Module overview
This module sets out to develop a broad evidence-based, integrated approach of Occupational Therapy management with clients with multiple problems. Through the use of case based and problem based learning you will integrate theoretical principles of Occupational Therapy practice explored during the preceding modules. You will critically appraise intervention programmes based on clinical judgement, ethical reasoning, client perspective and context. You will also explore current legislation and healthcare delivery to reflect on how it affects delivery of integrated treatment programmes. This module will continue to develop reflective skills in relation to learning and professional practice.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Apply a range of clinical skills in relation to multiple and integrated clinical problems demonstrating awareness of cultural differences, safeguarding and health and safety issues, efficacy and probable outcome, and to adapt your approach where appropriate.
- Demonstrate a systematic integration of the health and occupation sciences in order to assess, treatment plan and evaluate your interventions with clients with complex needs
- Critically appraise the evidence from a range of professional sources underpinning Occupational Therapy practice in relation to assessment, management and evaluation of outcome in relation to selected case studies
- Apply and justify risk management strategies, SMART treatment goals and mechanisms of review within your intervention plans
- Apply sound clinical reasoning and justify your reasoning where clinical evidence is lacking, reflecting on your reasoning to inform future practice
Syllabus
The syllabus will include:
- Integrated study of biological, physical, psychological and clinical sciences as applied to clients with complex problems.
- Evaluation and design of standardised and non-standardised assessment and outcome measures.
- Development and adaptation of rehabilitation strategies appropriate to clients with complex problems.
- Complex clinical reasoning where clinical evidence is lacking.
- Utilisation and evaluation of qualitative data in relation to integrated therapeutic process
- Application of legislation, standards and guidelines as applied to complex clinical cases.
- Appreciation and exploration of ethical, moral and legal issues.
- Reflecting on prior learning in an iterative way, bringing examples of learning from previous practice placements.
Learning and Teaching
Teaching and learning methods
Learning will be achieved through the study of simulated case studies and clinical examples. Learning will be supported through guided learning activities in groups, small group work, practical workshops and, where appropriate, formal lectures. Guided group learning will form a significant component of student activity and will be facilitated at the start of the module by School staff and, where appropriate, latterly visiting clinicians and/ or clients with multiple and integrated problems. Formative feedback will be achieved through the guided learning groups and supported by School staff. Iterative reflection will also underpin the guided learning groups
Type | Hours |
---|---|
Lecture | 54 |
Independent Study | 43.5 |
Workshops | 78 |
Tutorial | 12 |
Total study time | 187.5 |
Resources & Reading list
Textbooks
Brown G, Esdaile S, Ryan S (2003). Becoming an Advanced Healthcare Practitioner. Edinburgh: Butterworth Heinemann.
Duncan, E (2021). Foundations for Practice in Occupational Therapy. Edinburgh: Elsevier.
Wendy Bryant, Jon Fieldhouse, Nicola Plastow (2022). Creek's Occupational Therapy and Mental Health, (Occupational Therapy Essentials). Glasgow: Elsevier.
McHugh Pendleton, H. and Schultz-Krohn, W (2018). Pedretti‘s Occupational Therapy Practice Skills for Physical Dysfunction. Missouri: Elsevier.
Alfaro-LeFevre, R (2017). Critical Thinking, Clinical Reasoning, and Clinical Judgment: A Practical Approach. Philadelphia: Elsevier.
Turpin, M J & Iwana, M K (2011). Using Occupational Therapy Models in Practice: A field guide. Churchill Livingstone.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Class discussions
- Assessment Type: Formative
- Feedback: Verbal feedback throughout the module from peers and tutors /module lead
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Clinical Case Reports | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Clinical Case Reports | 100% |
Repeat Information
Repeat type: External