confidently apply the skills necessary to investigate evidence-based practice specifically related to Occupational Science and Occupational Therapy Practice. There will be opportunity to develop academic skills in critical appraisal and in writing academically which can be used in both contexts to enhance your knowledge and understanding. The concepts of self-directed learning will be introduced and reinforced through the use of a mixture of individual and groups activities and personal/peer reflection. The module will support you to explore and investigate topics encountered during other level 4 modules. Integration of Service Users (SU) The experience of working closely with SU of all ages, cultural backgrounds and across clinical specialities is an essential ingredient to the learning and assessment of competency in HCP programmes. The module will link to work carried out in other level 4 modules where specific service user groups needs and/or treatment is investigated at a basic foundation level. You need to be aware of SU lived experiences derived from narratives, research and evaluation of practice. This will improve your knowledge base and also underpin any self-development activities linked to practice placement preparation. This combination of theoretical evidence and practice-based work will ensure that the profile and needs of SU are handled in a proactive and positive manner in all your scholarly activities. Multi-Professional Learning The partnership between the academic and practice arena is an essential ingredient in the development, delivery and evaluation of HCP programmes. During other level 4 modules you will have opportunities to work alongside and learn together in mixed groups of HCP students and this will be replicated in all practice placement experiences where different professions frequently work together within clinical teams. It is envisaged that these experiences will have impact on how, and what you explore as part of this module and in particular may be a feature of aspects of your personal development planning activities, e.g. in preparation for practice placement.

Aims and Objectives

Module Aims

• identify the importance of appropriate evidence to support professional practice and high quality patient care • recognise your responsibility in being well-informed about practice (a chosen/specific area) in order to demonstrate safe practice and present a positive professional image • demonstrate basic academic skills in the areas of searching for, selecting and critiquing evidence (for an area of practice) in order to enhance personal knowledge and understanding of practice • work collaboratively with peers to present information within a group, to disseminate information/findings and begin to explain choices receive and/or give feedback to peers in a respectful, non-judgmental and empowering manner • recognise the impact of therapeutic use of self through reflection on personal strengths and/or areas needing improvement in levels of participation, skill development and action planning

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Identify the importance of appropriate evidence to support professional practice and high quality patient care
  • Recognise your responsibility in being well-informed about practice (a chosen/specific area) in order to demonstrate safe practice and present a positive professional image
  • Demonstrate basic academic skills in the areas of searching for, selecting and critiquing evidence (for an area of practice) in order to enhance personal knowledge and understanding of practice
  • Work collaboratively with peers to present information within a group, to disseminate information/findings and begin to explain choices
  • Receive and/or give feedback to peers in a respectful, non-judgmental and empowering manner
  • Recognise the impact of therapeutic use of self through reflection on personal strengths and/or areas needing improvement in levels of participation, skill development and action planning

Syllabus

• introduction to evidence-based practice with examples to illustrate why this is important in Occupational Therapy practice, including an introduction to the ethics/moral issues of adhering to safe effective treatment and ensuring compliance, consent and confidentiality • personal and professional responsibilities in practice, including underpinning practice with appropriate/up-to-date evidence, presenting positive values and an appropriate professional image in preparation for placement • how to search for, select and analyse evidence linked to specific topics/areas of practice covered in other level 4 professional specific modules, with opportunities to access centralised resources such as library services, study skills website/s, and general eLearning resources (search engines and information stores) • opportunities to develop a range of critical/academic writing skills (narratives/story-telling, personal reflexivity and evaluation, academic reports/presentation) • completion of specific tasks/activities in groups/action learning sets in order to develop collaborative team working skills • journal club activities including choice of topics/subject area, self-directed learning, basic critical thinking and presentation skills • introduction to the concept of peer feedback/review including how to meet the challenges of producing effective/constructive feedback, designing/using appropriate feedback techniques and varied methods of recording feedback

Special Features

Links to profession specific modules and placement preparation at level 4 will enable you to see the relevance of scholarly activities in promoting good practice. Self-directed learning, reflexivity and peer review in learning activities will ensure that everyone (mixed ability) will be able to take part at this introductory level, whatever your background and experience.

Learning and Teaching

Teaching and learning methods

The methods will include: • emphasis on developing a focussed approach to ‘tuning in’ to the module philosophy and the ‘relevance factor’ of scholarly activities • short lectures/seminars to introduce and review generalizable concepts and processes • self-directed learning and preparation in order to make choices and present outcomes to peers • opportunity to work individually, in pairs/teams and action learning sets to complete given tasks and take part in reflection and peer review processes • personal and/or group activities specifically supported by experts, e.g. library staff, tutors/facilitators/ practice educators

TypeHours
Seminar5
Completion of assessment task20
Practical classes and workshops15
Tutorial5
Preparation for scheduled sessions30
Wider reading or practice62.5
Lecture20
Follow-up work30
Total study time187.5

Resources & Reading list

Hicks C (2004). Research Methods for Clinical Therapists: applied project design and analysis. 

Grbich C (2008). Qualitative Research in Healthcare. 

You will be able to access coursework/content and assessment guidelines/requirements through the module Blackboard site.. 

French S, Reynolds F, & Swain J (2001). Practical Research: a guide for therapists. 

Bell J (2005). Doing your Research Project.. 

Argyrous G (2011). Statistics for Research. 

Assessment

Formative

Specified Learning activity

Summative

MethodPercentage contribution
Critique  (1000 words) 100%

Referral

MethodPercentage contribution
Critique 100%
Specified Learning activity %

Repeat Information

Repeat type: Internal

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