Programme Specification - University of Plymouth · 2017-09-12 · Programme Specification MSc...

Plymouth University

Faculty of Health and Human Sciences

School of Health Professions

Programme Specification

MSc Occupational Therapy (pre-registration) Post Graduate Diploma Occupational Therapy

(pre-registration)

Leading to eligibility to apply for registration with the Health and Care Professions Council

Date of Approval: 28th November 2016 Date of Implementation: September 2017 Year of first award: July 2019

2

MSc/ PgDip Occupational Therapy (Pre-registration) – Programme Specification

3


Contents

1. Final Award Title…………………………………………………………………………… 5

2. Awarding Institution………………………………………………………………………… 5

3. Accrediting Bodies………………………………………………………………………… 5

4. Distinctive features of the programme…………………………………………………… 6

5. Relevant QAA Subject Benchmark Group(s)…………………………………………… 8

6. Programme Structure……………………………………………………………………… 9

7. Programme Aims…………………………………………………………………………… 10

8. Programme Intended Learning Outcomes……………………………………………… 11

9. Admissions Criteria, including APCL, APEL and DAS arrangements …..…………… 16

10. Progression Criteria for Final and Intermediate Awards …………………………….. 19

11. Exceptions to Regulations……………………………………………………………..… 22

12. Transition arrangements …………………………………………………………………. 24

13. Mapping and Appendices………………………………………………………………… 27

13.1 Assessment against Modules Mapping……………………………………………… 27

13.2 Programme Intended Learning Outcomes mapping…………………………………. 28

13.3 Appendices……………………………………………………………………………… 86

Appendix 1 Standards of education and training (SETs) cross-mapping document

MSc/Pg Dip Occupational Therapy…………………………………………………………

87

Appendix 2 Standards of proficiency mapping document - MSc/PGDip Occupational

Therapy………………………………………………………………………………………..

102

Appendix 3 QAA mapping of Benchmark Statements…………………………………… 127

Appendix 4 Module ILO’s mapped against SEEC descriptors…………………………… 149

Appendix 5 KSF mapping…………………………………………………………………… 150

Appendix 6 Mapping College of Occupational Therapists Learning and Development

Standards for Pre-registration Education (2014)…………………………………………..

153

4


5


1. Final Award Title: MSc Occupational Therapy Pre-registration

Interim awards:

Credits at Level 7: Award:

Less than 60 credits Transcript of academic achievement for Credit

Accumulation Transfer Scheme (CAT)

60 credits Post Graduate Certificate

More than 60 but less than 120

credits

PGCert plus transcript

120 credits but not placement Post Graduate Diploma

More than 120 but less than 180

credits

Post Graduate Diploma plus transcript

120 credits plus all placements Post Graduate Diploma in Occupational Therapy Pre-

registration

Post Graduate Diploma and 60

credits later

MSc Health and Wellness Through Occupation (NB.

Holders of Post Grad Diploma Occupational Therapy (pre-

registration) can study additional 60 credit dissertation at a later date

to gain an MSc Health & Wellness Through Occupation award)

180 credits but not all placements MSc Applied Health

180 credits and all placements MSc Occupational Therapy Pre-registration

JACS code: B930

2. Awarding Institution: University of Plymouth

Teaching Institution: University of Plymouth

3. Accrediting bodies: College of Occupational Therapists

World Federation of Occupational Therapists

Health and Care Professions Council

Summary of specific conditions/regulations:

Award and assessment governance will be managed in accordance with Plymouth

University regulations and procedures. The normal University regulations in respect

of progression and assessment are followed with the exception of additional

requirements because of the professional nature of the programme.

Additional requirements because of the professional nature of the programme are

listed under 11. Exceptions to Regulations.

Date of re-accreditation: November 2016

6


4. Distinctive features of the Programme and the Student Experience

Postgraduate Pre-Registration Study

Studying occupational therapy at postgraduate level enables graduates to progress

to roles at higher managerial levels more quickly, for example many employers

require MSc study for Band 7 posts. In addition, postgraduate study enables

graduates to apply for roles within educational establishments, for example

academic jobs usually require that applicants are working towards PhD. Thirdly,

postgraduate pre-registration study can enable graduates to work within global

contexts, for example Canada and the USA require MSc level training as the entry

level requirement for the profession. Postgraduate pre-registration study recognises

the skills and prior learning of graduates from a broad range of BA and BSc

programmes. Practitioners with a higher level research degree are better equipped

to support the work place with evidence based practice.

Occupation (its philosophical, scientific, and experiential domains) is central to the

curriculum. There is a holistic emphasis placed on the unique and individual client-

centred dynamic of ‘person-environment-occupation-wellbeing’ informing the

content and configuration of the curriculum (rather than bio-medical and service-led

patterns). Concepts are re-visitied with increasing complexity in learning continuing

throughout the programme. The centrality of doing is integral to the teaching and

learning strategy. The curriculum promotes opportunities for a range of CPD learning

in addition to the full pathway for Occupational Therapy.Practice placement

continues to develop on its well-established basis with increasing inter-professional

and new ways of working, including third sector opportunities. Graduates are

prepared for professional practice through use of problem based learning in some

modules to explore and enhance development of professional reasoning skills

(Westcott et al 2010). Graduates will emerge in readiness for employment in

accordance with the changing workplace arena. Students will benefit from engaging

with a staff group who value the concept of continuing professional development in

their own practice. Students will be learning with staff who have contemporary

publication profiles and robust, active research interests in a range of professionaly

relevant topics including occupational science. Students will be learing alongside

staff who engage in professional support and development activities at a local,

national and international level, including the work within COT, HCPC, other

universities (both in the UK and overseas) and in groups that forward professional

thinking and discourse such as Occupational Science Europe. The occupational

therapy team involve their students in initiatves that embrace Plymouth University’s

internationalisation agenda. Students have enjoyed annual opportunities since 2009

to attend International Occupational Therapy key note lectures with eminent globally

respected speakers in occupational therapy or International Conferences organised

by the team, such as the Occupational Science conference ‘Owning Occupation’

held in September 2011 and ‘Advancing Occupation’ held in 2015.

7


The students benefit from working with a team that appoint eminent international

occupational therapists to honorary professor positions and integrate an international

perspective to the teaching and learning experience. The team have a developing

Erasmus profile for international exchanges of both staff and students within Europe

with opportunities open to students from this programme.

Other distinctive features may be broadly described thus:

Professional Practice – a series of modules shared with other AHP students in the

School. The modules begin by exploring common foundation elements in preparation

for professional practice including principles of evidence based practice, professional

responsibility, understanding of the roles of other professional groups and team

working. There is the potential for collaborative research (see below) as the

programme progresses with a further preparation for practice module in year 3

addressing HCPC registration, career development and continuing professional

development.

Research Studies– These inter-professional modules develop an understanding of

the importance of evidence based practice and the concept of generating evidence

in the form of research. Students design/prepare and then experience a small

research project to produce work in a format suitable for publication, thus

encouraging a possible way forward for continuing professional development activity.

Occupational Studies – A significant number of modules on this programme

develop profession specific thinking and skills by examining topical occupational

issues. These modules develop the core understanding of theory and skills that

characterise the unique contribution of occupational therapy practice within health

and social care settings. The modules firstly examine theory and foundational

concepts of occupational functioning before moving onto applying occupational

theory to people as occupational beings through the life cycle. In year 3 students

can explore a specific area of practice, of their choice, and also address the issues

of wellbeing within a community health perspective.

Practice Placement – Placement opportunities at each level enable development of

professional practice skills in distinct service settings under supervision.

8


5. Relevant QAA Subject Benchmark Group(s)

The relevant Benchmark statements for Occupational Therapy (2001) have been

considered in the design of the programme.

The Benchmark document outlines that to be fit for practice, occupational therapists

need to be competent in

Ability to assess individuals’ abilities and difficulties in relation to their desired

goals in everyday activities

Application of an understanding of biopsychosocial sciences including

pathology, in order to achieve realistic outcomes associated with occupation

in its widest sense for individuals and groups

Interpersonal skills which enable individuals to take control of their everyday

activities of productivity, leisure and self-care

Ability to work with and through others to achieve environmental modifications

that empower individuals to achieve independence

Integration of theory and practice and development of creative problem-

solving processes

Critical reflection and use of evidence in order to develop best practice

A full mapping of the benchmark statements for occupational therapy can be found in

Mapping section 13.2.

9


6. Programme Structure MSc & PGDip Occupational Therapy Pre-Registration Module schedule & credits

Year 1:Semester 1September - January Year 1: Semester 2 February to April Year 1:Semester 2 April - August

OCTP701 Preparation for Practice (10 credits)

ADV703 Occupation as a focus for contemporary practice (20 credits)

OCTP402: Practice Placement 1

ADV715 Project design for research (20 credits)

OCTP709 Occupational Studies: foundations for occupation and wellbeing (10 credits)

OCTP704 Occupational Studies: evaluating occupation for promoting health and wellness of communities (10 credits) (module runs before and after placement 1 with no taught sessions during placement)

OCTP705 Occupational Studies: evaluating humans as occupational beings through the life cycle (10 credits)

OCTP711 Occupational Studies: performance and interruption M1 (10 credits) (module runs before and after placement 1 with no taught sessions during placement)

Year 2: Semester 1 September - January Year 2: Semester 2 February - April Year 2: Semester 2 April - August

OCTP714 Leading professionals, managing aspirations for self and others (10 credits) (module runs before and after placement 2 with no taught sessions during placement)


OCTP713 Occupational Studies: evaluating the contemporary practitioner (10 credits)



OCTP710 Research dissertation (60 credits) (module runs before and after placements with no taught sessions during placement) (MSc students only, not required for PGDip)

Some shared learning with Advanced Professional Practice Students Some shared learning with BSc Occupational Therapy Students

10


7. Programme Aims

The over-arching aim of this programme is to offer a challenging and rewarding

postgraduate experience to its students in order to prepare them for the working

world of health and social care, and as practitioners of their profession in the twenty

first century, graduates who are cognisant of professional and inter-professional

practice and also fit to contribute, if they so desire, to future research.

The programme team has developed these aims derived from their belief in, and

understanding of, the occupational nature of all individuals. This means that people

are viewed as being driven to engage in occupation, in order to meet their biological,

psychological, social and spiritual needs through environmental exploration and

adaptation. Occupational therapy uses the deceptively simple concept of purposeful

occupation to help promote and restore health and wellbeing, thus enhancing

occupational function. Occupation is a concept seen as having personal meaning to

each individual and relevance to the reality of their daily lives.

The programme aims are to develop practitioners who are:

Confident in articulating their knowledge and understanding of people as

occupational beings

Able to critically evaluate the importance of occupational engagement throughout

the changing needs of the life cycle and work with this for the benefit of each

individual

Highly skilled, reflective and confident in their understanding of the philosophy of

the profession, the relevant sciences that guide practice and the creative

reflexivity for effecting necessary change

Articulate and self-assured in their professional identity as critical, analytical

reflective lifelong learners.

Highly proficient in synthesising the reflection on practice experience to theory,

with in depth and critical understanding of contemporary professional issues.

Fit for purpose, practice and award thus meeting the requirement to be eligible to

apply for entry to the Health and Care Profession Council’s register for

Occupational Therapists. They will also be recognised as having sufficient

professional standing to meet the requirements of the World Federation of

Occupational Therapists through accreditation of the curriculum with the College

of Occupational Therapists.

The aims of the programme, therefore have been chosen to coincide with the

professional, social, political, ethical and legislative portfolio of an occupational

therapist’s duties and prospective career, yet embedded too, in the progressive and

trans-disciplinary objectives of the Faculty of Health, and Human Sciences at

Plymouth University.

11


8. Programme Intended Learning Outcomes

Intended programme learning outcomes

A. Knowledge and

understanding of:

1. The complex nature of

occupation and its importance

to individuals within their life

and culture.

2. The links between participation

in occupation, health and

wellbeing from global and

western concepts

3. A comprehensive belief in the

use of occupation as a tool for

intervention

4. The key principles of

occupational therapy and

occupational science and their

critical application in order to

promote the health and

wellbeing of the individual,

their family/carers and

communities.

5. Through problem solving,

implementing, evaluating and

critiquing the occupational

therapy process

6. The complex legislative and

ethical aspects of occupational

therapy across a broad

spectrum of contexts

7. Techniques and methods of

assessment, intervention and

outcome measuring

embedded in an evidence

based practice philosophy

8. The biological, psychological

and sociological nature of

common occupational

interruptions through the

lifespan

9. Human behaviour,

Teaching/ learning methods

and strategies

The programme utilises a variety

of learning and teaching methods.

Knowledge is gained through

lectures, seminars, practical

demonstrations, critique of

research papers and guided

study. Tutorials are used to

provide students with

opportunities to develop and

clarify their understanding. All

learning is supported by directed

study of textbooks, journal articles

(hard copy or electronic) and

other online resources. The

research evidence available to

occupational therapists is

emphasised throughout the

programme. Inter professional

learning takes place across the

programme in order to highlight

the importance of effective

teamwork in professional practice.

Assessment

A variety of assessment methods

are used to assess knowledge

and understanding, for example –

essays, viva voce’s, group

projects, poster presentations and

practice placements are utilised to

assess the knowledge, practical

skills and understanding of the

student. Formative and

Summative assessments are

used to help students to develop

confidence in the assessment

process.

Clear criteria are provided for all

12


development and maturation

together with the multi-faceted

and changing nature of

engagement in occupation

across the lifespan.

10. The importance of effective

communication in a

professional context

11. The emerging and evolving

political background of health

and social care

12. The role of CPD in

professional practice

13. Critically justify the selection of

appropriate methodology and

data analysis techniques (MSc

awards only)

assessments in the module

handbook.

B. Cognitive/ intellectual skills

– able to:

1. Analyse and critically

evaluate the importance of

meaningful occupation in

contributing to an

individual’s sense of health

and well being

2. Analyse and problem solve

occupational performance

problems

3. Critically evaluate and

critique contemporary

occupational themes,

current discourses and

future directions.

4. Critically evaluate and

integrate theoretical

knowledge and relevant

policy drivers

5. Demonstrate reflexivity in

the application of

occupational therapy,

being sensitive to

individual and cultural


and strategies

Reflective, analytical and critical

skills are developed both in the

academic and practice

environment by seminars, tutorials

and practicals. Lead lectures are

used to identify key issues.

Sessions may be delivered by

University lecturers, outside

specialists, carers or clients. The

use of learning contracts and

portfolios will enable students to

take responsibility for their own

learning. The inter-professional

modules will encourage students

to understand the range of roles in

health and social care. Research

skills enable students to further

develop the intellectual skills of

critique, analysis, synthesis and

evaluation.

13


boundaries

6. Demonstrate safe and

competent practice

including self –evaluation

and management

7. Prioritise responsibilities

and caseload

8. Use self-appraisal and

critical reflection in order to

identify future learning

needs

9. Critically appraise and

evaluate appropriate

professional literature to

underpin learning and

integrate research findings

into practice

10. To construct an advanced

literature review and write

a critical and analytical

review of related research

literature

11. Critically discuss a

research proposal and

justify methodology and

techniques

12. Interpret and critically

discuss research findings

13. Design and conduct an

individual piece of research

in the context of an

evaluation of contemporary

literature in an appropriate

occupationally relevant

topic area to their chosen

award (MSc awards only)

Assessment

The assessment of cognitive skills

is achieved by the use of

individual project work, essays,

practice placement reports, viva

voce’s and inter professional

assessments. The students will

take responsibility for their own

learning through the

implementation of a research

project with guidance from a

research tutor. Inter professional

group learning will be assessed

through presentations and the

production of interactive online

materials.

C. Practical/ professional

qualities and skills – able to:

1. Demonstrate safe practice

through achieving a pass

level of competency in

each separate practice


and strategies

Practical and professional skills

are key aspects of a professional

programme and occur in all years

in academic modules studied both

14


placement experience

throughout the programme

2. Demonstrate

understanding and

accountability of personal

boundaries and standards

within professional practice

and conduct.

3. Demonstrate

understanding of

appropriate delegation and

accountability for

professional tasks

4. Take responsibility for the

maintenance and

development of

professional competence

and fitness for practice

through lifelong learning

and CPD

5. Demonstrate

understanding of the

importance of engaging

with the education of future

occupational therapists

and other students and

colleagues within the

practice setting

6. Take responsibility for

engaging and utilising the

outcomes of research

activity

7. Take responsibility for and

work within the legal

obligations of practice

8. Interpret and critically

discuss research findings

in the context of

contemporary literature,

policy and practice in their

chosen area (in relation to

the research dissertation -

MSc awards only)

at University and on practice

placement modules with the link

between them constantly

emphasised. One third of the

programme is spent as practice

placement in a range of health

and social care settings across

the south west peninsula.

These will include statutory and

voluntary sector provision.

Practice educators meet regularly

with students as part of the

supervision process to consider

learning needs and placement

objectives. Academic and Practice

Educators maintain close links in

order to help students integrate

theory and practice throughout the

curriculum.

The Practice Placement

Educators across the Peninsula

will be organising a range of inter-

professional learning opportunities

in the practice setting.

Assessment

Professional and practical skills

and attributes are assessed in a

range of ways including practical

demonstrations, viva voces, and

presentations and on practice

placement through the practice

placement reports. Self-appraisal

and reflection are assessed

through the CPD portfolio, essays

and assignments.

15


D. Transferable skills – students

will be expected to:

1. Demonstrate and evaluate

effective oral and written

communication skills

2. Demonstrate highly

developed analytical skills

3. Work effectively as a

member of a team

4. Work collaboratively and

proactively to promote best

practice

5. Accurately summarise

information and convey

logically critiqued and

synthesised interpretations

in a coherent manner

6. Engage in, and promote

CPD and lifelong learning

7. Confidently engage with

technology in order to deliver

effective occupational

therapy practice

8. Demonstrate understanding

of consultation, change

management, financial

implications and market

research

9. Manage time and prioritise

financial, physical and

human resources to optimise

occupational therapy

practice

10. Application of management

and leadership theory to

organisational culture

11. Identify and critically discuss

ethical issues for their

chosen occupational area (in

relation to the research

dissertation - MSc awards

only)


and strategies

Transferable skills are covered

in a variety of modules and are

developed through collaborative

projects, seminars, practicals

and on practice placement.

Interactive electronic resources

and e learning materials are

available through the University

Portal and VLE

Assessment

Transferable skills are assessed

in a variety of modules by

essays, viva voces, individual

and group presentations and

practice placement reports.

Formative online assessments

enable students to develop

confidence in handling electronic

resources

16


9. Admissions Criteria, including APCL, APEL and DAS arrangements

Entry requirements

Equal opportunity

It is Plymouth University policy that applications are considered on an equal basis

irrespective of age, disability, sexual orientation, marital or parental status, religion,

social class, nationality or ethnic origin. The occupational therapy programmes

comply with this.

Applicants who have not been educated in the UK or those for whom English is not

their first language will be required to undertake a recognised English language

qualification which must include reading, writing, speaking and listening skills, for

example the British Council /UCLES IELTS and achieve a score of 7 or above

(preference will be given to applicants with a minimum threshold score of 6.5 for all

levels).

Candidates must meet the following minimum academic requirements:

Standard Criteria

Degree from an Institution of Higher Education normally at Second class (higher

division) 2:1 or above. The degree or other recognised assessed academic study

should normally be completed within the last 5 years.

Whilst graduates from the fullest range of disciplines will be considered, preference

will be given to degrees with a research dissertation module based on a data

collection method or applicants with a science or social science GCSE ‘A’ level. .

In addition, GCSE (or equivalent) in English and Mathematics at grade C or above,

will normally be expected.

Higher Education awards may entitle the candidate to apply to Plymouth

University’s consideration under their rigorous APEL / APCL procedures.

Credit for certificated prior learning at level 7, may be assessed on an individual

basis and count towards the requirements for this award up to the following maxima:

Postgraduate Certificate 30 credits

Postgraduate Diploma 80 credits

Masters degree 120 credits

These maxima only apply to students that are using APEL to transfer from another

pre-registration occupational therapy programme under College of Occupational

Therapists Standards (2014), in all other cases under these Standards, a maximum

of one third APEL only may be applied. APCL applications against placement

modules at undergraduate level are also subject to COT Standards (2014), of one

third transferable credit unless from another pre-registration programme.

17


European Credit Transfer and Accumulation System (ECTS)

This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS

credits at post graduate certificate, 60 credits at postgraduate diploma and 90

credits at Masters degree. Each 20 credit module has the equivalent of 10 ECTS

credits and assumes a notional student effort of between 200-300 hours.

Conditions of Acceptance

To meet the academic requirements of the programme

To successfully complete an interview with the Occupational Therapy team

To undertake Occupational Health screening and to abide by their decisions

To agree in writing to be able to undertake practice placements across the South

West of England and agree to undertake placements allocated. Students are

responsible for travel and accommodation arrangements that arise.

To sign an agreement to participate in all elements of the programme this will

include anatomy practical sessions, self-development activities such as creative

media, moving and handling training. The University undertakes to ensure that

these activities are offered in culturally sensitive way that is respectful of all students

and their beliefs. Students may wish to discuss issues arising from this policy with

the Programme Lead so that a way forward can be managed that is mindful of their

circumstances.

Subsequent to Disclosure and Barring Service (DBS) enhanced check on entry to

study, students are required to sign an annual declaration at the beginning of each

academic year to state that their DBS status has remained unchanged. This is kept

on the student’s file.

After extended periods of illness that interrupt study, students may be required by

the Programme Lead to participate in Occupational Health Screening prior to re-

commencing academic or practice placement elements of the programme.

Selection Procedure

On receipt of the application form, the admissions team assesses the applicant’s

achieved or predicted qualifications against the criteria set out above, and, if these

are met, the application is passed to an admissions tutor who is a member of the

academic team.

The admissions tutor assesses and selects students based on the personal

statement and reference of all applications against a set of predetermined criteria

appropriate for a professional programme in occupational therapy.

18


Applicants will also be invited for interview with the Occupational Therapy staff team

using a Values Based Recruitment approach - they may be asked to prepare oral or

written presentation materials as part of this and also to bring evidence of CPD with

them. The purpose of the interview will be to assess the applicant's understanding

and experience of Occupational Therapy and ability to uphold NHS Values.

It must be emphasised that the selection procedure encompasses a total approach

and considers a wide range of factors and not just academic ability. Where any

anomalies or queries occur in relation to the application then the admissions tutor

makes contact with the applicant in order to seek clarification.

Offers are made subject to satisfactorily clearing Occupational Health and

Enhanced Criminal Records screen with the Disclosure and Barring Service (DBS)

checks. For those situations where a disclosure is reported via the enhanced DBS

check the case is discussed by a Professional Issues committee within the Faculty

of Health, Education and Society. Each case is discussed confidentially and a

decision made as to whether the application can continue. The applicant is informed

of the decision and may be invited to provide information to this committee should

they wish. In these cases, consideration will have to be made regarding potential

employability and eligibility for registration with the Health and Care Professions

Council. The University reserves the right to pass on appropriate information to

potential employers when a reference is requested.

Applicants with Special Needs

The University is supportive of students with disabilities. Applicants are encouraged

to disclose any disability so that appropriate adjustments can be made in learning

support and their individual needs met. A comprehensive procedure is in place

involving Disability Assist Services, the Admissions Team and the admissions tutor

to ensure that all applicants are treated equitably. (See Programme Handbook).

MSc Applicants with Post Graduate Diplomas (pre-registration)

It may be that the programme attracts holders of a Post Graduate Diploma in

Occupational Therapy (pre-registration) wanting to ‘top up’ their Diploma award to a

full MSc e.g. from another HEI. This is possible, although individual circumstances

would have to examined to see if these applicants have currency from a research

proposal submitted in that award, equivalent to the demands of the proposal

completed for module ADV715 (Project Design for research). This proposal would

need to be able to be worked onto a suitable project for OCTP710 (Occupational

Studies: Research Dissertation M). If the applicant could not offer a suitable

research proposal, then they may need to complete the ADV715 module in order to

be able to start and complete the OCTP710 module. Here the MSc award would be

in Health & Wellness Through Occupation (see Section 10.2.2).

19


10. Progression criteria for Final and Intermediate Awards

Subject to successful completion of the programme requirements, students will

normally graduate with a MSc Occupational Therapy Pre-registration or Post

Graduate Diploma Occupational Therapy Pre-registration after 2 years of

accelerated full time study (45 weeks per year, 90 weeks study in total).

Incomplete study

Not all students complete the entire programme and employability is still paramount

for any student who leaves with a different exit award because of partial completion

of the full programme. The programme therefore offers a range of interim exit awards

for candidates who are not able to complete the whole curriculum. Entry points will

be subject to, and be determined by, Plymouth University’s APEL / APCL procedures

and COT Standards (2014) – see Entry Requirements above. Exit awards will apply

to students who decide to leave their study early, those who opt to study to achieve

an exit level award, and those students whose studies are terminated due to

academic achievement issues or Plymouth University action following a Fitness to

Practise Panel Procedure.

Awards and Flexible Study

The proposed programme will offer exit awards of Master’s degree in Occupational

Therapy (pre-registration) with an option for a Post Graduate Diploma in

Occupational Therapy (pre-registration). Only these exit awards will entitle post

graduates to apply for registration with the Health and Care Professions Council. A

number of other exit awards will be offered that do not offer this entitlement (see

section 10.2.2).

The Awards and Flexible Study Considerations

Subject to successful completion of programme requirements, students will normally

graduate with an MSc Occupational Therapy (pre-registration) after 2 years of full

time accelerated study (45 scheduled weeks a year). Postgraduates completing this

route will be eligible to apply for registration with the Health and Care Professions

Council (HCPC). The programme will also offer a range of interim exit awards for

candidates who are not able to complete the entire MSc curriculum. Most exit

awards will not carry a title conferring eligibility to apply for registration with the

Health and Care Professions Council (see Figure 10.1 below). As such, these

awards are typically designed for students who either do not complete the study

requirements to gain a pre-registration award or for students who complete

necessary academic credits but do not pass placement modules. The exception to

this will be a Post Graduate Diploma in Occupational Therapy (pre-registration), as

people awarded this particular Postgraduate Diploma will be eligible to apply for

registration with the Health and Care Professions Council. This level of award is

given only to candidates who satisfy all placement standards of the pre-registration

curriculum and the required 120 academic credits outlined in Figure 10.1. This 120

20


credits must exclude OCTP710 (Occupational Studies: Research Dissertation M).

Holders of Post Graduate Diploma award in Occupational Therapy (pre-registration),

are able to apply for registration with the Health and Care Professions Council, and

can also choose to ‘top up’ their Post Graduate Diploma award to a full MSc at a

later date with Plymouth University, but will be required to pay an additional module

fee for the dissertation. For this group under Plymouth University regulation, the

award holder would receive two certificates. Here the MSc award will be in Health

and Wellness Through Occupation and would stand alongside the previous award of

Post Graduate Diploma in Occupational Therapy (pre-registration). This means

these MSc graduates will retain the Diploma award and paper certificate that they

have used to gain their Health and Care Professions Council registration but will gain

a different MSc name to both the MSc Occupational Therapy (pre-registration) and

the MSc Advanced Practitioner Occupational Therapy, that is also given by the

School to registered practitioners who come onto the MSc Advanced Practitioner

scheme. It may be that there may be applicants who chose to top up their post

graduate diploma (pre-registration) from other programmes in the UK or after

completing the ADV715 assessment option without submitting a proposal in order to

achieve a full MSc from Plymouth University. Here determination would have to be

made about whether the candidate needed to also sit ADV715 before being able to

move onto OCTP710 (see Section 9 for details). Such candidates would be awarded

the MSc award in Health & Wellness Through Occupation.

Students may be awarded a Postgraduate Certificate or Diploma with Merit provided

that s/he has achieved a credit-weighted average mark of 60% or above across all

the academic modules. A student will be awarded a Master’s degree with Merit

provided that s/he has achieved a credit-weighted average mark of 60% or above

across all academic modules (including the dissertation/major project) and the mark

for the dissertation/major project is not less than 60%. Likewise, a student may be

given an exit award with Distinction if the overall mark for academic modules is

above 70%.

Different entry points to these programmes are not widely envisaged due to the

integrated nature of the curriculum, students are not generally foreseen as applying

for Plymouth University’s APEL / APCL procedures. If any post graduate student

considers that they have appropriate prior higher level study to be subject to APEL

from a particular module/s or practical experience subject to APCL, this will be

considered according to Plymouth University regulation. This may be from students

wishing to transfer from another similar programme elsewhere in the UK. (See Entry

Requirements above for details).

A summary of typical step on and step off points is shown below on Figure: 10.1

21


Figure: 10.1 MSc Occupational Therapy (Pre-registration) stepping on and off points

including interim awards

Less than 60 credits Level 7

A transcript of academic achievement for CATS purposes will be issued

Post Graduate Certificate

60 credits Level 7

More than 60 credits

but less than 120 credits Level 7

A transcript of academic achievement for CATS

purposes will be issued in addition to the Post Graduate

certificate

120 credits Level 7

but not passed all placements in the curriculum or 120

credits include OCTP710 Occupational Studies:

Research Dissertation M

Post Graduate Diploma

More than 120 credits

but less than 180 credits Level 7

A transcript of academic achievement for CATS

purposes will be issued in addition to the Post Graduate

Diploma

120 credits Level 7

& passed all placements in curriculum.

Credits must exclude OCTP710 Occupational

Studies: Research Dissertation M

180 credits Level 7

but not passed all placements in the curriculum

Post Graduate Diploma in

Occupational Therapy (Pre-registration)

MSc Applied Health

180 credits Level 7

& passes at all placements in curriculum

MSc in Occupational

Therapy (Pre-registration)

Holders of Post Grad Diploma Occupational Therapy (pre-

registration) can study additional 60 credits at a later date to gain an MSc Health & Wellness Through Occupation award but will be required to pay an additional module fee

for the dissertation

22


Exit awards given with less than 120 credits at level 7, irrespective of placement

passes, do not confer eligibility to apply for registration with the Health and Care

Professions Council. Applicants who gain 120 or more credits (but less than 180

credits), with a study profile that includes a pass for OCTP710 (Occupational

Studies: Research Dissertation M at 60 credits), irrespective of their placement

passes, cannot be considered for the Post Graduate Diploma in Occupational

Therapy (pre-registration). This is because they will not have passed the academic

programme for the pre-registration award. They would not be able to apply for

registration with HCPC.

Aegrotat Awards

In addition, the Plymouth University may award an Aegrotat award to students

enrolled on the MSc programme in exceptional circumstances. Any such award will

not carry the title of Occupational Therapy and not confer eligibility to apply for

registration on the Health and Care Professions Council register, the award title will

be in Applied Health Studies.

11. Exceptions to regulations

These post-graduate degrees may NOT be awarded unless all the requirements for

the Award are met. Should they not be met, then the appropriate CATS award or

interim exit award may be given. The normal University Regulations in respect of

progression and assessment are followed, with the exceptions to regulations detailed

below:

23


PLEASE NOTE CAREFULLY:

(a) The maximum duration of study for the award of MSc Occupational

Therapy Pre-registration will normally be four years for accelerated full time

(2 years scheduled programme, plus 2 years’ addition study period).

(b) The programme is exempt from the automatic compensation rule.

(c) Students are required to pass each level of practice education before

moving on to the next level of practice education. Where a student has

failed a placement they are permitted one opportunity to retrieve the

placement on a subsequent occasion, in another setting and at a time to be

agreed with the placement and programme leads. Students are normally

required to pass at least one placement at first attempt in the programme,

to be able to graduate. Issues with professional behaviour on placement

can be referred to the University Fitness to Practice process for

investigation and necessary sanction, including termination of study.

(d) Failure in Practice: If the module is ultimately failed when the first attempt

and retrieval processes for the modules have been exhausted, the student

should be required to leave the course. Practice placement hours of failed

placements do not count towards the COT required 1000 hours.

24


12. Transitional Arrangements

The new re-approved programme will commence from the 2017/18 academic year.

Whilst the number of placements has stayed the same, in this reviewed programme

their length and position in the academic year is changing from that currently in use

within the outgoing programme. This means the sequence of delivery for the

placement modules is proposed as requiring change over a transition period for all

occupational therapy students. Hence from September 2017 all students would have

their placements in the newly designated term irrespective of whether they are on

the existing programme or the new programme. This is because there is not capacity

in the placement areas to sustain 2 concurrent placements at any one time during

the transition period (i.e. up to 120 BSc placements plus up to 50 MSc placements).

In September 2017, all year 1 students (cohort 17) will start on the new full time

programme. The new re-approved programme will only have a full time pathway.

In September 2017, all year 2 students (cohort 16) are full time as the part time

pathway was not considered viable. All year 2 full time students (the 2016 cohort)

who initially enrolled on the previous version of the programme (i.e. the programme

approved in 2013), will normally continue with their studies to complete that

curriculum, with two exceptions. 1. OCTP702 module which will be replaced with

“OCTP714 Leading professionals, managing aspirations for self and others”. 2.

ADV703 will be delivered in the second year in semester 2, April to August block. In

addition, as outlined above, it is proposed that the sequence of module delivery of

that outgoing programme will change in year 2 of their studies, to accommodate the

new programme’s placement slot mid-way through the year. Year 2 full time students

will therefore complete OCTP501 and 601 with paperwork in line with the 2013

approval document, but duration of placement in line with the new re-approved

programme.

In September 2017, all year 3-part time students (cohort 15) will continue with the

previous version of the programme with some change to sequencing for most

modules, and will sit the newly approved module “OCTP714 Leading professionals,

managing aspirations for self and others” replacing OCTP702. These students will

complete OCTP601 with the full time second years above, but duration of placement

in line with the new re-approved programme. This is further explained in the table

below.

In September 2017, all year 4-part time students (cohort 2014) will continue with the

dissertation module OCTP710 as previously scheduled.

In September 2018 a final year 4 part time cohort will complete their studies as

above.

25


In addition, students who were enrolled on the 2013 version of the programme and

who return to study after a break or who have to re-sit modules with attendance will

be reviewed by the Programme Lead in relation to the new programme and its

requirements. Assistance will be given to such students to complete their

programme within the permitted registration period and may take the form of

appropriate learning on the new programme, study packs and personal tutor support.

26


Transition arrangements for September 2017 year 2 full time students

Year 2: Semester 1 September - January Year 2: Semester 2 February - April Year 2: Semester 2 April - August



OCTP713 Occupational Studies: evaluating the contemporary practitioner (10 credits)




OCTP710 Research dissertation (60 credits) (module runs before and after placements with no taught sessions during placement) (MSc students only, not required for PGDip)

Transition arrangements for September 2017 Year 3 part time Year 2: Semester 1 September - January Year 2: Semester 2 February - April Year 2: Semester 2 April - August





Transition arrangements for September 2017 & 2018 Year 4 part time OCTP710 Research dissertation (60 credits) (module runs before and after placements with no taught sessions during placement) (MSc students only, not required for PGDip)

27


13. Mapping and Appendices

13.1 Assessment against Modules Mapping

Year 1 – Level OCTP701 OCTP704 OCTP705 OCTP711 OCTP709 ADV715

ADV703 Placement 1

Coursework

Short answer questions

Essay

Report

Reflection

Research Protocol

Business case

Patchwork Text

Practical

Practice competencies

Case study presentation

Facilitated Poster

Presentation

Viva Voce

Video Presentation

Exam

MCQ

Year 2 – Level 7 OCTP714

OCTP712 OCTP713 OCTP710 Placement 2 Placement 3

Coursework

Short answer questions

Essay

Report

Reflection

Research Protocol

Business Case

Patchwork Text

Practical

Practice competencies

Case study presentation

Facilitated Poster Presentation

Viva Voce

Video Presentation

Exam

MCQ

28


13.2 Programme Intended Learning Outcomes Mapping

MSc APPLIED HEALTH

CORE PROGRAMME INTENDED LEARNING OUTCOMES (as worded in the Programme Specification)

Aim(s) Subject Benchmark

Related Core Modules

Knowledge and understanding

The complex nature of occupation and its importance to individuals within their life and culture.

N/A N/A ADV703 OCTP701 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709

The links between participation in occupation, health and wellbeing from global and western concepts

N/A N/A ADV703 OCTP704 OCTP713 OCTP709

A comprehensive belief in the use of occupation as a tool for intervention N/A N/A ADV703 OCTP704 OCTP711 OCTP712 OCTP709

The key principles of occupational therapy and occupational science and their critical application in order to promote the health and wellbeing of the individual, their family/carers and communities.

N/A N/A ADV703 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709

Through problem solving, implementing, evaluating and critiquing the occupational therapy process

N/A N/A OCTP704 OCTP711 OCTP712 OCTP709

The complex legislative and ethical aspects of occupational therapy across a broad spectrum of contexts

N/A N/A OCTP704 OCTP711

29


OCTP712 OCTP713 OCTP714

Techniques and methods of assessment, intervention and outcome measuring embedded in an evidence based practice philosophy


The biological, psychological and sociological nature of common occupational interruptions through the lifespan

N/A N/A OCTP705 OCTP711 OCTP712

Human behaviour, development and maturation together with the multi-faceted and changing nature of engagement in occupation across the lifespan.


The importance of effective communication in a professional context N/A N/A OCTP701 OCTP714

The emerging and evolving political background of health and social care N/A N/A OCTP701 OCTP704 OCTP713

The role of CPD in professional practice N/A N/A OCTP701 OCTP714

Critically justify the selection of appropriate methodology and data analysis techniques

N/A N/A OCTP710

Cognitive And Intellectual Skills Analyse and critically evaluate the importance of meaningful occupation in contributing to an individual’s sense of health and well being

N/A N/A ADV703 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709

Analyse and problem solve occupational performance problems N/A N/A OCTP711 OCTP712 OCTP709

Critically evaluate and critique contemporary occupational themes, current discourses and future directions.

N/A N/A ADV703 OCTP713

30


OCTP709

Critically evaluate and integrate theoretical knowledge and relevant policy drivers N/A N/A ADV703 OCTP701 OCTP704 OCTP713

Demonstrate reflexivity in the application of occupational therapy, being sensitive to individual and cultural boundaries

N/A N/A OCTP714 OCTP701 OCTP704 OCTP713

Demonstrate safe and competent practice including self –evaluation and management


Use self-appraisal and critical reflection in order to identify future learning needs N/A N/A OCTP714 OCTP701

To construct an advanced literature review and write a critical and analytical review of related research literature

N/A N/A OCTP710 ADV715

Interpret and critically discuss research findings N/A N/A ADV715 OCTP710 OCTP712

Design and conduct an individual piece of research in the context of an evaluation of contemporary literature in an appropriate occupationally relevant topic area to their chosen award.

N/A N/A OCTP710

Key And Transferable Skills

Critically appraise and evaluate appropriate professional literature to underpin learning and integrate research findings into practice


Critically discuss a research proposal and justify methodology and techniques N/A N/A ADV715 OCTP710

Demonstrate highly developed analytical skills N/A N/A ADV715 OCTP710 OCTP712 OCTP709

Work collaboratively and proactively to promote best practice N/A N/A OCTP713 OCTP714

31


Engage in, and promote CPD and lifelong learning N/A N/A ADV715 OCTP701

Confidently engage with technology in order to deliver effective occupational therapy practice

N/A N/A OCTP701

Identify and critically discuss ethical issues for their chosen occupational area N/A N/A OCTP710

Employment Related Skills

Demonstrate and evaluate effective oral and written communication skills N/A N/A OCTP714 OCTP701

Take responsibility for the maintenance and development of professional competence and fitness for practice through lifelong learning and CPD


Demonstrate understanding of consultation, change management, financial implications and market research

N/A N/A OCTP714

Manage time and prioritise financial, physical and human resources to optimise occupational therapy practice

N/A N/A OCTP714

Application of management and leadership theory to organisational culture N/A N/A OCTP714 OCTP701

Prioritise responsibilities and caseload N/A N/A OCTP714 OCTP701

Work effectively as a member of a team N/A N/A OCTP701 OCTP709 OCTP714

Practical Skills

Demonstrate understanding and accountability of personal boundaries and standards within professional practice and conduct.


Demonstrate understanding of appropriate delegation and accountability for professional tasks

N/A N/A OCTP701 OCTP714 ADV715

Demonstrate understanding of the importance of engaging with the education of future occupational therapists and other students and colleagues within the practice setting

N/A N/A OCTP701 ADV715

Take responsibility for engaging and utilising the outcomes of research activity N/A N/A ADV715 OCTP710 OCTP712

32


Take responsibility for and work within the legal obligations of practice N/A N/A OCTP701

Interpret and critically discuss research findings in the context of contemporary literature, policy and practice in their chosen area.

N/A N/A OCTP710

MSc Health and Wellness through Occupation






N/A N/A OCTP710

Cognitive And Intellectual Skills Design and conduct an individual piece of research in the context of an evaluation of contemporary literature in an appropriate occupationally relevant topic area to their chosen award.

N/A N/A OCTP710


Identify and critically discuss ethical issues for their chosen occupational area N/A N/A OCTP710


Practical Skills


N/A N/A OCTP710

33


Postgraduate Diploma Occupational Therapy (Pre-registration)






Confident in articulating their knowledge and understanding of people as occupational beings. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1 A.2.1,2 B.1.8,13 C1.1a, 2a, 4a, 5a C1.1b,3b

ADV703 OCTP701 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709 Placements

34



Confident in articulating their knowledge and understanding of people as occupational beings. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.1,2 B.1.6,8,9,10 C1.1a, 2a, 4a, 5a C1.1b, 2b, 3b

ADV703 OCTP704 OCTP713 OCTP709 Placements

A comprehensive belief in the use of occupation as a tool for intervention

Confident in articulating their knowledge and understanding of people as occupational beings. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual.

.2.1 B.1.6, 8, 9, 10, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8,9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1,3 C1.1a, 2a, 4a, 5a C1.1b, 2b, 3b,

ADV703 OCTP704 OCTP711 OCTP712 OCTP709 Placements

35


Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

4b,



A.2.1, 2 A.3.1 B.1.1, 2, 6, 8, 9, 10, 11, 12, 13. B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.2.a.2.3 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

ADV703 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709 Placements

36



Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.1 A.3.1 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.2.a.2.7 C.2.c.1.,1,2 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

OCTP704 OCTP711 OCTP712 OCTP709 Placements

37



Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12,13 C.1.1c, 2c, 3c, 4c A.2

OCTP704 OCTP711 OCTP712 OCTP713 OCTP714 Placements

38



Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the

A.1.1 A.2.1, 3,5 A.3.1 A.4.6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.2.b.1, 2, 3, 4, 5, 6 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


39


requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b

OCTP705 OCTP711 OCTP712 Placements


Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change.

A.2.2 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b


The importance of effective communication in a professional context

Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.1.1 A.2.1, 2, 3, 4, 5, 6, 7 A.3.2,5,6

OCTP701 OCTP714 Placements

40


Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.4.1 C.2.a.1.1 C.2.a.2.1,2 C.2.d.1.1, 2, 3, 4, 5, 6, 7, 8 A.4

The emerging and evolving political background of health and social care

Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.1.2 A.2.1, 2, 5 A.3.1 C1.1c, 2c, 3c, 4c C.2.a.2.3


The role of CPD in professional practice Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.1.1,2 A.2.3, 4, 7, A.3.1, 3, 4, 5, 6 A.4.5


41


Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.



A.2.1 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11


42


Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual.

C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 11,

12, 13, 14, 15

Analyse and problem solve occupational performance problems Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual.

A.1.1, 2 A.4.6 C.2.b.1, 2, 3, 4, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C1.1b, 2b, 3b, 4b C.2.c.1.,1,2


43



Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.1.2 A.2.1, 2 A.3.1 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

ADV703 OCTP713 OCTP709 Placements

Critically evaluate and integrate theoretical knowledge and relevant policy drivers

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change.

A.1.1, 2 A.2.1, 7 A.3.1 A.4.6 B.1.6, 7, 8, 9 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2,


44



3, 4, 5, 6, 7, 8, 9, 10, 11 C1.1c, 2c, 3c, 4c


Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to

A.1.1, 2 A.2.1, 2, 4, 6 A.3.3, 4, 5, 6 C.2a.2.4, 5, 11 A7, 9, 10


45


theory with in depth and critical understanding of contemporary practice issues.


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 4, 6 A.3.1, 3, 4, 5, 6 A.4.1, 2, 3, 4, 5, B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

OCTP714 OCTP701 OCTP402, OCTP502 & OCTP602 Placements

46


Use self-appraisal and critical reflection in order to identify future learning needs

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.1.1, 2 A.2.1, 4 A.3.1, 3, 4, 5, 6 A.4.1, 2, 5 C.2.a.2.4, 5




A.2.3 C.2.a.2.8, 9, 10

ADV715 Placements

Interpret and critically discuss research findings Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.3 A.3.1 C.2.a.2.8, 9, 10 C.2.e.1.1, 2, 3, 4

ADV715 OCTP712 Placements



Confident in articulating their knowledge and understanding of people as occupational beings.

A.1.1,2 A.2.3 A.3.1, 4 A.4.6 B.1.6, 7, 8, 9


47


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.a.2.8, 9, 10 C.2.e.1.1, 2, 3, 4

Critically discuss a research proposal and justify methodology and techniques


C.2.a.2.8, 9, 10 ADV715 Placements

Demonstrate highly developed analytical skills Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.3.1 A.3.4 C.2.a.2.8, 9, 10 C.2.e.1.1, 2, 3, 4

OCTP402, OCTP502 & OCTP602 ADV715 OCTP712 OCTP709 Placements

48



Work collaboratively and proactively to promote best practice Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.1.1, 2 A.2.1, 3, 4, 5, 6, 7 A.3.4, 5, 6 A.4.3 B.1.1, 4, 11 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

OCTP402, OCTP502 & OCTP602 OCTP713 OCTP714 Placements

Accurately summarise information and convey logically critiqued and synthesised interpretations in a coherent manner


A.2.3 A.3.2, 4 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

OCTP402, OCTP502 & OCTP602 Placements

49


Engage in, and promote CPD and lifelong learning Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 3, 4, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 5 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

OCTP402, OCTP502 & OCTP602 ADV715 OCTP701 Placements

50



Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.2.3 A.3.2 B.1.6 C.2.d.1.8 C.2.f.1,.1

OCTP402, OCTP502 & OCTP602 OCTP701 Placements


Demonstrate and evaluate effective oral and written communication skills


A.1.1, 2 A.2.1, 2, 3, 4, 5, 6 A.3.2 A.4.1 B.1.1, 3, 4 C.2.a.1.1 C.2.a.2.1, 2 ,3 C.2.d.1.1, 2, 3, 4, 5, 6, 7, 8 A4




A.1.1, 2 A.2.1, 4, 6, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 5, 6 C.2.a.2.6 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


51





A.2.7 A.3.1




A.1.1, 2 A.2.2, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 4, 6


52


Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

Application of management and leadership theory to organisational culture

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.4, 6, 7 A.3.1, 6 A.4.2.4


Prioritise responsibilities and caseload Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.1.1, 2 A.2.1, 4, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 4 B.1.11 A5


53



Work effectively as a member of a team Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 4, 6, 7 A.3.5, 6 A.4.1, 2, 4 B.1.1, 4, B.3.10.2, 6 A3

OCTP402, OCTP502 & OCTP602 OCTP701 OCTP709 OCTP714 Placements

54


Practical Skills

Demonstrate safe practice through achieving a pass level of competency in each separate practice placement experience throughout the programme

Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 3, 4, 5 A.3.4, 5 A.4.1, 2, 3, 4, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C1.1c, 2c, 3c, 4c C.2.a.2.6 C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 B.1, 2, 3, 4, 5, 6,


55


7, 8, 9, 10, 11, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of

A.1.1, 2 A.2.1, 2, 4, 5, 6 A.3.1, 4, 5 A.4.1, 2, 3, 4, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 A.1, 7, 10, 12


56


the curriculum with the College of Occupational Therapists.



A.1.1, 2 A.2.1, 4, 6 A.3.3, 4, 5 A.4.1, 2, 4 B.1.11 A.5, 7, 9

OCTP402, OCTP502 & OCTP602 OCTP701 OCTP714 ADV715 Placements



A.1.1, 2 A.2.3, 4, 7 A.3.4 A.4.1, 2, 5, 6 C.2.a.1.6 A3

OCTP402, OCTP502 & OCTP602 OCTP701 ADV715 Placements

57



Take responsibility for engaging and utilising the outcomes of research activity

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical

A.1.1, 2 A.2.3 A.3.1, 4 A.4.5, 6 B.1.6, 8, 9, C.2.a.2.8, 9, 10 C.2.a.2.6 C.2.e.1.1, 2, 3, 4 A.5, 6, 11


58


understanding of contemporary practice issues.

Take responsibility for and work within the legal obligations of practice

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 4, 5, A.3.1, 3, 4, 5 A.4.1, 2, 4, 5 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C.2.a.2.6 A.5, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


59


MSc Occupational Therapy (Pre-registration)






Confident in articulating their knowledge and understanding of people as occupational beings. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of

A.1.1 A.2.1,2 B.1.8,13 C1.1a, 2a, 4a, 5a C1.1b,3b

ADV703 OCTP701 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709 OCTP710 Placements

60


Occupational Therapists.



A.2.1,2 B.1.6,8,9,10 C1.1a, 2a, 4a, 5a C1.1b, 2b, 3b


A comprehensive belief in the use of occupation as a tool for intervention

Confident in articulating their knowledge and understanding of people as occupational beings. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual.

.2.1 B.1.6, 8, 9, 10, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8,9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1,3


61



C1.1a, 2a, 4a, 5a C1.1b, 2b, 3b,

4b,



A.2.1, 2 A.3.1 B.1.1, 2, 6, 8, 9, 10, 11, 12, 13. B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.2.a.2.3 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

ADV703 OCTP704 OCTP705 OCTP711 OCTP712 OCTP709 OCTP710 Placements

62



Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.1 A.3.1 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.2.a.2.7 C.2.c.1.,1,2 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


63



Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12,13 C.1.1c, 2c, 3c, 4c A.2

OCTP704 OCTP711 OCTP712 OCTP713 OCTP714 OCTP710 Placements

64



Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the

A.1.1 A.2.1, 3,5 A.3.1 A.4.6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.2.b.1, 2, 3, 4, 5, 6 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


65


requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b




A.2.2 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b


The importance of effective communication in a professional context


A.1.1 A.2.1, 2, 3, 4, 5, 6, 7 A.3.2,5,6


66



A.4.1 C.2.a.1.1 C.2.a.2.1,2 C.2.d.1.1, 2, 3, 4, 5, 6, 7, 8 A.4

The emerging and evolving political background of health and social care


A.1.2 A.2.1, 2, 5 A.3.1 C1.1c, 2c, 3c, 4c C.2.a.2.3


The role of CPD in professional practice Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.1.1,2 A.2.3, 4, 7, A.3.1, 3, 4, 5, 6 A.4.5


67




N/A N/A OCTP710



A.2.1 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11


68


Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual.

C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 C.1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 11,

12, 13, 14, 15

Analyse and problem solve occupational performance problems Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual.

A.1.1, 2 A.4.6 C.2.b.1, 2, 3, 4, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C1.1b, 2b, 3b, 4b C.2.c.1.,1,2


69



Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.1.2 A.2.1, 2 A.3.1 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


Critically evaluate and integrate theoretical knowledge and relevant policy drivers


A.1.1, 2 A.2.1, 7 A.3.1 A.4.6 B.1.6, 7, 8, 9 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2,


70



3, 4, 5, 6, 7, 8, 9, 10, 11 C1.1c, 2c, 3c, 4c


Confident in articulating their knowledge and understanding of people as occupational beings. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to

A.1.1, 2 A.2.1, 2, 4, 6 A.3.3, 4, 5, 6 C.2a.2.4, 5, 11 A7, 9, 10


71


theory with in depth and critical understanding of contemporary practice issues.


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 2, 4, 6 A.3.1, 3, 4, 5, 6 A.4.1, 2, 3, 4, 5, B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

OCTP714 OCTP701 OCTP402, OCTP502 & OCTP602 Placements

72


Use self-appraisal and critical reflection in order to identify future learning needs


A.1.1, 2 A.2.1, 4 A.3.1, 3, 4, 5, 6 A.4.1, 2, 5 C.2.a.2.4, 5




A.2.3 C.2.a.2.8, 9, 10


Interpret and critically discuss research findings Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.3 A.3.1 C.2.a.2.8, 9, 10 C.2.e.1.1, 2, 3, 4




Confident in articulating their knowledge and understanding of people as occupational beings.

A.1.1,2 A.2.3 A.3.1, 4 A.4.6 B.1.6, 7, 8, 9


73


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C.2.a.2.8, 9, 10 C.2.e.1.1, 2, 3, 4

Critically discuss a research proposal and justify methodology and techniques


C.2.a.2.8, 9, 10 ADV715 OCTP710 Placements

Demonstrate highly developed analytical skills Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.3.1 A.3.4 C.2.a.2.8, 9, 10 C.2.e.1.1, 2, 3, 4

OCTP402, OCTP502 & OCTP602 ADV715 OCTP710 OCTP712 OCTP709 Placements

74



Work collaboratively and proactively to promote best practice Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.1.1, 2 A.2.1, 3, 4, 5, 6, 7 A.3.4, 5, 6 A.4.3 B.1.1, 4, 11 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


Accurately summarise information and convey logically critiqued and synthesised interpretations in a coherent manner


A.2.3 A.3.2, 4 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11


75


Engage in, and promote CPD and lifelong learning Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1.1, 2 A.2.1, 3, 4, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 5 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

OCTP402, OCTP502 & OCTP602 ADV715 OCTP701 Placements

76




A.2.3 A.3.2 B.1.6 C.2.d.1.8 C.2.f.1,.1


Design and conduct an individual piece of research in the context of an evaluation of contemporary literature in an appropriate occupationally relevant topic area to their chosen award.

N/A N/A OCTP710


Demonstrate and evaluate effective oral and written communication skills


A.1.1, 2 A.2.1, 2, 3, 4, 5, 6 A.3.2 A.4.1 B.1.1, 3, 4 C.2.a.1.1 C.2.a.2.1, 2 ,3 C.2.d.1.1, 2, 3, 4, 5, 6, 7, 8 A4




A.1.1, 2 A.2.1, 4, 6, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 5, 6 C.2.a.2.6


77


Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12



A.2.7 A.3.1



Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the

A.1.1, 2 A.2.2, 7

OCTP402, OCTP502 & OCTP602

78


relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners.

A.3.1, 3, 4, 5, 6 A.4.1, 2, 4, 6

OCTP714 Placements

Application of management and leadership theory to organisational culture

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues.

A.2.4, 6, 7 A.3.1, 6 A.4.2.4


Prioritise responsibilities and caseload Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly proficient in synthesising the

A.1.1, 2 A.2.1, 4, 7 A.3.1, 3, 4, 5, 6 A.4.1, 2, 4 B.1.11 A5


79


reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

Work effectively as a member of a team Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of

A.1.1, 2 A.2.1, 2, 4, 6, 7 A.3.5, 6 A.4.1, 2, 4 B.1.1, 4, B.3.10.2, 6 A3


80



Identify and critically discuss ethical issues for their chosen occupational area

N/A N/A OCTP710

Practical Skills

Demonstrate safe practice through achieving a pass level of competency in each separate practice placement experience throughout the programme

Able to critically evaluate the importance of occupational engagement throughout the changing needs of the life cycle and work with this for the benefit of each individual. Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be

A.1.1, 2 A.2.1, 2, 3, 4, 5 A.3.4, 5 A.4.1, 2, 3, 4, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 B4.1, 2, 3, 4, 5, 6 C1.1a, 2a, 3a, 4a, 5a C1.1b, 2b, 3b, 4b C1.1c, 2c, 3c, 4c C.2.a.2.6


81


recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

C.2.1.1, 2, 3, 4, 5, 6, 7, 8, 9 A.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 B.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the

A.1.1, 2 A.2.1, 2, 4, 5, 6 A.3.1, 4, 5 A.4.1, 2, 3, 4, 5, 6 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 A.1, 7, 10, 12


82


Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.



A.1.1, 2 A.2.1, 4, 6 A.3.3, 4, 5 A.4.1, 2, 4 B.1.11 A.5, 7, 9

OCTP402, OCTP502 & OCTP602 OCTP701 OCTP714 ADV715 Placements


Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice

A.1.1, 2 A.2.3, 4, 7

OCTP402, OCTP502 & OCTP602 OCTP701

83


and the creative reflexivity for effecting necessary change. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.

A.3.4 A.4.1, 2, 5, 6 C.2.a.1.6 A3

ADV715 Placements

Take responsibility for engaging and utilising the outcomes of research activity


A.1.1, 2 A.2.3 A.3.1, 4 A.4.5, 6 B.1.6, 8, 9, C.2.a.2.8, 9, 10


84



C.2.a.2.6 C.2.e.1.1, 2, 3, 4 A.5, 6, 11

Take responsibility for and work within the legal obligations of practice

Highly skilled, reflective and confident in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change. Highly proficient in synthesising the reflection on practice experience to theory with in depth and critical understanding of contemporary practice issues. Articulate and self-assured in their professional identity as critical, analytical, reflective lifelong learners. Fit for purpose, practice and award thus meeting the requirement to be eligible to apply for entry to the Health and Care Profession Council’s register for Occupational Therapists. They will also be

A.1.1, 2 A.2.1, 2, 4, 5, A.3.1, 3, 4, 5 A.4.1, 2, 4, 5 B.1.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 B.2.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.1, 2, 3, 4, 5, 6 B.3.1, 2, 3, 4, 5, 6, 7, 8, 9, 10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 C.2.a.2.6 A.5, 12 C.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15


85


recognised as having sufficient professional standing to meet the requirements of the World Federation of Occupational Therapists through accreditation of the curriculum with the College of Occupational Therapists.


N/A N/A OCTP710

86


13.3 Appendices : Mapping Documents.

Document abbreviations used in mapping

Approval Document AD

Programme Handbook PH

Practice Placement Handbook PPHB

Programme Specification PS

Operational Specification OS

Definitive Module Records DMR’s

Appendix 1. Health and Care Professions Council

Standards of Education and Training Cross-

Mapping Document

Appendix 2. Health and Care Professions Council

Standards of Proficiency – Occupational Therapists

Appendix 3. The Quality Assurance Agency

for Higher Education Mapping

Subject Benchmark Statements: Occupational Therapy

Appendix 4. SEEC Descriptors Mapping

Module Learning Outcomes –

MSc/Post Grad Dip Occupational Therapy (pre-registration)

Appendix 5. Knowledge and Skills Framework

Mapping of Module Codes –

MSc /Post Grad Dip Occupational Therapy (pre-registration)

Appendix 6. College of Occupational Therapists

Mapping of Professional Body Education Standards for

Practice.

87


Appendix 1

Standards of education and training (SETs) cross-mapping document MSc/Pg Dip Occupational Therapy

Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in

the accompanying documentation.

1. Level of qualification for entry to the Register

1. 1 The Council normally expects that the threshold entry routes to

the Register will be the following:

Bachelor degree with honours for:

occupational therapists;

Key

Approval Document AD

Programme Handbook PH

Practice Placement Handbook PPHB

Programme Specification Document PSD

The award title that will allow graduates to apply for registration with HCPC will be: Pg Diploma in Occupational Therapy

AD Section (S) 1

PH S1.1

2. Programme Admissions

2.1 The admissions procedures must give both the applicant and the education provider the information they require to make an informed choice about whether to take up or make an offer of a place on a programme.

University Website

Printed prospectus

AD S9 p34

PH S2.1

2.2 The admissions procedures must apply selection and entry criteria, including evidence of a good command of reading, writing and spoken English.

AD S9

PH S2.1

2.3 The admissions procedures must apply selection and entry criteria, including criminal convictions checks.

AD S9

PH S2.1

88


Standards of education and training (SETs) Please indicate where the evidence relating to each SET can be located in the accompanying documentation.

2.4 The admissions procedures must apply selection and entry criteria, including compliance with any health requirements.

AD S9

PH S2.1

2.5 The admissions procedures must apply selection and entry criteria, including appropriate academic and/or professional entry standards.

AD S9

PH S2.1

2.6 The admissions procedures must apply selection and entry criteria, including accreditation of prior (experiential) learning and other inclusion mechanisms.

AD S9

PH S2.1

2.7 The admissions procedures must ensure that the education provider has equality and diversity policies in relation to applicants and students, together with an indication of how these will be implemented and monitored.

AD S9

PH S2.1

3. Programme management and resources

3.1 The programme must have a secure place in the education provider’s business plan.

AD S1

3.2 The programme must be effectively managed. AD S12

Lyn Westcott, Associate Professor of Occupational Therapy – CV AD S 12 , AD S20 P106

Rosi Raine, Programme Lead MSc Occupational Therapy – CV P94

AD S12, AD S20, p44

3.3 The programme must have regular monitoring and evaluation systems in place.

AD S5, S12.3

3.4 There must be a named person who has overall professional responsibility for the programme who must be appropriately qualified and experienced and, unless other arrangements are agreed, be on the relevant part of the Register.

Rosi Raine will be the Programme Lead for this Programme – CV AD S20 p94

89



3.5 There must be an adequate number of appropriately qualified and experienced staff in place to deliver an effective programme.

AD S8

S12.1

S20

3.6 Subject areas must be taught by staff with relevant specialist expertise and knowledge.

AD S20

AD S21

PH Appendix 1

3.7 A programme for staff development must be in place to ensure continuing professional and research development.

AD S8

AD S20

3.8 The resources to support student learning in all settings must be effectively used.

University website

AD S11

AD S14

PH S3.6

PPHB

3.9 The resources to support student learning in all settings must effectively support the required learning and teaching activities of the programme.

University website

PPHB

AD S11.1 S11.2

PH S3.6

90



3.10 The learning resources, including IT facilities, must be appropriate to the curriculum and must be readily available to students and staff.

University website

AD S11.1

AD S11.2

AD S15

AD S21

PH S3.6

3.11 There must be adequate and accessible facilities to support the welfare and wellbeing of students in all settings.

University website

AD S11.1

AD S11.2

AD S15

PH S4

3.12 There must be a system of academic and pastoral student support in place. University website

AD S5

AD S15

PH S4.7

3.13 There must be a student complaints process in place. University website

AD S5.2

3.14 Where students participate as service users in practical and clinical teaching, appropriate protocols must be used to obtain their consent.

AD S9

AD S 21

PH S4.1

PPHB

91



3.15 Throughout the course of the programme, the education provider must have identified where attendance is mandatory and must have associated monitoring mechanisms in place.

AD S6.1

PH S4.2

PPHB

3.16 There must be a process in place throughout the programme for dealing with concerns about students’ profession-related conduct.

University Website

AD S5.2

AD S9

AD S15

AD S21

PH S4

PPHB

4. Curriculum

4.1 The learning outcomes must ensure that those who successfully complete the programme meet the standards of proficiency for their part of the Register.

PSD p11-15

University website

AD S6

AD S21

PH S3.2

PPHB

4.2 The programme must reflect the philosophy, core values, skills and knowledge base as articulated in any relevant curriculum guidance.

University website

AD S6

AD S7

AD S21

PPHB

92



4.3 Integration of theory and practice must be central to the curriculum. University website

AD S6

PH S3.4

PPHB

4.4 The curriculum must remain relevant to current practice. University website

AD S1

AD S2

AD S3

AD S4

AD S8

PH S3.1

PH S3.2

PH S3.4

PPHB

4.5 The curriculum must make sure that students understand the implications of the HCPC’s standards of conduct, performance and ethics.

University website

AD S5.2

AD S21

PH Appendix 1

PPHB

93



4.6 The delivery of the programme must support and develop autonomous and reflective thinking.

AD S6

AD S13

AD S21

PH S3.1

PH S3.2

PPHB

4.7 The delivery of the programme must encourage evidence based practice. AD S6

AD S21

PH S3.1

PH S3.2

PH Appendix 1

PSD

PPHB

4.8 The range of learning and teaching approaches used must be appropriate to the effective delivery of the curriculum.

AD S7

AD S13

AD S21

PH S3.5

PH Appendix 2

94



4.9 When there is interprofessional learning the profession-specific skills and knowledge of each professional group must be adequately addressed.

University website

AD S6.1

AD S13.1

AD S13.2

AD S21

PH D3.4

PH Appendix 1

PPHB

5 Practice placements

5.1 Practice placements must be integral to the programme. University website

AD S5

AD S13

AD S14

PH S3.1

PH S3.2

PH S3.4

PSD

PPHB

95



5.2 The number, duration and range of practice placements must be appropriate to support the delivery of the programme and the achievement of the learning outcomes.

University website

AD S14

AD S21

PH S3.4

PH S3.5

PH S3.6

PPHB

5.3 The practice placement settings must provide a safe and supportive environment.

University website

FHESW Workplace agreements – POPPI, ARC

Placement Audits – POPPI

AD S14

AD S21

PH S3.6

5.4 The education provider must maintain a thorough and effective system for approving and monitoring all placements.

University Website – POPPI, ARC

PPHB

AD S12

AD S14

PH S3.6

PH Appendix 5

5.5 The placement providers must have equality and diversity policies in relation to students, together with an indication of how these will be implemented and monitored.

University Website – POPPI, ARC, FHESW Workplace Agreements and Audits

PPHB

AD S14

PH S4.17

96



5.6 There must be an adequate number of appropriately qualified and experienced staff at the practice placement setting.

University Website – POPPI, ARC

PPHB AD S5

AD S8

AD S12

AD S14

PH Appendix1

5.7 Practice placement educators must have relevant knowledge, skills and experience.

University website – POPPI, ARC

Placement Newsletter

PPHB

AD S14

PH Appendix 1

5.8 Practice placement educators must undertake appropriate practice placement educator training.



PPHB

AD S14 p63

5.9 Practice placement educators must be appropriately registered, unless other arrangements are agreed.



PPHB

AD S14

97



5.10 There must be regular and effective collaboration between the education

provider and the practice placement provider.

University website – POPPI, ARC Placement Newsletter PPHB AD S14

5.11 Students, practice placement providers and practice placement educators

must be fully prepared for placement which will include information about an

understanding of:

the learning outcomes to be achieved;

the timings and the duration of any placement experience and

associated records to be maintained;

expectations of professional conduct;

the assessment procedures including the implications of, and any

action to be taken in the case of, failure to progress; and

communication and lines of responsibility.



PPHB AD S6.1

AD S7

AD S13

AD S14

AD S21

5.12 Learning, teaching and supervision must encourage safe and effective practice, independent learning and professional conduct.

University website – POPPI, ARC PPHB AD S14 AD S15 AD S21 PH Appendix 1 PSD

5.13 A range of learning and teaching methods that respect the rights and needs of service users and colleagues must be in place throughout practice placements

University website – POPPI, ARC PPHB AD S13 AD S14 PH Appendix 1 PSD

98



6 Assessment

6.1 The assessment strategy and design must ensure that the student who successfully completes the programme has met the standards of proficiency for their part of the Register.

AD S5.2

AD S15

AD S6

AD S10

AD S13

AD S21

PH S3.5

PH Appendix 1

6.2 All assessments must provide a rigorous and effective process by which compliance with external-reference frameworks can be measured.

University website

PPHB AD S5

AD S5.2

AD S10

AD S13

AD S21

PH Appendix 1

PSD

99



6.3 Professional aspects of practice must be integral to the assessment procedures in both the education setting and practice placement setting.

University website

PPHB AD S5

AD S6

AD S7

AD S10

AD S12

AD S13

AD S14

AD S21

PH S3.5

PH S4.1

PH S4.4

PH S4.5

PH S4.6

PH S4.17

PH Appendix 1

6.4 Assessment methods must be employed that measure the learning outcomes. University website

PPHB AD S13

AD S 21

PH S3.5

PSD

100



6.5 The measurement of student performance must be objective and ensure fitness to practise.

University website

PPHB AD S5.2

AD S10

AD S13

AD S14

AD S21

PH S3.5

PH Appendix 1

6.6 There must be effective monitoring and evaluation mechanisms in place to ensure appropriate standards in the assessment.

University website

PPHB AD S5.2

AD S10

AD S12

AD S13

PH S1.2

PH S1.3

PH Appendix 1

6.7 Assessment regulations must clearly specify requirements for student progression and achievement within the programme.

University website

PPHB AD Table 10.1 p41, S10.1.1 p37, S13.3 p58

101



6.8 Assessment regulations, or other relevant policies, must clearly specify requirements for approved programmes being the only programmes which contain any reference to an HCPC protected title or part of the Register in their named award.

University website

PPHB AD S10

PH S3.3

6.9 Assessment regulations must clearly specify requirements for an aegrotat award not to provide eligibility for admission to the Register.

University website

AD S10

6.10 Assessment regulations must clearly specify requirements for a procedure for the right of appeal for students.

University website

AD S5.2

PH S1.2

6.11 Assessment regulations must clearly specify requirements for the appointment of at least one external examiner who must be appropriately experienced and qualified and, unless other arrangements are agreed, be from the relevant part of the Register.

University website

AD S10.1.2

102


Appendix 2

Standards of proficiency mapping document - MSc/PGDip Occupational Therapy

Standards of Proficiency (SOPs) Please indicate where in the accompanying

documentation, evidence relating to each SOP can be

found.

(e.g. Programme Handbook, Page 6-8)

Expectations of a registrant

1a: Professional autonomy and accountability.

Registrants occupational therapists must:

Key

Programme Handbook – PH

Approval Document – AD

Practice Placement Handbook - PPHB

1a.1 be able to practise within the legal and ethical boundaries of their

profession

Understand the need to act in the best interests of service users at all times

University Website

AD S1,S3,S7,S14,S21

PH S1.2, S.3.1, S3.2, S3.4,S4.4,S4.9, Appendix 1

PPHB

103




found.


understand what is required of them by the Health and Care Professions Council

AD S10, DMR OCT 401,OCT 501, OCT 601, OCT 701

PH S1.2,S4.4, S4.9, Appendix 1

PPHB

understand the need to respect, and so far as possible uphold, the rights, dignity, values and autonomy of every service user including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing

AD S1,S3,S7,S14, S21

PPHB

PH S1.2,S3.1,S3.2,S3.4,S4.4,S4.9, Appendix 1

be aware of current UK legislation applicable to the work of their profession

AD S1,S3,S7, S14, S21

All OCT Code DMRs

PPHB


1a.2 be able to practise in a non-discriminatory manner AD S1, S3, S7, S14, S21

PPHB


1a.3 understand the importance of and be able to maintain

confidentiality

AD S1,S3,S7,S14, S21

PPHB


104




found.


1a.4 understand the importance of and be able to obtain informed

consent

AD S1,S3,S7,S14,S21

PPHB


1a.5 be able to exercise a professional duty of care AD S1, S3,S7,S14,S21

PPHB

PD S1.2,S3.1,S3.2,S3.4,S4.4,S4.9, Appendix 1

1a.6 be able to practise as an autonomous professional, exercising

their own professional judgement

be able to assess a situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem

AD S14, S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

be able to initiate resolution of problems and be able to exercise personal initiative

AD S14,S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

105




found.


know the limits of their practice and when to seek advice or refer to another professional

AD S6, S14, S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

recognise that they are personally responsible for and must be able to justify their decisions

AD S6, S14, S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

1a.7 recognise the need for effective self-management of workload

and resources and be able to practise accordingly

AD S6, S14,S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

1a.8 understand the obligation to maintain fitness to practise

understand the need to practise safely and effectively within their scope of practice

AD S6, S14, S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

understand the need to maintain high standards of personal conduct

AD S6,S14,S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

106




found.


understand the importance of maintaining their own health AD S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

understand both the need to keep skills and knowledge up to date and the importance of career-long learning

AD S6, S14, S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

1b: Professional relationships.

Registrants occupational therapists must:

1b.1 be able to work, where appropriate, in partnership with other

professionals, support staff, service users and their relatives and

carers

understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team

AD S13, S21

PPHB

PH S3.5, S3.6, Appendix 1

107




found.


understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals

AD S21 – particularly OCTP 709, OCTP 704, OCTP 705,

OCTP 711, OCTP712, OCTP 713, ADV 703

PPHB

PH Appendix 1

be able to make appropriate referrals AD S14, S15

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

understand the need to work with those who provide services in and across different sectors

AD S21 particularly OCTP 701, OCTP 709, OCTP704,

OCTP705, OCTP711, OCTP 713, ADV703, OCTP

402, OCTP 502, OCTP 602

PPHB

PH Appendix 1

1b.2 be able to contribute effectively to work undertaken as part of a

multi-disciplinary team



402, OCTP 502, OCTP 602

PPHB

PH

108




found.


1b.3 be able to demonstrate effective and appropriate skills in

communicating information, advice, instruction and professional

opinion to colleagues, patients, clients, users, their relatives and

carers

be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5

AD S9

PH S2.1

understand how communications skills affect the assessment of service users and how the means of communication should be modified to address and take account of factors such as age, physical ability and learning disability



402, OCTP 502, OCTP602, OCTP714

PPHB

PH Appendix

be able to select, move between and use appropriate forms of verbal and non-verbal communication with service users and others

AD S21 particularly OCTP 709, OCTP704, OCTP705,

OCTP711, OCTP713, ADV703, OCTP 402, OCTP

502, OCTP 602, OCTP 701, OCTP714

PPHB

PH Appendix

109




found.


be aware of the characteristics and consequences of non-verbal communication and how this can be affected by culture, age, ethnicity, gender, religious beliefs and socio-economic status

AD S21 particularly OCTP 709, OCTP704, OCTP705,

OCTP711, OCTP713, ADV703, OCTP 402, OCTP

502, OCTP 602, OCTP 701, OCTP714

PPHB

PH Appendix

understand the need to provide service users (or people acting on their behalf) with the information necessary to enable them to make informed decisions

AD S21

PPHB

PH Appendix 1

understand the need to use an appropriate interpreter to assist service users whose first language is not English, wherever possible

AD S21 particularly OCTP709, OCTP 705

PPHB

PH Appendix 1

recognise that relationships with service users should be based on mutual respect and trust, and be able to maintain high standards of care even in situations of personal incompatibility

AD S7,S13,S14,S21

PPHB

PH S4.1,S4.2,S4.4,S4.9,S4.17

1b.4 understand the need for effective communication throughout the

care of the service user

110




found.


recognise the need to use interpersonal skills to encourage the active participation of service users

AD S21 particularly OCTP 709, OCTP 705,OCTP 701,

OCTP714

PPHB

PH Appendix 1

understand the need to adopt an approach which centres on the service user and establish appropriate professional relationships in order to motivate and involve the client in meaningful occupation

AD S21

PPHB

PH Appendix 1

understand the value of enabling and empowering service users with the aim of enhancing their access to all services and opportunities which are available to them

AD S21

PPHB

PH Appendix 1

understand group dynamics and roles, and be able to facilitate group work, in order to maximise support, learning and change within groups and communities

AD S21 particularly OCTP 701, OCTP714, OCTP 709,

OCPT 704, OCTP 705, OCTP 711, OCTP 712,

OCTP 713, ADV 703

PPHB

PH Appendix 1

111




found.


understand the need to capitalise, where appropriate, on the dynamics within groups and communities in order to harness the motivation and active involvement of participants

AD S21 particularly OCTP 701, OCTP714, OCTP 709,

OCPT 704, OCTP 705, OCTP 711, OCTP 712,

OCTP 713, ADV 703

PPHB

PH Appendix 1

The skills required for the application of practice

2a: Identification and assessment of health and social care needs.

Registrant occupational therapists must:

2a.1 be able to gather appropriate information AD S21

PPHB

PH Appendix 1

2a.2 be able to select and use appropriate assessment techniques

be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment

AD S21 particularly OCTP 402, OCTP 502, OCTP 602

PPHB

PH Appendix 1

112




found.


be able to use observation to gather information about the functional abilities of service users


PPHB

PH Appendix 1

understand the need to identify and assess occupational, physical, psychological, cultural and environmental needs/problems of service users, their families and carers


PPHB

PH Appendix 1

be able to listen to a service user’s story and analyse the content in order to plan for the future


PPHB

PH Appendix 1

be able, through interview and individual discussion, to understand the values, beliefs and interests of service users, their families and carers


PPHB

PH Appendix 1

be able to select and use standardised and non-standardised assessments appropriately to gather information about the service user’s occupational performance, taking account of the environmental context


PPHB

PH Appendix 1

113




found.


be able to select and use relevant assessment tools to identify occupational performance needs


PPHB

PH Appendix 1

understand the need to consider the assessment of the health and social care needs of service users


PPHB

PH Appendix 1

2a.3 be able to undertake or arrange investigations as appropriate AD S21 particularly OCTP 502, OCTP 602

PPHB

PH Appendix 1

2a.4 be able to analyse and critically evaluate the information

collected


PPHB

PH Appendix 1

2b: Formulation and delivery of plans and strategies for meeting

health and social care needs.


114




found.


2b.1 be able to use research, reasoning and problem solving skills to

determine appropriate actions

recognise the value of research to the critical evaluation of practice AD S21 particularly ADV 715, OCTP710

PPHB

PH Appendix 1

be able to engage in evidence-based practice, evaluate practice systematically and participate in audit procedures

AD S21 particularly ADV 715, OCTP710

PPHB

PH Appendix 1

be aware of a range of research methodologies AD S21 particularly ADV 715, OCTP710

PPHB

PH Appendix 1

be able to demonstrate a logical and systematic approach to problem solving

AD S21

PPHB

PH Appendix 1

115




found.


be able to evaluate research and other evidence to inform their own practice

AD S21

PPHB

PH Appendix 1

2b.2 be able to draw on appropriate knowledge and skills in order to

make professional judgements

be able to change their practice as needed to take account of new developments

AD S21 particularly OCTP 602, ADV 703, OCTP714

PPHB

PH Appendix 1

be able to demonstrate a level of skill in the use of information technology appropriate to their practice

AD S21

PPHB

PH Appendix 1

be able to understand and use the relevant sciences and established theories, frameworks and concepts of occupational therapy

AD S21

PPHB

PH Appendix 1

116




found.


2b.3 be able to formulate specific and appropriate management plans

including the setting of timescales

understand the requirement to adapt practice to meet the needs of different groups distinguished by, for example, physical, psychological, environmental, cultural or socio-economic factors

AD S21 particularly OCTP 709, OCTP 705, OCTP 711,

OCTP 712, ADV 703

PPHB

PH Appendix 1

understand the need to agree the goals and priorities of intervention in relation to occupational needs in partnership with service users, basing such decisions on assessment results

AD S21

PPHB

PH Appendix 1

be able to select as appropriate, the specific occupations and/or activities for use as therapeutic media, taking into account the particular therapeutic needs of service users

AD S21

PPHB

PH Appendix 1

be able to analyse, develop or modify therapeutic media and/or environments to service users, to build on their abilities and enhance their occupational performance

AD S21 particularly OCTP 711, OCTP 712, ADV 703

PPHB

PH Appendix 1

117




found.


be aware of the full range of occupations and/or activities used in intervention and how these should reflect the individual’s occupational needs

AD S21 particularly OCTP 711, OCTP 712, ADV 703

PPHB

PH Appendix 1

2b.4 be able to conduct appropriate diagnostic or monitoring

procedures, treatment, therapy or other actions safely and

skilfully

understand the need to maintain the safety of both service users and those involved in their care

AD S21

PPHB

PH Appendix 1

understand the specific local context of practice, including the socio-cultural diversity of the community

AD S21

PPHB

PH Appendix 1

2b.5 be able to maintain records appropriately

be able to keep accurate, legible records and recognise the need to handle these records and all other clinical information in accordance with applicable legislation, protocols and guidelines

AD S21

PPHB

PH Appendix 1

118




found.


understand the need to use only accepted terminology in making records

AD S21

PPHB

PH Appendix 1

2c: Critical evaluation of the impact of, or response to, the

registrant's actions. Registrant occupational therapists must:

2c.1 be able to monitor and review the ongoing effectiveness of

planned activity and modify it accordingly

be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care

AD S21

PPHB

PH S4.1,4.4, 4.17, Appendix 1

be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user

AD S21

PPHB

PH S4.1,4.4, 4.17, Appendix 1

recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes

AD S21 particularly OCTP 502, OCTP 602, ADV 715,

OCTP710

PPHB

PH S4.1,4.4, 4.17, Appendix 1

119




found.


be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately


OCTP710

PPHB

PH S4.1,4.4, 4.17, Appendix 1

be able to work in appropriate partnership with the service user in order to evaluate the effectiveness of occupational therapy intervention


OCTP710

PPHB

PH S4.1,4.4, 4.17, Appendix 1

2c.2 be able to audit, reflect on and review practice

understand the principles of quality control and quality assurance AD S21

PPHB

PH S4.1,4.4, 4.17, Appendix 1

be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures

AD S21

PPHB

PH S4.1,4.4, 4.17, Appendix 1

120




found.


be able to maintain an effective audit trail and work towards continual improvement

AD S21 particularly ADV 703, OCTP713, OCTP 502,

OCTP 602, OCTP714

PPHB

PH S4.1,4.4, 4.17, Appendix 1

participate in quality assurance programmes, where appropriate AD S21

PPHB

PH S4.1,4.4, 4.17, Appendix 1

understand the value of reflection on practice and the need to record the outcome of such reflection


OCTP 602

PPHB

PH S4.1,4.4, 4.17, Appendix 1

recognise the value of case conferences and other methods of review


OCTP 602

PPHB

PH S4.1,4.4, 4.17, Appendix 1

121




found.


be able to recognise the potential of occupational therapy in new and emerging areas of practice


OCTP 602, ADV 703, OCTP 713

PPHB

PH S4.1,4.4, 4.17, Appendix 1

Knowledge, understanding and skills

3a: Knowledge, understanding and skills


3a.1 know and understand the key concepts of the bodies of

knowledge which are relevant to their profession-specific

practice

understand the structure and function of the human body, relevant to their practice, together with a knowledge of health, disease, disorder and dysfunction


OCTP 711, OCTP712

PPHB

PH S4.1,4.4, 4.17, Appendix 1

be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process

AD S21 particularly ADV 715, OCTP710

PPHB S4.1,4.4, 4.17, Appendix 1

PH

122




found.


recognise the role of other professions in health and social care AD S21 particularly OCTP 701, OCTP714, OCTP 402,

OCTP 502, OCTP 602, OCTP 713, ADV 703

PPHB

PH S3.4, Appendix 1

understand the theoretical basis of, and the variety of approaches to, assessment and intervention


OCTP 711, OCTP 712

PPHB

PH Appendix 1

be able to understand and analyse activity and occupation and their relation to health and wellbeing


OCTP 711, OCTP 712, OCTP 402, OCTP 502,

OCTP 602

PPHB

PH Appendix 1

123




found.


understand and be able to apply the theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and how they function in everyday activities



OCTP 602

PPHB

PH Appendix 1

be aware of the origins and development of occupational therapy, including the evolution of the profession towards the current emphasis on autonomy and empowerment of individuals, groups and communities

AD S21 particularly OCTP 709

PPHB

PH Appendix 1

understand the use of the current philosophical framework for occupational therapy that focuses on service users and the social model of disability



OCTP 602

PPHB

PH Appendix 1

124




found.


understand the impact of occupational dysfunction and deprivation on individuals, families, groups and communities and recognise the importance of restoring opportunities



OCTP 602

PPHB

PH Appendix 1

recognise the socio-cultural environment issues that influence the context within which people live and work

AD S21

PPHB

PH Appendix 1

recognise the impact of inequality, poverty, exclusion, identity, social difference and diversity on occupational performance

AD S21

PPHB

PH Appendix 1

recognise the value of the diversity and complexity of human behaviour through the exploration of different physical, psychological, environmental, social, emotional and spiritual perspectives


ADV 703

PPHB

PH Appendix 1

125




found.


be aware of social, environmental and work-related policies and services and their impact on human needs within a diverse society


ADV 703

PPHB

PH Appendix 1

understand the impact of legislation on the delivery of care AD S21 particularly OCTP 711, OCTP 712, OCTP 713,

ADV 703

PPHB

PH Appendix 1

3a.2 know how professional principles are expressed and translated

into action through a number of different approaches to practice,

and how to select or modify approaches to meet the needs of an

individual, groups or communities

know how to meet the social, psychological and physical health-based occupational needs of service users across a range of practice areas

AD S21

PPHB

PH Appendix 1

126




found.


3a.3 understand the need to establish and maintain a safe practice

environment

be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these

AD S21

PPHB

PH S4.1, S4.2, S4.3, S4.17, Appendix 1

be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner in accordance with health and safety legislation

AD S21

PPHB

PH S4.1, S4.2, S4.3, S4.17, Appendix 1

be able to select appropriate personal protective equipment and use it correctly

AD S21

PPHB

PH S4.1, S4.2, S4.3, S4.17, Appendix 1

be able to establish safe environments for practice, which minimise risks to service users, those treating them, and others, including the use of hazard control and particularly infection control

AD S21

PPHB

PH S4.1, S4.2, S4.3, S4.17, Appendix 1

know and be able to apply appropriate moving and handling techniques

AD S21

PPHB

PH S4.1, S4.2, S4.3, S4.17, Appendix 1

127


Appendix 3:

The Quality Assurance Agency for Higher Education

Mapping the Subject Benchmark Statements: PgDip/ MSc Occupational Therapy

A Expectations of the occupational therapist in providing

client services

A1 Professional identity of the occupational therapist

The graduate occupational therapist should be able to:

Programme Handbook (PH) – Appendix 1: OCTP modules

Approval Handbook (AD) –Section 21 OCTP modules

Practice Placement Handbook (PPHB)

A.1.1. work to COT’s Code of Ethics and Professional Conduct,

and to the Statement of Conduct of the Health and care

professions council;

A.1.2. appreciate the significance of professional regulation and

the different roles of the Health and care professions council,

College of Occupational Therapists, the British Association of

Occupational Therapists and the World Federation of


A2 Professional relationships of the occupational therapist


A.2.1. articulate and work to the value base and principles

which underpin occupational therapists’ practice;

128


A.2.2. work with clients and colleagues from diverse cultural

and ethnic groups;

PH – Sections 3.5, 3.7, 4.1, 4.4, 4.11, 4.17, Appendix 1

AD –Sections 13, 14 and 21

PPHB

A.2.3. share acquired knowledge and skills with others using

various teaching and presentational skills and methods;

A.2.4. draw on the principles of supervision in relation to self

and others

A.2.5. maintain appropriate records and report accurately to

others;

A.2.6. build and sustain professional relationships as both an

independent practitioner and collaboratively as a member of a

team;

A.2.7. participate in the management of staff and students

according to organisational policy and accepted standards.

A3 Personal and professional skills of the occupational

therapists


PH – Sections 3.5, 3.7, 4.1, 4.4, 4.11, 4.17, Appendix 1


PPHB

A.3.1. demonstrate confidence in delivering a high quality

service;

A.3.2. communicate clearly with clients and their carers, with

peers and other health care professionals and other agencies;

A.3.3. identify the limits of personal competence and obtain and

use advice and guidance as appropriate;

129


A.3.4. demonstrate self-management skills and independence

of thought and action;

A.3.5. use supervision and/or consultation in order to promote

personal effectiveness;

A.3.6. recognise factors which can affect the health of the

practising professional and develop a strategy to minimise risk of

harm to self and to others

A4 Profession employer and context

The graduate occupational therapist should be able to

PH – Section 4, Appendix 1


PPHB

A.4.1. demonstrate at all times, personal behaviour congruent

with professional status

A.4.2. take personal responsibility for professional performance

and actions;

A.4.3. demonstrate attitudes that ensure that clients’ and carers’

expressed needs and choices become the focus of the care

management process;

A.4.4. prioritise referrals, manage own time and work to

deadlines;

A.4.5. develop a credible and professional contribution to the

organisation, through maintaining professional status by

engaging in continuing professional development;

A.4.6. use experience, research and professional knowledge

and skills to enhance the contribution of occupational therapy to

clients.

130


B The application of occupational therapy in securing,

maintaining or improving health and well-being

Occupational therapists draw from their knowledge and

understanding of established concepts, frameworks, models and

theories in health and social care.

B1 Identification and assessment of health and social care needs of clients

The graduate occupational therapist graduate should be able to:

PH –Appendix 1 – particularly OCTP 701,702,703,

704,705,706,707, 708, 709, 401, 501, 601

AD –Section 21

PPHB

B.1.1. gather information from a wide range of sources;

B.1.2. use observation to gather information about the

functional abilities of clients;

B.1.3. through interview and individual discussion, understand

the values, beliefs and interests of clients and their families and

carers;

B.1.4. obtain information from clients’ records, care plans,

referral information, members of the multi-disciplinary teams,

other agencies and clients’ family/carers;

B.1.5. use standardised and non-standardised assessments to

gather information in relation to dysfunction and environmental

barriers;

B.1.6. utilise literature to inform current and evolving research

and evidence based practice.

131


B.1.7. adopt systematic approaches to analysing and evaluating

information, and to be able to:

B.1.8. use the established theories, models, frameworks and

concepts of occupational therapy to analyse occupational

performance, occupational deprivation and dysfunction;

B.1.9. utilise occupational therapy clinical reasoning skills to

guide analysis of data

B.1.10. analyse the information in the environmental and social

context of the client and in accordance with the client’s choice

and goals;

B.1.11. use information to prioritise problems with clients,

families and carers

B.1.12 use skills of evaluation and analysis in relation to

therapeutic media and its application to self care, productivity

and leisure;

B.1.13 utilise graded occupations as a framework for evaluation

and analysis.

B2 Formulation of plans and strategies for meeting health

and social needs


B.2.1. making provision for identification and assessment of

occupational, physical, psychological, cultural and environmental

needs/problems;

132


B.2.2. select relevant assessment tools to identify occupational

and functional needs in the areas of self-care, productivity and

leisure;

PH –Appendix 1

AD –Section 21

PPHB

B.2.3. consider the assessment of both health and social care

needs of the client/carer;

B.2.4. accurately record the professional judgements and

decisions taken;

B.2.5. from the result of the preliminary assessments and in

consultation with the client, identify the need for further

assessment, appropriate intervention or referral to other services

or agencies;

B.2.6. synthesise new theory and practice in health and social

care.

B.2.7. consider the range of interventions that are

appropriate/feasible including the possibility for referrals to

others;

B.2.8. select individual occupational therapy interventions which

could be utilised taking into account the unique specific

therapeutic needs of clients and carers;

B.2.9. consider the identified goals of the client in relation to the

choice of intervention;

B.2.10.use graded occupations as an essential aspect of the

assessment.

133


B.2.11. make judgements/decisions and formulate specific

management plans for meeting needs/problems:

B.2.11.1 based on the assessment results and in partnership

with the client, agree the goals and priorities of intervention and

the methods to be adopted in relation to self-care, productivity

and leisure;

B.2.11.2consider the clients’ specific needs and interaction with

their environment;

B.2.11.3 accurately and concisely record assessment methods

and results;

B.2.11.4 justify the decisions about interventions especially in

relation to clients’ wishes;

B.2.11.5 demonstrate evidence of clinical reasoning and

problem solving skills and techniques;

B.2.11.6. keep contemporaneous records of plans in

occupational therapy and multidisciplinary notes.

B3 Practice of occupational therapy


PH –Appendix 1

B.3.1. conduct appropriate interventions in accord with agreed

standards;

B.3.2. develop occupational therapy intervention to

accommodate the specific needs of clients, families and carers;

134


B.3.3. organise information and/or perform therapeutic

interventions using meaningful occupation as a basis for

intervention;

AD –Section 21

PPHB

B.3.4. formulate occupational therapy intervention within agreed

national, European, local, departmental and professional

protocols and with regards to the current evidence underpinning

practice;

B.3.5. National/European – take consideration of appropriate

affecting health and social care;

B.3.6. Local – understand specific local policies and protocols

including cultural diversity of the community;

B.3.7. Departmental – understand specific protocols and

policies as agreed within the uni and inter-professional

departments and teams;

B.3.8. Professional – understand and adhere to COT’s Code of

Ethics and Professional Conduct;

B.3.9. ensure the health and safety of all individuals in the work

environment including:

B.3.9.1 occupational therapy intervention;

B.3.9.2 environmental adaptation;

B.3.9.3 risk assessment and management;

B.3.9.4 legislation;

135


B.3.9.5 professional boundaries including ensuring that

clients/carers are empowered to make informed decisions about

their own care plans;

B.3.9.6 professional indemnity insurance aspects;

B.3.9.7 the impact of clinical governance.

B.3.10 Monitor and review ongoing effectiveness of the

occupational therapy intervention plan:

B.3.10.1 review the effectiveness and progress of occupational

therapy intervention in negotiation with clients, families and

carers;

B.3.10.2 select and use appropriate methods of uni- and inter-

professional monitoring;

B.3.10.2 use nationally recognised outcome measures where

possible;

B.3.10.3 utilise information gathered to determine the

effectiveness of occupational therapy intervention.

B.3.10.4 adapt intervention plans if necessary and/or make

referrals appropriately;

B.3.10.5 based on the evaluation results and in consultation with

the client, adapt the intervention plan as required;

B.3.10.6. where appropriate refer to other disciplines or

agencies.

B.3.10.7 inform the client of effectiveness of plan and maintain

records appropriately;

136


B.3.10.8 in the spirit of partnership working, engage

clients/carers in planning and evaluating occupational therapy

intervention;

B.3.10.9 encourage a climate of dialogue between the

occupational therapist, client and carers to ensure that

intervention meets the clients/carer goals;

B.3.10.10 empower clients and carers to make informed

decisions about development and progress of the occupational

therapy intervention plan;

B.3.10.11 ensure that accurate and up to date records are

maintained and reviewed.

B4 Evaluation of professional practice


PH –Appendix 1 – particularly SOHP 701 and ADV703

AD –Section 21

PPHB

B.4.1. monitor and evaluate the effects of occupational therapy

interventions;

B.4.2. demonstrate critical evaluation of evidence from a wide

range of sources, including systematic reviews and evidence

based practice relating to specific outcomes;

B.4.3. use a variety of measurement tools to determine the

effectiveness of intervention;

B.4.4. participate in clinical effectiveness and clinical audit

procedures, interpret the outcomes and relate to the practice of

occupational therapy as part of the uni- and inter-professional

evaluative process;

137


B.4.5. through dialogue with other members of the multi-

disciplinary teams, agencies and carers, use information to

review overall client progress;

B.4.6. identify and effectively use statistical and other data

derived systematic collection and research publications.

C Subject knowledge, understanding and associated

skills that are essential to underpin informed, safe and

effective practice in occupational therapy

Graduates of occupational therapy courses, irrespective of the

named award, must be able to demonstrate knowledge and

understanding of the following areas:

C1 A systematic understanding of the key aspects

underpinning occupational therapy and a detailed

knowledge of some aspects as follows:

a. Philosophy and the theory

PH –Appendix 1 – particularly OCTP modules

AD –Section 21

PPHB

C.1.1a. Knowledge and understanding of occupation as it

relates to health and wellbeing.

C.1.2a. The origins and development of occupational therapy in

order to appreciate the evolution of the profession towards the

current emphasis on autonomy and empowerment of individuals,

groups and communities.

138


C.1.3a. The current philosophical framework which focuses in

client- centredness and environmental issues that influence the

context within which people live and work.

C.1.4.a The informing foundation sciences, all of which are

interpreted in relation to human functioning and dysfunction, are

fundamental to everyday practice. They include occupational

science, biological sciences, psychology, sociology, and medical

sciences including pathology and psychopathology.

C.1.5a. Theoretical concepts underpinning occupational

therapy, specifically the occupational nature of human beings

and how they function in everyday activities. Frameworks and

models of practice have drawn on other disciplines, as well as

occupational therapists establishing a range of their own. In

exploring models, students are encouraged to critique and judge

their potential impact on practice.

b. Occupational therapy process


AD –Section 21

PPHB

C.1.1b. Analysis of human occupation from a historic

perspective and hence the demands made on individuals.

C.1.2b. The needs of individuals from physical, psychological,

environmental, social, emotional and spiritual perspectives in

order to value the diversity and complexity of human behaviour.

C.1.3b The impact of occupational dysfunction/deprivation on

individuals, families, groups and communities and the

importance of restoring opportunities.

139


C.1.4b. The occupational therapy process in relation to

occupational performance and enhancement of well-being.

c. Social policy and legislative framework

PH –Appendix 1 AD –Section 21

PPHB

C.1.1c. Social, housing and environmental policies and services

and their impact on human needs within a diverse society.

C.1.2c. Legislation.

C.1.3c. The impact of inequality, poverty, exclusion, identity

difference and diversity on occupational performance.

C.1.4c. An understanding of the wider economic and socio-

political issues that impinge on the context in which services can

be delivered.

C2 Skills

a. Professional skills

PH –Appendix 1 – particularly practice placement related

modules

AD –Section 21

PPHB

C 2.a.1 Competence in an appropriate range of skills and

procedures essential for the practice of occupational therapy

including;

C.2.a.1.1 effective interpersonal skills which gain active

participation from clients during intervention;

C.2.a.1.2 planning interventions relating to occupational

performance and/or environmental modifications based on

appropriate assessment batteries;

C.2.a.1.3 selecting, developing or modifying creative and

discrete occupations that enable clients to build on abilities and

to limit dysfunction;

140


C.2.a.1.4 capitalising on the dynamics within groups in order to

harness motivation and active involvement of participants;

C.2.a.1.5 working and negotiating with individuals, their carers

and colleagues to ensure common purpose and goal directed

behaviours

C.2.a.1.6 teaching others safe moving and handling skills;

C.2.a.1.7 acting as an advocate when necessary;

C.2.a.1.8 finding original creative solutions to complex one-off

problems that will enable the potential of individuals to be

achieved and aspirations met.

C.2.a.1.9The appropriate selection, adaptation, use and

evaluation of therapeutic media. The range of occupations used

in intervention is vast and reflects individuals’ unique needs.

Occupations are used both as the means of intervention and as

its required outcome. Occupations used as means include

creative and discrete practical occupations and environmental

adaptations. Occupations used as outcomes includes

addressing individuals’ needs within self care,productivity and

leisure.

C.2.a.2 The complex skills required to work effectively with

individuals, groups and communities by;

C.2.a.2.1. drawing out and listening to a client’s story, relating

empathetically to this situation, and using this rapport to work

141


optimally with him/her;

C.2.a.2.2 facilitating group work through understanding group

dynamics and roles within groups and teams in order to

maximise the support, learning and change that can be

transacted between the members;

C.2.a.2.3 negotiating with and influencing civil planners and

local politicians in order to enhance access and opportunities for

people with disabilities.

C.2.a.2.4 self-reflection on the extent and limitations of the role

of the occupational therapist in a variety of settings and the

requirements for state registration and competence to practice;

C.2.a.2.5 demonstrate ability to reflect critically on the overall

personal performance, and take responsibility under supervision

for varying action in light of this;

C.2.a.2.6 demonstrate understanding of the importance of

keeping up to date;

C.2.a.2.7 evaluative judgements about the efficacy of

professional practice on the quality of individuals’ lives.

C.2.a.2.8 Research methods in occupational therapy;

C.2.a.2.9 understanding of the principles of scientific enquiry

including a knowledge of the research process, quantitative and

qualitative paradigms with increasing focus on

phenomenological approaches which are of particular relevance

142


to occupational therapy;

C 2.a.2.10 contribute to research in order to base practice on

available evidence recognising controversy;

C.2.a.2.11 reflexivity in the formulation of problems and

identification of solutions.

b. Information skills

PH –Appendix 1 – particularly SOHP 701, ADV 703

AD –Section 21

PPHB

C.2.b. An ability to collect and interpret data, including the ability

to:

C.2.b.1 listen to a client’s story in order to plan for the future;

C.2.b.2 carry out occupational analysis;

C.2.b.3 monitor the efficiency of interventions through

satisfaction surveys and other performance indicators;

C.2.b.4 contribute to decisions about future services on the

basis of data collected and the performance of individual

practitioners;

C.2.b.5 provide regular reports that contribute to effective client

management;

C.2.b.6 contribute to observation, systematic and logical debate

in order to draw conclusions based on critical analysis of data

and existing knowledge.

c. Problem solving

C.2.c.1 An ability to gather and evaluate evidence and

information from a wide range of sources and draw reasoned

143


conclusions or reach sustainable judgements with particular

regard to:

PH –Appendix 1

AD –Section 21

PPHB

C.2.c.1.1 an accurate analysis and processing of information

from a wide range of sources to ensure sound professional

judgements are made;

C.2.c.1.2 a synthesis of knowledge and subsequent application

to practice with regard to individuals and to groups.

d. Communication skills

PH –Appendix 1 – particularly SOHP701,

AD –Section 21

PPHB

C.2.d.1 Communication skills and other interpersonal skills

necessary for effective performance in occupational therapy,

including:

C.2.d.1.1 establishing rapport and harnessing motivation that

leads towards involvement by the client in meaningful

occupation;

C.2.d.1.2 listening and passing on relevant information and

advice to clients, carers and colleagues;

C.2.d.1.3 active participation in formal and informal reporting;

C.2.d.1.4 maintaining accurate and relevant reports that are

meaningful to others;

C.2.d.1.5 contributing through education and students’ fieldwork

experience, to the next generation of therapists;

144


C.2.d.1.6 managing time and resources to maximise effect and

knowing when to terminate intervention;

C.2.d.1.7 identifying ways to overcome barriers to

communication and developing personal strategies to maximise

the benefits of team work and cope with inter-professional

tensions;

C.2.d.1.8 effective use of verbal, written and electronic forms of

communication.

e. Numeracy skills

PH –Appendix 1 – particularly SOHP 701

AD –Section 21

PPHB

C.2.e.1 Confidence in understanding, manipulating and

interpreting numerical data including:

C.2.e.1.1 scores resulting from standardised test and their

normative comparisons;

C.2.e.1.2 performance indicators associated with management

of the service, client numbers and characteristics;

C.2.e.1.3 understanding statistics and tables as found in

research particularly associated with the chosen area of work;

C.2.e.1.4 financial accounting and budgetary planning within the

requirements of a particular setting.

f. Information technology skills

C.2.f.1 Confidence in engaging with technology in the pursuit of

effective occupational therapy, including:

145


C.2.f.1.1 familiarity with information technology with regard to

presentation and statistical analysis of data including electronic

and specialist databases.

PH –Appendix 1 – particularly SOHP 701

AD –Section 21

PPHB

Academic and practitioner standards

Students at the point of entry to the profession must

demonstrate minimum competencies and safe practice as

occupational therapists. The threshold standard expected

equate to a degree award in occupational therapy and must

encompass passes in both academic and fieldwork components.

A Expectations of the occupational therapist when

providing client services

The graduate occupational therapists must be able to:

PH –Appendix 1

AD –Section 21

PPHB

A.1. demonstrate personal conduct in a manner congruent with

professional status and codes of conduct;

A.2. treat individuals with respect and draw on ethical principles

in the process of reasoning;

A.3. develop and sustain professional working relationships with

colleagues in the interests of efficacy, quality assurance and the

most effective interventions for clients;

A.4. communicate clearly and sensitivity;

A.5. demonstrate sense of responsibility, personal

accountability and commitment to the profession of occupational

therapy;

A.6. defend reasoned argument based on sound evidence,

146


logical and systematic thinking

A.7. recognise and work within the limitations of professional

effectiveness and competence;

A.8. use supervision and/or consultation to promote personal

effectiveness and competence;

A.9. reflect on and critique own performance;

A.10. take responsibility for continuing professional

development;

A.11. draw on profession-specific literature and research for the

enhancement of practice;

A.12. work within legal ethical and professional parameters.

B Application of occupational therapy in securing,

maintaining or improving health and well-being

The graduate occupational therapist must be able to;


AD –Section 21

PPHB

B.1. demonstrate effective interpersonal skills with clients, carers

and colleagues;

B.2. assess, as relevant to occupational therapy, the mental,

physical and environmental state of referred clients;

B.3. carry out occupation analysis;

B.4. select and use appropriate therapeutic media to meet

specific occupational needs and clients;

B.5. assess risk and take decisions related to the ability of a

client to function in his/her own community environment;

B.6. apply the logical consideration of information to the

147


identification and resolution of problems;

B.7. develop creative and imaginative approaches to problem

solving;

B.8. work collaboratively with carers and other agencies involved

with the client or group;

B.9. analyse an evaluate the effectiveness of assessment and

intervention;

B.10 show professional judgement in decision making;

B.11. prioritise referrals and manage a case load.

C Subject knowledge, understanding and skills

The graduate occupational therapist must be able to:

Programme Handbook

Approval Document

Practice Placement Handbook

Programme Specification Document

C.1. explain the philosophical framework within which

occupational therapists practice, focusing on client-centred

practice, occupational analysis and environmental issues that

influence the context within which people live and work;

C.2. describe how to communicate and interact effectively with

clients and their carers;

C.3. demonstrate systematic and integrated knowledge and

concepts from a range of underpinning disciplines, including

occupational science, basic sciences, pathology and ethics;

C.4. explain how meaningful occupation can contribute to the

client’s sense of well-being;

C.5. assimilate and apply new knowledge, recognising the need

for innovation in practice;

148


C.6. describe a range of assessment techniques, and how and

when they would be appropriate;

C.7. discuss a range of interventions that reflect clients’ needs

and their environments;

C.8. demonstrate clinical reasoning and professional judgement

in evaluating the effectiveness of specific interventions;

C.9. demonstrate knowledge of group dynamics and the

effective use of oneself;

C.10. recognise the particular and shared functions of

colleagues across health and social care settings, including the

roles of occupational therapy assistants;

C.11. know the limits of one’s own competence and when to

seek guidance;

C.12. demonstrate knowledge of health and social policies and

legislation, and their impact on human needs and the delivery of

services;

C.13. understand the principles of management of people and

resources as they apply to the organisation of occupational

therapy services and within a broader context;

C.14. draw on evidence from literature and other sources in

order to develop best practice;

C.15. evaluate critically new concepts, theories and research in

order to determine their relevance to occupational therapy.

149


Appendix 4:

OCTP

4O1

OCTP

5O1

OCTP

602

OCTP

701

OCTP

709

OCTP

705

OCTP

711

OCTP

712

OCTP

713

OCTP

704

OCTP

714

ADV

703

ADV

715

OCTP

710

K/U

1,4 1,4 1,4 1,2,3,4 1,4 1,2,4 1,2,3,4 1,2,3,4,5 1,2,3,4,5 1,2,3,4 1,2,3,4, 1,2,3,4, 1,2,3,4 1,2,3,4

C/I

1,2,4,5,6 1,2,4,5,6 1,2,4,5,6 1,2,3,4 2,3,4 3,5 1,2,3,4 1,2,3,4 1,2,3,4,5 1,2,3,4 1,3 1,2,3,4 1,2,3,4 1,2,3,4

K/T

2,3,4,5,6 2,3,4,5,6 2,3,4,5,6 1,3,4 2,3,4,5 1,5 2,3,4 1,4 3,5 1,2,3,4 1,2,3,4 1,2,3,4 1,2,4 1,2,3,4

P S

2,3,5,6 2,3,5,6 2,3,5,6 4 3,5 5 3 5 5 4 1,4 1,2,3 1,4

SEEC Descriptors Key:

K/U: Knowledge and Understanding

C/I: Cognitive and Intellectual

K/T: Key Transferable

P S: Practical Skills

MSc/PGDip Occupational Therapy Module Learning Outcomes mapped against (SEEC)

Descriptors

150


Appendix 5:

Knowledge and Skills Framework Mapping

KSF

OCTP

4O1

OCTP

5O1

OCTP

602

OCTP

701

OCTP

709

OCTP

705

OCTP

711

OCTP

712

OCTP

713

OCTP

704

OCTP

714

ADV

703

ADV

715

OCTP

710

Core 1 √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 2 √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 3 √ √ √ √ √ √ √ √ √ √ √ √ √

Core 4 √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core

5

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Core

6

√ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB1 √ √ √ √ √ √ √ √ √ √ √

HWB2 √ √ √ √ √ √ √ √ √ √

HWB3 √ √ √ √ √ √ √ √ √

HWB4 √ √ √ √ √ √ √ √ √

HWB5 √ √ √ √ √ √ √ √

HWB6 √ √ √ √ √ √ √ √

151


HWB7 √ √ √ √ √ √ √ √

HWB9 √ √ √ √ √ √ √ √ √

KSF

OCTP

4O1

OCTP

5O1

OCTP

602

OCTP

701

OCTP

709

OCTP

705

OCTP

711

OCTP

712

OCTP

713

OCTP

704

OCTP

714

ADV

703

ADV

715

OCTP

710

HWB

10

√ √ √ √ √ √ √ √ √ √ √

IK1 √ √ √ √ √ √ √ √ √ √ √ √ √ √

IK2 √ √ √ √ √ √ √ √ √ √ √ √

IK3 √ √ √ √ √ √ √ √ √ √ √ √ √

G1 √ √ √ √ √ √ √ √ √ √ √ √ √ √

G2 √ √ √ √ √ √ √ √ √ √ √ √

G5 √ √ √ √ √ √

G6 √ √ √ √ √

NHS KSF DIMENSIONS

Core 1: Communication

Core 2: Personal and People Development

Core 3: Health, Safety and Security

Core 4: Service Improvement

Core 5: Quality

Core 6: Equality and Diversity

152


HWB1 Promotion of Health and Wellbeing and prevention of adverse effects on Health and Wellbeing

HWB2 Assessment and care planning to meet Health and Wellbeing needs

HWB3 Protection of Health and Wellbeing

HWB4 Enablement to address Health and Wellbeing needs

HWB5 Provision of care to meet Health and Wellbeing needs

HWB6 Assessment and treatment planning

HWB7 Interventions and treatments

HWB9 Equipment and devices to meet Health and Wellbeing needs

HWB10 Products to meet Health and Wellbeing needs

IK1 Information Processing

IK2 Information Collection and Analysis

IK3 Knowledge and information resources

G1 Learning and development

G2 Development and innovation

G5 Services and project management

G6 People management

153


Appendix 6:

Mapping College of Occupational Therapists Learning and Development Standards for Pre-

registration Education (2014)

Key: AD = Approval Document

PH = Programme Handbook

PPHB = Practice Placement Handbook

PS = Programme Specification Document

OS = Operation Specification Document

Standard 1: Programme management and resources standards

Essential requirements

For work-based learning programmes, the status of student (as opposed to employee) must be clearly defined and agreed through a tripartite contract between the employer, the employee/student, and the higher education institution (HEI)

Standard Criteria Standards are met by

The profession-specific suite of programmes offered by the institution is headed by an occupational therapist with higher education experience. The individual is a member who is in good standing with the professional body and is capable of strategically leading the development of contemporary, creative and innovative preregistration occupational

The individual will: – Have a broad range of professional experience, demonstrating previous substantive academic appointment in higher education. – Input into strategy for the development and delivery of the programme, recognising the changing needs of the profession. – Have authority to maintain the College of Occupational Therapists’ pre-registration education standards. – Be a member of the British Association of Occupational Therapists (BAOT) and facilitate and support the active involvement of professional members of staff with the professional body. – Possess capabilities under the leadership level of the current College of Occupational Therapists’ Post Qualifying Framework.

Lyn Westcott Associate Head of School, Internationalisation & Academic Lead for Occupational Therapy Patricia Eyres Programme Lead BSc Occupational Therapy See these CV’s and all staff CV’s in AD Section 10

154


therapy programmes.

Each accredited pre-registration occupational therapy programme within the suite at the institution will be led by an occupational therapist

The individual will: – Be a member of the BAOT. – Be responsible for ensuring that the standards and essential requirements for pre-registration are met. – Ensure that the programme is aligned to the entry level profile. – Hold direct responsibility for developing the occupational therapy programme, co-ordinating the planning and administration of the programme

Miranda Cunningham/ Rosi Raine Programme Lead MSc Occupational Therapy Pre-Registration See CV in AD Section 10

The institution employs a sufficient number of staff with suitable qualifications and experience to support and facilitate the learning required for professional practice

The HEI has a clearly defined staffing strategy for the delivery of all elements of the professional programme over the period of accreditation. The strategy demonstrates currency and awareness of the broad contexts of occupational therapy practice The professional backgrounds and experience of academic and practice learning staff are congruent with the philosophy and purpose of the occupational therapy programme. • Staff qualifications are appropriate to the level of the final award. • Professional occupational therapy elements of the programme are taught by occupational therapists with appropriate expertise and qualifications. • Occupational therapy staff CVs demonstrate: (i) active engagement in scholarship and research that contributes to the knowledge and evidence base of the programme and/or the profession; (ii) active engagement with the profession and/or BAOT. • A robust strategy for staffing is in place to ensure that all aspects of the programme are well resourced and supported, with appropriate levels of qualified occupational therapy staff for the profession-specific, professional skills and practice-based learning components

AD Section 8.1 AD Section 10 – staff CV’s

The staffing strategy takes account of the professional

• There is evidence that staff development activities impact upon the design and delivery of a contemporary and evidence-

AD Section 10

155


development needs of both academic and practice learning staff to support evidence-based educational practice and the further development of the programme

based curriculum and practice learning experience of students. • The HEI has a policy for the ongoing development of its academic occupational therapy team. Staff CVs demonstrate engagement with professional and educational development through a range of developmental activities, including research where appropriate. • The HEI can demonstrate a commitment to working in partnership with practice learning staff to support on-going professional and educational development.

AD 7.2 PPHB –Section 6 OS - Section 1

The educational resources and facilities are appropriate for the delivery of the curriculum

There is a clear resource strategy in place for the delivery of the programme to ensure professional accreditation.

AD Section 8 PH Appendix 6

Standard 2: Programme curriculum standards


Programme duration: The duration of a pre-registration programme will normally be a minimum of 90 scheduled weeks of learning. Where a programme is less than 90 weeks, students must demonstrate relevant prior learning. Acceptable relevant prior learning must be identified in the programme documentation at the point of accreditation. Any individual student’s period of learning must not exceed the length of the accredited programme plus two years and not exceeding six years. The exception to this is where the institution’s regulations require the student to complete his or her programme in a shorter time. In exceptional circumstances an extension of normally no more than six months beyond this maximum period may be requested. In such cases the approval of the College of Occupational Therapists must be sought prior to any further study or professional practice experience being permitted. Students who complete a foundation degree that serves as an entry route to a preregistration occupational therapy bachelor’s degree with honours are required to complete both programmes within a maximum of six years. The exception to this is where the institution’s regulations require the student to complete his or her programme in a shorter time

Standard Criteria

The programme curriculum is designed to develop occupational therapists who meet the entry-level profile and regulatory standards and are fit for contemporary and developing professional practice.

• The programme design is based on a clearly articulated occupational therapy philosophy and its values. • The programme curriculum explores the connections between occupation, health and wellbeing. • The programme is able to evidence a strategy for the admission of individuals who hold values appropriate for professional practice as an occupational therapist working with

AD Section 5 AD Section 5 DMR’s - All OCT DMR’s PS – Section 9 Face to face VBR interviews are held for all

156


individuals, groups and communities. • There is evidence that appropriate stakeholders, students and service users are involved in curriculum development and implementation. • There is evidence that the curriculum reflects current professional practice climates and is agile in response to changes. • There is evidence that the programme is forward thinking, able to identify professional and political influences and future directions, and to affect and shape the profession into the future. • There is evidence that the programme encourages student participation in professional activities and responsibilities as a foundation for developing professional practice

applicants AD – section 3 AD- Section 2 DMR’s – particularly OCT3XX Innovative practitioner and OCT311 Contemporary Practitioner

The programme is designed to assure coherence and progression towards entry-level proficiencies.

• There is a clearly articulated educational philosophy and rationale. • There is a clear rationale for the programme design that reflects how it addresses local, national and global needs and priorities. • The curriculum takes account of current national, European and wider international reference standards and benchmarks. • The integrity of the curriculum is reflected in the integration of knowledge, skills and values throughout the programme and across academic and professional practice elements. • Both academic and professional practice elements demonstrate progression towards professional proficiencies. • There is a clear induction to each level of academic study that serves to prepare students and set programme and professional expectations. • Each student must be allocated a personal tutor who is an occupational therapist. The tutor has responsibility for supporting personal and professional development of the student and for providing general academic advice and

AD Section 5 AD – Section 5.2 PH Section 3 PS – Section 8 AD –table 5.3 Programme Overview PH Section 3.7.5 PPHB Section 12 OS Section 1

157


mentoring through different stages of the qualifying programme. The mechanisms for providing support must be sufficiently robust, flexible and accessible to cater for the needs of the student. • The regulatory body confirms that the programme meets its standards for education and proficiency.

HCPC on-going approval confirmed following annual audit in Feb 2016

The curriculum includes opportunities for inter-professional and interagency learning.

• The curriculum demonstrates how inter-professional and interagency learning is embedded into the curriculum in academic and/or professional settings to develop the attitudes necessary for collaborative practice. • Inter-professional education (IPE) modules must contain a core set of values and include a clear rationale for inclusion in any programme. Assurance must be made that the model adopted is collaborative and involves and values each profession equally. • All participating professions in IPE should contribute to the development of its curriculum and the scope of IPE should be clearly defined. • IPE modules will constitute no more than a third of a preregistration occupational therapy professional qualification and will be identified at the point of accreditation. Any IPE module identified as contributing to the professional qualification must contribute to the learning outcomes of that programme. • IPE must be a productive and relevant learning experience for all students and meet the generic benchmark statements for occupational therapy. • The curriculum recognises and reflects the expectations of the College of Occupational Therapists’ current statement on inter-professional education.

DMR’s - particularly OCTP701 and OCTP714, ADV715 AD – Section 1, 5.2, 5.3.2 PH- section 3.4 PPHB part two – section 14, 15

The curriculum is designed to facilitate the development of a scholarly practitioner.

• The curriculum demonstrates how students develop to be skilled consumers of research, able to apply new understandings to the benefit of service users, the service and

DMR’s in the Module Records Document AD- section 5.2

158


the profession. • The curriculum demonstrates how research skills are taught and developed throughout the programme to equip students with the knowledge required to participate in research activities.

PH – section 3.4.3

The curriculum inculcates the principles of lifelong learning as an essential part of professional practice.

• The programme document: – describes how the concept of professional and personal development is embedded and nurtured throughout the programme; – clearly explains how students are enabled to document achievements and formulate a future development plan.

PH – Sections 3.2, 3.7, 5.8 DMR’s

Standard 3: Learning, teaching and assessment standards


The College of Occupational Therapists’ accreditation of a pre-registration occupational therapy programme will be conditional on the implementation of the College’s regulations on academic and practice education. All modules (or equivalent) contributing to the professional qualification must be passed. These modules must be identified at the point of accreditation.

Practice Placement

Only one attempt at retrieval is permissible for each period of learning/modules related to practice education. When the first attempt and retrieval process for the module have been exhausted, the student is deemed to have failed the requirements of the course and therefore must be withdrawn from the named award. A student must be denied a retrieval attempt if the failure originally occurred on grounds of professional unsuitability. The practice hours of failed practice education will not count towards the minimum requirement of 1000 hours.

External examiners

At least one external examiner must be an occupational therapist with an understanding and experience of assessment principles and methods in higher education. Where there are more than two external examiners, the majority must be occupational therapists. The appointment of suitable external examiners is the responsibility of the HEI. The College of Occupational Therapists must be advised of all appointments and reserves the right to raise objections to any appointment to a programme accredited by the College. All modules identified as contributing to the professional qualification must be scrutinised by an external examiner who is an occupational therapist

Exit awards

A clear statement is made within the programme documentation regarding exit awards where a student does not complete the professional qualifying

159


award successfully. If the institution wishes to offer other exit awards, the titles of the awards must be stated at the point of accreditation and must not make reference to the protected title of occupational therapist. The programme document must clearly state that no exit award other than the professional qualifying award will confer eligibility to apply for registration with the profession’s regulatory body. An aegrotat degree will not confer eligibility to apply for registration with the professional regulatory body. Should the HEI offer an aegrotat degree, the title of the award must be stated in the definitive document and must not include any reference to the protected title of occupational therapist. All interim and final awards must be able to demonstrate compliance with the educational standards of the COT, WFOT, Quality Assurance Agency (QAA) and the regulatory body.

Accreditation of prior (experiential) learning [AP(E)L]

AP(E)L must be offered to applicants to recognise previous learning and experience. Appropriate arrangements must be in place to support applicants submitting claims for AP(E)L. AP(E)L procedures must be clearly stated, with each application considered on an individual basis and academic judgement applied. No more than one-third of the programme or part of the programme may be subject to AP(E)L in accordance with the College of Occupational Therapists’ current position statement on AP(E)L. An exception to this requirement is an occupational therapy student who is transferring between education providers. In this instance, the student must meet assessment requirements and requirements of the receiving HEI and be recommended as ‘fit for the profession’ by the original programme.

Foundation degrees

A foundation degree designed as an entry qualification/step-up award to a preregistration occupational therapy programme must be a coherent programme of study in its own right and clearly demonstrate alignment with the learning outcomes of a bachelor’s degree with honours in occupational therapy. The progression route through to a bachelor’s degree with honours in occupational therapy must be stated. Where generic foundation degrees are used as step-up awards to a preregistration bachelor’s degree programme, the applicant must undergo the standard admissions process to the BSc programme and will be subject to the standard AP(E)L requirements for that programme.

Standard Criteria

The programme document, through its learning and teaching methods and assessment strategy, supports the development and achievement of the entry-level profile.

• The educational programme rationalises the educational strategy for learning, teaching and assessment methods as a development towards achievement of the entry-level profile. • The learning, teaching and assessment methods are designed to: – foster independent learning and a commitment to ongoing learning and development; – develop professional values, attitudes and behaviours. • The learning, teaching and assessment methods utilise a range of techniques and technologies to address the pedagogic needs of the student body.

AD – section 5 PH –section 3.2 PH – section 3.2, 3.5, appendix 5 PS Section 13.1

160


• The learning, teaching and assessment strategy is transparent to the student. • The programme document defines the occupational therapy student’s responsibilities, roles and expectations in all elements of the programme and clearly indicates the consequences of not fulfilling these.

PH p. 9 sections 1.2, 1.3, 3.4, 4.1, 4.4, 4.9, 4.10, 4.8 PS – section 11 AD – section 4

The assessment strategy and methods assure fitness for practice, purpose, profession and academic award.

• The programme ensures rigorous and robust assessments that enable the student to demonstrate professional competency and safe practice commensurate with the level of study. • Appropriate support mechanisms, policies and procedures are in place to enable progression of professionally suitable students. • Achieving the learning outcomes of the programme will ensure that students are prepared and suitable for academic award, and fit for purpose and professional employment. • The College of Occupational Therapists’ code of ethics and professional conduct is observed. • The programme must have a policy and documented procedures for the investigation of alleged professional unsuitability and for the potential termination of a student’s professional programme on these grounds.

DMR’s - all but especially practice placement modules PPHB -part two section 3 PPHB part one – sections 10,11,12 PH – sections 3.7, 3.9, 4.1.1 PPHB – part one section 10, part two section 16 PH section 4.1.1 PPHB – part two section 16 AD – section 4

Standard 4: Quality assurance and monitoring standards


The College of Occupational Therapists receives timely and complete Annual Monitoring Reports after each year of programme delivery.

Standard Criteria

Quality assurance and • Quality assurance processes demonstrate rigour and integrity,

161


enhancement procedures are in place to monitor the standards of the programme. These are sufficiently robust that the College of Occupational Therapists has continued confidence in the integrity and stewardship of the programme.

and enable continuous improvement of and within the programme. • Quality assurance processes include feedback from external examiners, academic staff, placement educators, students, service users and stakeholders. • Mechanisms are in place to provide evidence that future employers believe graduates are fit for practice and employment.

AD –section 3, 4, 5 PPHB - part one section 5, part two section 13 DMR’s – PH – p. 4 , section 5.3 AD – section 6

Standard 5: Practice Placements

Programme Standards

Standard Criteria

The staffing strategy is sufficiently robust to resource the student’s professional practice learning.

• A member of staff who is an occupational therapist has overall responsibility for the development of practice learning opportunities across a wide range of practice settings. • The HEI has a clearly defined strategy to identify, recruit and retain practice educators, and to facilitate the development of practice educators under the College of Occupational Therapists’ Accreditation of Practice Placement Educators (APPLE) scheme (or equivalent). • The HEI takes responsibility for developing and maintaining the delivery of the APPLE (or equivalent) scheme. • There is a clearly defined strategy for administration, contacting students and supporting their practice-based learning needs, and evidence that this is implemented.

Practice Placement tutor Fiona Fraser – AD section 10 for CV PPHB part one – sections 5, 6 PPHB section 6 PPHB part one

There is a progressive programme of practice

• Practice placement is distributed throughout each year of the programme.

AD – table 5.3

162


placement education that facilitates development of competent entry-level occupational therapists.

• Practice placements will provide the student with the opportunity to experience or implement the occupational therapy process, or aspects of the process, with an individual or group and to gain a wider knowledge of the service provision. • Placements are of sufficient duration to allow integration of theory to practice. • Practice placements must be full-time or, where there is a rationale provided, at least 0.5 whole time equivalent (wte) to facilitate continuity and consolidation of the learning experience. • Credit for the first placement module can be awarded through AP(E)L on evidence of the relevant learning outcomes being met. • The number of placement hours recognised through AP(E)L will be equivalent to the number of hours normally accredited through module completion. • The programme document demonstrates the World Federation of Occupational Therapists’ requirement for students to complete successfully the equivalent of a minimum of 1000 hours of assessed practice placement learning in a range of practice settings. This can include hours assessed through accreditation of prior experiential learning. • There are mechanisms and procedures in place to evaluate and monitor the quality of learning environments and to manage situations where students’ learning is being affected

DMR’s – all practice placement DMR’s PPHB part two section 3 All placements are full time – AD table 5.3 PH – section 3.4.1 DMR’s – all placement DMR’s PH – section 2 AD – section 6 PH – sections 1.2, 3.4.1, 4.1 AD – section 5.3.3 PPHB – sections 9, 10 PPHB part one – sections 5, 6 PPHB part two - sections 13, 14, 15

The HEI demonstrates that there is a sufficient and diverse range of practice learning opportunities to support the curriculum.

• There is evidence that the programme strives for each student to gain practice experience with a range of people of all ages: – from different socio-economic and cultural perspectives; – with recently acquired and long-standing occupational needs; – with different aspects of physical and psychosocial functioning; – within a range of organisational settings. • There is evidence that all practice learning settings will

PPHB part two – section 2, 3, 9, 13,14,15 PPHB part two – section 3

163


facilitate the students’ formation of their identity as an occupational therapist, and acquisition of the profession’s values and core beliefs. • For students in work-based learning or in-service programmes, practice placement modules must be undertaken outside the students’ own work setting, and if possible outside their own employer’s organisation.

n/a

Appropriate models of supervision are used that develop students to be fit for employment as entry-level occupational therapists.

• The HEI has a clear induction to practice environments that serves to prepare students and share practice educator expectations for professional development. • Models of supervision are used appropriately to enable students to develop the ability to practise safely and effectively in occupational therapy. • Learning agreements between the student and the practice educator specify progressive learning outcomes for the practice setting and are agreed by an occupational therapist. • There are mechanisms and procedures in place to manage students who are not fit for practice. • There is support available from the HEI for both the student and the placement where a student is failing to reach the required learning outcomes or demonstrate fitness for the profession.

PPHB part one section 9, 10, 11, 12,13,14 PPHB part two Section 7,8,9,10 PPHB part one section 12 PPHB part two section 11 PH section 3.5.3, 3.7.2 PPHB part two section 16 AD section 5.3.3

Programme Specification - University of Plymouth · 2017-09-12 · Programme Specification MSc...

Documents

Transcript of Programme Specification - University of Plymouth · 2017-09-12 · Programme Specification MSc...