A BScAthens Modulesdescriptors 25-7-2012 LR

8/13/2019 A BScAthens Modulesdescriptors 25-7-2012 LR

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BSc (Hons) Occupational Therapy

Programme Modules

2012


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Programme Modules BSc (Hons)Occupational Therapy

Profile of Student Experience: Level One

Theme: Occupational Therapy: Values and Beliefs

Level One Coordinator Maria BoyiatziAssociate Coordinator KaterinaBourika

Semester OneUniversity contact weeks 12 weeks

Average contact hours per week 11 hoursSemester TwoUniversity contact weeks 10 weeks

Average Contact hours per week 10 hoursProfessional Practice Placement 1

(6 weeks @ 36 hours, minimum, per week) 216 hours

Learning Experience and AssessmentSemester OneModules Assessment

Occupation, Interaction & Performance Report/EvaluationSelf assessment

Conceptual Foundations of Occupational Therapy Essay/portfolio

Participation in OccupationMind-Brain-Body & Context 1 Essay

Group presentation First Aid and Manual Handling One Practical examination

Manual handling(formativebut required

1 hour multiple choice written assessment

Semester TwoModules

Conceptual Foundations of Occupational Therapy Onlinetest

Participation in OccupationMind-Brain-Body in Context 1 Oral Presentation

Research 1 Essay

Professional Practice Placement 1 Assessment Report

Musculoskeletal Anatomy: Theory 1,5 hour written examination

Student SupportAcademic Tutor GroupsGroup Size 89 StudentsMeetings Semester 1: 2 meetings (both individual and group meetings)

Semester 2: 1 meeting (both individual and group meetings)

Student Representation

Comment [L1]: This is too much for a 10

credit module. See module descriptor. I thinkshould only do the practical. The others couldbe formative (i.e. on line quiz)


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Level One students will be represented on the following committeesStudent Staff Consultative Committee (4 representatives)Programme Committee (2 representatives)

Module Descriptor

Title Occupation, Interaction and Performance Code (ifknown)

O1118

Level

SHE Level 1SCQF Level 7

Semester &Mode of Study

Semester 1FT

Credit Rating

SCQF: 10ECTS:5

Module Co-ordinator Ioanna Tsipra

Module Team PolixeniSkaltsi

Pre-requisites None

Co-requisites Normally all concurrent SCQF Level 7 modules or equivalent

ProhibitedCombinations

None

Aims

The aims of this module are:

1. To build upon the existing interpersonal skills of students by exploring and practicing skills ofprofessional practice

2. To increase self awareness of personal strengths and aspects which challenge individuals withininterpersonal situations commonly encountered in professional practice

3. To understand the contribution of communication and interpersonal skills to occupationalperformance

Learning OutcomesOn successful completion of the module the student will be able to:

Assessed in thismodule

A B C D

L1 Identify interpersonal and communication skills which underpin thepractice of occupational therapy Yes: summative * * * *

L2 Analyse the contribution that involvement in occupation makes tohuman communication and interaction

Yes: summative * * * *

L3 Identify specific interpersonal and communication skills requiredfor individual, group or teamwork situations


L4 Outline the theoretical underpinning for analysis of communicationand interaction within professional practice


AKnowledge and UnderstandingBIntellectual SkillsCPractical Skills DTransferable Skills

Learning ExperiencesThe module will engage the student in the following types of learning experiences:

100 hours notional student effort

12 hours of interactive lectures which have a peer teaching component in the construction of groupconcept maps

12 hours of experiential workshops involving role-play as the main learning and teaching strategy6 hours of directed learning involving either reading or observation to be completed before sessions70 hours of independent learning

TOTAL 100 Hours


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Assessment PatternFormativeweekly informal group feedback on role-play exercises within half year groups. Self assessmentof participation within the module.

Summative

an evaluation of the interpersonal, communication and interviewing skills of a therapist talkingwith an older client within a video presentation. (1000 words evaluation)Weighting - Evaluation (100%)

Can this Module be Anonymously marked? Yes/No If No please provide anexplanation.Yes

Content Constituents of the therapeutic relationship within occupational therapy

Relationship between communication, interaction and engagement in occupation

Theories of interaction and communication in relation to the practice of occupational therapy

Non verbal and verbal facilitation skills used within occupational therapy

Interviewing skillsprocesses and documentation skills relevant for professional practice

Assertiveness, interaction and performance

Oral presentation skillsteaching peers, small groups and teamwork contributions

Therapeutic group-worktheories, skills and processes within occupation focused practice Introduction to counselling skills and the relationship to occupational therapy

Interactive analysis and reasoning strategies within professional practice

Main TextsArgyle, M. 1999.The psychology of interpersonal behaviour.5 ed.Harmondsworth:PenguinBurnard, P.1997.Effective communication skills for health professionals.2

nded. Cheltenham: Stanley Thornes

PublishersFaulkner, A. 1998. Effective interaction with patients. 2

nded. Edinburgh: Churchill Livingstone

Keats D.M .2000.Interviewing: a practical guide for students and professionals.Buckingham:Open UniversityPressSchwartzberg, S.L. 2002.Interactive reasoning in the practice of occupational therapy. Upper Saddle River,NJ.:Prentice HallOToole, G. 2008. Communication: core interpersonal skills for health professionals. Sydney: ChurchillLivingstone-Elsevier.

Sumison, T. ed. 2006.Client-centred practice in occupational therapy. 2nded. Edinburgh: Churchill Livingstone.Donnelly, E. & Neville, L. 2008.Communicationand interpersonal skills. Exeter: Reflect Press.Swain, J., Clark, J.,Parry ,K., French, S. &Reynolds , F. 2004.Enabling relationships in health and socialcare:a guide for therapists.Oxford: Butterworth Heinemann.

Other relevant detailsThere is a bank of videos which are used for the purposes of modular content and assessment. They areregularly updated with the cooperation of local practitioners and their clients. (full informed consent and ethicalissues are complied with)

Signed Date

Registry use only Date received


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Module Descriptor

Title Conceptual foundations of Occupational Therapy Code (if known)O1119

SHELevel

Level 1 Semester &Mode of Study

Semester 1 and 2FT

Credit Rating

SCQFLevel

Level 7 SCQF: 30ECTS: 15

Module Co-ordinator PolixeniSkaltsi

Module Team IoannaTsipra

Pre-requisites None

Co-requisites Normally concurrent SCQF level 7 modules or equivalent

Prohibited Combinations None

Aims

To introduce the student to occupational therapy, its value to people and the contexts in which it ispractised



A B C D

L1 Outline the major historical, social and contextual factorsinfluencing the practice of occupational therapy

Yes: summative * *

L2 Describe key established theories and principles that underpinoccupational therapists practice

Yes: summative * *

L3 Analyse selected elements of human occupations and theresultant demands on the individual

Yes: formative * * *

L4 Describe the influence of occupation upon a persons health andwell being

Yes: summative * *

L5 Outline the principles of ethical, anti-oppressive practice and thesocial inclusion agenda

Yes: summative * * *

L6 Appraise his/her own ability to apply theoretical knowledge to thepractice context

Yes: summative * * *

L7 Demonstrate skills in oral and visual presentation No * *L8 Given specific case scenarios, discuss the principles of risk

assessmentYes: summative * * *

AKnowledge and UnderstandingBIntellectual SkillsCPractical SkillsDTransferable Skills


Semester OneKeynote lectures: 12 hoursWorkshops: 36 hours

Directed study: 42 hoursIndependent study: 100 hoursTotal: 200 hoursTOTAL 300 hours

Assessment Pattern

Semester TwoKeynote lectures: 8 hoursWorkshops: 12 hours

Directed study: 16 hoursIndependent study: 60 hoursTotal 100 hours


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Module Descriptor

Title Participation in Occupation: Mind-Brain-Body and Context 1 Code (if known)O1120

SHELevel

SCQFLevel

1

7


1 & 2FT

Credit RatingSCQF:30(ECTS 15)

Module Co-ordinator Katerina Bourika

Module Team Dr.PanagiotisSiaperas

Pre-requisites None

Co-requisites Concurrent SCQF level 7 modules or equivalent


None

Aims1. To introduce students to selected, integrated subject matter from biological and social sciences,

applied to practice situations2. To integrate the multi-factorial relationships between mind-brain-body, well being, health,

pathologies/impairments, contextual factors and occupation



A B C D

L1 Identify and describe biological, social and psychological conceptsrelevant to healthy functioning, life-span & pathology/impairmentscommonly encountered in the practice setting

Yes: Summative * * *

L2 Identify and describe the aetiology, signs and symptoms, andgeneral management of pathologies/impairments commonlyencountered in the practice setting

Yes: Summative * *

L3 Outline the occupational consequences of selectedpathologies/impairments and contexts, commonly encountered inthe practice setting

Yes: Summative * *

L4 Integrate mind-brain-body and contextual factors within a selectedcase study/scenario using the WHO ICF (2001) framework.

Yes: Summative * *

L5 Apply knowledge gained during the module to ProfessionalPractice Placements.

No (assessedduring PracticePlacement)

* *



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Learning Experiences

The module will engage the student in the following types of learning experiences:Semester 1Lectures 20 hrsDirected learning 50hrsIntegrative seminars 20hrsPrivate study 110 hrsTotal = 200 hrs (contact hrs = 40 hrs)

TOTAL 300 hours

Assessment PatternStructured Case Based Essay: 50%Structured Case Based Group Presentation 50% (80% presentation. 20% hand out)

Can this Module be Anonymously marked? Yes/No If No please provide an

explanation.Semester 2: NO. Group presentation. Two members of the module team will assess at each grouppresentation.

Content Introduction to the WHO ICF 2 framework/other frameworks

Psychology: motivation; anxiety; learning; cognition; memory; perception;

Anxiety disorder; obsessional & phobic disorder; depression; stress; schizophrenia; dementia;learning disabilities; drug and alcohol misuse.

Sociology and socio-cultural factors.

Life span (briefly)

Anatomy and physiology: introduction to bodily systems/structures and functions, all with relatedpathologies and impairments

Bones, muscles, joints, gait, vertebral column, upper limb/hand function.

Introduction to nervous system- brain, spinal cord.

Main TextsBernstein, D.A., Penner, L.A., Clarke-Stewart, A.& Roy, E.J.2012.Psychology.9th ed.Belmont, CA:Wadsworth, Cengage Learning.Gates,B.ed.2007.Learningdisabilities: towards inclusion. 5

thed. Edinburgh: Churchill Livingstone.

Johnstone, E.C., Cunningham- Owens, D.G., Lawrie, S.M., McIntosh, A.M. & Sharpe M.D. eds. 2010.Companion to psychiatric studies. 8

thed. Edinburgh: Elsevier Churchill Livingstone

McMillan, I.& Carin-Levy, G. 2012. Tyldesley and Grievesmuscles nerves and movement in humanoccupation. 4th ed. Oxford: Blackwell Science.Nettleton, S. 2006. Sociology of health and illness. 2nd ed. Cambridge: Polity.Tortora, G.J. &Derrickson, B. 2012. Essentials of anatomy and physiology. 9

thed. Chichester: John Wiley and

Sons Ltd.Thibodeau, G.A. & Patton, K.T. 2009.The human body in health and disease.5thed. St. Louis, Mo: Mosby.Wilcock, A.A.2006.An occupational perspective of health. 2

nded. Thorofare, NJ:SLACK Inc.

World Health Organisation. 2008.Internationalclassification of functioning, disability and health: ICF. Geneva:World Health Organisation.

Other relevant detailsAims and learning outcomes are informed by Health Professions Council (2007) Standards of Proficiency:

Occupational Therapist and QAA Subject Benchmark Statements.

Semester 2Lectures 12hrsDirected study 10hrsIntegrative seminars 12hrsPrivate study 60 hrsGroup presentations 6hrs

Total = 100hrs (contact hrs =30hrs)


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Module DescriptorTitle Musculoskeletal Anatomy: Theory Code (if

known)

SHE Level 1 Semester &Mode ofStudy

TWOFT

Credit Rating

SCQFLevel

7 SCQF:10

Module Co-ordinator Dr. G. Koumantakis

Module Team Dr. G. Koumantakis , Mr. C. Comissopoulos

Pre-requisites None

Co-requisites None


None

Aims1. To develop a thorough understanding of the anatomical structure and function of the musculoskeletal

system.2. To develop an ability to apply anatomical knowledge of the musculoskeletal system to the analysis ofmovement and functional activities.


Assessed inthis module

A B C D

L1 Use universally recognised anatomical and movementdescriptive terminology appropriately

* x

L2 Relate general features and concepts common to each system,to each of the regions studied

* x x x

L3 Describe the structure and function of the musculoskeletalsystem and the formation, course and distribution of the main

peripheral nerves

* x x

L4 Deduce the functional effects of damage to peripheral nerves atspecified levels and discuss the features normally influencing

joint range of motion

* x x

L5 Deduce the action and function of muscles from a knowledge ofgross structure, position and attachments.Analyse movement andmuscle activity in a range of functional activities

* x x x x

AKnowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills


Total student effort - 100 hours


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Includes approximately:

Tutorials / half group sessions: prepared questions are discussed within groups relating to theoretical,applied and functional regional anatomy - 26 hours

Self-Directed:- 50 hours

Directed study:Independent learning is supported by specific references to texts, articles and a range of DVD, CD ROMmaterials, web-based medium - 24 hours

Assessment PatternAssessment is by one written, closed-book examination, comprising unseen questions from each region,to enable broad coverage of the modular content.

The essay-type questions test knowledge, understanding, analysis and synthesis, and selected areas ofapplied anatomy.

100% weighting1,5 hourwritten examinationSubmission date: End of Semester

Can this Module be Anonymously marked? Yes If No please provide an explanation.

Content1. Introduction to anatomy: How to study Anatomy; anatomical terminology and descriptive terms;

anatomical position and movement terminology2. Posture: analysis of normal posture; muscle balance; examples of the main postural abnormalities

and their possible causes.3. Regional study: for each region studied: normal structure and function of the musculoskeletal system

bones, joints and muscles; features normally influencing joint range of movement; deduction ofactions and functions of muscles from a knowledge of gross structure, position and attachments;some common clinical problems (including severe conditions/ emergencies) associated with jointsand muscles.

4. Formation, course and distribution of the main peripheral nerves; deduction of functional effects ofdamage to peripheral nerves at specified levels.

5. Analysis of movement and muscle activity in a range of functional activities, with specific emphasison shoulder, arm and hand function, neck ,trunk (emphasizing to muscles contributing to breathing)and normal gait.

Main Texts


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Field D. (2006) Anatomy, Palpation and Surface Marking. 4th ed. Butterworth & Heinemann

Kendall, FP, Kendall McCreary, E &Provance, PG (2005) Muscles Testing and Function (5th. ed)Williams & Wilkins

Moore, Keith &Dalley, Arthur E (2006) Clinically Oriented Anatomy(5thed.) Lippincott Williams & Wilkins,5

thedition (2006)

Hislop H., Montgomery J. Daniels and Worthinghams Muscle Testing: Techniques of ManualExamination., Parisianou Scientific Editions (2000) (English Ed of 1995), translated by Patatoulas D.S.,Fotaki S.G.

Texts in GreekMichel Dufour, Anatomie de l'appareillocomoteur (2002)- 3 Volumes, Ed. MassonVersion in Greek: Michel Dufour, Anatomy of The Musculoskeletal System Vol I,II,III,PaschalidesMedical Editions,Schunke MSchumacher U. (2005) Prometheus: LernAtlas der AnatomieVol I.ThiemeVerlag Ed. Versionin Greek: Schunke M Schumacher U: Prometheus -Basic Descriptive Anatomy, General Anatomy&Musculaskeletal System, Vol I, Paschalides Medical Editions, 2007Tixa Serge, Anatomiepalpatoire. cou, tronc, membresuprieur(1st Ed, Vol I in 1997, Vol II in

1999)Version in Greek: Tixa S Atlas of Surface Palpation: Anatomy of the Neck, Trunk, Upper andLower Limbs, Vol I & II, Parisianos Medical Publications, 2003



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Module Descriptor

Title First Aid and Manual Handling Code (if known)

SHELevel 1


1FT

Credit RatingSCQF:10

SCQFLevel

7

Module Co-ordinator Dr Nicolas Mazis

Module Team Maria Tsekoura

Pre-requisites

Co-requisites

Prohibited Combinations

AimsTo enable students to Recognise and Evaluate an emergency, to develop skills in Applying first aidand to

undertake manual handling of patientswith safety in a variety of environments and conditions



A B C D

L1 Recognise critical conditions and emergencies YesSummative

X X X

L2 Assess an emergency using the ABCD (Airway, Breathing,Circulation, Disability) protocol or a variation of this

YesSummative

X X X X

L3 Apply Cardio-pulmonary Resuscitation YesPractical

Examination

X X X X

L4 Analyse first aid to various critical conditions Yes

Summative

X X X X

L5 Evaluate proper and safe handling of a patient prompted foroccupational therapy as well as an emergencyDemonstrate and apply the principals of safe manual handling

YesPractical

examination

X X X X

A;Knowledge and UnderstandingB;Intellectual SkillsC;Practical Skills D; Transferable Skills

Learning ExperiencesThe module will engage the student in the following types of learning experiences: Lectureskey lectures will introduce topics to students 2hrsPractical classes28 hrsDirected Study - involving the whole year working in pairs or as individuals. A full programme of directed studyas an integral part of all group-based learning is presented and the students are guided to explore key issues

in preparation for practical classes through this process- 35 hrsIndependent Study35 hrs

Total student effort: 100 hours

Assessment Pattern

Comment [L5]: The English here is not cleand we would not talk about just patients (alsclients) This is not my area so am not sure ofspecific wording required . I have had a go


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1. One Practical examination (100%)Submission date: Week 82. Formative: an obligatory online manual handling test where students are required to score 80%One 1 hour multiple choice written assessment, excluding manual handling topics, which are assessed in therelevant on line manual handling test for the module O1119 (40%)Submission date: End of Semester

Can this Module be Anonymously marked? Yes/No If No please provide an explanation.

Yes for the written assignment.No for the practical exam as the students will be face to face with the examiner

ContentAssessment models of an emergencyThe ABCD assessment. Basic Life SupportThe Cardio-pulmonary Resuscitation process

Anaphylactic ShockDrowningChokingElectrical injuries

HyperthermiaHypothermia, Cold injuriesPoisoning, Bite woundsBurnsBone fracturesEmergencies in children and infantsManual Handling legislationprinciples of moving and handlingPractical application of moving and handling in a range of situationsSafety precautions on providing first aidInfection Control including hand hygiene

Main TextsAmerican Heart Association (Corporate Author) (2006) BLS for Healthcare Providers. Amer Heart Assn.ISBN-10: 0874934613Field J, Hazinski MF, Gilmore D (2008)Handbook of Emergency Cardiovascular Care: for HealthcareProviders. Amer Heart Assn. ISBN-10: 0874935407

Textbooks in GreekFlengel M (2007) Sport First Aid 3rd ed. Paschalidis Medical PublicationsPaterson JG, Armstrong VJ (2006) Practical First Aid. Paschalidis Medical Publications

The UK Resuscitation Council websitehttp://www.resus.org.uk/American Heart Association websitehttp://www.americanheart.org/

Other relevant details

Signed Date

Comment [L6]: Ok, this is far to muchassessment for a 10 credit module. We needreally only have one summative assessment.suggest EITHER the multiple choice exam Othe practical exam.I prefer the practical examLets make the online manual handling testFORMATIVE but essential.
http://www.amazon.com/Handbook-Emergency-Cardiovascular-Care-Healthcare/dp/0874935407/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1207596159&sr=1-1http://www.amazon.com/Handbook-Emergency-Cardiovascular-Care-Healthcare/dp/0874935407/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1207596159&sr=1-1http://www.resus.org.uk/http://www.americanheart.org/http://www.americanheart.org/http://www.resus.org.uk/http://www.amazon.com/Handbook-Emergency-Cardiovascular-Care-Healthcare/dp/0874935407/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1207596159&sr=1-1http://www.amazon.com/Handbook-Emergency-Cardiovascular-Care-Healthcare/dp/0874935407/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1207596159&sr=1-1


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Module Descriptor

Title Research Skills 1: Introduction to Research & Critical Appraisal Code (if known)O1122

SHELevel

1 Semester &Mode of Study

Semester 2FT

Credit Rating

SCQFLevel

7 SCQF10ECTS 5

Module Co-ordinator Dr.PanagiotisSiaperas

Module TeamPre-requisites

Co-requisites Normally all concurrent Level modules or equivalent


Aims

1. To introduce students to the principles of scientific enquiry including knowledge of the researchprocess and different research paradigms.

2. To introduce students to the place of research in health and social care in general, and occupationaltherapy in particular

3. To introduce students to the social and political context of research



A B C D

L1 Describe the key features of participatory and emancipatory

research

No * * *

L2 Describe the relative merits and forms of quantitative andqualitative research.

Yes - Summative * * *

L3 Explain the use and value of descriptive statistics. No * * *

L4 Explain the use and practical application of scales ofmeasurement within research.

No * * *

L5 Identify the relationship between research and practice withinoccupational therapy

Yes - Summative * *

L6 Evaluate the quality of specified aspects of published researchwithin occupational therapy.

Yes - Summative * *

AKnowledge and Understanding BIntellectual Skills CPractical Skills DTransferable Skills

Learning ExperiencesThe module will engage the student in the following types of learning experiences:Lecture: 10 hoursTutorial: 10 hoursWeb based learning: 45 hoursIndependent learning (including assignment completion): 35 hours

TOTAL 100 hours

Assessment Pattern1000 word criticalappraisalof a research article from an occupational therapy journal. Weighting 100%

Comment [m7]: Linda the panel hasmentioned this word as not appropriate but italso included in the title of the Module.

Comment [L8]: I am not sure what to do heas the title is an INTRODUCTION to, which Ithink is appropriate for First year.

Perhaps here we could put appraisal, withoutthe critical?


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ContentThe social and political context of research:Who funds the research, who controls the research, who does it benefit, what gets published; the developmentof patient involvement and research governance; participatory and emancipatory research

Key features of quantitative and qualitative research:Scales of measurement; descriptive statistics; types ofqualitative analysis; sources of non-numerical data (interviews, diaries and other documents, observation)Critical appraisal: How to read a research paper, quality appraisal checklists

Main TextsAveyard, H. 2009.A beginners guide to evidence based practice in health and social care. Buckingham: OpenUniversity PressBryman, A. 2012.Social research methods. 4th ed. Oxford: Oxford University PressGirden, E.R. 2001. Evaluating research articles: from start to finish . Thousand Oaks, Calif: SageCornish K (1998) An Introduction to Using Statistics in Research. Trent Focus Primary Care ResearchNetwork

O Leary, Z. 2004. The essential guide for doing research. London:SagePolgar, S. & Thomas, S.A. 2008. Introduction to research in the health sciences.5

thed. Edinburgh: Churchill

Livingstone.Robson, C. 2011.Real world research: a resource for users of social research methods in applied settings.3rded. Chichester:Wiley


Signed Date



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Module Descriptor

Title Professional Practice Placement 1 Code (ifknown)O1123

SHELevel


Semester 2F/T

Credit Rating

SCQFLevel

Level 7 SCQF: 20ECTS:10

Module Co-ordinator Eliza Maglari

Module Team Personal academic tutors

Pre-requisites Successful completion of risk assessment test in Conceptual Foundations ofOccupational Therapy

Co-requisites Normally, concurrent SCQF level 7 modules or equivalent


Aims

1. To provide an introduction to the practice placement context2. To form the foundation for development of interpersonal, applied and practical skills3. To explore factors which may impact on health / ill health / well being and their occupational performance4. To explore a range of pathologies / impairments and examine how these impact on occupationalperformance5. To examine aspects of occupational performance and effects on health / ill health6. To develop an understanding of risk assessment and its consequences in practice7. To gain experience and develop skills in interviewing and assessment8. To provide an introduction to major aspects of and influences on the practice of occupational therapy9. To gain experience in working in a professional / interprofessional environment10. To provide the foundation for clinical reasoning skills11 .To form the foundations for personal reflection and goal setting in practice12. To establish a baseline for future professional practice / development


Assessed in this

module A B C D

L1 Identify the occupational therapy role and major influences on itwithin the practice context

Yes: formativeand summative

* * *

L2 Demonstrate understanding of the significance of and effectivelyutilise interpersonal and practical skills


* * * *

L3 Demonstrate knowledge of factors which may impact on healthand occupational performance


* *

L4 Demonstrate knowledge of occupational analysis and itsapplication


* * *

L5 Accurately assess risk and handle service users safely Yes: formativeand summative

* * * *

L6 Carry out initial interviews and basic assessments and report andrecord the findings logically, accurately and precisely Yes: formativeand summative * * * *

L7 Work collaboratively with others in the practice setting Yes: formativeand summative

* * * *

L8 Identify personal and professional goals and targets Yes: formativeand summative

* * *



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This practice placement will be of 6 weeks full time duration. By

the end of the practice placement each student should have successfully completed 216 hours ofassessed practice education

The placement will give studentstheir first experience ofpractice and will form the foundation for the development and application of professional knowledgeand skills.

Students will be supervised by qualified occupational therapistsand will work under their guidance.

Students will be expected to work in an ethical and non-discriminatory manner.

Students will be expected to collect and collate information forfuture studies and to establish the practice placement element of the professional developmentportfolio.

Students will be actively involved in supervision and the preparation for it.

Assessment Pattern

Formative:Students are assessed by their practice educators. At the mid way appraisal the practice educatorcompiles the practice placement assessment report form, providing students with written feedback on theirperformance. It guides the actions to be taken by the practice educator and student during the remainder ofthe placement.Summative:The final evaluation is completed and graded by the practice educator at least one day before theend of the practice placement and discussed with the student. This provides the student with the opportunityto review the report before signing it and returning it to the practice educator. Weighting 100%.Students engage in a self-appraisal of their performance in preparation for both the mid way and final

evaluations

Can this Module be Anonymously marked? Yes/No If No please provide anexplanationNo. Assessment of students performance during practice placement relies upon personal supervision

Content Introduction and orientation to the service and its context

Observation of and collaborative working with the practice educator and others Experience of working with service users and others

Practice of interpersonal and communication skills

Risk assessment

Interviewing and assessment

Participation in aspects of intervention/case management

Documentation skills

MainTexts

Atchison, B. &Dirette, D.K. eds. 2012. Conditions in occupational therapy: effect on occupational performance.4th ed. Baltimore, MD: Lippincott, Williams and Wilkins.

Atwal, A., & Jones, M. eds. 2009. Preparing for practice in health and social care. [on-line book] Oxford: Wiley-Blackwell.Bossers, A., Bezinna, M.B.,Hobson, S. Kinesella, A., MacPhail, A., Schurr, S. , Moosa, T., Rolleman, L.,Ferguson, K., Deluca, S., Macnab, J. & Jenkins, J. 2007. Preceptor Education Program (PEP) for Health CareProfessionals and Students.[on-line]. Available at:www.preceptor.caDuncan, E.A.S. ed. 2009. Skills for practice in occupational therapy. Edinburgh: Churchill Livingstone.Duncan, E.A.S. ed. 2011. Foundations for practice in occupational therapy. 5th ed. Edinburgh: ChurchillLivingstone ElsevierHealey, J. & Spencer, M. 2008. Surviving your placement in health and social care: A student handbook. [on-line book]. Maidenhead: Open University Press.Health Professions Council. 2010. Guidance on conduct and ethics for students . London: Health ProfessionsCouncil.

http://www.preceptor.ca/http://www.preceptor.ca/


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Signed Date


Programme Modules BSc (Hons) OccupationalTherapy

Profile of Student Experience: Level Two

Theme: Enabling Occupation

Level Two Coordinator PolixeniSkaltsiAssociate Coordinator Ioanna Tsipra


Average contact hours per week 9.5 hours

Semester TwoUniversity contact weeks 12 weeks

Average Contact hours per week 8 hoursProfessional Practice Placement(8 weeks @ 36 hours, minimum, per week) 288 hours


Occupational Therapy as an Enabling Profession Reflective Essay

Research Skills Timed Test

Participation in Occupation

Mind-Brain-Body & Context 2 Plan/deliver peer tutorial Musculoskeletal Anatomy: Practical Application1 Practical Examination&One (1.5 hr) written analysis

Semester TwoModules

Occupational Therapy as an Enabling Profession Occupational Analysis& intervention objectives

Participation in OccupationMind-Brain-Body in Context 2 Debate (oral)


Health and Welfare (sociology)Essay 1000 - 1500 word

Student SupportAcademic Tutor GroupsGroup Size 910 StudentsMeetings Semester 1: 1 meeting (individual and group meeting)

Semester 2: 1 meeting (individual and group meeting)

Student RepresentationLevel Two students will be represented on the following committees


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Student Staff Consultative Committee (4 representatives)Programme Committee (2 representatives)

Module Descriptor

Title Occupational Therapy as an Enabling Profession. Code (if known) O2120

SHE Level

SCQF Level

2

8


Semester 1 and 2.FT

Credit Rating SCQF: 30ECTS. 15


Module Team Ioanna Tsipra

Pre-requisites Normally successful completion of SCQF Levels 7 or equivalent

Co-requisites Normally all concurrent level modules or equivalent

Prohibited

Combinations

None

Aims

1. To enable the student to analyse and work within the complex dimensions of occupational therapypractice.



A B C D

L1 Evaluate the theories, paradigms and models currently used withinoccupational therapy.

Yes. summative * *

L2 Analyse the impact of context upon the service user. Yes * * * *

L3 Debate the notion of occupational therapy as a complexintervention.

Yes. summative * *

L4 Demonstrate the theoretical and practical skills of occupationalanalysis. Yes. Summativeand formative * * *

L5 Demonstrate a critical understanding of the relationship ofoccupational science to the practice of occupational therapy.

* *

L6 Evaluate current practice of occupational therapy in relation to thesocial inclusion agenda.

* * *

L7 Identify and discuss the values of anti-oppressive practice. * * *

L8 Reflect upon his/her ability to analyse an occupation using anappropriate framework.

Yes. summative * * *




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ISemester 1 Semester 2Lectures. 10Tutorials. 5Seminars. 5Workshops. 4Directed Learning. 30Independent Study. 46

TOTAL 100 Hours

Lectures. 20Tutorials. 10Seminars. 10Workshops. 8Directed Learning. 60Independent Study. 92

TOTAL 200HoursTOTAL 300 hours

Assessment PatternSummative: Semester 1.To administer an occupation-focussed assessment with a peer and write anevaluative and reflective commentary. 2000 words.Summative: Semester 2.To write intervention objectives and a relevant occupational analysis for a selectedcase. 2000 words.Formative: critical discussion and feedback in small groups.

Can this Module be Anonymously marked? Yes If No please provide anexplanation.

ContentModels of practice; occupation focused and introduction to related knowledge models.Occupational Science.Contexts of practice.Core competencies.Occupational therapy as a complex intervention/an occupational therapy process.Occupational analysis.Concept of enabling occupation.Practical skills/involvement in occupations. (ADL, work, leisure, various occupation etc)

An introduction to Clinical Reasoning.Reflective practice.Evidence Based Practice.Professional Practice Placement 2 Preparation and debriefing.

Main Texts

Christiansen,C.H.&Townsend, E.A. eds. 2010. Introduction to occupation the art and science of living: newmultidisciplinary perspectives for understanding human occupation as a central feature of individualexperience and social organization.2

nded.Upper Saddle River, NJ: Pearson.

Creek, J. &Lougher, L. eds. 2008. Occupational therapy and mental health. 4thed. Churchill Livingstone.

Curtin, C., Molineux, M. &Supyk-Mellson, J. eds. 2010. Occupational therapy and physical dysfunction:enabling occupation. 6

thed. Edinburgh: Churchill Livingstone Elsevier.

Duncan, E.A.S. ed. 2011. Foundations for practice in occupational therapy. 5th ed. Edinburgh: ChurchillLivingstone Elsevier.

Duncan, E. A. S. ed.2009. Skills for practice in occupational therapy.Edinburgh: Elsevier.Jasper, M. 2003. Beginning reflective practice.[online book]. Cheltenham: Nelson Thornes.Kielhofner, G. 2009. Conceptual foundations of occupational therapy practice . 4

thed. Philadelphia: Lippincott.

Kielhofner G. ed. 2008.Model of Human Occupation:theory and application. 4thed. Baltimore: Lippincott

Williams and Wilkins.

Mackenzie, L. & O Toole, G. eds. 2011. Occupation analysis in practice. Chichester:Wiley Blackwell.Sumsion, T. ed. 2006. Client centred practice in occupational therapy: a guide to implementation . 2

nd ed.

Edinburgh: Churchill Livingstone Elsevier.Townsend, E.A. &Pollatajako, H. eds. 2007. Enabling occupation II: advancing an occupational therapy visionfor health, well being and justice through occupation. Ottawa: Canadian Association of OccupationalTherapists.Turpin, M. & Iwama, M.K. 2011. Using occupational therapy models in practice: a field guide. Edinburgh:Churchill Livingstone Elsevier.



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Module Descriptor

Title Research Skills 2: Introduction to Data Analysis and Evidence Based Practice Code (if known)O2121

SHE Level 2 Semester &Mode of Study

Semester 1FT

Credit Rating

SCQF Level 8 SCQF: 10ECTS: 5

Module Co-ordinator Dr.PanagiotisSiaperas

Module Team

Pre-requisites Normally successful completion of SCQF Levels 7, 8, and 9 or equivalent



Aims

1. To develop students understanding of principles of scientific enquiry (including knowledge of the

research process, quantitative and qualitative paradigms).2. To provide students with knowledge and understanding of evidence-based practice.3. To introduce students to key elements of research proposals



A B C D

L1 Describe key features of inferential statistics and theirappropriate use.


L2 Describe key features of qualitative analysis. Yes - Summative * * *

L3 Outline the role and process of evidence based practice withinoccupational therapy.

Yes - Summative * *

L4 Explain the benefits and limitations of an evidence-basedapproach.


L5 Extract key information from a research proposal. Yes - Summative * * *

A Knowledge and Understanding B ntellectual Skills C Practical Skills D Transferable skills

Learning ExperiencesThe module will engage the student in the following types of learning experiences: Lecture 6 hoursTutorial 6 hoursWeb based learning 48Independent study (including test revision) 40TOTAL 100 Hours

Assessment PatternOne end of semester test requiring short answers based on a seen research proposal given to students twoweeks prior to test. The research proposal will incorporate information presented to students throughout thecourse of the module. A minimum of 40% must be achieved in the test. Weighting 100%

Can this Module be Anonymously marked? Yes/No If No please provide an

explanation.Yes

Content

Comment [L9]: delete

Comment [L10]: delete


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Quantitative and qualitative research

Inferential statistics; parametric and non-parametric statistics, reasons why certain tests will bechosen, role of computer assisted analysis.

Qualitative analysis; coding and categorizing data, thematic analysis, discourse analysis, policy

analysis, justification of methods, role of computer assisted analysis. Evidence based practice; definition and development within practice, hierarchy of evidence, and

integration with practice.

Construction of research proposals.

Advanced literature search strategies

Main Texts

Bryman, A. 2012. Social research methods.4th

ed. Oxford: Oxford University PressCreswell, J.W. 2009. Research design: Qualitative, quantitative and mixed methods approaches.3

rded.

London: SageDenzin, N.K.& Lincoln, Y.S. eds. 2005. The SAGE handbook of qualitative research.3rd ed. London:SageFlick, U. 2009.An introduction to qualitative research.4

thed. London: Sage

Grbich, C. 1999. Qualitative research in health: an introduction. London: SageRobson, C. 2011. Real world research: a resource for users of social research methods in appliedsettings.3rded.Chichester: Wiley BlackwellSalkind, N.J. 2004. Statistics for people (who think) they hate statistics. 2nd ed. Thousand Oaks,Calif: Sage.Taylor, C.M. 2007. Evidence-based practice for occupational therapists. 2

nded. Oxford:Blackwell Science


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Module Descriptor

TitleParticipation in Occupation: Mind-Brain-Body and Context 2

Code (if known)O2122

SHE Level

SCQFLevel

2

8

Semester & Mode ofStudy

1 & 2FT

Credit RatingSCQF: 30(ECTS 15)

Module Co-ordinator ElizaMaglari

Module Team Katerina Bourika , Dr.PanagiotisSiaperas

Pre-requisites Successful completion of SCQF level 7 modules or equivalent

Co-requisites Concurrent SCQF level 8 modules or equivalent


None

Aims

1. To enable students to:2. Integrate subject matter from biological and social sciences, applied to common practice

situations3. Synthesise the relationships between mind-brain-body, well being, health,

pathologies/impairments, life-span, contextual influences and occupation



A B C D

L1 Describe and explore biological, social and psychological conceptsrelevant to healthy functioning, life-span & pathology/impairmentscommonly encountered in the practice setting

Yes: Summative * * *

L2 Identify and describe the aetiology, signs and symptoms, andgeneral management of pathologies/impairments commonlyencountered in the practice setting

Yes: Summative * *

L3 Explore the occupational consequences of multiple health factors,pathologies/impairments and contexts commonly encountered inthe practice setting

Yes: Summative * *

L4 Critically explore the WHO ICF as an integrative framework forunderstanding the relationships between mind, brain, body, healthimpairments, disability, context and occupation

Yes: Summative * *

L5 Apply knowledge gained during the module to ProfessionalPractice Placements.

No (assessedduring PracticePlacement)

* *

AKnowledge and Understanding BIntellectual Skills CPractical Skills DTransferable Skill


Semester 1Lectures 24 hrsDirected learning 42hrsIntegrative seminars 24hrsPrivate study 110 hrsTotal = 200 hrs (contact time = 48hrs)TOTAL 300 hours

Semester 2Lectures 9hrsDirected study 15hrsIntegrative seminars 9 hrsPrivate study 55hrsGroup presentations 6hrs

Total = 100hrs (contact time =24hrs)


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Assessment pattern:Semester 1. SummativeTo deliver a 30 minute group led tutorial on topics selected by the teaching team. Weighting 80%To develop a group handout to guide the workshop participants (1,000 word) Weighting 20%

Semester 2. SummativeAssessed debate on teams of four students. A joint mark will be allocated to the team. The students will beassigned topics that relate to the integration of underpinning sciences, impairment/pathology, health, disability,context and occupation Weighting 50%Development of an individual essay to support a balanced view of the selected issue (1,500 words)Weighting 50%

Can this Module be Anonymously marked? Yes/No If No please provide anexplanation.No. Two team members will assess each presentation.

Content Life-span and WHO ICF as key frameworks

Emphasis on sociology and social policy (context)

Expanding and deepening material from level one for psychology, anatomy, physiology and sociology

Introduction of new and complex pathologies/impairments e.g.: eating disorders, progressiveneurological disorders, motor learning and control.

Integration of mind-brain-body and context, using increasingly complex case studies to exploreoccupational consequences

Main TextsJohnstone, E.C., Cunningham- Owens, D.G., Lawrie, S.M., McIntosh, A.M. & SharpeM.D.eds.2010.Companion to psychiatric studies.8

thed. Edinburgh: Elsevier Churchill Livingstone.

McMillan.I.& Carin-Levy, G. 2012. Tyldesley and Grievesmuscles nerves and movement in humanoccupation. 4

thed. Oxford: Blackwell Science.

Nettleton, S. 2006. Sociology of health and illness. 2nd ed. Cambridge: Polity.Pinel, J.P.J. 2011.Biopsychology. 9

thed. Boston, MA: Allyn& Bacon.

Rogers,A .&Pilgrim, D 2003.Mental health and inequality. Basingstoke:PalgraveMacmillan.Tortora, G.J. &Derrickson, B. 2012. Essentials of anatomy and physiology. 9th ed. Chichester: John Wiley

and Sons Ltd.Thibodeau, G.A. & Patton, K.T. 2009. The human body in health and disease. 5th ed. St. Louis, Mo: Mosby.Cattan,M. &Tilford, S. eds. 2006. Mental health promotion: a lifespan approach.Maidenhead: Open UniversityPress.Wilcock, A.A. 2006. An occupational perspective of health. 2nd ed. Thorofare, NJ: SLACK IncWorld Health Organisation. 2008. International classification of functioning, disability and health: ICF. Geneva:World Health Organisation.

Other relevant detailsAims and learning outcomes are informed by Health Professions Council (2007) Standards of Proficiency;Occupational Therapist and QAA Subject Benchmark Statements. There will be opportunities to integrateand align with Occupational Therapy as an Enabling Profession, in both semester one and two. Themeseach week will be integrated with a case study.

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New Module Descriptor

Title Musculoskeletal Anatomy: Practical Application Code P1114


SEMESTER ONE FT Credit Rating

SCQFLevel

8 SCQF:10

Module Co-ordinator Christos Comissopoulos

Module Team Christos Comissopoulos Dr G. Koumantakis

Pre-requisites NONE

Co-requisites Musculoskeletal anatomy: theory (or similar theoretical study)

Prohibited Combinations NONE

Aims

1. To develop students abilities to apply anatomical knowledge to the analysis of human movement andfunction.

2. To allow students to develop the practical anatomical skills of observation, palpation, joint and muscletesting and an ability to recognise normal anatomical presentation and variations from this.

3. To develop the ability to examine and analyse posture, recognising features of normal posture andpostural variation.

To develop skills of



A B C D

L1 Identify/palpate named soft tissues and bony landmarks on theliving body.

* x x

L2 Observe and analyse normal posture and recognise posturalabnormalities.

*

x x x x

L3 Demonstrate normal ranges of movement of different joints.

Identify the position and attachment of muscles with reference tothe living body and the skeleton.

* x x

L4 Select and apply appropriate muscle testing procedures.Demonstrate different types of muscle contraction and recognisedifferent muscle function.

* x x x

L5 Select and demonstrate appropriate stretch techniques forselected muscles. Analyse selected functional activities includingrecognition of different types of muscle contraction

* x x

A:Knowledge and Understanding B: Intellectual Skills C: Practical SkillsD:Transferable Skills


Comment [L11]: this should be a second ycode i.e. start with O2. So remove this code awe will get one after validation I think.


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1. Introduction and guidance on how to learn practical skills; professional skills2. Observation and palpation of musculoskeletal structures3. Analysis of normal posture and normal positional relationships between musculoskeletal structures4. Recognition of postural deviations and analysis of possible causes5. Testing of normal ranges of active and passive movement6. Discussion of factors normally influencing joint range of motion7. Examples of clinical problems which may affect normal ranges of joint movement and muscle function

(including emergency conditions such as fractures, dislocations, severe ligament strains e.t.c.)8. Demonstration of procedures involved in manual muscle strength testing, and examples of stretch

positions for muscles9. Analysis of movement and selected functional activities10. Analysis of rib cage movement in breathing and factors that may affect normal ranges of movement and

muscle function (including Diaphragm).11. Recognition of different types of muscle action12. Identification of the 3-D relationship between musculoskeletal structures, nerves and blood vessels

(including structures and anatomical areas relevant to cardiorespiratory function such as neck bloodvessels and trachea palpation)

13. Clinically oriented references to musculoskeletal problems.

Main Texts

Field D. (2006) Anatomy, Palpation and Surface Marking. 4th ed. Butterworth & Heinemann

Moore, Keith &Dalley, Arthur E (2006) Clinically Oriented Anatomy(5thed.) Lippincott Williams & Wilkins,

5th

edition (2006)

Kendall, FP, Kendall McCreary, E &Provance, PG (2005) Muscles Testing and Function (5th. ed)Williams & Wilkins

Shacklock M. (2005) Clinical Neurodynamics; A new System of Musculoskeletal TreatmentButterworth-Heinemann.

Texts in Greek

Wirhed R. Athletic Ability and the Anatomy of Movement., Parisianou Scientific Editions (2003) (EnglishEd of 1995 ), translated by Tsakoniti A.

Hislop H., Montgomery J. Daniels and Worthinghams Muscle Testing: Techniques of ManualExamination., Parisianou Scientific Editions (2000) (English Ed of 1995), translated by Patatoulas D.S.,Fotaki S.G.

Tixa S. Atlas of Surface Palpation: Anatomy of the Neck, Trunk, Upper and Lower Limbs., Vol I & II,Parisianou Scientific Editions (2004) (foreign editions: 1st Ed, Vol I in 1997, Vol II in 1999)


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Module Descriptor

Title Health and Welfare (Sociology) D1145

SHE Level 2 Semester & Mode ofStudy

Semester 2F/T

Credit Rating

SCQF Level8 SCQF:10

Module Co-ordinator Tatiana Xenou

Module Team Tatiana Xenou and visiting health psychology practitioners

Pre-requisites Course entry requirements for level 1

Co-requisites None


None

Aims To provide students with a framework of concepts and theories used in social policy analysis

To use this framework to understand the nature and development of contemporary welfare inGreece and the UK

To provide students with a cross-national perspective on issues within health and social care



A B C D

L1 Understand and apply key concepts used in social policyanalysis

Yes X X X X

L2 Understand the historical development of the Greekwelfare and the welfare in selected EU countries (e.g.UK)

Yes X X X

L3 Be aware of the different models of welfare in the EU Yes X X X

L4 Analyze the key health and social care issues incontemporary Greek welfare

Yes X X X

L5 Evaluate the differences between the Greek approachesto these issues with those in selected other countries(e.g. UK)

Yes X X X

Learning ExperiencesThe module will engage the student in the following types of learning experiences: 10 hours lectures

5 hours tutorials85 hours of independent study

Assessment PatternAssignment: 1000 - 1500 word Essay (100%)


Comment [L14]: 15oo (not 10-1500)


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ContentKey concepts, models and theories in welfare.Overview of the development and revision of the Welfare State in Greece.

Health: the Greek National Health System (ESY) and the welfare state; the NHS and the Welfare

State; recent changes in the structure and management of the Greek National Health System (ESY)and NHS; funding health careexisting mechanisms and some alternatives. Social care: therethinking of community care; new approaches in the management of social care in Greece and theUK; children, elderly people and community care. Health and social care in selected countries: somecross-national comparisons.

Main TextsAlcock, C., Payne, S. and Sullivan, M. (2004) Introducing Social Policy (Revised edn.), Harlow:Pearson Education.

Alcock, P., Erskine, A. and May, M. (eds.) (2003) The Students Companion to Social Policy(2ndedn.), Oxford: Blackwell.Glennerster, H. (1997) Paying for Welfare: Towards 2000, Hemel Hempstead: Harvester

Wheatsheaf.Hughes, G. and Lewis, J. (eds.) (1998) Unsettling Welfare: the Reconstruction of Social Policy,London: Routledge/Open University.Langan, M. (ed.) (1998) Welfare: Needs, Rights and Risks, London: Routledge/Open University.Midwinter, E.C. (1994) The Development of Social Welfare in Britain, Buckingham: Open UniversityPress.Greek Textsselected material from main sources in a handout format

Other relevant detailsThis is a level 2 module which will be vired down to level 1 for DNBS students accessing it.


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Module Descriptor

Title Professional Practice Placement 2 Code (if known) O2124

SHE Level Level 2 Semester & Mode ofStudy

Semester 2FT

Credit Rating

SCQF Level Level 8 SCQF: 30ECTS: 15


Module Team Personal academic tutors

Pre-requisites Normally, successful completion of all SCQF Level 7 modules or equivalent

Co-requisites Normally, all concurrent SCQF Level 8 modules or equivalent


Aims

1. To develop a broader understanding of the practice placement context2. To develop and practice a range of interpersonal / applied and practical skills

3. To explore factors which impact on health / ill health / well being and occupational performance4. To develop a broader understanding of a range of pathologies / impairments and how they might impact onoccupation5. To enhance knowledge and skills relating to risk assessment and working with service users6. To gain further experience in assessment, goal setting, prioritisation and intervention strategies7. To broaden understanding of influences on practice and implications for intervention8. To participate in all aspects of case management / intervention9. To develop and expand knowledge and understanding of components of clinical reasoning10. To gain experience of working in a professional / inter professional / inter agency context11. To develop skills in personal reflection and goal setting



A B C D

L1 Effectively utilise interpersonal and other practical skills Yes: formativeand summative

* * * *

L2 Demonstrate understanding of influences on health / ill health /

well being and occupational performance and to appraise factorsimpacting on intervention

Yes: formative

and summative

* *

L3 Accurately assess risk and handle service users competently andsafely


* * * *

L4 Work collaboratively to assess, prioritise and plan interventionstrategies and act as a co-therapist in all aspects of casemanagement / intervention


* * * *

L5 Demonstrate understanding of the occupational consequences ofconditions relevant to the placement setting


* *

L6 Demonstrate understanding of the theory and practice of clinicalreasoning


* * *

L7 Work with others in a professional/ inter professional / inter agencycontext


* * *

L8 Evidence personal reflection and goal setting Yes: formative

and summative

* * * *



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This practice placement is of 8 weeks full time duration andoccurs at the end of level 2. By the end of the placement student should have successfully completed 288

hours of assessed practice education. Students will be expected to work in an ethical and non-

discriminatory manner.

Students will work closely with qualified occupational therapist(s)and will be guided by them.

The placement will provide the student with experience of workingin a different area from

professionalpractice placement 1 and will aim to explore thetransfer of knowledge and skills within the practice setting.

Students will continue to collect and collate information in theirpersonal and professional development portfolios.

Students will be actively involved in the evaluation of their ownperformance.

Assessment PatternFormat ive: Students are assessed by their practice educators. At the mid way appraisal the practice educator

compiles the practice placement assessment report form, providing students with written feedback on theirperformance. It guides the actions to be taken by the practice educator and student during the remainder of theplacement.Summative:The final evaluation is completed and graded by the practice educator at least one day before theend of the practice placement and discussed with the student. This provides the student with the opportunity toreview the report before signing it and returning it to the practice educator. Weighting 100%.Students engage in a self-appraisal of their performance in preparation for both the mid way and final evaluations

Can this Module be Anonymously marked? Yes/No If No please provide anexplanation.No. Assessment of students performance during practice placement relies upon personal supervision.

Content Experience of a different area of practice from PPP1

Experience of working with service users as part of a team

Risk management: risk assessment and its application

Practice of interpersonal and communication skills Collaborative working with practice placement educator and others

Assessment , intervention and evaluation

Documentation skills

Preparation of case studies


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Programme Modules BSc (Hons) Occupational Therapy

Profile of Student Experience: Level ThreeTheme: Reflecting on Occupation

Level Three Coordinator Katerina BourikaAssociate Coordinator


Average contact hours per week 8.5 hoursSemester TwoUniversity contact weeks 10 weeks

Average Contact hours per week 7 hoursProfessional Practice Placement 3(6 weeks @ 36 hours, minimum, per week) 216 hoursWeighting 100%.


Contemporary Epistemologies ofOccupational Therapy Essay

Occupational Therapy: Reflecting on Practice (only Semester 2assignment)

Research Skills 3 Essay

Participation in OccupationMind-Brain-Body & Context 3 Resource Pack

Interprofessional Education Group Presentation

Semester TwoModules

Occupational Therapy: Reflecting on Practice Oral Presentation

Options (see Assessment Pattern or Module Proforma) Essay & IndividualParticipation Grade

Mind-Brain-Body in Context 3 Teaching Session &Reflective Report

Interprofessional Education: delivering integrated careGroup presentation& Essay

Research 3 Essay


Student Support

Academic Tutor GroupsGroup Size 910 StudentsMeetings Semester 1: 1 meeting (individual and group meeting)

Semester 2: 1 meeting (individual and group meeting)

Student RepresentationLevel Three students will be represented on the following committeesStudent Staff Consultative Committee (4 representatives)Programme Committee (4 representatives)


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Module Descriptor

Title Contemporary Epistemologies of Occupational Therapy Code (if known)O3134

SHELevel


Semester 1FT

Credit Rating

SCQFLevel

9 SCQF:10ECTS : 5


Module Team Andrew Muir

Pre-requisites Normally successful completion of SCQF levels 7,8 or equivalent

Co-requisites Normally all concurrent level 3 modules or equivalent


Aims

1.To achieve a broad theoretical scholarship and praxis

2.To subject existing knowledge claims concerning epistemologies of practice to scrutiny3.To enable the students to practice in an uncertain and unpredictable professional world4.To enable students to develop as reflexive practitioners5.To identify the influence of postmodernism on the study and practice of occupational therapy



A B C D

L1 Identify epistemologies informing current practice Yes summative * * *

L2 Problematise dominant epistemologies of practice Yes summative * * *

L3 Deconstruct practice by reflecting upon personal modes ofpractice Yes summative * * *

L4 Apply a reflexive framework to practice Yes summative * * *

L5 Integrate ideas of reflexive practice with the constructs of clientcentred practice, empowerment and social inclusion

Yes summative * * *

L6 Subject a critical incident or a journal article to reflexive analysis Yes:Formative * * * *



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Learning ExperiencesThe module will engage the student in the following types of learning experiences: This module will engage the student in the following learning experiences

Interactive lectures - 6 hoursStudent led seminars - 6 hoursReflexive dialogue with module co-ordinators and peers in preparation for student led seminars - 2 hoursKeeping a collective group diary - 6 hoursDirected Reading14 hoursSelf Directed Study66 hours. TOTAL 100 hours

Assessment PatternSummative assessment: 2000 word assignment. 100%Formative assessment: Students will be given an opportunity to subject a critical incident or a journalarticle to reflexive analysis. This will be undertaken in small groups and feedback will be provided by moduleteam using a proforma designed for this purpose.

Can this Module be Anonymously marked? Yes If No please provide anexplanation.

Content An overview of the ontology and epistemology of occupational therapy

Postmodernism and allied health professions

Critical social theory

Anti-oppressive practice

The concept of the advanced practitioner

A critical overview of evidence based practice in relation to occupational therapy

A critical overview of reflective practice in relation to occupational therapy

A critical overview of reflexive practice

Reflexivity within research in occupational therapy

Main TextsBrown, G.,Esdaile, S.A.& Ryan, S.E.2003.Becoming an advanced healthcare practitionerLondon: ButterworthHeinemann.Burr, V.2003.Social constructionism. 2

nded. London: Routledge.

Dominelli, L. 2002.Anti-oppressive social work theory and practice. Basingstoke: Palgrave Macmillan.Finlay, L.& Gough, B. eds. 2003. Reflexivity: a practical guide for researchers in health and social sciences .Oxford: Blackwell Science.Fook , J. & Gardner, F. 2007. Practising critical reflection: a resource handbook. Maidenhead: OpenUniversity PressFook, J. 2002.Social work:critical theory and practice.London: SageGergen, K.J.2009.An invitation to social constructionism.2

nded. London: Sage.

Gergen, K.J. &Gergen,M.eds.2003.Socialconstruction:areader. London: Sage.Gutting ,G, 2005.Foucault: a very short introduction. Oxford: Oxford University Press.Higgs, J&Titchen, A.eds.2001.Professional practice in health, education and the creative arts.Chicester: Wiley-Blackwell.Taylor, C. & White, S. 2000.Practising reflexivity in health and welfare: making knowledge workBuckingham:Open University Press.Thomson, N. 2000.Theory and practice in human services. 2

nded.Buckingham:Open University Press.

Buckingham

Tremain, S. 2005.Foucault and the government of disability. [on-line book] Ann Arbor: University of MichiganPress.Whiteford, G.E. & Hocking, C. eds. 2012.Occupational science: society, inclusion, participation.Chichester:Wiley-Blackwell.


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Module Descriptor

Title Occupational Therapy: reflecting on practice. Code (if known)O3136

SHELevel


Semester 1 and 2.FT.

Credit RatingSCQF: 20

SCQFLevel

SCQF 9 ECTS: 10

Module Co-ordinator Ioanna Tsipra

Module Team To be confirmed

Pre-requisites Normally successful completion of SCQF levels 7 and 8 or equivalent

Co-requisites Normally all concurrent level modules or equivalent.ProhibitedCombinations

Aims

1. To enable the student to critically reflect on occupational therapy, its theory, its value to people andthe contexts in which it is practised



A B C D

L1 Critically evaluate the professions response to thecontribution of occupational science.

No * *

L2 Plan strategies to foster occupational engagement. Yes.Summative

* * *

L3 Critique and debate current assessment and interventionpractices in occupational therapy.

Yes.Summative

* * *

L4 Demonstrate ability to incorporate users perspectives in thetherapeutic process.

Yes.Summative

* *

L5 Demonstrate competence in advanced presentation anddesign skills.

Yes.Summative

* * *

L6 To analyse theoretical concepts/models relating to clinicalreasoning and evaluate their application to practice.

Yes.Summative

* *



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Learning ExperiencesThe module will engage the student in the following types of learning experiences:Semester 1. Semester 2

Lectures 9 hoursTutorials 3 hoursSeminars 3 hoursWorkshops 3 hoursDirected Learning 40 hoursIndependent Learning 42 hoursTOTAL 100 hours

Lectures 10 hoursTutorials 2 hoursSeminars 2 hoursWorkshop 4 hoursDirected Learning 40 hoursIndependent Learning 42 hoursTOTAL 100 hours

TOTAL 200 hours

Assessment PatternSemester 2.

A 20 minute oral presentation and defence of a selected case study. 100% weighting.

Can this Module be Anonymously marked? No If No please provide anexplanation.The nature of the assessment (oral presentation) makes it impossible to mark it anonymously.

ContentOccupational risk factors.Concepts and operationalisation of occupational justice.Intervention and evaluation strategies for OTs.Critique of interventions.The users perspective.Design and presentation skills.Clinical reasoning.Reflective practice.Cultural issues.Professional Practice Placement preparation and debriefing

Main TextsBoyt Schell, B.A. &Boyt Schell J.W. eds. 2008. Clinical and professional reasoning in occupational therapy.Philadelphia: Lippincott Williams and Wilkins.Creek, J. &Lougher, L. eds. 2008. Occupational therapy and mental health. 4th ed. Edinburgh: Churchill

Livingstone.Curtin, C., Molineux, M. &Supyk-Mellson, J. eds. 2010. Occupational therapy and physical dysfunction:enabling occupation. 6th ed. Edinburgh: Churchill Livingstone.Goodman, J., Hurst, J. & Locke, C. 2009. Occupational therapy for people with a learning disabili ty.

Edinburgh: Churchill Livingstone.Hinjosa, J., Kramer, P. &Crist, C. eds. 2012. Evaluation: obtaining and interpreting data.3

rded. Bethesda:

American Occupational Therapy AssociationLaver Fawcett, A. 2007. Principles of assessment and outcome measurement for occupational therapists andphysiotherapists: theory, skills and application. [on-line book]. Chichester: Wiley-Blackwell.Meriano, C. &Latella, D. eds. 2008. Occupational therapy interventions: function and occupations. Thorofare,NJ: SLACK Inc

McIntyre, A. &Atwal, A. eds. 2005. Occupational therapy and older people. Oxford: Blackwell.Rolfe, G., Jasper, M. & Freshwater, D. 2011 Critical reflection in practice: generating knowledge for care.Basingstoke: Palgrave McMillan.Rodger, S. 2010. Occupation-centred practice with children: a practical guide for occupational therapists. [on-

line book] Chichester: Wiley-Blackwell.Taylor, C.M. 2007. Evidence based practice for occupational therapists. 2nd ed. Oxford: Wiley- BlackwellPublishers.Taylor, R. E. 2008. The intentional relationship: occupational therapy and use of self. [on-line book]Philadelphia: F. A. Davis Co.


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Module Descriptor

Title Research Skills 3: Theory & Practice (Exploring Methodology and Data Analysis) Code (if

known)O3137

SHELevel


Semester 1 and 2FT

Credit Rating

SCQFLevel

9 SCQF:20ECTS 10

Module Co-ordinator Dr PanagiotisSiaperas

Module Team Katerina Bourika

Pre-requisites Normally successful completion of SCQF Levels 7 and 8 or equivalent



Aims

1. To develop skills in the analysis of data with particular focus on numerical and non-numericalapproaches relevant to occupational therapy.

2. To introduce students to critical debates in methodology.



A B C D

L1 Demonstrate skills in manipulation, analysis and presentation ofnumerical data.

YesFormative * * * *

L2 Demonstrate skills in analysis and presentation of non-numerical data.

YesFormative * * * *

L3 Critically analyse and debate issues concerning methodologywithin a written assignment

YesSummative * *


Learning ExperiencesThe module will engage the student in the following types of learning experiences: Semester 1 Semester 2Lectures: 10 hours Lectures: 3 hoursGroup work: 11 hours Seminars: 2 hoursWorkshops: 4 hoursIndependent learning (including assignment completion) 95 hoursDirected learning: 75 hoursTOTAL 200 hours

Assessment PatternFormative:

(Learning Outcome 1): Students will complete a group exercise using SPSS and involving data input andrunning specified statistical tests.(Learning Outcome 2): Students will complete a group exercise involving the thematic analysis of qualitativedata and presentation of findings.Summative:(Learning Outcome 3): 3000 word essay concerning a methodological issue. Students will construct their ownquestion. The question will require that implications for occupational therapy, theoretical and philosophical, aswell as practical issues be addressed. Weighting 100%


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Content Survey construction.

Collection and analysis of quantitative data from within the cohort; incorporating: Tests of reliability,correlation, and difference.

Interviews and focus groups: constructing question schedules.

Collection and analysis of qualitative data from within the cohort, incorporating assessment of rigour,and identification of themes.

Methodological debates: e.g. Complementary or competing paradigms; the possibility of objectivity;the influence of values; what can be measured; validity, reliability and associated concepts.

Main TextsCornish K (1998) An Introduction to Using Statistics in Research. Trent Focus Primary Care ResearchNetworkHancock B (1998) An introduction to Qualitative Research. Trent Focus Primary Care Research NetworkLacey A, Luff D (2001) Qualitative Data Analysis. Trent Focus Primary Care Research NetworkMay T (2001) Social research: issues, methods and processes (3rd ed). OU Press: BuckinghamMurphy E, Dingwall R, Greatbatch D, Parker S, Watson P (1998) Qualitative research methods in healthtechnology assessment: a review of the literature. Health Technology Assessment 2 (16)Pallant J (2007) SPSS Survival Manual. (3rd ed) OU Press: Buckingham

Other relevant detailsThis module makes use of the web based teaching tool WebCT; internet access outwith QMU is useful butnot essential.

Signed Date



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Module Descriptor

Title Exploring Participation in Occupation: (Mind-Brain-Body and Context 3) Code (if known)O3138


Semester 1FT

Credit Rating

SCQF Level 9 SCQF: 10 (ECTS 5)


Module Team

Pre-requisites Normally successful completion of SCQF Levels 7/8 or equivalent

Co-requisites Normally all concurrent Level 3 modules or equivalent


Aims

1. To allow students to demonstrate an in-depth analysis of an issue influencing participation in occupation2. To provide students with the opportunity to develop skills in peer teaching.


A B C D

L1 Demonstrate skills in the presentation of complex material to astudent audience

Yes - Formative * * * *

L2 Demonstrate skills in analysis and synthesis of current evidencein relation to a specific topic YesSummative * * * *

L3 Critically analyse and debate issues concerning mind, brain body,and context in relation to occupational therapy

YesSummative * * *

Knowledge and UnderstandingBIntellectual SkillsCPractical Skills D -Transferable kills


Assessment Pattern

Formative:(Group) Design and delivery of a 1 hour teaching session on a topic selected by the students (LearningOutcome 1)Summative:(Individual) 2000 word resource pack to accompany the teaching session (Learning Outcomes 2 &3).Weighting 100%.

Can this Module be Anonymously marked? Yes/No If No please provide an explanation.

Yes

Content No formal teaching.

Students will work in small groups to design a one hour workshop on a topic of their choosing that reflects thecontent of Mind-Brain-Body and Context 1 & 2.

Main TextsBrooks-Harris, J.E. & Stock-Ward, S.R. 1999. Workshops: designing and facilitating experiential learning. ThousandOaks: SageCameron, E. 2005. Facilitation made easy: practical tips to improve meetings and workshops. 3rd ed. [on-line book].London: Kogan PageDeck, M.L. 1995. Instant teaching tools for healthcare educators.St Louis: MosbyFinlay, L. 2004. The practice of psychosocial occupational therapy. Cheltenham: Nelson ThornesTiberius, R.G. 1999. Small group teaching: a trouble-shooting guide. London: Kogan pageMoynihan, M., Guilbert, J., Walker, B. & Walker, A. 2004. How to run a workshop. [on- line book](resource available onthe self-directed studying WebCT area of the module)MacDonald, R. 1997. Teaching and learning in small groups. Birmingham: Staff and Educational DevelopmentAssociation (SEDA).

Lecture: 1 hourGroup work: 47 hoursGroup supervision: 2 hoursIndependent learning (including assignment completion): 50 hours

TOTAL 100 hours


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McMillan. I. & Carin-Levy, G. 2012. Tyldesley and Grieves muscles nerves and movement in human occupation.4th ed.Oxford: Blackwell Science.Pinel, J.P.J. 2011. Biopsychology. 9th ed. Boston, MA: Allyn& Bacon.Thibodeau, G.A. & Patton, K.T. 2009. The human body in health and disease . 5th ed. St. Louis, Mo: Mosby.Tortora, G.J. &Derrickson, B. 2012. Essentials of anatomy and physiology. 9th ed. Chichester: John Wiley and Sons Ltd.Wilcock, A.A. 2006. An occupational perspective of health. 2nd ed. Thorofare, NJ: SLACK IncWorld Health Organisation. 2008. International classification of functioning, disability and health: ICF. Geneva: WorldHealth Organisation

Young, P.A. Young, P.H. & Tolbert, D.L. 2007. Basic clinical neuroscience. 2nded. Baltimore: Lippincott Williams &Wilkins: Baltimore


Signed Date



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Module Descriptor

Title Interprofessional Education: delivering integrated care

SHE Level 3 Semester &Mode ofStudy

1 & 2Credit Rating

SCQF Level 9 SCQF:20

Module Co-ordinator Nicolas Mazis

Module Team Nicolas Mazis, Tatiana Xenou

Pre-requisites Normally successful completion of SCQF levels 7/8/9 or equivalent



Aims

To enable students to:

Participate in the assessment and management of patient/client care

Critically explore team working and team dynamics

Learning Outcomes

On successful completion the student, taking an interprofessional teamapproach, will be able to:

Assessed in

this module A B C D

L1Critically analyse and challenge their own and others roles in caringfor patients/clients

YesSummative

* *

L2Integrate their professional skills with an interprofessional approachto care co-ordination

YesSummative

* *

L3Critically debate the different practical, ethical and communicationissues used within interprofessional care of patients or clients

YesSummative

* * *

L4Demonstrate knowledge and awareness of group dynamics withinteams

Yes * *

L5 Participate in a student conference

Yes

Summative * * * *

L6 Reflect on the interprofessional education processYesSummative

* * *


Key-note lectures

Collaborative seminars

Group presentations

Electronic learning resources

Conference

Key-note lectures6 hoursFacilitated sessions20 hoursDirected group work60 hoursIndividual study110 hoursConference attendance4 hours

Total student effort :200 hours

Assessment Pattern


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The contact time of the module will be during Weeks 1, 24, 33 with the conference in Week 35 or 36.This module will focus on individual case studies and the respective roles each profession plays in the case

management of the individual. Each group will work on a case which will be provided and each professionalgroup/student will be expected to contribute the role they would play in the patient/client pathway. Followingidentification of roles discussion will focus on the generic and profession specific roles and their interface.Additionally discussion will focus on roles of other staff involved in the patient/client journey i.e supportworkers/assistants, hospital scientists, physiologists etc. Staff will present the case and facilitate groupdiscussion.

Signed Date


1. A leader-and peer-assessed 30 minute group presentation within a conference setting20%

2. A 1500 word reflective report on the individuals participation in the interprofessional education learningprocess80%

Can this Module be Anonymously marked? If No provide an explanation

Content

Inter-agency team roles

Group dynamics and group roles

Leadership skills in clinical problem solving and decision making

Professional ethics in the context of interprofessional practice

Peer assessment and appraisal

Patient empowerment

Exploration of the evidence base relating to interprofessional management of clients and patients

Current professional issues and their impact on team roles and interprofessional practice

Main TextsOvretveit J, Thompson T (1997) Interprofessional working in health and social care. London: Macmillan.

Elwyn G, Greenhalgh T, MacFarlane F (2000) Groups: a guide to small group work in healthcaremanagement, education and research. Oxford: Radcliffe Medical Press.Jaques D (2000) Learning in groups: a handbook for improving group work. London: Kogan Page.Payne M (2000) Teamwork in multiprofessional care. Basingstoke: Palgrave.Martin V, Henderson E (2001) Managing in health and social care. London: Routledge.Tope R (1996) Integrated interdisciplinary learning between the health and social care profe

A BScAthens Modulesdescriptors 25-7-2012 LR

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