Benchmark Statements Healthcare Programmes: Occupational Therapy (QAA 2001)

PROGRAMME SPECIFICATION BHSc (Hons) in Occupational Therapy School: Health Sciences Entry in: September 2017 Awarding Institution: Teaching Institution: Delivery Location: Programme/s Accredited by: Exit
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PROGRAMME SPECIFICATION BHSc (Hons) in Occupational Therapy School: Health Sciences Entry in: September 2017 Awarding Institution: Teaching Institution: Delivery Location: Programme/s Accredited by: Exit Awards: UCAS Code / GTTR / Other: York St John University York St John University York St John University Accredited by College of Occupational Therapists Approval by Health and Care Professions Council Certificate of Higher Education in Applied Health and Social Sciences Diploma of Higher Education in Applied Health and Social Sciences BHSc (Ord) in Applied Health and Social Sciences BHSc (Hons) in Applied Health and Social Sciences B930 Combinations: QAA Benchmark Group(s): Mode/s of Study: Language of Study: Not applicable Benchmark Statements Healthcare Programmes: Occupational Therapy (QAA 2001) Full-time over 3 years English Introduction and Special Features Introduction At York St John University, the occupational therapy undergraduatepre-registration programme leads to the award of BHSc (Hons) Occupational Therapy. This programme of study meets the threshold standards for education, training and proficiency set by the Health and Care Professions Council (2012a, 2012b) and follows the curriculum framework as specified by the College of Occupational Therapists (2009) and is recognised by the World Federation of Occupational Therapists (see The following statement from the College of Occupational Therapists defines the purpose of occupational therapy: The purpose of occupational therapy is to enable people to fulfil, or to work towards fulfilling, their potential as occupational beings. Occupational therapists promote function, quality of life and the realisation of potential in people who are experiencing occupational deprivation, imbalance or alienation. They believe that activity can be an effective medium for remediating dysfunction, facilitating adaptation and recreating identity. (COT 2009, p1) There is need to embed certain features into the revalidated BHSc (Hons) Occupational Therapy programme. Occupational therapy graduates need to recognise and respond to the changing demands of health and social care practice due to the national and local contextual drivers and influences. Key features of the programme will be contemporary, evidence-based occupational therapy founded on theoretical influences such as occupational science; developing roles and practice environments for occupational therapy, with person-centred practice at the core of service delivery. Graduates from the programme will be equipped with the knowledge, skills and attitudes commensurate with occupational therapy practice. In addition they will be reflective, evidence- Page 2 of 14 based practitioners with potential leadership skills and the ability to promote the unique features of profession in a modernising health and social care arena. Successful graduates are eligible to apply for registration with the Health and Care Professions Council with the protected title Occupational Therapists. During their programme of study, students are encouraged to be active members of the national professional body, the Royal College of Occupational Therapists. The programme is monitored by the Health and Care Professions Council and the Royal College of Occupational Therapists. This programme must be completed within five years to comply with professional body requirement. Special features of the programme Occupational therapy is a popular programme and attracts applicants from across the UK, Europe and beyond. This programme offers a strong, contemporary curriculum for graduating students who are eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC). The programme follows the curriculum framework as laid down by the College of Occupational Therapists (COT, 2009), and minimum requirements of the World Federation of Occupational Therapists, including meeting the 90 weeks minimum period of study and recommended 1000 hours of practice education. It is underpinned by strong theoretical approach rooted in occupational science. The programme also features both university and practice-based modules; and there is a strong emphasis on inter-professional learning. Meeting the Health and Safety Training Requirements within the Curriculum: Mandatory Training as directed by the NHS North of England (formally known as NHS North East, NHS North West and NHS Yorkshire and Humber Strategic Health Authorities). All health students are required each year to complete a range of health and safety mandatory training as set out by the NHS North of England. Mandatory training will be delivered where possible within inter-professional learning experiences as this follows current best practices within health and social care settings. This list of specific training is as follows: Moving and handling with a minimum of 6 hours face to face contact annually with a staff ratio of 1: 8 Basic life support with 3 hours of face to face contact Risk and safe working practices 3 hours of specific training and other elements to be included throughout the programme Safeguarding Infection control with 2 hours face to face contact Information governance (on-line package) Fire with a minimum of 1 hour Equality and diversity with a minimum of 1 hour *Food hygiene (on-line basic training level) *We have further enhanced this list at York St John University to include Food hygiene (online) as many students will have direct contact with food and or drinks during their work/ professional practice placement experiences. All students will complete this mandatory training each year before they go on professional practice placements. Each student will receive a Mandatory training passport with all elements of training scrutinised and formally signed off as completed, by the University. Each student will be expected to present the passport to their professional practice educator on the first day of each work placement. Learning, teaching and assessment methods A range of learning, teaching and assessment methods will be used in order to as closely replicate the mandatory training that is currently used in health and social care settings. Examples include direct face to face training and assessment as used in basic life support, accredited trainers from the ambulance training unit lead the training (1:10 ratio) and assess each student in basic life saving techniques. Information governance training is accessed on line and is the NHS standard training package that our health students can access. Moving and handling training is provided within the programme by academics that have specific external specialist training in order that they can lead the 6 hours of face to face of practical and theory sessions that are required for each student (ratio 1:8). Some training can be delivered in large groups using a lecture format. Other health and safety training will be through supported open learning followed by seminars. Risk and safe practice training will be further enhanced by integrating the learning within specific modules. Inter-professional learning During university-based learning, there are inter-professional education opportunities with the BHSc (Hons) Physiotherapy students. When students are on practice placement there are additional opportunities to work with health and social care professionals and organisations; the service user, carers and families are considered part of the inter-professional learning experience. Practice placement features at each level of the programme, with two placements at Level 4 and one at Level 5 and one at Level 6. Placement allows the student to put theory into practice and further develop professional skills commensurate with practice settings. Students can also appreciate the realities of and demands on health and social care provision in the 21st Century. The occupational therapy programme adheres to the philosophies of the Health and Care Professions Council and the Centre for the Advancement of Inter-professional Education (CAIPE) which both recognise that successful inter-professional learning can develop students mutual understanding of each other s roles and their ability to communicate and work with other professionals, thus potentially improving the environment for service users and professionals. Within the programme there will be opportunities at all three levels where students can learn together interactively using case scenarios developed by both the physiotherapy and occupational therapy subject teams. Virtual learning environments will be used to facilitate this which utilise real patient experiences. Internationalisation As a University, York St John is committed to providing students opportunities for international study. The occupational therapy programme enables students to consider international placements. Whilst on an international placement students would be supervised by a qualified occupational therapist. The programme also features a role-emerging (sometimes referred to as contemporary) placement at Level 6. Student role emerging practice placements are those which take place in settings that have previously not experienced or identified an occupational therapy role. The student, who is supervised by an off-site occupational therapist, considers the occupational needs of the people in the setting, and identifies an occupational therapy role, provides an occupational perspective of health and well-being, or promotes or conducts a relevant project to benefit the people in the setting. (Thew, Hargreaves, Cronin-Davis, 2008). Admissions Criteria In addition to the university s general entry criteria for undergraduate study, you must have: Five GCSE s at grade C and above (or York St John University approved equivalent), including English Language, Mathematics and a Science 280 points, including a minimum of three A2 Levels at grades BBC-BCC or 280 points from BTEC National Diploma/ BTEC Extended Diploma (QCF) at DMM or BTEC Diploma (QCF) D*D-D*D* or Equivalent Scottish, Irish or overseas qualifications or Page 4 of 14 An equivalent qualification to those listed above (Access Diploma, International Baccalaureate) or NVQ 3 or GNVQ (advanced) or Foundation Degree in health related area or A foundation module from the flexible learning framework If your first language is not English, you need to take an IELTS test or an equivalent qualification accepted by the University (see If you do not have traditional qualifications, you may be eligible for entry on the basis of Accredited Prior (Experiential) Learning (APL/APEL). We also consider applications for entry with advanced standing. Offers are conditional not only on academic results but also on: A satisfactory Medical Health Questionnaire A satisfactory Criminal Record Bureau Enhanced Disclosure Programme Aims Successful graduates of the BHSc (Hons) programme are eligible to apply for registration with the Health and Care Professions Council and to practise as occupational therapists. Graduates will also be eligible for membership of the British Association of Occupational Therapists in the UK. The course aims to provide students with the education and training that enables them to meet the Standards of Proficiency for Occupational Therapists as set by the HCPC (2012b). The aims of the course are also developed in accordance with the QAA Benchmark Statements for Occupational Therapy (2001) and the QAA Framework for Degrees Qualifications in England, Wales and Northern Ireland (2008). The overall aim of the BHSc (Hons) Occupational Therapy programme is to: enable and empower students to become occupation-focused, evidence-based, reflective and competent graduates who have unique knowledge, skills and attitudes to support the contemporary development and delivery of occupational therapy and an occupational perspective of health, wellbeing and participation. Professional Aims and Programme Learning Outcomes The specific, overall learning outcomes for the BHSc (Hons) Occupational Therapy Programme are presented using the essential areas of knowledge, skills and attitudes for competent practice at the graduate level (World Federation of Occupational Therapists, 2008). These are consistent with the standards required by professional bodies in the UK. In each area, learning outcomes are presented for knowledge, skills and attitudes; these are further translated into outcomes for each level within the programme and module learning outcomes. 1. Person-occupation-environment relationship and health (POE) Knowledge: Students will demonstrate: a) An in-depth knowledge of the form, function, meaning and multi-faceted nature of occupation. b) A range of theoretical perspectives of occupation. c) Critical consideration of the interrelationship between, occupation, health, well-being and participation. d) An understanding of health concepts from an occupational perspective. Page 5 of 14 Skills: Students will demonstrate: e) Comprehensive assessment skills of an individual s occupational performance; and develop therapeutic programmes to develop, improve or maintain an individual s capacity or ability. f) Appropriate methods of assessing occupational performance. g) Recognition of factors which inhibit and facilitate occupational performance. h) Skills in grading and adapting occupations suitable to an individual s needs and strengths. i) Abilities to modify environments and contexts to facilitate occupational performance. Attitudes: Students will demonstrate: j) A commitment to an occupational perspective of humans and health. k) Acceptance of individual and cultural differences in occupations and occupational performance. 2. Therapeutic and professional relationships (TPR) Knowledge: Students will demonstrate: a) Knowledge related to the nature and components of therapeutic relationships and the communication processes required. b) Methods of developing and facilitating therapeutic relationships to facilitate person-centred practice. c) Person-centred practice for assessment, treatment planning, implementation and evaluation. d) An awareness of the contributions of colleagues, members of the wider team, service users and the benefits of team working. Skills: Students will demonstrate: e) Effective therapeutic relationships with service users, carers and families. f) Effective interpersonal communication and adjust communication style to suit differing contexts. g) The ability to develop and deliver intervention which is culturally appropriate. h) Effective team working. i) Professional and personal skills to interact with a range of professional and other colleagues involved in service delivery. j) Management skills required for staff and other resources for effective service delivery. Attitudes: Students will demonstrate: k) Valuing people as unique and autonomous. l) Sensitivity when establishing and facilitating therapeutic relationships. 3. Occupational therapy process (OTP) Knowledge: Students will demonstrate: a) In-depth knowledge related to the process of assessing for, developing, delivering, evaluating and documenting occupational therapy interventions for individuals, groups, contexts and communities. b) Theoretical and empirical knowledge related to occupational therapy process contrasting this with the processes of other professions. c) Theoretical knowledge which underpins the development of innovative occupational therapy services or an occupational perspective. Skills: Students will demonstrate: d) The ability to implement the occupational therapy process in a range of settings, in a multidisciplinary context and with a range of service user groups. e) The ability to work in partnership with service users, carers and families. f) Assessment of people, groups and communities and produce an occupation focused action plan. g) Planning, delivery and documentation occupational therapy intervention for individuals and groups. h) Recognition and evaluation of the unique contribution of occupational therapy within multidisciplinary teams and society. i) The evaluation of intervention programmes and services as part of the team. Attitudes: Students will demonstrate: Page 6 of 14 j) Confidence in the contribution occupational therapy can make to issues of health, well-being and participation for individuals and broader society. k) A professional attitude to valuing the contributions of others involved in working with service users. 4. Professional reasoning and behaviour (PRB) Knowledge: Students will demonstrate: a) In-depth, synthesised knowledge relating to evidence based practice and its implications for practice. b) The process of accessing, using and producing evidence to support practice. c) Occupational therapy practice using a range of theories, models and professional approaches. d) Professional and occupational therapy clinical reasoning theories and models. e) Ethical, anti-oppressive practice and research. Skills: Students will demonstrate: f) Reflective skills to enhance and develop own and others practice. g) Consideration of a range of theories and models when reflecting on own practice. h) Utilisation of opportunities to develop and enhance practice. i) Maintaining currency of own knowledge, skills and attitudes, ensuring areas of strengths and need for development. j) The use of current evidence to develop and deliver occupational therapy. Attitudes: Students will demonstrate k) Commitment to lifelong learning as a means of continuing professional development. l) Commitment to the on-going development of the profession and practice. 5. Context of professional practice (CPP) Knowledge: Students will demonstrate: a) In-depth knowledge in relation to environments which shape occupational performance and influence health. b) Sustained arguments related to local and global factors which impact on the health and occupational performance of individuals, groups and communities. c) A realistic appreciation of the contextual and influences for occupational therapy practice. Skills: Students will demonstrate: d) The ability to articulate how an occupational perspective can inform global and local issues of health through occupation. e) Being an agent of change and advocate for the benefit of service users, carers and families. f) Which relative aspects of occupational therapy practice it is possible to change and implement necessary strategies to facilitate change. Attitude: Students will demonstrate: g) A strong commitment to and enactment of the principles of occupational justice. h) A commitment to engaging in wider debates and advocating for an occupational perspective of humans and health. WFOT (2008) recognises that the knowledge, skills and attitudes related to these five areas of competency will be locally determined by: Health needs including disability prevention Systems for local health, welfare, disability and legislation The health giving occupations available New graduate practitioners must be adaptable, responsive and able to manage changes in the practice environments. In addition to the occupational therapy competencies, graduates from the programme will also have transferable skills for employment such as: Abilities in taking initiative and personal responsibility for self and others Complex decision-making skills in unpredictable environments Commitment to personal and professional development (QAA framework 2008). Page 7 of 14 These additional skills will be embedded throughout the programme and students will be encouraged to maintain a reflective portfolio to promote a commitment to life-long learning; and to form the basis for continuing professional development for both future employment and study. Professional suitability The issue of professional suitability is a core component of the undergraduate occupational therapy programme. The commitment of the programme team is to provide students with academic and exp
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