Certificate of Higher Education and Associate Bachelor s degree in Applied Health Studies

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1 UNIVERSITY OF ULSTER B1 PROGRAMME SPECIFICATION COURSE OR HONOURS SUBJECT TITLE: BSc Honours Occupational Therapy (with AB in Applied Health Studies and CertHE in Applied Health Studies Exit Awards) PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the teaching, learning and assessment methods of each module can be found at: and in the course handbook 1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Jordanstown 4 APPROVED BY: Health & Care Professions Council ACCREDITED BY: College of Occupational Therapists/ World Federation of Occupational Therapists 5 FINAL AWARD: BSc Hons Occupational Therapy EXIT AWARDS: 6 MODE OF ATTENDANCE: Full-time 7 SPECIALISMS: Occupational Therapy 8 COURSE/UCAS CODE: G178UJ 9 EFFECTIVE FROM: 2012/13 Certificate of Higher Education and Associate Bachelor s degree in Applied Health Studies 10 EDUCATIONAL AIMS OF THE COURSE The overall aim of the course is to produce safe, competent, reflective occupational therapy practitioners who are committed to continuing professional development in order to meet the needs of changing populations and employment contexts. The course will equip graduates with the entrepreneurial skills to be creative and innovative in the development of the discipline and practice of occupational therapy. Graduates of this programme will be eligible to apply for registration with the Health & Care Professions Council and professional membership of the College of Occupational Therapists. 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, teaching and learning strategy and policies; current research or other advanced scholarship carried out by academic staff; QAA subject benchmark statements for Occupational Therapy; B1

2 requirements of the Health Professions Council, the College of Occupational Therapists and the World Federation of Occupational Therapists; national and University qualifications and credit frameworks; the Tuning Occupational Therapy Project Group (2008) Reference Points for the design and delivery of degree programmes in occupational therapy. LEARNING OUTCOMES FOR BSC HONS OCCUPATIONAL THERAPY The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K K1 K2 K3 K4 K5 KNOWLEDGE AND UNDERSTANDING OF SUBJECT Explain the philosophical and theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and their performance of occupations Synthesise theories of occupation and participation together with relevant knowledge from the biological, physical, medical, human, psychological, social, technological and occupational sciences Explain the impact of occupational dysfunction and deprivation on the occupational performance of individuals, families and communities, and the importance of restoring opportunities for participation in occupation Articulate the relationship between occupational performance, health and wellbeing and the factors that facilitate or challenge participation in occupations, such as social difference, diversity and deprivation Display an understanding of contemporary approaches to health and social care delivery within evolving multi-sectoral environments Teaching and Learning Methods: This knowledge and the capability to achieve these learning outcomes will be acquired through lectures, seminars, practical sessions, case studies, tutorials, independent project work, group projects, practice placements, directed and self-directed reading, student centred learning including web-based resources and online discussions, study packs and computer assisted learning. Learning and teaching of practical skills will be integrated with theory in the core occupational therapy modules. This is a blended learning programme which includes online materials and resources. Assessment Methods: Each module will be assessed by either a combination of coursework and examination or by coursework alone. A range of assessment methods including computer-based tests will be used in some modules as formative and/or summative assessment both to encourage learning and to identify students who are having difficulty. The assessment of each module may include one or more of the B2

3 following: written examinations, practical examinations, class tests, coursework assignments, case histories, reports, group projects, posters and oral presentations. Placement assessment will also require demonstration of knowledge and its application to practice. 11I I1 I2 I3 I4 INTELLECTUAL QUALITIES Search independently, interpret, critically analyse, synthesise and utilise scientific literature, research findings and other information relevant to occupational therapy Reflect on current practice to identify opportunities for developing personal and professional performance and enhancing standards and range of service provision Engage in rational and reasoned debate in relation to occupation and occupational therapy to critically evaluate and judge the impact of intervention for the service user Contribute to the development of new knowledge of occupation and occupational therapy practice, particularly in relation to local and/or emerging health and social care challenges Teaching and Learning Methods: These intellectual qualities and the capability to achieve these learning outcomes will be acquired through lectures, seminars, tutorials, practical sessions, case studies, independent project work, group projects, practice placements, directed and self-directed reading, student centred learning including webbased resources and online discussions, study packs and computer assisted learning. Assessment Methods: The assessment of these intellectual qualities will be assessed by either a combination of coursework and examination or by coursework alone. A range of assessment methods including computer-based tests will be used in some modules as formative and/or summative assessment both to encourage learning and to identify students who are having difficulty. The assessment of each module may include one or more of the following: written examinations, practical examinations, class tests, coursework assignments, case histories, reports, group projects, posters and oral presentations. Placement assessment will also require demonstration of these intellectual qualities. 11P P1 P2 P3 PROFESSIONAL/PRACTICAL SKILLS Use a person-centred approach in the assessment of occupational needs of individuals, groups and communities. Develop, implement and evaluate evidence-based occupational therapy strategies in selecting, modifying and applying theories, models of practice and approaches to meet clients needs Assess the physical, psychological, social, environmental and risk factors which affect the occupational performance and quality of life of service users B3

4 P4 P5 P6 P7 P8 Conduct occupational analysis to identify areas of occupational dysfunction and deprivation Apply professional reasoning and skills in the formulation of specific personcentred intervention plans which facilitate the empowerment of individuals, groups and communities Work in partnership with individuals and groups, using occupation in prevention, rehabilitation and treatment, in order to enable and promote participation, health and wellbeing Demonstrate competence in the core therapeutic skills and in the management of people and resources with reference to personal responsibility, professional autonomy, accountability and continuing professional development. Demonstrate acquisition of behaviour and skills congruent with the requirements of the College of Occupational Therapists Code of Ethics and Professional Conduct, and the Health & Care Professions Council s Professional Standards of Proficiency Teaching and Learning Methods: Professional and practical skills will be developed through structured practical activities throughout all aspects of the programme, mainly through group work, skills teaching and problem solving exercises within the occupational therapy practical teaching rooms, communication skills laboratories and use of web-based resources. In particular the application of the knowledge and skills required for practice will occur within the practice placement modules. Assessment Methods: Professional and practical skills are assessed in various ways including formative assessment throughout relevant theoretical modules and within a range of methods for summative assessment such as case study presentations, group work presentations, practical examinations, design tasks, reflective evaluations, poster presentations and oral presentations. Students must demonstrate competence in professional practice during the professional practice placements. A range of methods is used for this including: case studies, intervention plans, portfolios, reflections on practice, oral presentations and clinical assessments. 11T T1 T2 T3 T4 T5 TRANSFERABLE SKILLS Communicate effectively with colleagues, service users, their relatives and carers Demonstrate creativity and innovation in the development of practice and roleemerging contexts Demonstrate confidence in self-management, self-awareness and knowledge of own limitations Learn autonomously and demonstrate continuing lifelong learning Effectively utilise library and computer resources to access and search for information from a range of sources and draw reasoned conclusions and sustainable judgements to inform practice. B4

5 Teaching and Learning Methods: The development of competence in these transferable skills will run throughout the programme in both theoretical/academic modules and practice placement modules using lectures, seminars, tutorials, practical sessions, case studies, independent project work, group projects, practice placements, directed and self-directed reading, student centred learning including web-based resources, online discussions, study packs and computer assisted learning. Assessment Methods: These transferable skills will be assessed by coursework and/or examination at all levels of the programme and in particular within the context of professional practice placements. The assessment methods may include one or more of the following: written examinations, practical examinations, class tests, coursework assignments, case histories, reports, group projects, posters and oral presentations. B5

6 11 PROGRAMME LEARNING OUTCOME MAP Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offe Exit Award Successful students will be able to: KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 K3 K4 Demonstrate knowledge and a critical understanding of the key principles, concepts and theories underpinning healthcare. Demonstrate an awareness of developing trends in the area of healthcare delivery. Distinguish between different types and levels of evidence and critically interrogate research evidence to inform practice. Identify a limited range of outcome measures and be able to use the resulting data, to develop tailored programmes. INTELLECTUAL QUALITIES I1 I2 I3 Evaluate the significance of evidence based practice with respect to the assessment and management of patients with a range of clinical conditions. Demonstrate an ability to question underlying assumptions in the light of new learning or experience. Demonstrate an ability to use initiative to approach tasks, issues and problems in a thoughtful and creative manner. PROFESSIONAL/PRACTICAL SKILLS P1 P2 P3 P4 Demonstrate critical observation, investigation, enquiry and organization skills, in a workplace environment. Demonstrate ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. Demonstrate the ability to reflect on and modify working practices where appropriate. Demonstrate the ability to reflect critically on one s own knowledge, skills and limitations, and identify a need for guidance and further personal development. B6

7 TRANSFERABLE SKILLS T1 T2 T3 T4 T5 Work constructively in a team, displaying an understanding of one s own role and the roles being fulfilled by other team members. Manage, manipulate and analyze data. Search, interrogate and draw evidence from electronic databases, research literature and other sources to inform and explore solutions to problems. Communicate effectively with a range of recipients. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. B7

8 Learning Outcomes for Certificate in Higher Education in Applied Health Studies Exit Award Successful students will be able to: KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 K3 K4 Demonstrate a basic knowledge and appreciation of the key principles, concepts and theories underpinning effective healthcare. Display awareness of current approaches to healthcare delivery. Use information and evidence appropriately. Describe appropriate intervention tools to meet service users needs INTELLECTUAL QUALITIES I1 I2 I3 Access relevant evidence- based practice in relation to health studies. Use initiative to approach tasks and problems in a thoughtful and caring manner. Identify the underlying assumptions being used in patient care. PROFESSIONAL/PRACTICAL SKILLS P1 P2 P3 Demonstrate the ability to reflect on progress and to take a proactive approach to learning and personal development. Recognize individuals physical, psychological, social, and cultural needs. Recognize the limitations of one s own knowledge and skills and demonstrate the ability to seek help when it is needed. TRANSFERABLE SKILLS T1 T2 T3 T4 T5 Understand the roles of other health professionals and demonstrate a willingness to work constructively within a team. Collect and record data. Use the literature and electronic databases to search for relevant information. Communicate effectively with a range of recipients. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. B8

9 12 STRUCTURE AND REQUIREMENTS FOR THE AWARD This programme leads to the academic award of BSc Hons in Occupational Therapy with eligibility to apply for registration with the Health & Care Professions Council. The course is based on the University's modular system whereby students normally complete modules to the value of 120 credit points per academic year. Each 20 credit point module represents 200 hours of student learning and effort. Each 15 credit point module represents 150 hours of student learning and effort. Each 10 credit point module represents 100 hours of student learning and effort. The duration of the programme is three calendar years consisting of: Year 1/Level 4 Theoretical modules: 110 credits Placement module: 10 credits Year 2/Level 5 Theoretical modules: 80 credits Placement modules: 40 credits Year 3/Level 6 Theoretical modules: 90 credits Placement modules: 30 credits Any student who is required to leave the programme by choice for personal or other reasons or due to not successfully completing the programme and has passed all Year 2/level 5 modules will be eligible to exit with an Associate Bachelor s degree in Applied Health Studies. The minimum requirements for an Associate Bachelor s degree are 240 credit points (120 at level 4 and 120 at level 5) OR Any student who is required to leave the programme by choice for personal or other reasons or due to not successfully completing the programme and has passed all Year 1/Level 4 modules will be eligible to exit with a Certificate of Higher Education in Applied Health Studies. The minimum requirements for a CertHE are 120 credit points at level 4. The modules of study in the programme with their credit point value and level are shown below. Details of levels of study are in Section 2.2. The language of instruction is English. B9

10 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction process Induction Day programme to include the following - meet teaching team - meet advisor of studies - meet student colleagues - timetables and how to read them - course handbook / information - tour of OT department Semester One Induction programme which runs across the next twelve weeks to include: - student sponsor (buddy) system - library induction - IT induction - COT student registration and requirements - COT Code of Ethics and Professional Conduct & HCPC Standards of conduct, performance and ethics - PACE - placement preparation - student services and support - COT student support - Study Skills twelve week course - student representative training and election Course Director and Staff Student Consultative Committee - The course director is available for consultation by appointment to any student across all year groups and also regularly meets with the student representatives via the Staff Student Consultative Committee. Student Reps set the agenda and take the minutes for this committee - Faculty Student Support Forum: this group of student representatives from across the faculty meet with staff to discuss issues which affect their university experience Advisors of Studies - every student is appointed an advisor of studies on Induction Day, the student retains that advisor throughout their studentship, a same sex advisor is named for any student to approach if required Personal Development Planning - Students are instructed in the Study Skills programme how to access the PACE System, how to use it to carry out a skills audit, and to prepare to B10

11 meet with their studies advisor where they are supported to reflect upon their learning, examine their strengths and identify areas for development Careers Development Centre - is available to all students requiring its services. The Career Development Centre provides an employment preparation module to all final year students to prepare them for employment. Final year students are also given guidance and preparation regarding eg professional registration, national/international registration, job applications and interviews, preparation of CVs etc Information Services Department - provides , internet and library support Student Support Department - Provides a wide range of health, accommodation, and support services Sport and Recreation Department - Provides a wide range of opportunities to participate in sport at any level of achievement International Office - Provides a service to support all overseas students socially and personally, enabling them to get the best out of this new learning opportunity Students Union - Provides a range of facilities, activities and advice Chaplaincy - Provides practical, social and spiritual support 14 CRITERIA FOR ADMISSION Applicants must satisfy the University s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL). The initial offer standard may vary from year to year. See prospectus entry. The programme adheres to the University of Ulster Equality of Opportunity and Admissions Policy. Entry Requirements GCSE Maths and English Grade C or above (or equivalent). If English is not the first language, applicants must have gained an average score of 7 with no unit less than 6.5 in the IELTS examination or demonstrate equivalence. All candidates taking up offers of places are required to pass a medical examination to assess general fitness and check vaccination protection. They are also subject to criminal convictions checks through the Access NI Scheme at the enhanced level disclosure. On enrolment each B11

12 year all returning students are required to sign an annual declaration confirming they have not acquired any criminal charges and/or convictions during the past year. All applicants are also required to undertake the Health Professions Admissions Test held in January each year. Applications to take the selection test are made alongside the UCAS process, and details are available on the University s website and at 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING External benchmark standards: QAA benchmark standards for Occupational Therapy; HPC Standards of Education and Training; and the COT Pre- Registration Education Standards. The course is evaluated by the University revalidation process, the Health & Care Professions Council approval process and the College of Occupational Therapists accreditation process. The above bodies also carry out separate annual monitoring checks; annual UU Programme Management process, College of Occupational Therapists annual monitoring reports and HPC annual monitoring process. The revalidation process provides an opportunity to review the curriculum, how it is delivered and the context in which it is delivered. Revalidation and annual monitoring are both searching and reflective processes which act as a fresh impetus for quality enhancement. Views of students as expressed through staff/student consultation (SSCC) and the University student survey on the quality of teaching and other module evaluations. - The SSCC occurs at least once a semester and/or at the request of the student reps or course director. Teaching and learning is a standing item on the agenda and these minutes are presented and discussed by the student reps at the course committee which is responsible for the management of the course. - Module Evaluation is carried out for every module including practice placement modules. At risk modules (modules with a failure rate of 15% or more) are identified as part of the UU Programme Management process and support is put in place immediately. - A curriculum review meeting is held at the end of each academic year to reflect upon the content and delivery of the teaching and learning. Any recommendations are put in place for the next academic year. B12

13 - The course committee formally respond with action to all teaching and learning issues identified by students and/or external examiners. Views of graduates in the National Student Survey - Feedback from the NSS is shared with students through the SSCC and the course committee Views of employers - Feedback from employers is received via the Practice Education Executive Committee and the Practice Educators AGM Views of external examiners - External Examiners monitor all aspects of the course and have access to all assessed work. The course committee respond to the EE annual report and action points are identified. Student performance data and career progression - This data is analysed at School, Faculty and University level each year University processes for initial approval, periodic re-approval and annual monitoring. The Peer Supported Review process allows individual staff to reflect on their teaching skills and is a driver for enhancing the students learning experience. In addition, there are University/Faculty/School strategies for teaching and learning. Teaching and Learning Committees: committees operate at university, faculty and school level, they are responsible for coordinating the development and implementation of initiatives aimed at enhancing the learning and teaching experiences of the students. Staff Development Unit provides opportunities for staff to enhance their skills and knowledge across a wide range of fronts which in turn supports the enhancement of standards of learning and teaching for students. B13

14 16 REGULATION OF STANDARDS Assessment rules Pass mark for modules is 40% Year 3 contributes to the final classification. The classification of the final result and how it is calculated is set out in the course regulations. The following aggregate percentages are used to determine degree classification: Class 1 at least 70% Class 2 (division 1) at least 60% and less than 70% Class 2 (division 2) at least 50% and less than 60% Class 3 at least 40% and less than 50% Honours classification derives 100% from level 6 Classification of Final Result (Exit awards) The following shall be the minimum overall percentages used to determine the final gradings of candidates. Associate Bachelor s degree Pass with Distinction 70% Pass with Commendation 60% Pass 40% Classification of Associate Bachelor s derives 100% from level 5 Certificate of Higher Education Pass with Distinction 70% Pass with Commendation 60% Pass 40% Classification of CertHE derives 100% from level 4 External examiners Two External Examiners are appointed by Senate to the BSc Hons programme. The external examiners are academic subject or professional experts appointed from outside the University. At least one of the External Examiners appointed at any given time will be an occupational therapist registered with the Health & Care Professions Council. Their key functions are to contribute to the assurance of the standards of the final awards (including exit awards) and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by the internal examiners. Detailed duties of External Examiners are set out in the current University of Ulster 'Code of Practice for External Examining' B14

15 which is consistent with QAA Standards. External Examiners have access to students on request. The responsibilities of an External Examiner are set out in the University's Handbook for External Examiners. All External Examiners are offered an Induction Programme. This programme underpins the University's commitment to ensuring standards of external examining across the University. 17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING The course is accredited by the College of Occupational Therapists (COT) and the World Federation of Occupational Therapists (WFOT)and is approved by the Health & Care Professions Council (HCPC) Benchmark Standards: the standards outlined in the following benchmark statements are embedded in the course and in the module aims and objectives; COT (2008) The College of Occupational Therapists pre-registration education standards WFOT(2002) Revised minimum standards for the education of occupational therapists HPC (2009) Standards of education and training HPC (2007) Standards of Proficiency: Occupational Therapy QAA (2001a) Subject Benchmark Statements: Healthcare Programmes- Occupational Therapy QAA (2007) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: Placement Learning 44% (4) of the OT academic staff hold a teaching qualification such as a Cert Ed, PGCUT or PGCHET and one other member of the OT academic staff is currently undertaking a teaching qualification 66.6% (6) of the OT academic staff have PhDs/doctorates plus two more (22%) are currently studying at doctoral level 44% (4) of the OT academic staff have Masters degrees One member of the OT academic staff has received the University s Distinguished Teaching Award Fellowship 33% (3) members of the OT staff are Fellows of the Higher Education Academy and another 33% (3) have applied for HEA fellowship 22% (2) members of the OT teaching team are Fellows of the Centre for Higher Education Practice The programme was included in the QAA Subject Review in October A score of 22 in the category of excellent was awarded. Teaching staff have considerable research and professional practice experience that informs their teaching. 22% (2)members of the OT teaching team have received internal pedagogic grants for projects to enhance the students learning experience Members of the OT academic staff contributed to the submission for the 2008 Research Assessment Exercise in Rehabilitation Sciences (Sub category of Unit 11, OSAMS). In the Research Assessment Exercise (RAE) 2008 the HRSRI showed an advance on the excellent rating of 4 obtained in RAE There was an improvement in all of the main indicators and over half of the work has B15

16 been assessed to be of international quality in terms of originality, significance and rigour. The high standard of research output is also aided by a number of successful collaborations with local, national and international centres of excellence. External funding for teaching and learning initiatives One member of the OT staff received external funding for teaching and learning initiatives in practicebased learning and personal development planning e.g FDTL4 Making practice based learning work, 250,000 Jan B16