b-ot validation document draft 24-05-2012 lr

7/27/2019 B-OT Validation Document Draft 24-05-2012 LR

1/93

&

BSc (Hons) Occupational Therapy [Athens]

Validation Document2012


2/93

General Information

Name of Institution Queen Margaret UniversityQueen Margaret University DriveMusselburghEast LothianEH21 6UU

Principal Petra Wend

Dean/Head of School Dr Fiona Coutts

Head of Division Ian McMillan

Occupational Therapy Professional Lead Linda Renton

AKMI METROPOLITAN COLLEGE

Programme Leader Dr. Panagiotis Siaperas (p/t)

Programme Team

Level 1 Co-ordinator Aikaterini BourikaLevel 2 Co-ordinator Polixeni SkaltsiLevel 3 Co-ordinator Eliza Maglari

Level 4 Co-ordinator Panagiotis Siaperas

Admissions Tutor Tatiana Xenou

Academic Disabled Student Co-ordinator TBC

Professional Practice Tutor Eliza Maglari

Lecturer TBC

Technical Support Ilias Verros

School Office Team TBC

2


3/93

Degree Programme

Title of the programme BSc(Hons) Occupational Therapy

Type of programme Modular

SHE level 4 Eligibility to apply for registration with HealthProfessions Council via the International route

SCQF level 10

Number of weeks: 120 weeks over four years

Number of practice placement weeks 28 weeks

Mode of attendance: Full time

Number of students predicted on the programme:

Academic year 2012-13 15-20

Academic year 2013-14 20-25

Academic year 2014-15 30

Date of commencement October 2012

3


4/93

Contentsall pages will need re numberedProgramme SpecificationSection A1.0 Context for the BSc(Hons)Occupational Therapy 62.0 Current status of the Subject of Occupational Therapy 82.1 Postgraduate Diploma (Pre-registration) in Occupational Therapy 92.2 Masters in Occupational Therapy 9

2.4 Relationships with other programmes within the University 93.0 Rationale for Change 104.0 Market Research 114.1 Meetings with professional practice educators 114.2 Meetings with current students 114.3 Other opportunities for market research 124.4 Involvement of practitioners and others on the course planning process 124.5 Evidence from first destination statistics 125.0 Philosophy 136.0 Programme Aim 156.1 Programme aims and learning outcomes 156.2 Educational aims for the BSc(Hons) Occupational Therapy 156.3 Learning outcomes for the BSc(Hons) Occupational Therapy 166.4 Level 1 BSc(Hons)Occupational Therapy 17

6.5 Level 2 BSc(Hons)Occupational Therapy 176.6 Level 3 BSc(Hons)Occupational Therapy 186.7 Level 4 BSc(Hons) Occupational Therapy 187.0 Curriculum model 207.1Curriculum structure 228.0 Student Support 238.1 Academic Tutor Support 238.2 Widening Access 248.3 Equal Opportunities 249.0 Student Experience and Progression through the programme 259.1 Philosophy 259.2 Induction 259.3 Level 1 259.4 Level 2 269.5 Level 3 279.6 Level 4 2710.0 Professional Practice Placement Framework 2910.1 Practice Placement Philosophy 3010.2 Introduction 3010.3 Timing and Duration of Professional Practice Placements 3010.4 Professional Practice Placement Locations 3010.5 Major Themes for each level 3110.6 Practice Placement Aims 3210.7 Integration of Theory and Practice 3310.8 Learning Agreement 3310.9 Reflective Diary 3310.10 Practice Placement Portfolio 3410.11 Student Preparation for Practice Placement 3410.12 Support for Students on Professional Practice Placements 34

10.13 Development and Quality Control of Practice Placements 3410.14 Support for Practice Placement Educators 3610.15 The Role of the Practice Placement Educator 3610.16 The Role of the Practice Placement Tutor 3710.17 Assessment of Practice Placements 3810.18 Practice Placement Appeals Procedures 3811.0 Entry to the Programme 3911.1 Principles of Recruitment 3911.2 Equal Opportunities 3911.3 Criminal Convictions 3911.4 Protecting the Public 3911.5 Disability and Mental Health Issues 4011.6 Disabled Students 4011.7 Entry Requirements for the BSc(Hons) Occupational Therapy 40

11.8 Selection procedures for the BSc(Hons) Occupational Therapy 4212.0 Learning, Teaching and Assessment 4412.1 Learning 44

4


5/93

12.2 Teaching 4512.3 Assessment 4612.4 Assessment Pattern Level 1 4812.5 Assessment Pattern Level 2 4912.6 Assessment Pattern Level 3 5012.7 Assessment Pattern Level 4 5113.0 Programme Management 52

13.1 Teaching Team 5213.2 The Role of the Programme Leader 5213.3 The Role of the Level Co-ordinator 5313.4 The Role of the Module Co-ordinator 5313.5 The Role of the Practice Placement Tutor 5413.6 The Role of the Academic Tutor 5413.7 Academic Disabled Student Co-ordinator 5513.8 Personal and Professional Development Portfolio 5513.9 Management of Student Support 5513.10 Programme Committee 5613.11 Student/Staff Consultative Committee 5713.12 Board of Examiners 5713.13 Sub-committee of Board of Examiners 5814.0 Quality Assurance Taught Module Quality Mechanisms 59

14.1 Quality Assurance of the Programme 6014.2 Programme Management 6014.3 Staff Support and Supervision 6114.4 Internal Verification 6114.5 Feedback Mechanisms 6215.0 Staff Research and Development 6416.0 Resources 6516.1 Leith 6516.2 Corstorphine 6516.3 Student Facilities 6516.4 New Developments 6516.5 Academic Staff 6616.6 Support Staff 6616.7 Professional Practice Placements 6716.8 Professional Practice Placement Implications 6717.0 Regulations and Progression of Students 6817.1 Admission Regulations 6817.2 Course Specific Regulations 7017.3 General Assessment Regulations 7117.4 Progression Regulations for BSc(Hons)Occupational Therapy 7317.5 Reassessment 7417.6 Provision for Conferment of Awards 7517.7 Professional Suitability 7617.8 Tufts Exchange 7818.0 References used to inform the validation document 80Section BProposed Calendar 81Module descriptorsLevel 1 82

Level 2 98Level 3 112Level 4 139

Appendix1

5


6/93

1. Context for the BSc(Hons) Occupational Therapy

From its very inception, Queen Margaret University has focused on addressingsocietys needs. Today, with all the economic and social problems facing society,this focus on relevance is all the more important.

As well as preparing our graduates for useful careers through providing them with athoroughly relevant education, our teaching and research is designed to address thesocial and economic issues affecting Scotland, the UK and the rest of the world.Our strategic plan is designed to ensure the future sustainability of Queen MargaretUniversity as an independent university and to enable us to maximise our positiveimpact on society.

MissionQueen Margaret Universitys mission is to enhance the well-being of individuals andthe communities we serve through socially and economically relevant education andresearch.

This mission is enhanced by our strong commitment to economic, social andecological sustainability.

Vision StatementWe will be increasingly known for demonstrating economic and social relevance inthe following ways:

We will be known for delivering inter-professional education and research that hasthe well-being of the person in mind at all times. This will be achieved through inter-disciplinary working and research.

Ourinter-professional education and research will allow us work within and across

academic and practice areas, cross-fertilising thinking and facilitating thedevelopment of joined-up solutions. Our inter-disciplinary approach will helpencourage professional groups to work better together for the benefit of others.Research will be central to our work. Our research will inform our teaching,enhancing the student experience, and it will create career developmentopportunities for our academics, enabling us to attract and retain the very best staff.The education and research that we provide will be industry-relevant, guided by theneeds of society for high quality and socially responsible industry, the professions weserve, the local community and society as a whole.

Ourinternational approach - in terms of our student body, curriculum and research will ensure the relevance of our work, and avoid narrow, cultural-specific

approaches to the issues that affect our world.

Our international approach will strengthen our reputation across the world, as will arigorous focus within the university on measuring and improving our performanceWe will continue ongoing review and evaluation of our teaching and learning toensure that it meets societys changing needs.

Within the context above, this document outlines the BSc (Hons) in OccupationalTherapy. It has been designed to comply with:

HPC Standards of Education and Training (2009)

HPC Standards of Proficiency: Occupational Therapists (2007)

HPC Standards of Conduct, Performance and Ethics (2009)

HPC Guidance on Health and Character (2009)

6


7/93

The College of Occupational Therapists Curriculum Guidance for Pre-

Registration Education (2009)

The College of Occupational Therapists Pre-Registration Education

Standards (2008)

College of Occupational Therapists Code of Ethics and Professional Conduct

(2010) Tuning Occupational Therapy Group Reference points for the design and

delivery of degree programmes in Occupational Therapy (2008)

World Federation of Occupational Therapists Revised Minimum Standards for

the Education of Occupational Therapists (2002)

Quality Assurance Agency Higher Education (QAA) Subject Benchmark

Statement: Health care programmes: Occupational Therapy (2001)

QAA (2007) Codes of Practice for the Assurance of Academic Quality and

Standards In Higher Education: 9. Work Based and Placement Learning

Scottish Credit and Qualification Frameworks (2003, 2007, 2009)

The NHS Knowledge and Skills Framework (2004)

This document explains the nature and purpose of the programme. The Influencingfactors for the design of this programme have been:

QMU Strategy for Enhancement of the Quality of Learning, Teaching and

Assessment QELTA (2006)

The lifelong learning agenda

COT document Occupational Therapy as a Complex Intervention (Creek

2003)

This document outlines the context for this programme, the means by which it isresourced, quality assurance mechanisms and how it is managed. Arrangements foradmission, progression and the regulatory framework are included. However, thebulk of the document is concerned with specifics about the programme including itsoverarching philosophy, curriculum design, specifics about content, learning,teaching and assessment strategies.

AMC AS PART OF A LARGER EDUCATIONAL ORGANISATIONAKMI Metropolitan College is a member of the AKMI Educational Organisation, thelargest private postsecondary organisational group in Greece with over 7500students nationwide. AKMI Educational Organisation is the largest education

organisation in Greece.

AKMI Metropolitan College is a private college of higher education, a constitutivemember of the AKMI Educational Organisation. Founded in 1982, AMC enjoys thereputation of the top independent higher education institution in Greece. Since then,AMC has established a number of collaborations with UK and other EuropeanUniversities aiming at delivering of a number of undergraduate and postgraduateprogrammes.

AMC BRIEF PROFILEAKMI Metropolitan College (AMC) founded in 1982, is well equipped to excel in theprovision of private higher education in Greece. The gradual liberalization of highereducation and the alignment of the Greek legislation to the one introduced by theEuropean Union in all member states in 2010, has created the framework within

7


8/93

which AMC plans to become a leading provider of high quality undergraduate andpostgraduate courses of well established higher institutions. AKMI MetropolitanCollege is located in a privately owned area of 8,000 square meters in Maroussi (anorthern suburb of Athens) while the Thessaloniki branch is located in a site of 2,500square meters in the heart of the city.

Since the beginning of last academic year (2010-2011) colleges in Greece havereceived official governmental recognition, a process that has required their thoroughorganization and structure inspection according to specific quality standards. Thisdevelopment has been both a challenge and an opportunity, since it facilitated theinstitutionalized cross-border collaboration within a very clearly defined framework.AMC has received its operating license by the Greek Ministry for Education andits institutional status in line with the newly introduced legislation. AMC is alsoaccredited by the British Accreditation Council and a member of the HellenicColleges Association.

The vision of the College is to become, in collaboration with well established British

universities, a leading provider of higher education in a broad range of academic andprofessional disciplines by delivering high quality programmes in a nurturingatmosphere where quality is always dictated by the drive for excellence and thecommitment to the principles and promises of transformational education.The mission of the College is to provide transformational education to its studentsintended to instill in them strong academic skills and discipline, built professionalcharacter ethos and create life-long intellectual passion. Equipping them with theknowledge, habits and leadership attributes that would enable them to becomehappy individuals, successful professionals and productive citizens in a globalizedworld is the core mission of the College.The structure of AMC has differentiated in order to better reflect the new challengesahead, and a number of enthusiastic, high caliber professionals and executives are

already part of the AMC team. Being well equipped, AMC can establish its presenceand promote its courses and the collaboration jointly with its partners, while at thesame time, it can further enhance the quality of provided education.AMC focuses on developing programmes which blend theory with practice, thuspreparing graduates for professional development. The College acknowledges theimportance of intellectual, vocational, professional and ethical development,community service, cultural involvement and social responsibility.

RATIONAL FOR COLLABORATIVE DEVELOPMENT INSTITUTIONAL PLANS

AMC aims at maintaining and further enhancing its well-established position in thefields of study it has been offering since 1982. At the same time, it is gradually

expanding at both national and international level. With respect to the national level,AMC introduces new programmes of study in high-demand areas, thus responding tothe requirements both of students and of an ever-changing and more diverseemployment market. At the international level, AMCs expansion plans include theestablishment of new academic collaborative agreements with British Universitiesand the undertaking of research projects.In terms of collaborations, AMCs strategy shifts the focus from undergraduate topostgraduate courses, while the aim is to increase the number of courses and theareas of specialization. It is anticipated that more emphasis will be placed onconsolidating the number of collaborations in order to rationalize administration andother activities and create a unique identity to capitalize commercially.

LOCATION - BUILDING FACILITIES INFRASTRUCTURE

8


9/93

AKMI Metropolitan College is located in a privately owned area of 8,000 squaremeters in Maroussi (a northern suburb of Athens) while the Thessaloniki branch islocated in a site of 2,500 square meters in the heart of the city.In Athens the AMC campus was built following rigorous architectural guidelines andcorresponds to the ever-increasing student needs. It is located in a prime location inthe municipality of Maroussi, with easy access from the centre of Athens. The spaceis distributed as follows:

Library and adjoining Reading Room equipped with computer facilities

Purpose-built Computer Laboratories

Auditorium

Observation laboratories, Studios, labs,

Teaching Rooms

Offices for members of academic staff (grouped by subject) and administrators

Students Coffee Lounge

AMC has recently inaugurated its new facilities in Thessaloniki, offering similarprovisions as at the Athens campus.

As of November 2011, according to our Business Plan, construction works havebegun for our brand new building in our Athens campus. The new building isexpected to be completed by the end of summer 2011 in order to be fully functionalfor the academic year 2012-2013.

9


10/93

ATHENS METROPOLITAN COLLEGEACADEMIC STRUCTURE

GOVERNING BOARD

ACADEMIC COUNCIL

DIRECTOR

DIRECTOR OF ACADEMICAFFAIRS

HEAD OF DEPARTMENT HEAD OF DEPARTMENT HEAD OF DEPARTMENT HEAD OF DEPARTMENT HEAD OF DEPARTMENT

SECRETARY SECRETARY SECRETARY SECRETARY SECRETARY

DEPARTMENT OF NEWTECHNOLOGIES

DEPARTMENT OFECONOMICS &

BUSINESS STUDIES

DEPARTMENT OFSOCIAL SCIENCES &

HUMANITIES

DEPARTMENT OFHEALTH SCIENCES

DEPARTMENT OFCULTURE &

COMMUNICATIONSTUDIES

PROGRAMMES PROGRAMMES PROGRAMMES PROGRAMMES PROGRAMMES

ADMINIST-RATION &

HUMANRESOURC

ES

INTER-NATIONALOFFICE &DEVEL/ME

NT

ADMISSIONS

FINANCECAREERSOFFICE &STUDENTWELFARE

LIBRARYI.T.SERVICES

TECHNICAL

SUPPORT

REGISTRYARCHIVE


11/93

2. Current status of AMC in collaboration with the OT Department of QMU/Division of Nursing, Occupational Therapy and Arts Therapies

Occupational Therapy enables people to achieve health, wellbeing and lifesatisfaction through participation in occupation COT (2004). Recent researchidentifies occupational therapy as a complex intervention. It is one of the fastestgrowing health and social care disciplines and its main aim is to maintain, restore, orcreate a match, beneficial to the individual, between the abilities of the person, thedemands of his/her occupations in the areas of self care, productivity and leisure,and the demands of the environment (Creek 2003:5)

The Division of Nursing, Occupational Therapy and Arts TherapiesThe Division currently incorporates the following disciplines: Nursing, OccupationalTherapy, Art Psychotherapy, Music Therapy and Dance Movement Psychotherapy.The area of Nursing and the area of Occupational Therapy & Arts Therapies came

together in October 2010 to form the Division.

The first degree programme in Occupational Therapy in the United Kingdom wasvalidated at Queen Margaret University. The programme produced the first BScgraduates in 1989, and in 1993 the course was revalidated to include an honoursoption. This was also the first honours degree within Scotland. Queen MargaretUniversity was also the first higher education establishment to appoint a Professor ofOccupational Therapy. Occupational Therapy & Art Therapy gained a HighlySatisfactory grade in the 1998 SHEFC Quality Assessment exercise and has activelycontributed to the last two Research Assessment Exercises. Many international linkshave been forged and established between the course team and other universities inUnited States of America, Canada and Europe. This has taken the form of

consultancies, academic partnerships and institutional exchanges for studentsthrough the ERASMUS and Leonardo initiatives.

The overarching spirit of Occupational Therapy is one which encourages andsupports innovation, Occupational Therapy is known for its support in enablingindividuals to achieve their potential and aspirations. External examiners consistentlycomment upon the continual development of outcomes and standards of learning.

The education of Occupational Therapists has taken place in Edinburgh for over 75years and has built a strong reputation with an increasing portfolio of named awardsand repertoire of learning opportunities.

GREECEThe academic status that applies in Greece is the following: studies of universityeducation are divided into two levels, higher and highest. The educational institutionsof higher level are called Technological Educational Institutions (TEI) and theduration of studies is usually three years or in some cases four. The educationalinstitutions of the highest level are called Highest Educational Institutions (AEI),which means Universities, with studies duration of four to six or seven years.

Occupational Therapy () (Ergotherapeia in Greek) in Greece appeared after theend of the second world war by Greeks who were either trained in OT abroad (mainlyUSA & UK) or followed special seminars after completing nursing school at Greekrehabilitation hospitals and the Greek Red Cross; nevertheless, the first OT


12/93

programme was established at the TEI of Athens in 1977, awarding the first diplomain OT. Few years later, in 1983, the programme was upgraded to Bachelors in OT,operating up to this day; By 2004, 780 OTs had graduated from the programme. Theabove data concur with the increased demand for studies at the academic level in thefield of occupational therapy as a profession. AMC ventures to fill in one more gapthat exists in the pursuit of studies in the Health Sector in Greek HE.

At present, there is no legal commitment by Greek occupational therapists toundertake lifelong learning or continuing professional development similar to Britainwhere occupational therapists have to keep a portfolio in order to renew theirprofessional rights. On the other hand, the demands of the profession are increasedmaking occupational therapists need to be always up-to-date in scientificdevelopments and the new applications in the field of occupational therapy.Consequently, most of them choose to take part in scientific conferences in Greeceor abroad, subscribe in international scientific magazines and journals or bemembers of well-established scientific societies of other countries.

In 1982 the Hellenic Association of Occupational Therapists was established andbecame a member of World Federation of Occupational Therapists in 1985 and alsoa member of the Council of Occupational Therapists for the European Countries.

Today in Greece there is only one programme of studies in Occupational Therapy(Bsc.) delivered by the department of Occupational therapy at TEI of Athens. Formany years the Greek government has stated the need for the creation of a seconddepartment of Occupational Therapy in a higher educational Institution, but thecircumstances and the problems in Greek economy have postponed thematerialization of such a project. The need for another undergraduate programme inOT along with the development of postgraduate programmes in OT in Greece isimperative as may be attested by the numbers of young people that leave Greece to

pursue undergraduate and postgraduate studies in OT in other Continental countriesand the UK.

Currently the Hellenic Association of Occupational Therapists has no authority togrant professional rights and there is no legislation in effect that guides theenrollment of Occupational Therapists to a register.

. .. 2013 , ,

, . . . AMC .

Graduates of this programme can obtain their professional rights under the directiveof the EU which has been incorporated into Greek law. The European Union directive(DIRECTIVE 2005/36/EC OF THE EUROPEAN PARLIAMENT AND OF THECOUNCIL of 7 September 2005 on the recognition of professional qualifications),dictates that Greek legislation accept professional rights obtained from localeducational institutes which are collaborating with EU recognised universities.According to the EU directive, graduates must apply to the UK Health Professions

2


13/93

Council (HPC), and once they acquire their professional rights from HPC, then theycan apply to the Greek Professional Body and transfer their professional rights fromBritain to Greece. The Greek legislation has created a temporary body, the HellenicCouncil for the Recognition of Professional Qualifications (SAEP) of the Ministry ofEducation for the period until 2013, when all Greek organizations that will beproviding professional rights will have been formed.

As it is the intention of the AMC programme to closely mirror the existing QMUprogramme which already follows the HPC Standards of Education and Training andthe British Association Occupational Therapists and College of OccupationalTherapists Guidance, conferring eligibility for registration with the HPC, it isanticipated that graduates of the BSc (Hons) in Occupational Therapy, Athensprogramme will be eligible to apply for registration with the HPC via the internationalapplication route.

3. Rationale for Programme

The collaboration between the Educational Organization AKMI and QMU started inthe academic year 2001-2002. Currently (2011-2012), the three programmes ofstudies validated by the QMU are taught at AKMI in Athens and Thessaloniki.

After the experience and the knowledge of the educational procedures of BritishHigher Education that the administrative and teaching staff of AKMI MetropolitanCollege has gained from the above collaborations, it is firmly believed that AMC isable to materialize in the best possible way a demanding programme of studies,which is part of the Health Sector, like the Occupational Therapy programme.

This document outlines a new collaborative modular programme of studies betweenQMU and AMC leading to the award of the Bachelor of Science Degree (Hons) inOccupational Therapy [Athens]. This is an extension of the existing collaborativerelationship between AMC and QMU, the intention being to now develop and delivera BSc (Hons) Occupational Therapy in Athens from September 2012.

Occupational Therapy enables people to achieve health, wellbeing and lifesatisfaction through participation in occupation COT (2004). Recent researchidentifies occupational therapy as a complex intervention. It is one of the fastestgrowing health and social care disciplines and its main aim is to maintain, restore, orcreate a match, beneficial to the individual, between the abilities of the person, thedemands of his/her occupations in the areas of self care, productivity and leisure,

and the demands of the environment (Creek 2003:5)

The philosophy of this programme of studies follows the philosophy of the relevantprogramme that QMU offers since it is oriented to delivering a curriculum with thesame aims, the same objectives and student assessments. In additional to QMUaims, the needs of Greek society that the prospective student of occupational therapyhas to meet are taken into consideration.

The following documents provide valuable reference points, indicative content andstandards which have influenced the new programmes content, assessment,teaching and learning strategies.

Within the context above, this document outlines the BSc (Hons) in OccupationalTherapy. It has been designed to comply with:

3


14/93

HPC Standards of Education and Training (2009)

HPC Standards of Proficiency: Occupational Therapists (2007)

HPC Standards of Conduct, Performance and Ethics (2009)

HPC Guidance on Health and Character (2009)

The College of Occupational Therapists Curriculum Guidance for Pre-Registration Education (2009)

The College of Occupational Therapists Pre-Registration Education

Standards (2008)

College of Occupational Therapists Code of Ethics and Professional Conduct

(2010)

Tuning Occupational Therapy Group Reference points for the design and

delivery of degree programmes in Occupational Therapy (2008)

World Federation of Occupational Therapists Revised Minimum Standards for

the Education of Occupational Therapists (2002)

Quality Assurance Agency Higher Education (QAA) Subject Benchmark

Statement: Health care programmes: Occupational Therapy (2001) QAA (2007) Codes of Practice for the Assurance of Academic Quality and

Standards In Higher Education: 9. Work Based and Placement Learning

Scottish Credit and Qualification Frameworks (2003, 2007, 2009)

The NHS Knowledge and Skills Framework (2004)

This document explains the nature and purpose of the programme. The Influencingfactors for the design of this programme have been:

QMU Strategy for Enhancement of the Quality of Learning, Teaching and

Assessment QELTA (2006)

The lifelong learning agenda COT document Occupational Therapy as a Complex Intervention (Creek

2003)

Greek Decree No 23/2009

Council of Occupational Therapists for the European Countries.PS

At a more local curriculum level those wider influences mean:

Acknowledgement of the renaissance of occupation as the cornerstone of

occupational therapy education

Changing epistemologies of practice

Changing technologies of learning, teaching and assessment

The decision by the course team to take a stronger approach to socialinclusion, social justice and anti-discriminatory practice

IPE BSc (Hons) in OccupationalTherapy, [Athens] . To , , AMC QMU.

4. Market Research Show evidence for your market .

Presently, over 20,000 students in Greece enrol yearly in private colleges of highereducation which work in collaboration primarily with British universities in offering

4


15/93

validated and franchised degree courses. With a European Directive in place whichcalls for the official recognition of European academic degrees offered incollaboration with private colleges in the form of franchised and validatedagreements, the market is likely to expand considerably in the years ahead. AKMIMetropolitan College is strategically positioned to play a leading role in the privatehigher education market in Greece; via its presence in Thessaloniki, it will look tomake an impact on the neighbouring Balkan countries and recruit students fromthose markets as well.

The direct employment of occupational therapy graduates in public hospitals andrehabilitation institutions is not guaranteed by the health system in Greece, but israther based on the private sector. The majority of occupational therapists in Greecework in the private sector, hospitals and rehabilitation institutions or even by visitingpatients at home. Furthermore, they may work as freelance professionals in publichospitals and private clinics, the pharmaceutical industry, in education, public health,scientific research, sports organizations, groups and clubs.

The rising issue of increasing old population along with the related implications in theform of chronic diseases is well documented for Europe. Results of scientificresearch conducted in Greece and elsewhere demonstrate the high demand foroccupational therapists required by the Greek market. The age apportionment of theGreek population is indicated for the future.

(Age apportionment of the current Greek Population)

According to the demographic models that were analysed, it is foreseen that theabove apportionment in 2050 will be as following:

5


16/93

(Age apportionment of the Greek population in 2050)

All students have the opportunity to undertake practice-based learning in theirdelivering care to the older patient.

With a population over 11 million, Greece has only one Higher Education departmentawarding Bsc. in Occupational Therapy (TEI of Athens). According to the report ofthe Greek ministry of Education for the academic year 2011-2012, 67 new studentswere registered in the first year of studies of the bachelors in OT after succeeding innational exams, while 10.199 people applied to register in the same programme ofstudies. These data verify the great need for an additional programme of studies inOT.(appendix Ministry of Education)

The need for Occupational Therapists in Greece has been steadily rising over thepast years. There are multiple cases in rehabilitation teams where the OccupationalTherapist is missing, because no professional OT could be located for the post. Dueto the limited number of OT in Greece the vast majority of new OT graduates is hiredimmediately after their graduation. ,

These facts would therefore suggest that there are further opportunities and a marketfor the development of another degree programme in Greece and in this instanceAthens.

The programme will be advertised by AMC in accordance to QMU marketingregulations, promoting the value of the collaborative programme and the strongconnection with QMU; Details of the programme are provided by the AMC and QMUwebsite.

4.1 Meetings with professional practice educators Need statement aboutpractice for you.

AMC clinical placements QMU. . AMC

. clinical placements :

6


17/93

(

)

placements QMU , . ClinicalCoordinator .

Meetings of over seventy practice placement educators occur twice per year. It is anopportunity to explain any changes within the institution, subject area or curriculum.Practice placement educators are an integral component of any planning processand can speak with authority about the changes within health and social care and

indeed whether our prospective graduates have met those challenges.

At three points in the planning process, the emerging ideas for the new programmewere discussed with them. In particular, considerable discussion occurred about thedecision to withdraw the BSc Occupational Therapy route and any part-time option.While saddened by the demise of a three year option, fieldwork educators endorsedthe decision to offer a four year honours programme in line with the policies ondegree status issued by other Allied Health professions within the UK. As far as anypart time option was concerned, the Head of Subject had investigated the funding forsuch a possibility with the Scottish Awards Agency and discovered that no fundingexists. Until the funding situation can be resolved, no part-time route is planned.

4.2 Other opportunities for market research add something if appropriate

. . . Moreover, the teaching staff of theBsc. in Occupational therapy have already promoted their strong collaboration withthe Hellenic Association of Occupational Therapists, the British Association of

Occupational Therapists, the ENOTHE and the World Federation of OccupationalTherapists. Besides, AMC is going to organise campaigns for public and privateschools in Athens in order to present and promote the profession of OccupationalTherapy.

4.3 Involvement of practitioners and others on the course planning processrelate to your situation

Local practitioners and managers have been directly involved in the planning of thisnew programme. Part of their remit was to canvas views from their area of practiceand to disseminate information about the proposed course. Over the planning period,

the programme team have had the benefit of the views of a Performance ReviewManager, a Health Service Manager, basic grade therapists, an honours graduate

7


18/93

who has progressed to PhD studies and a person who has used the services ofoccupational therapy

To AMC , , , ( ) AMC AMC. . AMC charity AKMI educational organization.

In the adaptation to the Greek needs of the programme of studies in Occupational Therapy of Queen Margaret University it was involved the programme leader who islicensed OT, holds a PhD from Cambridge University and has teaching experiencefrom British and Greek Universities (especially the department of OccupationalTherapy at TEI of Athens). In addition, the teaching team is consisted by licensed

OTs with long clinical experience and teaching experience from the only Bsc. in OTthat is taught in Greece at TEI of Athens.

4.5 Evidence from first destination statistics not appropriate./

5. Course Philosophy

The practice of occupational therapy rests upon the belief that there is a relationshipbetween engagement in occupation and a persons health and wellbeing. This belief

has informed the profession since its inception in the early part of the 20 th Century.Occupation is the professions contribution when people experience illness,impairment, disability, social problems or loss. It is not only about doing but alsoabout being and thus is central to a persons individual identity and self-hood. Aperson can engage in doing either individually or with others. Being takes placewithin a social context and is dependent upon relationships, personal networks,contacts and the extent to which a person is included within the community.Occupational therapy can make a restorative and therapeutic contribution to apersons health and the promotion of wellbeing.

Occupation is a dynamic, complex and challenging construct, which has led to thedevelopment of a number of discrete models of practice. A focus upon occupation as

a pivotal concept has been the key feature of a renaissance in occupational therapystudies over the last decade and the development of a distinct field of scientificinquiry. New epistemologies of practice are being developed to reflect thecombination of knowledge, skills and values necessary for practice and research.Occupational therapists have responded by critically reflecting upon the contexts ofchange and developing a broad scholarship to meet the challenges.

A period of rapid political, social and technological change, as well as fundamentalchanges in philosophy, have characterised the development and delivery of humanservices over the past forty years. At a European and national level, the key ideas ofsocial justice and social inclusion have been driving policy development. TheEuropean Charter of Fundamental Rights and the Madrid Declaration ondiscrimination against disabled people are seen as being central to and consistent

8


19/93

with the professions core aims and values. This has impacted upon the philosophyand design of the proposed curriculum

At service level, change has been driven by ideas of user empowerment, anti-discriminatory practice and inter-professional working. The curriculum is designed tomeet these challenges by providing graduates with the knowledge, skills and valuesto enable them to make an effective contribution within this complex serviceenvironment. The informing disciplines in the form of biological, social andoccupational science, enable occupational therapy to make a distinctive contributionto health and social care services.

As a profession that straddles the domains of health and social care, occupationaltherapy has demonstrated its versatility and adaptability. Therapists have engagedwith the ethos of evidence-based practice, reflective practice and more recentlyreflexive practice. The appraisal of how knowledge is used and how it is constructedis considered to be an educational imperative for future entrants to the profession.Graduates will be encouraged to recognise that they are engaged in the politics of

knowing.

Promoting and improving health and wellbeing through occupation is the centralcontribution that the profession is able to make to peoples lives. The achievement ofthis aim requires practising therapists to have developed core competencies and abroad, critical scholarship. The programme of study embraces the principles oflifelong learning and will offer learners the means by which they can acquire andconsolidate skills. More specifically it will encourage them to develop a range of waysof thinking about occupation as a central and life defining element of peoplesexistence. It will seek to broaden the nature of inquiry and strengthen occupationaltherapists professional contribution to marginalised people, marginalisedcommunities and the achievement of occupational justice and social justice.

6. Programme Aim

The overall aim of this programme is to produce graduates who are autonomouslifelong learners and who meet the Health Professions Council Standards ofProficiency in Occupational Therapy (2007) for safe and effective practice. Studentsshould leave the programme with a strong professional identity and with theknowledge, skills and values to work effectively with people and communities withindiverse practice contexts. Central to the achievement of this aim is the studentsability to articulate and apply the unique contribution of occupation to the health andwellbeing of individuals and communities.

Occupational therapy students are encouraged to be curious inquiring and critical intheir approach and to locate people at the heart of their practice. They will beencouraged to develop practice based upon ethical principles of social justice, socialinclusion, anti-discrimination and empowerment. As future health and social careprofessionals working in complex environments, students will be enabled to developthe skills or reflective and reflexive practice. A key objective is to produce graduatesare able to respond effectively to the rapidly changing contexts in which they willpractice.

6.1 Programme Aims and Learning Outcomes

The main aim of the programme is to enable prospective graduates to appreciate andacquire the combination of knowledge, professional skill and attitudes necessary for

9


20/93

competent and safe practice. However, in a complex and changing health and socialcare context, occupational therapists need to have a broad scholarship and the abilityto promote health through occupation.

6.2 Educational Aims of the BSc (Hons) Occupational Therapy

The vision inherent in the Queen Margaret University Strategy for the QualityEnhancement of Learning, Teaching and Assessment is upheld by the course team,who aim to provide a learning experience which will maximise potential throughlearning, encourage the values of lifelong learning and operate a system oftransparency and continuous improvement.

With particular reference to occupational therapy, the course team aim to: -

Produce able, competent and confident occupational therapists that can contributepositively within a continuous climate of change in health and social care

Develop and promote an interdisciplinary and interagency approach to learning andpractice

Develop the prospective graduates ability to perceive the relationship betweenpractice, theory, research and policy and operationalise this

Enable the prospective graduate to argue cogently and draw conclusions based upona discerning and critical approach to existing knowledge within occupational therapy

To provide graded opportunities within professional practice education to developprofessional knowledge, skills and attitudes

To provide opportunities within the curriculum for choice in both content andassessment which cater for different learning styles

To enable students to develop an ethical framework for practice

To support and guide the prospective graduate in the development of transferablepersonal and professional skills

To foster social responsibility and an appreciation of how a profession focussed uponthe study and practice of human occupation can contribute to social justice and socialinclusion

6.3 Learning outcomes of the BSc(Hons) Occupational Therapy

Upon successful completion of the programme, students will fulfil the societal,professional and educational standards outlined in the Health Professions CouncilStandards of Proficiency: Occupational Therapy (2007), QAA benchmark statementsfor occupational therapy (2001), the World Federation of Occupational Therapistsstandards (2004) and the College of Occupational Therapists Curriculum Guidance(2009).

Graduates will be able to: -

Demonstrate professional competency leading to eligibility for a license to

practice

10


21/93

Use and critically evaluate contributory sciences and disciplines necessary for

practice within changing contexts

Analyse, select and use human occupation as a therapeutic intervention

across the diversity of practice

Confidently use an occupational therapy process

Demonstrate a high level of understanding of the human condition and the

potential constraints upon function and wellbeing

Demonstrate competency in interpersonal skills

Apply competent levels of reflective and reasoning skills concomitant with

systematic inquiry

Demonstrate knowledge of anti-oppressive, cultural sensitivity and social

responsibility

Be able to collaborate and work in partnership with other professions, other

agencies concerned with public service, carers, self-help and the voluntarysector

Demonstrate the capacity for engagement in continued professional

development and lifelong learning

6.4 Level 1 BSc(Hons) Occupational Therapy

SHE level 1 (SCQF level 7)

Credit definition at least 120 credits of which a minimum of 90 are at SHE level 1 orhigher

Key components in the learning experience conceptual foundations of occupationaltherapy, values and beliefs, skills for therapeutic intervention, professional practiceeducation, underpinning sciences and critical appraisal, contexts of practice.

By the end of level one, the learner will: -

Demonstrate knowledge of the philosophy, theory and practice of occupational

therapy

Show an appreciation of the reasoning skills necessary for respectful and ethical

practice Demonstrate the ability to meet the level one competencies required within

professional practice placement

Show competency in basic risk assessment

Demonstrate competence in basic verbal, written and presentation skills

Reveal elementary skills of critical appraisal

Demonstrate an understanding of contributory sciences and disciplines to the

practice of occupational therapy

Accept personal responsibility for learning through the use of their personal and

professional portfolio

11


22/93

6.5 Level 2 BSc (Hons) Occupational Therapy

SHE level 2 (SCQF level 8)Credit definition - at least 240 credits of which a minimum of 90 are at SHE level 2 orhigher

Key components in the learning experience enabling occupation, the occupationaltherapy process, the contexts for intervention, analysis of findings and data,professional practice education, detailed knowledge of the underpinning sciencesand disciplines

By the end of level two the learner will: -

Synthesise knowledge of the underpinning sciences with the practice of

occupational therapy

Evaluate the theories, paradigms and models of practice used by occupational

therapists

Articulate the rationale for anti-oppressive practice and the values of socialinclusion

Demonstrate the ability to recognise and analyse the different/complementary

approaches to systematic inquiry

Demonstrate core competencies within practice education

Show evidence of personal reflectiveness about learning needs and strengths

within the personal and professional portfolio

Demonstrate confidence in presenting information to peers and engaging in

discussion


SHE level 3 (SCQF 9)Credit definition at least 360 credits of which a minimum of 60 are at SHE level 3

Key components in the learning experience critical reflection on currentepistemologies of practice, advanced skills of practice, knowledge of how occupationcan contribute to health improvement, how to articulate a research question,professional practice education, interprofessional education, options and selfevaluation

By the end of level three the learner will: -

Be able to defend the contribution of occupational therapy through cogentargument

Demonstrate critical evaluation of current practice within occupational therapy

and how to contribute towards change

Consolidate transferable skills of gathering information, interpersonal skills and

management skills

Analyse the theoretical value of inter-professional education and the practical

gains within professional practice placement. Demonstrate an appreciation ofpartnership within interprofessional education in terms of working across healthand social care, between disciplines and between agencies.

Be able to work confidently and proactively with appropriate levels of support

within practice education

12


23/93

Critically analyse and debate issues within occupational therapy concerning

evidence based practice, reflective practice and reflexive practice

Demonstrate the values, skills and beliefs of anti-oppressive practice and cultural

sensitivity in relation to the practice of occupational therapy

Work with clients, carers and communities towards health improvement using

occupation as the key construct Demonstrate an increasingly reflexive ability within their personal and

professional portfolio


SHE level H (SCQF 10)Credit definition at least 480 credits of which a minimum of 180 are at SHE levels 3and H including a minimum of 90 at SHE level H

Key components of the learning experience will be advanced professional practice

placement, independent study, appreciating the current state of knowledgegeneration and methodology, contemporary issues in occupational therapy,scholarship, advanced reflection and praxis

Offer a range of solutions for improvement of practice by demonstrating higher

order reasoning and decision making

Offer a range of solutions for improvement of practice by demonstrating higher

order reasoning and decision making

Systematically evaluate the current state of knowledge development within the

profession of occupational therapy

Demonstrate the ability to critique methodology and concurrent philosophies of

systematic inquiry within occupational therapy Show innovation within professional practice placement and the contribution of

occupational therapy to principles of social inclusion

Develop and implement their personal development portfolio in readiness for their

first post

Demonstrate autonomous learning

Demonstrate an ability to synthesis and evaluate aspects of interprofessional

education in relation to practice

7. Curriculum Model

The content of learning for occupational therapy students is specifically occupationfocused and the experience is reflexive, experiential, and learner centred.

In designing this curriculum, the planning team were aware of the need to go beyondprofessional competencies towards equipping future graduates with a broader socialvision. As Higgs and Hunt (1999:17) state to be competent is no longer enough.Prospective graduates are required to work as agents of change in effectiveinteraction with others. It is imperative to consider future directions for the professionand deal with contextual and ideological complexity. the planning process and thedesign of the educational experience have been shaped by:

The University Strategy for Quality Enhancement in Learning, Teaching andAssessment (QELTA) which sets out strategic educational goals.

13


24/93

Increased technological possibilities for learning and teaching

Wider participation issues and a greater diversity of learners

Professionally, there are also important developments which have shaped thephilosophy of the curriculum as urged by leaders in the profession such as Whiteford

and Wilcock (2001). This is a learning experience which offers an occupation centredcurriculum which will scaffold the learners understanding of this complex subjectthroughout the four years of study. This takes the form of a learning matrix withhorizontal and vertical conceptual and content coherence.

Level 1: establishes and proceeds from the core values and beliefs ofoccupational therapy

Level 2: is concerned with the knowledge, skills and attitudes involved inenabling occupation

Level 3: seeks to encourage critically reflective practitioners and provideadditional tools of thinking for students in their penultimate year

Level 4: is concerned with developing scholarship and evaluation of

occupation

It is a curriculum constructed around values and beliefs that consider people areoccupational beings and that occupation is central to human existence. Those ideasalso perceive occupation as consistent with the promotion of health and wellbeing.The curriculum model also embeds interprofessional education within the professionspecific subject matter. Awareness of cultural issues and diversity are keycomponents of all modular content.

The curriculum will provide a learning experience whereby there is a dialecticrelationship between policy, theory, research and practice. Graduates will be able toanalyse and contribute to the generation of policy, research and theory and

recognise where gaps exist. Wherever possible the curriculum will draw on theexperience of service users and carers to facilitate partnership working.

This concept extends to the educational process whereby students will beencouraged to work alongside teaching staff in the production of papers, to shareresearch interests and increasingly teach their peers.

Practice education is axiomatic to this learning experience. Students will undergotwenty eight weeks of practice education in a variety of settings. A transactionalsituation will exist whereby practice will inform university based studies and viceversa. The personal and professional portfolio will form a crucial part of this learningexperience and this will straddle experiential learning and also be the site ofsummative assessment.

This is therefore an integrated curriculum in terms of the relationship of practiceeducation to university based studies, the focus on content and process in learningand collaboration with teaching staff. The element of choice has always been afeature of education in this subject area and this will continue specifically in level 4where students can pursue specific interests in optional modules. From the earlierstages of the programme students will be asked directly to link practice placementexperience within the modular content and assessment. This will involve individualchoice of critical incidents and issues germane to their particular experience. Withoutquestion this increases the depth and meaningfulness of learning.

14


25/93

Curriculum Structure AKMI Metropolitan College

Level. Themes OT Philosophy Theory and Practice Understanding Human Occupation in ContextInter-professional

EducationSCQF/ECTSPoints

Total

Level 1.OT Values and

beliefs.Semester 1

OccupationInteraction and

Performance.10

ConceptualFoundations of

OT.

Conceptual

Foundations of OT.

ParticipationOccupation Mind

brain body andcontext 1.


brain body andcontext 1.

MUSCULOSKELETAL ANATOMY:

THEORY

Level 1.OT Values and

beliefs.Semester 2

Professional Practice Placement 1. 6

weeks. 20

Conceptu

alFoundatio

ns of OT.30

Participation

Occupation Mindbrain body and

context 1. 30

Research Skills

10

MUSCULOSKELET

AL ANATOMY:PRACTICAL

APPLICATION20

120 SCQF

60ECTSCertificate inHigher Education

120/60

Level 2Enabling

Occupation.Semester 3

OT as an Enabling

Profession Research skills 2.10

Participation

Occupation Mindbrain body andcontext 2.

Participation

Occupation Mindbrain body andcontext 2.

National Healthcare

Systems and FirstAid Education

Level 2Enabling

Occupation.Semester 4

Professional Practice Placement 2. 8weeks. 30

OT as anEnabling

Profession

OT as anEnabling

Profession30


brain body andcontext 2. 30

National Healthcare

Systems and FirstAid Education20

120 SCQF60ECTSDiploma inHigher Education

240/120

Level 3Reflecting onOccupation.Semester 5

ContemporaryEpistemologies ofOT. 10

OTReflectingon

Practice.

Research Sk il ls 3 Par ti cipa tionOccupation Mindbrain body and

context 3. 10.

Inter-professionalEducation:delivering integrated

care

Level 3Reflecting onOccupation.Semester 6

Professional Practice Placement 3.

6 weeks. 30

OT

ReflectingonPractice

20

Research Skills 3.

20

Assistive technology

adaptation10

Inter-professional

Education:delivering integratedcare 20

120 SCQF60ECTSBSc HealthStudies

360/240

Level 4Scholarship and

Evaluation ofOccupation.Semester 7.

Professional Practice Placement 4.8 weeks. 30

Research Ski lls 4 Research Ski lls 4 Counseling & GroupWork in

Occupationaltherapy


26/93

Level 4Scholarship and

Evaluation ofOccupation.Semester 8.

Contemporaryissues in OT

Contemporaryissues in OT.

20

OPTION MODULES:1. Pediatrics OR2. Creative

Studies 10

Research Ski lls 4 Research Ski lls 440

Counseling & GroupWork inOccupational

therapy 20

120 SCQF60ECTSBSc(Hons)Occupationaltherapy

480/240

2


27/93

9. Student Experience and Progression through the Programme

9.1 Philosophy

The experience of learning and teaching on this course is based upon collaboration,mutual reflection on the educational experience, and the intention to create a climatewhere those who learn within it can become autonomous in their development.

Principles of student centred learning are the foundations upon which the experiencehas been designed and include:

Transparency in teaching through dialogue and feedback to students

Facilitation of learning and attention to the quality of learning

Opportunities for reflective/reflexive learning

Meaningful learning, in teaching and assessment experiences

Choice in learning and assessment

Attention within the design of assessment to different learning styles

The course is viewed as one episode in life long learning where students areencouraged to become confident in the ability to reflect-in-action and reflect-on-action.

9.2 Induction we are now moving to a more longitudinal induction; wheninduction sessions are spread over the first semester.

The process of induction starts before the course commences and includes awelcome to the University by a member of the executive and explanations of support

systems. Matriculation occurs with formal checking of qualifications. IT and libraryinduction is also carried out.

Part of the induction period is profession specific and begins with a session taken bystaff from the programme team. This intends to provide an experience wherebystudents are acquainted with one another through a series of active self developmentexercises. Following this, an information session is provided concerning thetimetable, organisation of the course, expectations of students and a reiteration ofcourse philosophy. Explanations about different approaches to learning, teaching andassessments are emphasised. Students also meet their personal academic tutors.

9.3 Level 1

The key themes which characterise study in Level 1 are:- occupational therapyvalues and beliefs, occupational behaviour in context, principles of occupationaltherapy, the informing sciences, normal development, introduction to principles ofenquiry. During this first year the key underpinning is provided to identify andunderstand the values and beliefs of occupational therapy, the components ofoccupational behaviour and influences upon occupational performance.

Each module co-ordinator will give an introduction to the subject matter, study skillswhich are required within it and give out relevant documentation. Meetings with thepractice placement tutors occurs at the relevant time to consider options for

professional practice placement 1.


28/93

Valdiation Document BSc (Hons) Occupational Therapy

Academic tutor groups meet fortnightly in the first semester and within the earlymeetings an explanation of the personal and professional portfolio will be given.

Early in the programme students are elected to the student parliament as MSPs.They receive training in this role and for their role as members of the student staffcommittee or the programme committee.

Assessment

The rationale for this range of assessments within level 1 is based upon the wish tocater for different styles of learning and to make assessments an integratedexperience. Assessments offer the opportunity to learn ways of constructing a writtenpiece of work, to select and assimilate appropriate reference material, commence theprocess of analysis of material or events, integrate subject matter to inform theprocess of occupational therapy and develop core skills of activity analysis.

By the end of the first year, learning outcomes should have been achieved in all thebasic elements of theory and practice concerning occupational therapy values andbeliefs.

9.4 Level 2

The key themes which characterise study in Level 2 are: enabling occupation,theoretical approaches, development in the context of health and illness, integrationof theory and practice.

This level is concerned with facilitating intellectual skills of analysis, synthesis and

evaluation of occupation as a enabling process. It is expected that key skills ofscholarship such as reading widely, using reference material correctly and structuringassignments appropriately are established. Each module co-ordinator will give detailsof the expectations, assessments, development of study skills required andappropriate documentation.

Meetings with the practice placement tutors will consider options for professionalpractice placement 2 and continue the process of offering a balanced experience inprofessional practice education.

Academic tutors will meet groups at least once per semester and individually toconsider personal and academic progression using the portfolio.

Assessment

Expectations of the assessment process at this stage include demonstration of theability to problem pose and problem solve in dealing with more complicated casescenarios and the ability to differentiate rhetoric from reason. Integration ofknowledge is expected with the ability to synthesize information from varying sourcesand expose it to analysis and evaluation. In addition, the ability to developprofessional skills is required in professional practice placement 2 in relation to theoccupational therapy process. The ability to work in groups is assessed both bypeers and staff and key skills of logic, reason and how to decide between differentresearch methodologies is required.

2


29/93


By the end of Level 2, learning outcomes should have been achieved in all thesecond level components contributing to the understanding of enabling occupation.

9.5 Level 3

The key themes which characterise Level 3 are: reflecting on occupation, occupationand health, synthesis of information, health behaviour, investigative skills,professional practice, interprofessional education, choice, teamwork and autonomyand choice in learning.

This level is concerned with sustaining previously acquired intellectual skills but alsodeveloping the ability to synthesis information and evaluates practice to a degreewhich will improve the experience for clients and their carers. At this stage, studentswill be sound consumers of research and be entirely familiar with the key literaturewhich pertains to practice and the study of occupation and health.

Each module co-ordinator will explain the increased expectations, assessments andappropriate documentation.

Meetings with the practice placement co-ordinators will consider the increasedreflectivity required and discuss potential elective placements.

Academic tutors will meet with groups at least twice per year and individually toconsider personal and professional development.

Assessment

Progression is expected in terms of intellectual skills to include the ability to carefully

analyse and evaluate research methodology, to differentiate between valuejudgements, assumptions and what constitutes evidence, to separate principles fromexample, to show increasing reflection and clinical reasoning skills and reveal highlevel analysis of occupational performance.

By the end of Level 3, learning outcomes should have been achieved in all the thirdlevel components contributing to reflection on occupation.

9.6 Level 4

The key themes which characterise Level 4 are: evaluation of occupation, occupation

as a focus for enquiry, in-depth study of occupational performance, higher ordertransferable skills, choice, challenge, independence, multidisciplinary co-operationand scholarship.

This level is concerned with high level analysis, synthesis and evaluation ofoccupation in the lives of service users, carers, policy makers and researchers.

It is also a place to foster more originality of ideas, practice and co-operation withothers.

Each module co-ordinator will give details of the expectations, assessments andappropriate documentation but dialogue and negotiation is evident in deciding uponcontent and topics for assignment.

3


30/93


Meetings with the practice placement tutors have occurred at the end of Level 3 tofinalise Level 4 placement.

Academic tutors will meet groups at least twice per year and individually to completereferences and reflect upon personal and professional development.

Assessment

Honours students are expected to demonstrate originality of thought and action andto acquire the skills of designing and carrying out a small research project. High levelskills of oral presentation are required in a number of modules and increasingscholarship within all assignments.

By the end of Level 4, learning outcomes should have been achieved in all the fourthlevel components contributing to the components of the evaluation of occupation.

4


31/93


Insert Diagram to show Practice Placement

5


32/93


10.1Practice Education

10.1 IntroductionPractice education is an integral core element of the curriculum enabling students tointegrate theory and practice in a meaningful, reflective and realistic manner.Students have opportunities to apply, practice, consolidate and transfer existing skillsand, in addition, learn new skills relevant to each practice setting. Students also gainexperience in practicing in a safe and ethical manner.In accordance with the World Federation of Occupational Therapists Standards(2002), students gain experience of working with a range of different people whohave different needs and in different circumstances. Normally, student experienceswill encompass working with people of different age groups; individuals and groups/communities from different socio-economic and cultural perspectives; people whohave recently acquired and/or long standing occupational needs and healthconditions affecting different aspects of physical and psychosocial functioning.Students will also develop skills in effective service delivery within inter professional,

multi agency contexts. These may include both established and emergent serviceswithin the statutory and voluntary sectors.Each professional practice placement module has a set of learning outcomes pre-determined by the University. Learning outcomes articulate with prior and futureuniversity studies and previous practice placement modules. Emphasis is placedupon the process of practice. The modules encourage exploration and evaluation ofpractice, enhance learning and transfer of knowledge skills and instill professionalvalues to the level of competence required of an entry-level practitioner.

10.2 Practice placement delivery patternThe Queen Margaret University BSc (Hons) in Occupational Therapy programme

recognises the pivotal role of practice-based learning throughout the educationalprocess and employs a block model in which practice placements occur in each yearof the programme. The delivery pattern for practice education is depicted in the Tablebelow :

Table 11: Practice placement delivery pattern for BSc (Hons) OccupationalTherapy

Year ofProgramme

Placement Semester Duration PlacementDays

Hours

Year 1 PPP1 2 6 weeks f/t 30 days 217




In order to meet standards established and monitored by professional bodies, by theend of Professional Practice Placement 4 each student must have successfullycompleted a minimum of 1000 hours practice education (COT, 2008; WFOT, 2002).The exact number of hours is monitored through completion of weekly time cards,which are signed by the students practice educator. If difficulties arise withplacement hours, practice educators and students are actively encouraged draw thisto the attention of the professional practice tutor to develop a mutually acceptableplan of action.

10.3 Models of supervision during practice education

6


33/93


Within the context of the BSc (Hons) in Occupational Therapy, a variety ofsupervision models may be used throughout practice placements to provide flexible,supportive learning experiences (NHS Education for Scotland, 2007). Examplesinclude:

Apprenticeship model (1:1)One student per practice educator. The practice educator structures the studentlearning experiences and provides direct supervision and role-modelling to thestudent throughout the course of their placement. The degree of supervision and theamount of responsibility given to the student may vary, depending on the practicesetting.

Peer assisted learning model (2:1)One practice educator supervises two or more students. Here the emphasis is onpeer and self-directed learning where the students support each other and worktogether and the practice educator acts as a resource, providing guidance to thestudent, monitoring performance and providing opportunity for the students to take

increasing responsibility with service users. Benefits of this model includedevelopment of team-work skills, increased problem-solving skills and a sense ofshared-ownership of the learning experience.

Split/Shared Model (1:2)In this model, the education of a student may be shared between two or moremembers of a team within a workplace. Combinations might include an experiencedpractice educator and a new practice educator; two practice educators from differentorganisations and the placement being structured around the patient journey forexample, from primary to secondary care This model may be an attractive option forpractitioners who work part-time, or if the practitioners caseload is coupled withmanagement responsibilities.

Project focussed modelThis model is influenced by global drivers to prepare students for practice in achanging health and recognises the need for contemporary occupational therapists topossess skills and leadership for working preventatively within complex systems andwhole populations (COT 2008; Scaffa 2010; Townsend & Polatajko 2007). Studentsare engaged to implement projects and /or undertake a key role in a developmentalaspect of project work.

Responding to socio-political pressures for increased democratic participation of allcitizens in building cohesive societies, the profession has begun to developconstructs such as occupational justice (Townsend & Whiteford, 2005) and

occupational apartheid (Kronenberg & Pollard, 2005). These are viewed as areas ofcritical concern to occupational therapists working as agents of social change(Whiteford, 2004). Many voluntary, private, user- led organisations or vocationalservices may provide rich and unique learning experiences with potential forexploration of these concepts.

Professional supervision is provided by an occupational therapist, this may be on aface-face basis, by distance via telephone and/or information technologies.Throughout the placement, an identified mentor at the host site co-ordinates thelearning outcomes. Students may work in pairs or groups during these placementsaffording opportunities to realise the benefits of peer assisted learning.

10.4. Responsibilities during practice education

7


34/93


This section outlines the roles and responsibilities of the various individuals involvedin practice education. These are practice educator, student, personal academic tutor,practice placement co-ordinator and the professional practice tutor.

Responsibilities of the practice educatorPractice educators play a key role in the professional development of occupationaltherapy students. Their duties are:To obtain information on the Universitys expectations for the specific practiceplacement, course assessment requirements and regulations for practice educationfrom the Practice-based Learning Support web site: http://mcs.qmu.ac.uk/PBLTo forward pre-placement information to the student in advance of the start of theplacement. This includes an overview of the service, clear directions and travelinformation, recommended pre-placement reading and any other informationconsidered helpful.To offer the student an induction into health and safety at work at the start of theplacement.To review materials contained in the students practice education passport.

To provide a timetable outlining the overall structure of the placement and theresponsibilities of the student.To negotiate a supervision structure with the student incorporating the learningagreement as part of this process.To offer individualised constructive feedback to the student on a regular basis,identifying timing of feedback sessions.To maintain records of supervision sessions.To review the students practice placement portfolio at least once during the practiceplacement and offer verbal comment.To sign on a weekly basis time cards verifying the number of hours completedduring each practice placement.To undertake the appropriate assessment of the student on practice placement and

be conversant with the guidelines provided by the University.To contact the students personal academic tutor immediately if there are concernspertaining to the students well-being, behaviour or quality of performance over all.To take cognisance of comments made in each student evaluation of placementform and to use this as an integral part of a constructive evaluation process.To attend and participate in meetings, workshops associated with practiceeducation.

Responsibilities of the Personal Academic TutorThe personal academic tutor (PAT) is a lecturer from the programme team who actsas a named point of contact for a group of students and practice educators during aprofessional practice placement module. Their duties are:

To offer support throughout the placement, responding to requests for advice andinformation from practice educators and their students, fielding any on-site problems,offering pastoral support and guidance as required.To moderate their personal tutees on-line discussion area in MoodleTo arrange a three way meeting between the practice educator, student and amember of the programme team if there is a serious concern requiring to beaddressedTo liaise with the professional practice tutor if concerns arise about a studentsperformance during a professional practice placement.

Responsibilities of the studentStudents will work closely with their practice educators during professional practiceplacements. It is acknowledged that practice educators first responsibilities is toservice users and that in addition to facilitating students learning they have many

8
http://mcs.qmu.ac.uk/PBLhttp://mcs.qmu.ac.uk/PBL


35/93


additional responsibilities to deal with on a day to day basis. Giving consideration andthought to practice educators needs and responsibilities should enable students toestablish a good collaborative working relationship. The students are:To assume responsibility for their learning using available resources.To discuss any planned absence with the programme leader and professionalpractice tutor in advance of the start date of the placement. Planned absence fromplacement will be allowed only in exceptional circumstances.To attend and participate in all preparatory placement activities on the appointeddates specified by the University.To prepare and maintain their practice education passport.To study and become conversant with the Universitys expectations for eachpractice placement, course assessment requirements and regulations for the practiceeducation component of the programme.To read any pre-placement information materials provided or recommended by thepractice educator.To abide by at all times the Health Professions Council Standards of Performance,Conduct & Ethics.

To abide by all health and safety at work issues and be cognisant of policies andprocedures specific to the practice setting.To be responsible for any travelling and accommodation costs incurred to and fromplacement.To be punctual at all times and dressed appropriately as befitting for the placementsetting and the work involved.To reflect the status of a team member and respectfully engage with other membersof staff at the placement setting as appropriate.To inform the practice educator and University if it is not possible to attendplacement for any reason.To collaborate with the practice educator to devise a learning agreement for eachpractice placement.

To adhere to matters of patient/client confidentiality as advised by the practiceplacement setting and the University.To maintain a reflective diary and practice placement portfolio in accordance withthe guidelines provided by the University.To be fully prepared for supervision sessions and contribute to the supervisionprocess in a reflective manner.To contribute towards an on-line discussion forum with other students and universitystaff.To contribute towards and actively participate in the mid way and final evaluation ofperformance displaying openness to and acknowledgement of other peoples ideas.To contact the University if there are factors adversely affecting performance duringpractice placement.

To complete the student evaluation of placement form and share this with thepractice educator at the conclusion of the placement experience.To return copies of the practice placement assessment form and student evaluationof placement form to the University School Office within 5 working days of completionof placement.

Responsibilities of the practice placement co-ordinatorThe practice placement co-ordinator (PPC) plays an essential role in fostering aculture whereby practice placements are seen as a positive activity contributing tostaff continuing professional development and recruitment within the service. S/hehas:To collaborate with the University to identify new placement opportunities alongsidenew service delivery developments.To co-ordinate the annual return of the Universitys health and safety form.

9


36/93


To co-ordinate the returns for university requests for placement offers, wherepossible, within the timescale identified.To bring to the attention of the University as soon as possible potential difficultiesarising which may result in the cancellation of a placementTo co-ordinate responses to students letters of introduction/record of previousexperience formsTo arrange if required- a further Protection of Vulnerable Groups Scheme Check inaddition to that which will have already been requested and obtained by QueenMargaret UniversityTo ensure staff acting in their capacity as practice educators have adequate trainingand demonstrate ongoing commitment to their professional roleTo offer support to practice educators taking into account the time and resourcesnecessary for student supervisionTo bring to the attention of the University any issues creating difficulty on placementwhich may not be reported by the practice educator or student.To take cognisance of comments made in each student evaluation of placementform and to use this as an integral part of a constructive evaluation process

To attend and participate in meetings, workshops and other events associated withpractice education.

Responsibilities of the professional practice tutorThe professional practice tutor (PPT) is responsible for the development, co-ordination and review of practice education within the framework of the BSc (Hons) inOccupational Therapy curriculum. S/he has:To engage with local, regional, national and where appropriate, internationalnetworks to promote and facilitate the continuing sustainability of practice educationwithin the occupational therapy curriculum and across the wider profile of alliedhealth profession programmes offered by the School of Health Sciences

To collaborate with placement providers to comply with practice education guidanceand standards provided by academic, regulatory and professional bodiesTo plan and implement a range of mechanisms for the distribution and cascading ofpractice education documentation and information to practice placement co-ordinators, practice educators and students.To plan a comprehensive, balanced placement profile for each pre- registrationoccupational therapy student ensuring that as far as is possible, satisfactory notice isgiven to the practice placement co-ordinators network, practice educators andstudents.To prepare students for their roles and responsibilities during practice educationTo co-ordinate university contact mechanisms for students and practice educatorsduring practice placements

To work with students, practice educators and placement providers to evaluatepotential/ actual challenging situations arising during placement learning anddetermine appropriate action plansTo review each student's progress and placement grade as assessed andrecommended by practice educatorsTo contribute towards the education and training of current and potential practiceeducatorsTo take cognisance of feedback from all stakeholders in practice education and usethis as an integral part of a constructive evaluation process.

10.5 Practice placement locationsAll of the placements are located in Scotland thus ensuring that both students andpractice educators can be effectively supported by the programme team. Placements

10


37/93


will be in a diverse range of settings providing students with the appropriateeducational experience in preparation for the realities of practice. These settingsinclude hospital, community services, voluntary, education and independent sectors.

10.6 Major themes for practice placement modulesPractice placement modules seek to integrate theory and practice and transfer ofskills in a meaningful and reflective manner. Each placement builds on all otherrelated studies and helps students to prepare for future studies and the realities ofprofessional practice. Students progress from entry-level student to entry-levelpractitioner over the four practice placements.

Year 1: Professional Practice Placement 1Professional Practice Placement 1 (PPP1) offers students the first opportunity oflearning in a practice setting. They are acquiring knowledge and a repertoire of skillsfor functioning in practice placements. Students observe, practice and reflect on their

performance. They take an active role with clients, applying knowledge anddeveloping professional reasoning skillsThe focus of PPP1 includes opportunities to:gain an understanding of occupational therapy in one practice contextestablish the foundations for safe, effective and ethical professional practiceestablish the foundations of continuing professional developmentestablish the foundations of effective professional communicationinitiate the development of professional skills, attitudes and valuesreflect upon and evaluate personal performanceexploring how the major concepts and principles of occupational therapy relate topracticegain exposure to service users with a range of health conditions and social

circumstancesexamine the relationship between occupational performance, health and well-being

Year 2:Professional Practice Placement 2Professional Practice Placement 2 (PPP2) encourages students to draw upon andintegrate knowledge from their university based studies and previous learning fromPPP1. During this placement they actively contribute to the practice setting.Emphasis is on practice and experience of the occupational therapy process,problem solving and communication.The focus of PPP2 includes opportunities to:experience an area practice significantly different f

b-ot validation document draft 24-05-2012 lr

Documents