programme specification - university of plymouth · 2017-09-12 · entrpreneurial focus. modules...

Plymouth University

Faculty of Health and Human Sciences

School of Health Professions

Programme Specification

BSc (Hons) Occupational Therapy

Applying for accreditation by the College of Occupational Therapists

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 2020

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BSc (Hons) Occupational Therapy – Programme Specification

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Contents

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

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

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

4. Distinctive features of the Programme and the Student Experience …………...…….. 6

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

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

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

8. Programme Intended Learning Outcomes( ILO’s) ……………………………………… 11

9. Admissions Criteria, including APCL, APEL and DAS arrangements………………… 17

10. Progression Criteria for Final and Intermediate Awards………………………………. 20

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

12. Transition Arrangements……………………………………………………………...….. 23

13. Mapping…………………………………………………………………………………….. 26

13.1 Assessment against Modules Mapping 26

13.2. Programme ILO’s mapping of exit awards 28

14. Appendices………………………………………………………………………………… 52

Appendix I QAA mapping of Benchmark Statements 53

Appendix ii Health and Care Professions Council

Standards of Education and Training

70

Appendix iii Health and Care Professions Council

Standards of Proficiency

81

Appendix iv Module ILO’s mapped against

SEEC descriptors

94

Appendix v Knowledge and Skills Framework (KSF) mapping

95

Appendix vi College of Occupational Therapists Learning (COT)

and development Standards for pre-registration Education

98

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1. Final Award Title: BSc (Hons) Occupational Therapy

Level 4 Intermediate Award title: Certificate in Higher Education

Level 5 Intermediate Award title: Diploma in Higher Education

Level 6 Intermediate Award title: BSc in Health and Social Care

For this generic degree the student must have 320 credits with 80 of the credits

from level 6

UCAS code: B920

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

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4. Distinctive features of the Programme and the Student Experience

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

curriculum and emphasis is 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).

Spiral curriculum design means concepts are re-visitied with increasing

complexity in learning continuing throughout the programme. Adult learning

theory is incorparated with Problem Based Learning and other teaching and

learning strategies aofferieng an inclusive platform for learning and

assessment.

CPD learning in addition to the academic curriculum is offered with a varied

programme of teaching, demonsration and experienctial events culminating in

a CPD Fest which runs during the last week of semester 2.

Life cycle is a design focus particularly at level 5….

Entrpreneurial focus. Modules particularly at level 6, focus on the changing

workplace and the need for graduates to be ‘business ready’ for employment

in a dynamic health and social care arena. Concepts of innovation, business

skills and preparation for practice, considering contemporary practice

issues/drivers are critically examined within the Contemporary practitioner

module and Innovative practitioner module at level 6

Choice is offered and students are required to explore a specific area of

Occupational Therapy practice of their own choice at level 5, enhancing their

CV’s and allowing further reflection on a career direction

Volunteering is an integral part of level 4 creating opportunity for students to

experience occupation and reflect on theory.

Practice grading : Students to have practice skills recognised within their

degree classification

o Level 4 & 5 graded by Practice Placement Educator

o Level 6 50%/ 50% Practice Educator and Viva Voce

Placement schedule has been specifically designed to maximise students

employability in llevel 6

Erasmus: a developing Erasmus profile for international exchanges of both

staff and students within Europe

Inter-professional learning oportunities are inccorproated throughout the

programme with the potential for IP research projects.

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.

They will work alongside staff who engage in professional support and development

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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. In addition the team appoint eminent international

occupational therapists to honorary professor positions and integrate an international

perspective to the teaching and learning experience.

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

School (Physiotherapy, Podiatry, Dietetics, Paramedicine, Optometry)

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.

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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

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6. Programme Structure

Table x BSc (Hons) Occupational Therapy Module schedule & credits

SOHP codes denote modules offered as inter-professional learning experiences, OCT codes denote modules offered as occupational therapy curriculum modules, Modules where problem based learning will form part of the teaching and learning schedule are denoted with * TBC denotes modules to be continued later in that academic year

Semester 1 Semester 2

Level

4

SOHP401:

Preparation for

Practice

– 20 credits

OCT401: Occupational Studies:

Biological and Psychosocial Foundations for

Occupation

– 20 credits

OCT403: Occupational

Studies: Foundations for

Occupational Therapy Practice

2 – 20 Credits * (TBC)

OCT405:

Practice Placement 1

– 20 Credits

OCT403:

OS:

Foundations

for

Occupational

Therapy

Practice 2

– 20 Credits *

ctd

OCT402: Occupational Studies: Foundations for

Occupational Therapy Practice 1 – 20 credits


Studies: Humans as

Occupational Beings Through

Community Engagement - 20

Credits

Level

5

OCT521:

OS: The Young

Person – 20

credits (TBC)

OCT524

Practice Placement 2

– 20 Credits

OC

T5

21, 5

22, 5

23

SOHP501:

Project Studies

– 20 credits


Studies: The Young Person;

Interruptions and Transitions *

- 20 credits ctd

OCT525:

OS: Exploration

into Practice

– 20 credits

OCT522:

OS: Adults – 20

credits (TBC)

OCT522:

Occupational Studies: Adults; Interruptions and Transitions

* - 20 credits ctd

OCT523:

OS: The Older

Person – 20

credits (TBC)

OCT523:

Occupational Studies: The Older Person;

Interruptions and Transitions *- 20 credits ctd

Level

6

SOHP601:

Project

– 20 Credits

(TBC)


Studies: The Innovative

Practitioner – 20 credits

SO

HP

601

:

Pro

ject

OCT603:

Practice Placement 3 - 30 Credits

SOHP601:

Project

– 20

Credits

(ctd)

SOHP602: Inter-

professional

working in

health and

social care –

20 Credits

OCT604:

OS: Occupation for

Promoting Health and

Wellness of

Communities

– 20 Credits *

OCT602:Occupational

Studies: The Contemporary

Practitioner – 10 Credits

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7. Programme Aims

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

undergraduate 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 to develop practitioners who are:

Confident in their knowledge and understanding of people as occupational

beings.

Able to understand the importance of occupational engagement throughout

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

individual.

Adept 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 assured in their professional identity – as critical, reflective, life-

long learners.

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

apply for entry to the Health and Care Professions register for Occupational

Therapists and to be recognised as having sufficient professional standing

satisfying the standards of the World Federation of Occupational Therapists

and the COT graduate profile (2014).

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.

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8. Programme Intended Learning Outcomes (ILO’s)

Programme intended learning outcomes

8.1 Knowledge and Understanding

Demonstrate an understanding of relevant professional standards for conduct and ethics

Identify and apply the key principles of evidence based practice

Demonstrate knowledge and understanding of human anatomy and physiology and relate the functioning of body systems to everyday occupational participation.

Understand fundamental concepts from psychology, sociology and behavioural sciences relevant for occupational therapy practice

Describe the philosophical assumptions of occupational science and occupational therapy practice

Outline the occupational therapy process

Identify occupational performance components including physical, cognitive, emotional, and spiritual aspects - examine how these dynamically related components of occupational performance impact on the interaction between person, occupation and context in relation to health and well-being.

Demonstrate an understanding of the central occupations of the child, adolescent, adult and older person and

Demonstrate an awareness and understanding of the personal, occupational and environmental factors that impact upon health and well-being of people and their families throughout the lifecycle

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. Problem based learning groups are used in a number of modules to maximise active learning opportunities. 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.

Assessment

A variety of assessment methods are used to assess knowledge and understanding, for example – unseen examinations are used to assess knowledge, whilst essays, viva voces, group projects, poster presentations and practice placements are utilised to assess the application of knowledge 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 assessments.

See section 13.1 for assessment mapping

8.2 Cognitive and intellectual skills

Apply knowledge and understanding of reflective practice skills for developing professional behaviour

Identify determinants of behaviour of individuals and societal groups throughout the lifespan.


Reflective 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.

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To explore the relationship between occupational interruption and the components of occupation throughout the lifespan

Discuss and apply knowledge, skills and reflect on experiential components of the programme

Demonstrate an ability to utilise and appraise theory and evidence base to underpin an occupational perspective on health and wellbeing for individuals, groups and communities.

Appraise occupation linked to human development throughout the lifecycle and identify facilitators and inhibitors to occupational engagement.

Analyse and synthesise the knowledge and application of core skills of occupational therapy to promote health and well-being throughout the lifecycle

Analyse policy, legislation and service provision that aims to promote and sustain health and well-being throughout the lifecycle

Analyse and debate some of the key principles necessary for the promotion of successful transitions through the life cycle

Work collaboratively as part of a research group to produce an ethically approved protocol and critically analyse and synthesise the results of a study relating this to the relevant evidence base.

Critically analyse, evaluate and synthesise the challenges and opportunities of developing areas of professional practice.

Critically evaluate and synthesise the contribution of occupational science to the evidence supporting health promoting aspects of occupation.

Critically evaluate and synthesise the role of health promotion in contemporary occupational therapy practice.

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 and again problem based learning will be utilised in some modules. The inter-professional modules will encourage students to understand the range of roles in health and social care. Research skills will run throughout the programme in order that students will be able to develop the intellectual skills of analysis, synthesis and evaluation, enabling the student to identify and appraise evidence underpinning occupational therapy practice

Assessment

The assessment of cognitive skills is achieved by the use of individual project work, essays, practice placement reports, viva voces and inter professional assessments. The students in the second and third years will take responsibility for their own learning through the implementation of a small research project with guidance from a research tutor.

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8.3 Key transferrable skills

Understand the importance of inter-professional working

Critically evaluate the links between effective inter-professional practice and patient outcomes

Recognise the core skills underpinning occupational therapy practice

Recognise how occupational therapy theory and process promotes occupational engagement.

Demonstrate understanding of the expectations of an Occupational Therapist in terms of autonomy and accountability; and legal, ethical and safe practice.

Demonstrate understanding of the underpinning knowledge required for practise including the occupational nature of individuals and the factors that have an impact on function.

Demonstrate a clear understanding of key research concepts including critical review of the literature, formulation of a research question and selection of research design

Identify emergent and on-going changes to local, national and international occupational therapy practice.

Explore and apply organisational strategies in relation to practice/ emergent practice.

Critically reflect and evaluate own strengths and limitations in relation to emergent and on-going professional practice and identify areas for future self-development.

Critically evaluate and identify the implications of global and western concepts of health, wellness and wellbeing, related to the use of cultural, political and ethical issues in practice


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 Digital Learning Environment DLE

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

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8.4 Employment related skills

To develop and contribute to professional portfolios

Independently examine and evaluate an area of occupational therapy practice

Evaluate relevant theoretical perspectives and concepts that inform the practice expertise in relation to purposeful occupation, the person and context, and the relationship these have with wellbeing.

Appraise current trends in occupational therapy practice and explore the potential for occupational therapy in future developments and directions.

Explore and analyse the potential development opportunities for a new occupational therapist to develop the skills necessary for the area of practice.

Demonstrate professional and personal development.

Critically evaluate the current practice landscape and identify potential areas for innovation

Demonstrate the ability to integrate theoretical knowledge, problem-solving skills and business planning principles in relation to practice.

Critically analyse, evaluate and synthesise the challenges and opportunities associated with innovation.

Demonstrate the ability to articulate a rationale for innovation within the context of a competitive healthcare market.

Critically reflect on the impact of team dynamics on effective inter-professional working

Evaluate the relationship between professional expertise, skill mix and service provision

Demonstrate the ability to critically evaluate and integrate theoretical knowledge and relevant policy drivers into predicting potential emergent/ peripheral/ entrepreneurial areas of


Employment related 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 Digital Learning Environment DLE

Assessment

Employment related 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

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practice.

To demonstrate effective communication skills including IT skills

To demonstrate effective team work, problem-solving and self-management skills

To be confident life-long learners

8.5 Practical skills

Practical/ professional qualities and skills – able to:

Conduct her/himself in an appropriate professional manner and comply with the Codes of Practice/ Ethics.

Demonstrate and appraise own skills in communication and the ability to establish and maintain appropriate and effective professional relationships with people accessing OT services and people providing a service within the practice setting.

Work collaboratively with the practice educator(s) to develop weekly learning objectives to meet their own learning needs through an effective learning contract and reflection.

Complete case study based work to demonstrate development of professional reasoning

Demonstrate understanding of the occupational therapy process within the placement setting and the skills required for the application of practice, including assessment, planning, intervention and evaluation.

Demonstrate comprehensive understanding of and analyse the expectations of an Occupational Therapist in terms of autonomy and accountability and legal, ethical and safe practice.

Work autonomously, independently and safely within policies and organisational structures, to deliver therapeutic interventions for a small caseload of individuals


Practical and professional skills are key aspects of a professional programme and occur in all years in academic modules studied both 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.

Opportunities to experience both running and working within groups and experiential learning with creative media are created both within the curriculum and within the CPD programme.

Inter professional learning takes place at all levels of the programme in order to highlight the importance of effective teamwork in professional practice.

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.

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Work independently and safely with other professionals to ensure the most effective and safe delivery of care

Use critical reflection and supervision to effectively assess, plan, implement and evaluate treatment programmes.

Critically apply knowledge and skills, professional reasoning and ethical principles at an appropriate level to ensure rigorous decision making within specific areas of practice.

Evaluate their practice and the provision of care through frameworks of quality assurance, risk management and governance.

Assessment

Professional skills and attributes are assessed in a range of ways including practical demonstrations, viva voce’s, presentations and on practice placement practice educators grade students on a series of competency based criteria Self appraisal and reflection are assessed through the CPD portfolio, essays and assignments.

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

In response to market demand and business needs the tariff is set at 136 UCAS

points.

qualification grades comments

GCSE C or above Preferably minimum of 5 to include Maths, English and Science

NB All applicants must have GCSE Maths and English grade C or equivalent

A level AAB To preferably include B in Biology, Science or Social Science (Psychology, Sociology)

18 Unit BTEC National Diploma/QCF Extended Diploma

DDD must contain Science, Health or Social Science. BTECs must be offered in conjunction with a science or social science A level

International Baccalaureate

33 overall include 6 HL subjects preferably coming from Biology/Human Biology, Psychology or Sociology English accepted within If Advanced Level = 4+ (A1) or 5 (A2/B) If Standard Level = 5+ (A1) or 6 (A2/B) If overseas and not studying English within IB – MUST have IELTS IELTS: 7.0 overall with min 6.5 in all elements

European Baccalaureate

80% overall 8 from Biology/Human Biology, Psychology or Sociology Must have 7.5 in Year 6 in English as the first language or a separate English Language qualification if English is not their first language – see IELTS above

Irish Highers AABBB Including A1 in either Biology/Human Biology, Psychology or Sociology. Irish Leaving Cert Ordinary Level Grade C or above for English and Maths.

Scottish Highers and Advanced Highers

136 points To include AB in Biology/Human Biology, Psychology or Sociology

Welsh Baccalaureate

136 points To include 2 A levels in Biology/Human Biology, Psychology or Sociology

All Access courses At least 45 credits level 3

Must be a named Access to HE Diploma. 36 credits at distinction level including 15 L3 credits Biology, Science or Social Science, Psychology. All further credits at L3 must be at Merit level.

Exceptionally, applications may be considered from candidates who may not meet

the entry requirements above but can evidence successful completion of recognised

academic study within the 5 years e.g. Access course, Open University course,

Foundation Degree, GCSE A Level. For these candidates, relevant life experience

and attributes since leaving full time education may also be taken into account.

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IELTS (International English Language Testing System)

Where English is not a student’s first language they are required to achieve an IELTS

or equivalent qualification with an overall average score of at least 7.0, with a

minimum score of 6.5 in all sections (Health and Care Professions Council

requirement).

Selection Procedure

On receipt of the UCAS 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 the 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. The team may

wish to clarify details with applicants at interview.

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.

Meeting the academic minimum is the first stage of the application being considered.

Applicants must also submit a strong personal statement in order to be considered

further. If successful, applicants are invited to attend a VBR (Values Based

Recruitment) interview before offer is made. If selected for interview, international

students can be interviewed by Skype.

Offers are made subject to satisfactorily clearing Occupational Health and Enhanced

Disclosure and Barring Service (DBS) checks. For those situations where a

disclosure is reported via the enhanced DBS check or Occupational Health, the case

is discussed by a Professional Issues Committee within the Faculty of Health and

Human Sciences. 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.

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Applicants with Special Needs

Throughout the process, applicants are encouraged to disclose any disability without

prejudice, 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).

Conditions of Acceptance

All applicants must also agree in writing to accept practice placements wherever they

may be offered and the necessary travel to access the placements.

Applicants are required to sign 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 a 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 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. Students

agree as part of their conditions of acceptance to abide by the decisions of the

Occupational Health service.

Full details of the Admissions process can be found on the Occupational Therapy

programme pages on the University website.

APEL / APCL

Students may enter the programme with recognition of previous study. Under

University Regulation credit for prior learning, whether certified or experiential, may

count towards the requirements of a named award up to the following maxima:

Certificate of Higher Education 60 credits Diploma of Higher Education 160 credits Foundation Degree 120 credits Diploma in Professional Studies 160 credits Ordinary degree 220 credits Honours degree 240 credits

In line with University policy, applications for APEL / APCL are considered on an

individual basis and academic judgement applied to match previous learning with

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those for this programme. To meet College of Occupational Therapists Standards

(2014), no more than one third of the programme may be subject to an APEL / APCL

claim. Under COT standards, the only exception to this, where Plymouth University

maxims may apply, is when there is a claim from someone transferring in from

another pre-registration occupational therapy programme. That said, transfers in

from other institutions are generally where a student has completed the first year of a

BSc (Hons) Occupational Therapy degree elsewhere and are considered for the 2nd

year subject to comparable learning outcomes, transcripts, and a supportive

reference from the students’ personal tutor. The integrated design of modules on this

programme mean that APEL / APCL claims become increasing difficult to uphold

beyond level 4 learning. Transfers in from other programmes may also be subject to

capacity issues in any given cohort.

10. Progression Criteria for Final and Intermediate Awards

Subject to successful completion of the programme requirements, students will

normally graduate with a BSc (Hons) Occupational Therapy after 3 years of full time

study.

The programme will offer a range of entry and interim exit awards for candidates who

are not able to complete the whole undergraduate curriculum. Entry points will be

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

No exit award will carry the title of Occupational Therapy. 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.

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

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Table 10.1 BSc (Hons)Occupational Therapy stepping on and off points including

interim awards

Less than 120 credits Level 4: A transcript of academic achievement for CATS purposes will be issued

If a Certificate in Higher Education has been issued and the candidate has also completed less than 120 credits at Level 5, an additional transcript of Level 5 academic achievement for CATS purposes will be issued

If a Diploma in Higher Education has been issued and the candidate has also completed less than 120 credits at Level 6, an additional transcript of Level 6 academic achievement for CATS purposes will be issued If University regulations are satisfied, candidates may be awarded a BSc without Honours in Health & Social Care

120 credits Level 4 Exit Award: Certificate in Higher Education

120 credits Level 4 Plus


Can be used to support:

APEL / APCL applications for another higher education award

applications for posts in health and social care e.g. assistant AHP / social work/ generic practitioner posts (typically AfC grade 2 or 3 or equivalent), support worker positions, learning support assistants

120 credits Level 5 Exit Award: Diploma in Higher Education



APEL / APCL applications for another higher education award

applications for posts in health and social care e.g. technician AHP / social work / generic practitioner posts (typically AfC grade 3 or 4 or equivalent),assistant practitioners, senior support worker positions, learning support assistants

120 credits Level 6 Exit Award: BSc (Hons) OT – classification based on achievement at Level 5 & Level 6. The precise criteria for calculation can be found on the University Academic Regulations, Notes for Guidance & Procedures for Taught Programmes Handbook


applications for posts in health and social care e.g. occupational therapist posts (typically AfC grade 5 or equivalent), moving and handling co-ordinator, drug and alcohol team worker

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Exit awards after completion of either Level 4 or Level 5 do not confer eligibility to

apply for registration with the Health and Care Professions Council.

Aegrotat degree

BSc Health and Social Care may be awarded to students who have not achieved the

final year of their programme, but have 80 or more Level 6 credits. This award does

not confer eligibility to apply for registration with the Health and Care Professions

Council.

Professional suitability and fitness for practise

The Faculty of Health and Human Sciences uphold their duty on vocational

programmes such as this to ensure that student health and social care professionals

recognise their obligations under the HCPC Code of Student Conduct (2016) and the

COT Code of Ethics and Professional Conduct (2015). There are clear policies that

are used to investigate and manage student behaviour and performance that is

deemed to put the student, School or their chosen profession in question or at risk

whether in academic study, practice placement or general behaviour. This process

can lead to termination of studies. The Fitness to Practice procedure is detailed on

the University website and within the Programme handbook.

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-

and-workbased-learning/poppi/poppi-health/policies-procedures-and-guidelines

11. Exceptions to Regulations

This degree 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 specific exceptions, due to the structure and professional nature of the

programme, as detailed below:

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

Therapy will normally be five years (College of Occupational Therapists,

2014).

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

(c) The College of Occupational Therapists stipulate that 1000 hours of practice

placement must be recorded. Practice placement hours of failed placements

do not count towards the 1000 hours.

(d) 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

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi/poppi-health/policies-procedures-and-guidelines

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi/poppi-health/policies-procedures-and-guidelines

23


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.

(e) Students who are trailing practice placements over to the next year of study,

will only be permitted to trail placement alongside their progressed level of

study. This means no student will be able to enter level 6 without at least one

passed placement on their academic record.

(f) Re-commencement of practice placements may need to begin before the

Assessment Board is scheduled to enable students the opportunity to

progress.

12. Transitional Arrangements

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

and roll out to year 1 & year 2 students. Year 3 students will remain on the outgoing

programme but will study the modules in a different sequence compared to previous

year groups. This is due to accommodating placement capacity. There is not enough

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

during the transition year of 2017/2018 (i.e. we cannot secure up to 120 BSc

placements plus up to 50 MSc placements at any one time). 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 used in the outgoing programme.

This means the sequence of delivery for all placement modules will require change

over the transition year for all undergraduate 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 outgoing programme or the

new programme.

In September 2017, all year 3 students (the 2015 cohort) who initially enrolled on

the outgoing version of the programme (i.e. the programme approved in 2013), will

normally continue with their studies to complete that curriculum but in a different

sequence to previous year groups to accommodate the new programme’s placement

slot mid-way through the year. Year 3 students will be studying the outgoing

placement module but in the revised slot of bridging semesters 1 & 2 rather than the

tail end of semester 2. This is further explained in notes below and illustrated in

Table 12.1.

24


Table 12.1 Re-scheduled Level 6 for outgoing programme for the BSc(Hons)

cohort who enrolled in September 2011

Semester 1 Semester 2

Level

6

OCT309:

OS:

Exploration

into

Practice

– 20

credits

OCT 311:

OS: The

Contemporary

Practitioner

– 10 Credits

OCT312: Practice

Placement 3 - 30

Credits

SOHP602:

Interprofessional

Working in Health and

Social Care

– 20 Credits

OCT310:

OS: Occupation for

Promoting Health and

Wellness of

Communities *

– 20 Credits

SOHP601: Project – 20 Credits

September 2015 Cohort Notes

Year 3: As Placement capacity will not accommodate 2 cohorts on placement at the

same time, it is proposed that the 2015 cohort have their year 3 placement in the

new placement slot (end semester 1 / start of semester 2). This re-scheduled

programme of module delivery retains study of all year 3 modules on the outgoing

programme. The shift of placement means that students will be required to come

into university for presentation assessments that form 50% of their research module

(SOHP301), an inter-professional module with set assessment weeks over the

School that cannot be changed. To help the student experience in accommodating

this, the timetable will be adjusted to give occupational therapy students 2 additional

exclusive timetabled weeks for SOHP301 on this year only prior to placement. This

time being set aside so that students can prepare and complete their research

project and presentation material.

In September 2017, the transition arrangements of all year 2 students (i.e. the

cohort who enrolled in 2016), are in some ways more significant than for the 2015

cohort. Because of the placement capacity limitations cited above and because the

School has decided to roll out the new IPL offer to year 2 students in the 2017/2018

year, it is proposed to progress this cohort directly from year 1 of the outgoing

programme onto year 2 of the incoming programme The content of year 2 of the in-

coming programme is broadly similarity in content to that of the outgoing programme

re-scheduled in a different module configuration, and it is therefore not considered by

the academic team that these students will be disadvantaged by this proposal. The

exception to this transition will be losing the opportunity to participate in the OCT213

‘Occupational Presence’ module which centres on a volunteering experience. This is

because it is sited in year 2 of the outgoing programme and the opportunity moves to

25


a year 1 of the incoming programme. To make good this omission for year 2

students in 2017/2018 only, the timetable will include a number of designated days

within to the life cycle modules that will be dedicated for volunteering. This will then

be reflected upon within these modules as part of the module content for these

modules.

September 2016 Cohort Notes

Year 2: The cohort which enrolled in September 2016 will be taught on the new

programme, to allow for the newly scheduled IPL module. A number of days

allocated to the 3 lifecycle modules will be set aside for volunteering that will be

considered in the teaching of the lifecycle modules alongside the new module

content.

Year 3: When the cohort who enrolled in September 2016 become year 3 students,

they will be able to join the new year 3 programme with the new IPL offer. This IPL

offer will be offered to all year 3 students in the School in 2018/2019

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 resit 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. This assistance may take the

form of appropriate learning on the new programme, study packs and personal tutor

support.

26


13. Mapping

13.1 Assessment against Modules Mapping

Year 1 – Level 4

SOHP401 Prep for Practice

OCT401 Biological & Psychological Foundations for Occupation

OCT402 Foundations for OT Practice 1

OCT403 Foundations for OT Practice OT 2

OCT404 Humans as Occ beings through community engagement

OCT405 Practice 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 5

OCT521 The Young person

OCT522 Adults

OCT523 The Older Person


SOHP501 Project Studies

OCT525 Exploration into Practice

Coursework


Essay

Report

Reflection

Research Protocol

Business Case

Patchwork Text

Practical



Facilitated Poster

Presentation

Viva Voce

Video Presentation

Exam

MCQ

27


Year 3 – Level 6

SOHP601 Project

OCT601 Innovative Practitioner

OCT602 Contemporary practitioner


SOHP602 Inter-professional working in health and social care

OCT604 Occ for promoting health & wellness of communities

Coursework


Essay

Report

Reflection

Research Protocol

Business Case

Patchwork Text

Practical



Facilitated Poster

Presentation

Viva Voce

Video Presentation

Exam

MCQ

28


13.2 Programme ILO’s mapping for all exit awards

Certificate level Programme Intended Learning Outcomes Map Certificate Level Core Programme Intended Learning Outcomes (as worded in the Programme Specification)

Aim(s) Subject Benchmark Related Core Modules

Knowledge and Understanding

Demonstrate knowledge and understanding of human anatomy and physiology and relate the functioning of body systems to everyday occupational participation

N/a N/a OCT401


OCT402 OCT403

Outline the occupational therapy process OCT402 OCT403


OCT403 OCT404

Cognitive and Intellectual Skills


SOHP401 OCT405


OCT402 OCT403

Key and Transferable Skills

Understand the importance of inter-professional working SOHP401 OCT405


OCT402 OCT403

29



OCT403 OCT404


OCT403 OCT404 OCT405

Employment Related Skills

To develop and contribute to professional portfolios OCT402


OCT402 OCT403 OCT404 OCT405



Practical Skills


OCT402 OCT405


OCT405


OCT405

30


Diploma level

Programme Intended Learning Outcomes Map Diploma level Core Programme Intended Learning Outcomes (as worded in the Programme Specification)

Aim(s) Subject) Benchmark

Related Core Modules



N/a N/a SOHP501 OCT404


OCT401


OCT401


OCT402 OCT403

Outline the occupational therapy process OCT402 OCT403 OCT521 OCT522 OCT523 OCT525


OCT403 OCT404 OCT521 OCT522 OCT523

Demonstrate an understanding of the central occupations of the child, adolescent, adult and older person


31




SOHP501 OCT405 OCT524






OCT402 OCT403






SOHP501 OCT524 OCT525


Understand the importance of inter-professional working SOHP401 OCT405 OCT522 OCT525



32


OCT524




OCT403 OCT404 OCT405 OCT521 OCT522 OCT523 OCT524


SOHP501 OCT525


To develop and contribute to professional portfolios OCT402 OCT524


OCT525





33


OCT522 OCT523 OCT525 SOHP501

Practical Skills




OCT405 OCT524


OCT405 OCT524


OCT524

34


Degree level BSc Health and Social Care

Programme Intended Learning Outcomes Map Degree Level Core Programme Intended Learning Outcomes (as worded in the Programme Specification)

Aim(s) Subject Benchmark




n/a n/a SOHP401 OCT405 OCT524 OCT602


SOHP501 SOHP601 OCT525 OCT604


OCT401


OCT401


OCT402 OCT403

Outline the occupational therapy process OCT402 OCT403 OCT521 OCT522 OCT523 OCT525

Identify occupational performance components including physical, cognitive, emotional, and spiritual aspects - examine how these dynamically related components of occupational performance impact on the interaction


35


between person, occupation and context in relation to health and well-being.

OCT604







SOHP401 OCT405 OCT524 SOHP602






OCT402 OCT403





36



OCT604


OCT604






OCT601 OCT602


OCT602 OCT604


Understand the importance of inter-professional working SOHP401 OCT405 OCT522 OCT525 OCT602 SOHP602



37


OCT524 OCT604


OCT403 OCT404 OCT521 OCT522 OCT523 OCT604


OCT403 OCT404 OCT405 OCT521 OCT522 OCT523 OCT524 OCT604


SOHP501 OCT525 SOHP601


OCT601 OCT602


OCT601 OCT602


OCT602 OCT604

38



To develop and contribute to professional portfolios OCT402 OCT524 OCT602


OCT525




OCT601 OCT602


OCT601 OCT602


OCT601


OCT601


OCT601


OCT601

39



OCT402 OCT403 OCT404 OCT405 OCT521 OCT522 OCT523 OCT525 SOHP501 SOHP601 SOHP602

To be confident life-long learners OCT601 OCT602 SOHP602 OCT602

Practical Skills


OCT402 OCT405 OCT524 OCT602 SOHP602


OCT405 OCT524


OCT405 OCT524


OCT524

40



SOHP602


OCT602 SOHP602

41


Degree level BSc (Hons) Occupational Therapy

Programme Intended Learning Outcomes Map Degree Level Core Programme Intended Learning Outcomes (as worded in the Programme Specification)

Aim(s) Subject Benchmark




Fit for purpose and practice A.1.1 A.1.2 B.3.8 A.1

SOHP401 OCT405 OCT524 OCT602 OCT603


Confident in their knowledge and understanding of people as occupational beings

B.1.6 B.4.2

SOHP501 SOHP601 OCT525 OCT603 OCT604


Adept in their understanding of the relevant sciences that guide practice

C.1.4 C.3.

OCT401


Adept in their understanding of the relevant sciences that guide practice

C.1.4 OCT401


Adept in their understanding of the philosophy of the profession

C.1. C.1.3a. C.1.4.a C.3.

OCT402 OCT403

Outline the occupational therapy process Able to understand the importance of occupational engagement. Articulate and assured in their professional identity

C.1.4b C.1.5a


42




C.1.2b C.2.a.1.2




B.2.8 B.3.2. B.3.3 C.1.5a.




B.1.3. B.1.10 B.2.1 B.2.11.2




Adept in their understanding of creative reflexivity for effecting necessary change

C.2.a.2.4 C.2.a.2.5 A.9

SOHP401 OCT405 OCT524 OCT603 SOHP602


Confident in their knowledge and understanding of people as occupational beings. Able to understand the importance of occupational engagement throughout the changing needs of the life cycle

C.1.2b C.2.a.1.5 B.2.1 B.2.3.




B.1.2. B.1.3 B.1.8. B.1.12 B.2.1 B.2.8 B.2.11.2


43



Adept in their understanding of the philosophy of the profession, the relevant sciences that guide practice and the creative reflexivity for effecting necessary change

C.2.a.2.5 A.9.

OCT402 OCT403


Adept in their understanding of philosophy, Confident in their knowledge and understanding of people as occupational beings

B.2.6 C.1.5a.




C.1.1b C.1.3b C.1.1c.



Confident in their knowledge and understanding of people as occupational beings Able to understand the importance of occupational engagement throughout the changing needs of the life cycle

C 2.a.1 C.1.1a C.1.3b

OCT604


Confident in their knowledge and understanding of people as occupational beings Able to understand the importance of occupational engagement throughout the changing needs of the life cycle

C.1.1c. C.1.2c. C.1.3c

C.1.4c

OCT604


Confident in their knowledge and understanding of people as occupational beings Able to understand the importance of occupational engagement throughout the changing needs of the life cycle.

B.1.2. B.1.3 B.1.8. B.1.12 B.2.1 B.2.8 B.2.11.2


44



Articulate and assured in their professional identity. Fit for purpose

C.2.a.2.8 C.2.a.2.9 C 2.a.2.10 C.2.e.1.3 A.11


Critically analyse, evaluate and synthesis the challenges and opportunities of developing areas of professional practice.

Articulate and assured in their professional identity.

A.2.1 A.4.6. B.2.6 C.1.2a C.1.4c.

OCT601 OCT602


Adept in their understanding of the philosophy of the profession. Articulate and assured in their professional identity.

C.3 C.1.4.a



Adept in their understanding of the philosophy of the profession. Articulate and assured in their professional identity.

C.1.3a C.1.3b C.2.a.1.3 C.2.a.1.5 C.2.b.4

OCT602 OCT604


Understand the importance of inter-professional working Articulate and assured in their professional identity. Fit for purpose

A.2.2 A.2.6. B.3.7 B.3.10.6 B.4.5 A.3.

SOHP401 OCT405 OCT522 OCT525 OCT602 SOHP602 OCT603

Critically evaluate the links between effective inter-professional practice and patient outcomes


A.3. OCT603


Adept in their understanding of the philosophy of the profession. Confident in their knowledge and understanding of people as occupational beings

B.1.8. B.1.10 B.1.12 B.1.13 B.2.3 B.2.10


45


B.2.11.1 B.3.10.10



Adept in their understanding of the philosophy of the profession. Confident in their knowledge and understanding of people as occupational beings

C.1.1a C.1.3a C.1.5a C.1.1b C.1.2b C.1.3b C 2.a.1 C.2.a.1.3


Demonstrate understanding of the expectations of an Occupational Therapist in terms of autonomy and accountability; and legal, ethical and safe practice.


A.3.1 A.3.4 A.3.6. A.4.1 B.3.1 B.3.8 B.3.9 A.1 A.12

OCT402 OCT405 OCT524 OCT525 OCT602 OCT603



C 2.a.1 C.1.1a C.1.3b

OCT403 OCT404 OCT405 OCT521 OCT522 OCT523 OCT524 OCT604 OCT603



B.1.6 A.11 C.14

C.2.a.2.8 C.2.a.2.9 C 2.a.2.10 C.2.e.1.3 A.11

SOHP501 OCT525 SOHP601

46



Adept in their understanding of the philosophy of the profession. Articulate and assured in their professional identity

B.3.4 B.3.5


Explore and apply organisational strategies in relation to practice/ emergent practice.

Articulate and assured in their professional identity

A.2.7 OCT603



C.2.a.2.4 C.2.a.2.5 A.9




B.2.1 B.3.6 A.2.2 A.2 A.12



To develop and contribute to professional portfolios Articulate and assured in their professional identity – as critical, reflective, life-long learners

A.4.5 A.10



Adept in their understanding of the philosophy of the profession Confident in their knowledge and understanding of people as occupational beings

A.11 C.1 C.5 C.14

OCT525



B.2.6 C.1.5a.


47




A.11 C.1 C.5 C.14

OCT601 OCT602



A.11 C.1 C.5 C.14

OCT601 OCT602

Demonstrate professional and personal development. Fit for purpose and practice A.4.5 A.10




A.4.5 A.10

OCT601 OCT603


Adept in their understanding of the philosophy of the profession. Confident in their knowledge and understanding of people as occupational beings. Fit for purpose and practice

B.2.11.5 C.2.a.1.8 C.2.a.2.11 C.2.a.1.8 B.2.11.5 B.6 B.7

OCT601



A.4.5 A.10

OCT601

48




A.4.5 A.10

OCT601

Critically reflect on the impact of team dynamics on effective inter-professional working


C.9. C.2.a.1.4 C.2.a.2.2

OCT603 SOHP602

Evaluate the relationship between professional expertise, skill mix and service provision


C.13 OCT603 SOHP602

Demonstrate the ability to critically evaluate and integrate theoretical knowledge and relevant policy drivers into predicting potential emergent/ peripheral/ entrepreneurial areas of practice.

Adept in their understanding of the philosophy of the profession. Confident in their knowledge and understanding of people as occupational beings. Articulate and assured in their professional identity

OCT601


Fit for purpose and practice C.2.d.1 C.2.d.1.7 C.2.d.1.8 A.2.5 B.2.11.6 B.3.10.11

OCT402 OCT403 OCT404 OCT405 OCT521 OCT522 OCT523 OCT525 SOHP501 SOHP601 SOHP602 OCT603

49


To demonstrate effective team work, problem-solving and self-management skills

Articulate and assured in their professional identity. Fit for purpose and practice

B.2.11.5 C.2.a.1.8 C.2.a.2.11 C.2.a.1.8 B.2.11.5 B.6 B.7

OCT603

To be confident life-long learners Fit for purpose and practice A.4.5 A.10

OCT601 OCT602 OCT603 SOHP602 OCT602

Practical Skills



A.1.1 A.1.2 B.3.8 A.1

OCT402 OCT405 OCT524 OCT602 SOHP602 OCT603

Demonstrate and appraise own skills in communication to establish and maintain appropriate and effective professional relationships with people accessing OT services and people providing a service within the practice setting.


C.2.d.1 C.2.d.1.7 C.2.d.1.8 A.2.5 B.2.11.6 B.3.10.11 A.3.2. A.4.3 B.2.8 B.3.2 C.2.a.1.1 B.1

OCT603

50



Articulate and assured in their professional identity – as critical, reflective, life-long learners

A.2.4 A.3.4. A.4.4 B.2.11 B.3.1 C 2.a.1 C.2.d.1.8 A.1 A.3.



Adept in their understanding of the philosophy of the profession. Confident in their knowledge and understanding of people as occupational beings.

B.1.9 B.2.11.5 C.8




C.1.4b C.1.4b

B1 B.2.5 B.2.11.1

OCT524 OCT603

Demonstrate comprehensive understanding of and analyse the expectations of an Occupational Therapist in terms of autonomy and accountability; and legal, ethical and safe practice.

Fit for purpose and practice A.3.1 A.3.4 A.3.6. A.4.1 B.3.1 B.3.8 B.3.9 A.1 A.12

OCT603

Work autonomously, independently and safely within policies and organisational structures, to deliver therapeutic interventions for a small caseload of individuals

Fit for purpose and practice. Articulate and assured in their professional identity

OCT603



B.3.9 B.3.9.3

SOHP602 OCT603

51


Use critical reflection and supervision to effectively assess, plan, implement and evaluate treatment programmes.


C.2.a.1.9 A.2.4 A.3.4. A.4.4 B.2.11 B.3.1 C 2.a.1 C.2.d.1.8 A.1 A.3.

OCT603

Critically apply knowledge and skills, professional reasoning and ethical principles at an appropriate level to ensure rigorous decision making within specific areas of practice.


C.2.a.1.9 B.2.11 B.2.11.4

OCT603



A.3.1 A.3 B.3.9.7 B.4.4

OCT602 SOHP602 OCT603

52


14. Appendices

Document abbreviations used in the following mapping

Approval Document: AD

Programme Handbook: PH

Practice Placement Handbook: PPHB

Programme Specification: PS

Operational Specification: OS

Definitive Module Records: DMRs

53


Appendix i The Quality Assurance Agency for Higher Education

Mapping the Subject Benchmark Statements (2001) : BSc Hons 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:

PH – Sections 3.5.3. 4.1, 4.2 and Appendix 1: OCT modules AD –Section 4 PPHB – Section 16 PS - Section 8.1 DMR’s – especially SOHP401, OCT601, OCT602 and placement modules OCT405, OCT524, OCT603

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

of the Health 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 Occupational Therapists.

A2 Professional relationships of the occupational therapist


PH – 3.4.2, 3.5.3, 3.6, 4.1, Appendix 4 AD – Section 5.2 PPHB – Section 13 PS – Section 8 OS – Section 4 DMR’s – SOHP401, OCT402, SOHP602 – placement modules OCT405, OCT524, OCT603

A.2.1. articulate and work to the value base and principles which underpin occupational therapists’

practice;

A.2.2. work with clients and colleagues from diverse cultural and ethnic groups;

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;

54


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 – 3.5, 4.2 AD – 3.3.3 PPHB – Part1 sections 10,11,12,13,14 Part 2 sections 7,8,9,16 DMR’s – Practice placement modules, SOHP602

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;

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

AD – Sections 5.3.3, 6.0 PPHB – Part 1 Section 10 PS – Sections 8.3, 8.4 DMR’s – SOHP401, SOHP602 – all placement modules

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;

55


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

DMR’s OCT603 level 6 practice placement PPHB – part 2 section 3 –competency assessment form level 6 placement

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.

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 – section 3.1 ,3.2 , 3.4.3 AD – 2.1, 5.2.2, 5.2.3, 6.0, PPHB – Part two section 3 PS – Section 7, 8 OS – Section 4.1 DMR’s – All OCT DMR’s

DMR’s – SOHP401, SOHP501, SOHP601

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.

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

56


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


PH – section 3.1 ,3.2, 3.4.3 AD – 5.2.2, 5.2.3, 6.0, PPHB – Part two section 3 PS – Section 7, 8 OS – Section 4.1 DMR’s – All OCT DMR’s particularly levels 5 & 6

B.2.1. making provision for identification and assessment of occupational, physical, psychological,

cultural and environmental needs/problems;

B.2.2. select relevant assessment tools to identify occupational and functional needs in the areas

of self-care, productivity and leisure;

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

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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.

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


PPHB – Part one section 10, Part two section 1, 3,

PH – 3.5.3, 5.3.3, AD – section 6.0 PS – Section 7, 8 OS – Section 4.1 DMR’s – All placement module DMR’s

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;

B.3.3. organise information and/or perform therapeutic interventions using meaningful occupation

as a basis for intervention;

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;

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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;

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

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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;

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


PPHB – Part one section 10, Part two section 1, 3, 10

PH – 3.5.3, 5.3.3 , AD – section 6.0 PS – Section 7, 8 OS – Section 4.1 DMR’s – All placement module DMR’s, Level 6 OCT DMR’s, SOHP602

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;

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.

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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 – 3.4.3 AD – 5.4.3 PS - section 8, DMR’s – all OCT DMR’s but particularly OCT402, OCT401 OCT403, OCT404

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.

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.

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b. Occupational therapy process

PH – 3.4.3 AD – 5.4.3 PS - section 8, DMR’s – all OCT DMR’s but particularly OCT402, OCT401 OCT403, OCT404

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.

C.1.4b . The occupational therapy process in relation to occupational performance and

enhancement of well-being.

c. Social policy and legislative framework

DMR’s – all OCT DMR’s but particularly OCT402, OCT403, OCT404 PH – 3.4.3 AD – 5.4.3 PS - section 8,

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

C 2.a.1 Competence in an appropriate range of skills and procedures essential for the practice of

occupational therapy including;

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C.2.a.1.1 effective interpersonal skills which gain active participation from clients during

intervention;

PH – 3.4.3 AD – 5.4.3 PPHB – part two section 3 PS – section 8 DMR’s – All OCT DMR’s

Mandatory as part of practice placement preparation PPHB part one section 14.8, PH disclaimer p. 7

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;

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;

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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 optimally with him/her;

PPHB – part two section 7, 8, 9., 10 Particularly research modules SOHP501, SOHP 601

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 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.

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b. Information skills

PH – Part two section 3 AD – section 5.2, 5.3 PPHB – Part two section 3 PS – Section 8 DMR’s – All OCT DMR’s – particularly placement DMR’s

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

PH – Part two section 3 AD – section 5.2, 5.3 PPHB – Part two section 3 PS – Section 8 DMR’s – All OCT DMR’s – especially level 6 and particularly placement DMR’s

C.2.c.1 An ability to gather and evaluate evidence and information from a wide range of sources

and draw reasoned conclusions or reach sustainable judgements with particular regard to:

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

C.2.d.1 Communication skills and other interpersonal skills necessary for effective performance in

occupational therapy, including:

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C.2.d.1.1 establishing rapport and harnessing motivation that leads towards involvement by the

client in meaningful occupation;

PH – Part two section 3 AD – section 5.2, 5.3 PPHB – Part two section 3 PS – Section 8 DMR’s – All OCT DMR’s – especially level 6 and particularly placement DMR’s & SOHP DMR’s for IP communication

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;

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

PS - Section 9 for underpinning skills DMR’s – Particularly level 6 placement DMR, OCT602, OCT601, SOHP602 and research modules SOHP501 & SOHP601

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;

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C.2.e.1.4 financial accounting and budgetary planning within the requirements of a particular

setting.

f. Information technology skills

PH – Section 8, appendix 6 DMR’s – SOHP501 & SOHP601

C.2.f.1 Confidence in engaging with technology in the pursuit of effective occupational therapy,

including:

C.2.f.1.1 familiarity with information technology with regard to presentation and statistical analysis

of data including electronic and specialist databases.

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 – Section 3 AD – Section 5.2.2, PPHB – part two section 3 particularly level 6 competencies PS - sections 7 & 8 DMR’s - particularly level 6 DMR’s

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, logical and systematic thinking

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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;

PH – Section 3 AD – Section 5.2.2, PPHB – part two section 3 particularly level 6 competencies PS - sections 7 & 8 DMR’s - particularly level 6 DMR’s

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 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.

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C Subject knowledge, understanding and skills

The graduate occupational therapist must be able to:

PH – Section 3 AD – Section 5.2.2, PPHB – part two section 3 particularly level 6 competencies PS - sections 7 & 8 DMR’s - particularly level 6 DMR’s and especially level 6 placement assessment.

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;

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;

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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.

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Appendix ii Health and Care Professions Council Standards for Education and Training

Standards of education and training (SETs) How do you meet the SET? In which document / on which page of the document can this information be found?

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;

Course documentation states the full award of BSc Hons Occupational Therapy allows graduates to apply for eligibility to register with HCPC

A D Table 6.1 PS section 9 OS section 8 PH Section 3.3

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.

In addition to prospectus and website information open days and applicant days provide information to enable applicants to make an informed choice

PS Section 9 Web link to applicant day info https://www.plymouth.ac.uk/study/applicant-journey/applicant-days Web link to BSc programme page https://www.plymouth.ac.uk/courses/undergraduate/bsc-occupational-therapy

2.2 The admissions procedures must apply selection and entry UCAS Tariff is 340 points (136 from Sept 2017) plus,

https://www.plymouth.ac.uk/study/applicant-journey/applicant-days

https://www.plymouth.ac.uk/study/applicant-journey/applicant-days

https://www.plymouth.ac.uk/courses/undergraduate/bsc-occupational-therapy

https://www.plymouth.ac.uk/courses/undergraduate/bsc-occupational-therapy

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criteria, including evidence of a good command of reading, writing and spoken English.

English, science and maths GCSE Grade C. Recruitment includes a hand written exercise alongside interview to assess written English skills

PS section 9 PH section 2

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

UCAS Tariff is 340 points(136 from Sept 2017) plus English, science and mathematics GCSE Grade C Other qualifications are considered Where English is a second language applicants need an IELTS score of 7 or above (minimum 6.5 in all elements) All places on the programme are initially provisional until CRB checks have been completed

PS section 9 PH Section 2

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

University will only enrol students who pass selection criteria this includes satisfactory occupational health clearance. Any queries are taken to the Professional Issues committee of the Faculty where a final decision is made.


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

The University will only enrol students who pass selection criteria that include appropriate academic qualifications and adherence to the professional expectations of the programme


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

Clear APEL / APCL statements are made in the documentation and adhered to by the University APEL Department


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.

University Equality and Diversity policies are referenced in the documentation and monitored by the University admissions department and the OT admissions team

PS section 9 PH Section 2, 4.17

3 Programme management and resources

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

The programme is fully supported in the business plan of the School of Health Professions and the Faculty of Health and Human Sciences (FHHS)

AD Section 2

3.2 The programme must be effectively managed. Programme management forms part of a robust management structure as

AD Section 10 Staff Curriculum Vitae

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part of the School of Health Professions Lyn Westcott is the Associate Professor for Occupational Therapy who oversees all OT provision Pat Eyres is the Programme Lead for the BSc Hons OT programme

Lyn Westcott Pat Eyres

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

Each programme in the University holds an Annual Programme Monitoring Committee that produces an Action Plan for the programme team. The team also provides monitoring information to HCPC and COT. Students complete annual feedback questionnaires and external examiners actively contribute to all programme monitoring and evaluation systems

PH p.4, section 5.2 OS Section 1

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.

Pat Eyres will be the Programme Lead for this programme

AD Section 10 Curriculum Vitae Pat Eyres

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

The staff establishment for this programme is 12.9 WTE with 3 at Senior Lecturer level and 1 at Programme Lead

AD Section 8.1, 10

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

The programme has been designed with modules led and taught by staff with appropriate expert professional knowledge. This will continue to include lecturer practitioners

AD Section 10

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

The University continues to support research scholarship and professional development activities - these include research, professional liaison and collaboration both in the UK and overseas

AD Section 8

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

Resources both in the University setting and on placement are highlighted to all students and staff so that they can be effectively used. Room bookings are

AD Section 8 PS Section 8.1 PH Section 3.6, appendix 6

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managed by a central timetabling team to maximise efficiency. Room Gf22b has been further refurbished to include an ADL bathroom facility. The OT study strategies will continue to form part of the students learning resources.

PH Appendix 6 (study strategies)

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

The University has introduced a new electronic platform DLE/Moodle to offer students a higher quality and greater flexibility of electronic resources.

University/ programme website AD Section 5.3.1 PH section 3.6 Appendix 6

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

A wide range of resources are available both at PAHC and on Drake Circus campus. Students are directed to appropriate online learning resources by module teams

University/ programme website AD Section 5.3.1 PH section 3.6 Appendix 6

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

The programme team will direct the students to the appropriate resources/support

University website OS section 6 PH appendix 4 PPHB section 14

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

The OT team work within the university Personal Tutoring policy. All students are made aware of personal tutors allocated at the beginning of the programme. The OT team signpost to University support services including Counselling, Chaplaincy, Finance and Student Union where necessary.

OS section 6 PH section 4.7, 4.15 University website

3.13 There must be a student complaints process in place. Students will continue to be made aware of the University Students Complaints and Appeals process as set out in University regulations

University website AD section 4 PH section 1.2

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

The University has a policy to guide consent for participation in practical and clinical teaching that is culturally sensitive

PH appendix 7

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.

The programme team will continue to maintain a register system.

PH Section 4.1 PPHB section 9

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

Professional suitability will continue to be dealt with through the Personal tutor system and the University Disciplinary Procedures and Fitness to Practice Procedure. . Students will be made aware of the professional expectations of their conduct at induction and through the programme informed by COT and HCPC Standards

University website AD Section 4 PH Section 4.1 4.9 appendix 2 PPHB part 2 section 16

3.17 Service users and carers must be involved in the programme. The OT team are represented on a school wide Service User forum where service users feedback on curriculum development is sought Service users and carers have been included in module teaching and invited to join our extensive CPD programme delivering both academic and experiential learning opportunities.

AD 7.2 CPD section of programme page PH Section 5.8

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.

The programme has been carefully designed to ensure that graduates will successfully meet the HCPC OT SOPS

AD 5.2 DMR’s PH Section 3 PPHB part two section 3

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

The programme has been mapped against HCPC OT SOPS and SETS And other relevant professional standards COT QAA KSF SEEC Level descriptors

PS section 13.2, appendices I, ii, iii, iv , l

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

The programme spiral curriculum design has been carried forward into this programme as it encourages integration and innovation of thinking and learning

PS – sections 6,7,8 AD Section 5, figure 5.2, table 5.3 PH section 3.4 PPHB sections 2,3,4

4.4 The curriculum must remain relevant to current practice. The spiral curriculum remains key to the design of the new programme as it has proved to be an effective method of enabling the curriculum to maintain relevance.

AD sections 1,2,3 , 4 , 8, PH section 3 PPHB section 2

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

Students will be introduced to the HCPC Standards in both profession specific and inter professional learning modules. The Standards will continue to be used as part of the University professional suitability process and procedures

DMR’s particularly OCT602, SOHP401, SOHP602 PH section 4.9 PPHB part two section 16 AD section 4

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

The integrated curriculum has been taken forward into the new programme and the student study strategies will continue to be given to students as part of induction and will be included in the student handbook

AD section 5.3.1 PH – appendix 6 OS – section 2.1 PPHB – part two section 3

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

Evidence based practice underpins all teaching and learning delivery of the programme. This is embedded into the programme from level 4 where Students are introduced to the concepts and practice this is followed in level 5 and level 6 as they undertake a small evidenced based practice research project. Reading lists and resources are updated by the module teams each year to ensure that students are made aware of the most up to date evidence

AD 5.2.2 PH section 3.2 PS section 4, 8.1 PPHB part one section 9.13 DMR’s – SOHP401, OCT402 practice placements level 5 & 6 – OCT524, OCT603, SOHP501, SOHP601

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

The programme continues to be designed as an integrated spiral curriculum with a progression of teaching and learning techniques that encourage students to meet the increased demands of higher level studies as the programme progresses towards BSc Hons award

OS section 2 AD Section 5 PH section 3.4, 3.5 PPHB – part one section 10.2 DMR’s – all DMR’s

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

Inter professional learning opportunities have been built into the programme to further develop the opportunities for students to learn with and from each other

PS section 6 PH 3.4.2 PPHB part two – sections 14 and 15 – to ensure IPL opportunities in practice AD section 5 – particularly 5.3.2 DMR’s SOHP401, SOHP602

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5 Practice placements

5.1 Practice placements must be integral to the programme. There will continue to be 3 placements – one at each level of study – students will be placed within a range of settings within Devon and Cornwall. Placements are integrated into the modular design of the programme

AD section 5.3 PH 3.4.3Programme Handbook S3.1 PS Section 6

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.

There will continue to be 3 placements – one at each level of study – all placements are integral to the academic programme

PPHB part one section 4 OS section4.2 PS section 6 AD section 5.3.3 PH section 3.4

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

The OT Practice Placement Lead and team will continue to support students on practice placements. The OT Team visit on a locality basis in order to develop supportive relationships with practice colleagues and students

PPHB part one – section 4, 9, 12,13,14 PH appendix 4 OS section 4.2 AD section 5.3.3

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

All new placements continue to receive a set up visit from the OT team, half way placement contact for students and educators (either face to face or by telephone) Students evaluate placements at the ned of their placement. All placements are subject to Faculty HHS Workplace agreement and audit on a regular basis

PPHB part two – section 13,14,15, AD section 5.3.3.3

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.

Placements will continue to be made aware of the need for an equality and diversity policy for students. The OT team continue to work closely with placement providers to ensure that the appropriate support is available to students on practice placement

PPHB part two – section 13,14,15, AD section 5.3.3.3

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

The OT team as part of their locality based responsibilities meet with placement colleagues to support the development of qualified and experienced educators

PPHB part one – section 9, 12 Part two – section 14,15

5.7 Practice placement educators must have relevant knowledge, All placements are made aware of the need for staff PPHB part one –section 5 and part two – section 14, 15

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skills and experience. with relevant knowledge, skills and experience at the practice placement setting and support placement staff to this end. The OT Team continually develop their links with their locality. Annual placement updates are offered across Devon and Cornwall for any PE to attend, alongside smaller bespoke updating and CPD events negotiated with local colleagues

AD section 5.3.3.3

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

All placement educators continue to be offered a wide range of training according to their learning needs including basic and advanced placement educator training, locality based updates and access to COT APPLE Accreditation

PPHB part one –section 5 and part two – section 14, 15 AD section 5.3.3.3

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

It is expected that named placement educators are HCPC registered as Occupational Therapists. In exceptional circumstances where this may not be provided (eg role emergent settings) this role is fulfilled by staff from the University academic team on a regular basis In some role emergent settings the OT team work with locally based registered Occupational Therapists to offer students professional supervision and guidance alongside the day to day supervision from the practice setting. This process is monitored and supported by the University OT team

AD section 5.3.3.3 PPHB part two section 3 – assessment forms require practice educators signature and HCPC number.

5.10 There must be regular and effective collaboration between the education provider and the practice placement provider.

Placements continue to receive regular and effective support from Plymouth University staff. This includes placement support, placement education, CPD, placement quality procedures and collaborative capacity agreements, and programme updates.

AD section 5.3.3.3 PPHB part two – section 12

5.11 Students, practice placement providers and practice placement educators must be fully prepared for placement which will include information about and 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;

Students are prepared for placement through designated teaching time and professional studies modules. All students are required to meet mandatory training standards each year in areas such as basic life support and meet the CRB Enhanced and health requirements expected of them. Students are supplied with a placement handbook to outline these

Placement newsletter PPHB

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• 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.

expectations and procedures that manage difficulties in any of the named SET areas. Placement providers and Placement educators are provided with the placement handbook and University support to ensure all expectations are met. Placement educators courses and updates discuss these requirements. Electronic copies of all documents are available on ARC

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

Students will be prepared for placement through designated teaching time and through both professional and inter professional modules. The spiral curriculum enables students to integrate theory and practice throughout the programme with a greater emphasis on independent learning as they progress through the programme. Both the academic tutors and the placement educators will help the student to manage their learning through the learning contract, regular supervision and placement visits. Placement debrief workshops and assessment vivas attached to placement will enable students to demonstrate safe and effective practice and appropriate professional conduct

AD section 5 PPHB part two –section6,7,8,9,10

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.

Students will continue to be prepared for placement through designated teaching time and through professional and inter professional modules. There will continue to be a focus on service users rights and needs in the teaching materials and in the module assessments. Placement educators will monitor and assess these areas with the students and report any concerns to the University OT team. Deficiency in these areas will lead to placement failure. The placement handbook clearly documents this process

PPHB – part two section 16 AD section 5 DMR’s particularly OCT405,OCT524, OCT603

6 Assessment

6.1 The assessment strategy and design must ensure that the The assessment strategy for this programme has been PPHB part one – section 10

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student who successfully completes the programme has met the standards of proficiency for their part of the Register.

very carefully designed to reflect the standards of proficiency required by HCPC for registered occupational therapists

AD section 5.4.3 PS section 12 OS section 2.2 PH Section 3.2, 3.4.3, 3.5.3

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

All modules and assessments have been aligned to learning outcomes and comply with external frameworks including: Plymouth University assessment guidelines SEEC level descriptors HCPC and COT standards

DMR’s – all OCT modules PS section 12 OS section 2.2 PH Section 3.2, 3.4.3, 3.5.3 AD section 5.4.3

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

The assessment strategy has been designed to enable students to demonstrate links between theory and practice and this is evidenced in both academic and practice modules. Practice competences – the student must successfully complete all of the assigned learning competences to successfully pass the placement and is awarded a grade by their practice educator Level 6 final practice placement has two assessment components: practice competencies must be passed and are awarded a mark by the educator (50% of module mark) academically assess Viva Voce is completed for the remaining 50% of the mark

PS section 8, 12 PH section 3.4.3, 3.5.3 AD section 5.4.3

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

The assignments have been constructively aligned to meet the learning outcomes of the modules. This will be monitored by the External Examiners, Quality Assurance mechanisms including the Annual APM and visiting tutors. Practice Educators will award placement marks to ensure assessments maintain an integrated theory and practice focus

PH section 3.5.3 PS section 8 AD section 5.4 OS section 2.2 PPHB part one –section 10

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

The range and standards expected within the assessment strategy are designed to meet Plymouth University regulations including the Learning Outcomes for each of the modules. Practice Educator training courses and updates focus

PH section 3.5.3 PS section 8 AD section 5.4 OS section 2.2 PPHB part one –section 10

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on the measurement of students’ placement performance and the responsibilities of accurate assessment in order to ensure fitness to practice

DMR’s – particularly OCT405, OCT524, OCT603

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

The effective strategy undertaken by the OT team in 1st and 2nd marking, moderation and external examination continues. All assessments will meet the necessary University and regulatory standards

AD section 5.4 PPHB part one – section 10 OS section 2.2

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

The assessment regulations have been clearly designed to identify the programme progression and achievement requirements

PS section 10 AD section 6 PH appendix 5

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.

Programme documentation is clear that it is only the award of BSc Hons Occupational Therapy that makes reference to any HCPC Protected title and eligibility to apply for registration with HCPC

PH section 2.2 AD section 6 PS section 10

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

Programme documentation is clear that the aegrotat award does not confer eligibility to apply for admission to the HCPC register

PH section 2.2 AD section 6 PS section 10

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

Plymouth University assessment regulations clearly specify the procedure for the right of appeal for students

PH appendix 5 PU website https://www.plymouth.ac.uk/student-life/your-studies/essential-information/complaints-appeals-and-conduct

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.

Programme regulations clearly specify that at least one external examiner is appropriately experienced and qualified and agreed to be from the relevant part of the register

PH page 4

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/complaints-appeals-and-conduct



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Appendix iii Health and Care Professions Council Standards of Proficiency

Standards of proficiency (SOP) mapping – occupational therapist

Standard of proficiency Where can evidence relating to the delivery and assessment of each standard be found in the accompanying documentation? (eg Module descriptor AB1234, Learning outcome XXXX)

Registrant occupational therapists must: Add in cross ref to docs here

1 be able to practise safely and effectively within their scope of practice

Practice placement DMR’s level 4,5,& 6 1.1 know the limits of their practice and when to seek advice or refer to another professional

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1.2 recognise the need to manage their own workload and resources effectively and be able to practise accordingly

DMR’s particularly SOHP401, OCT602 and OCT601

2 be able to practise within the legal and ethical boundaries of their profession

DMR’s – particularly SOHP401, all practice placement DMR’s

PH – section 4.1

PPHB – part 2 section 16

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

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

2.3 understand the need to respect and uphold, the rights, dignity, values, and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing

2.4 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

2.5 know about current legislation applicable to the work of their profession DMR’s – all OCT DMRs

2.6 understand the effect of legislation on the delivery of care

PPHB part two section 3

DMR’s all placement DMRs 2.7 understand the importance of and be able to obtain informed consent

2.8 be able to exercise a professional duty of care

3 be able to maintain fitness to practise

DMR’s – particularly SOHP401, OCT402 , SOHP602

PH section 3.8, 4.9, 5.8

3.1 understand the need to maintain high standards of personal and professional conduct

3.2 understand the importance of maintaining their own health

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

AD section 4

PPHB part two section 16

4 be able to practise as an autonomous professional, exercising their own professional judgement

DMR’s particularly level 6 and all placement DMR’s

PPHB part two section 3 – particularly level 6 placement competencies, 7, 8, 14

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

4.2 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

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

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

4.5 be able to make and receive appropriate referrals

4.6 understand the importance of participation in training, supervision, and mentoring

5 be aware of the impact of culture, equality and diversity on practice

OS section 4.1 5.1 understand the requirement to adapt practice to meet the needs of different groups and individuals

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

DMR’s – OCT402, OCT604

AD section 5.1, 5.3.3

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

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

6 be able to practise in a non-discriminatory manner OS section 4.1

DMR’s – OCT402, OCT604

AD section 5.1, 5.3.3

7 understand the importance of and be able to maintain confidentiality

PPHB part one section 14, part two section 3 Safeguarding and confidentiality as part of Mandatory training in preparation for practice placement.

PH appendix 4,

7.1 be aware of the limits of the concept of confidentiality

7.2 understand the principles of information governance and be aware of the safe and effective use of health and social care information

7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public

8 be able to communicate effectively PH section 3.2

DMR’s level 5 & 6 DMR’s

PPHB part two section 3 – particularly level 5 & 6 assessed competencies

8.1 be able to demonstrate effective and appropriate verbal and non-verbal skills in communicating information, advice, instruction and professional opinion to service users, carers, colleagues and others

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8.2 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

PH section 2

PS section 9

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

PH section 3.2

DMR’s - level 5 & 6 DMR’s

PPHB part two section 3 – particularly level 5 & 6 assessed competencies

AD section 6

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

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

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

8.7 understand the need to assist the communication needs of service users such as through the use of an appropriate interpreter, wherever possible

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

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

DMR’s – practice placement DMR’s levels 4,5,6

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

9 be able to work appropriately with others

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9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff, and others

DMR’s – all placement DMR’s particularly placement 3 SOHP401, SOHP602

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

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

9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team

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

DMR’s OCT402, OCT521 OCT522 OCT523

All practice placement DMR’s

AD section 5.3

AD 5.3.2

DMR’s OCT401, OCT604

9.6 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 service user in meaningful occupation

9.7 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

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

9.9 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

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

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10 be able to maintain records appropriately

DMR’s placement level 4, 5 & 6

PPHB part two section 3 – assessed competencies level 5 & 6

10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols, and guidelines

10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines

11 be able to reflect on and review practice

DMR’s SOHP401, practice placement DMR’s OCT404

PPHB part two section 3 – assessed placement competencies

PS section 8

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

11.2 recognise the value of case conferences, supervision, and other methods of reflecting on and reviewing practice

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

12 be able to assure the quality of their practice

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

DMR’s SOHP501, SOHP601

PH section 3.4.3

PPHB part 2 section 3 assessed competencies level 5 & 6

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


PH section 3.4.3


88



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


PH section 3.4.3


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

12.5 be aware of, and able to participate in quality assurance programmes, where appropriate

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


12.7 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

13 understand the key concepts of the knowledge base relevant to their profession

13.1 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

DMR’s all OCT modules

PS Section 8

PH section 3.4.3

13.2 understand the effect of occupational dysfunction and deprivation on individuals, families, groups and communities and recognise the importance of restoring and facilitating opportunities with the aim of achieving occupational wellness

13.3 be able to understand and analyse activity and occupation and their relation to and effect on, health, wellbeing, and function

DMR OCT403

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

DMR’s particularly OCT521,522,523

PPHB part 2 section 3 assessed competencies 13.5 understand the need to identify and assess occupational, physical,

psychological, cultural and environmental needs and problems of service users, their families and carers

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

DMR’s OCT601 OCT602 OCT604

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

DMR’s particularly SOHP501, SOHP601

PH section 3.4.3

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

DMR especially OCT401, OCT402

PH section 3.4.3

13.9 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

DMR OCT402

13.10 understand the use of the current philosophical framework for occupational therapy that focuses on service users and the bio-psychosocial model

DMR OCT402

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

DMR OCT401, OCT521,522,523

PH section 3.4.3

13.12 understand the concept of leadership and its application to practice

DMR OCT 602, SOHP601 13.13 recognise the role of other professions in health and social care

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13.14 understand the structure and function of health and social care services in the UK

PPHB – PPHB part 2 section 3 assessed competencies

14 be able to draw on appropriate knowledge and skills to inform practice

14.1 be able to change their practice as needed to take account of new developments or changing contexts

DMR’s OCT601, OCT602

PH section 3.4.3

14.2 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy, or other actions safely and effectively

PPHB part 2 section 3 assessed competencies

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

14.4 be able to gather and use appropriate information

14.5 be able to undertake or arrange investigations as appropriate

14.6 be able to select and use appropriate assessment techniques

14.7 understand the need to consider the assessment of the health, social care, employment, and learning needs of service users

DMR’s all OCT modules but particularly levels 5 and 6

PH section 3.4.3


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

14.9 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

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

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14.11 be able to analyse and critically evaluate the information collected


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

14.13 be able to use research, reasoning and problem solving skills to determine appropriate actions

14.14 be able to formulate specific and appropriate care or case management plans including the setting of timescales


14.15 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

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

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

DMR’s All OCT modules but especially levels 5 and 6 14.18 be aware of the full range of occupations and activities used in intervention

and how these should reflect the individual’s occupational needs

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


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

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14.21 be able to use information and communication technologies appropriate to their practice

AD section 5.4.3

PH section 3.7.6.

14.22 recognise the value of research to the critical evaluation of practice DMR’s SOHP501, SOHP601

14.23 be aware of a range of research methodologies

14.24 be able to evaluate research and other evidence to inform their own practice DMR’s SOHP501, SOHP601 All Practice placement DMRs


15 understand the need to establish and maintain a safe practice environment

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

PPHB part one section 14


Mandatory training includes H&S PH p.7

PH section 4.2

15.2 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

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

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

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15.5 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

15.6 know and be able to apply appropriate moving and handling techniques Mandatory training includes moving and handling PH p.7

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Appendix iv LO’s mapped against SEEC descriptors

SEEC Descriptors Key:

K/U: Knowledge and Understanding

C S: Cognitive Skills

P/P: Performance and Practice

P/E: Personal and enabling Skills

Level 4 Level 5 Level 6

SOHP

401

OCT 401

OCT 402

OCT 403

OCT 404

OCT 405 PP1

SOHP

501

OCT 521

OCT 522

OCT 523

OCT 524 PP2

OCT 525

SOHP

601

OCT 601

OCT 602

OCT 604

OCT 603 PP3

SOHP

602

K/U

1,2,3,4

1,2,3,4

1,2,3

1,2,3,4

1,2,3 1,4,5

1,2,3,4,5

1,2,3,4,5

1,2 1,2,5

1,4,

5

1,2,3 1,2, 2, 1,4 1,2,3,4

1,6 2,4

CS

1,2,3,4

1,2,3,4

1,2,3,4,5

1,2,3,4

1,2,3 1,2,4,5,6

1,2,3,4,5

3,4,5

3,4,5 3,4 1,2,

3,4,

5,6

1,2,3 1,2,3,4

1,3 1,2,3,4,5

1,2,3,4

1,2,5,6,7,8,

11

1,2,3,4

P/P

3,4 4 2,3,4,5

2,3,4

2,3,4,5,6,7

2,3,4,5

2,3,

4,5,

6

3 1,2, 4,5

3,4 5 1,2,3,4

2,3,4,5,6

3

P/E

3,4 4 5 1 2,3,5,6, 7

3 3,5 3,4,5

2,3,

5,6,

7

4,5 1,2,4 3,4 5 2,3,5,6,10,11

3

BSc (Hons) Occupational Therapy Module Learning

Outcomes mapped against (SEEC) Descriptors (2010)

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Appendix v Knowledge and Skills (KSF) framework mapping

Knowledge and Skills Framework Mapping

KSF

SOHP

401

OCT 401

OCT 402

OCT 403

OCT 404

OCT 405 PP1

SOHP

501

OCT 521

OCT 522

OCT 523

OCT 524 PP2

OCT 525

SOHP

601

OCT 601

OCT 602

OCT 603 PP3

SOHP

602

OCT 604

Core 1 √ √

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 4 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 5

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Core 6

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB4 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB5 √ √ √ √ √ √ √ √ √ √ √

HWB6 √ √ √ √ √ √ √ √ √ √ √ √ √

96


KSF

SOHP 401

OCT 401

OCT 402

OCT 403

OCT 404

OCT 405 PP1

SOHP 501

OCT 521

OCT 522

OCT 523

OCT 524 PP2

OCT 525

SOHP 601

OCT 601

OCT 602

OCT 603 PP3

SOHP 602

OCT 604

HWB7 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HWB9 √ √ √ √ √ √ √ √ √ √ √ √ √ √

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

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

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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

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Appendix vi College of Occupational Therapists Learning (COT) and development Standards for pre-registration Education

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 therapy programmes.

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

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

Patricia Eyres Programme Lead BSc Occupational Therapy See CV in AD Section 10

The institution employs a sufficient number of staff with suitable qualifications and experience to support and

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

AD Section 8.1

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facilitate the learning required for professional practice

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 10 – staff CV’s

The staffing strategy takes account of the professional development needs of both academic and practice learning staff to support evidence-based educational practice and the further development of the programme

• There is evidence that staff development activities impact upon the design and delivery of a contemporary and evidence-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 Section 10 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

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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 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

AD Section 5 AD Section 5 DMR’s - All OCT DMR’s PS – Section 9 Face to face VBR interviews are held for all applicants AD – section 3 AD- Section 2 DMR’s – particularly OCT601 Innovative practitioner

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participation in professional activities and responsibilities as a foundation for developing professional practice

and OCT602 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 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.

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 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

DMR’s - particularly SOHP401 and S0HP602 AD – Section 1, 5.2, 5.3.2

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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.

PH- section 3.4 PPHB part two – section 14, 15 IPE modules are denoted with a module code starting with SOHP ( School of Health Professions) and not OCT ( Occupational Therapy )

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 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.

DMR’s particularly OCT404 (Humans as Occupational

Beings through Community Engagement) , SOHP501 and SOHP601 AD- section 5.2 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 – particularly SOHP401, OCT402, OCT525, OCT601 , OCT602 PS – Section 8

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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 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’

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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. • 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.

AD – section 5 PH –section 3.2 PH – section 3.2, 3.5, appendix 5 PS Section 13.1 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.

DMR’s - all but especially practice placement modules PPHB -part two section 3 PPHB part one – sections 10,11,12

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• 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.

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 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.

• Quality assurance processes demonstrate rigour and integrity, 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 – especially OCT601 PH – p. 4 , section 5.3 AD – section 6

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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 placement education that facilitates development of competent entry-level occupational therapists.

• Practice placement is distributed throughout each year of the programme. • 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

AD – table 5.3 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

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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

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 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.

PPHB part two – section 2, 3, 9, 13,14,15 PPHB part two – section 3 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

PPHB part one section 9, 10, 11, 12,13,14 PPHB part two Section 7,8,9,10

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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 12 PPHB part two section 11 PH section 3.5.3, 3.7.2 PPHB part two section 16 AD section 5.3.3

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