School Of Health And Social Care MSC Occupational Therapy - A Review

Transcription

1 School of Health and Social Care MSc Occupational Therapy (pre-registration) PROGRAMME SPECIFICATION Version number: 1 Document date: September

2 2014 Bournemouth University Document date: September 2014 Circulation: General Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the university. School of Health and Social Care Bournemouth University Poole Dorset BH12 5BB 2

3 CONTENTS 1. Basic Programme Data Aims of the document Progression routes Academic and Professional Contexts Academic Context Professional Context Aims of the Programme Programme Outcomes Learning and Teaching Strategies and Methods Assessment Strategies and Methods Programme Skills Matrix Placement Elements Programme Diagram Admission Regulations Assessment Regulations Programme Profile References

4 1. Basic Programme Data Originating institution(s) Bournemouth University Award(s) and title(s) MSc Occupational Therapy (pre-registration) Pg Dip Rehabilitation Studies Pg Cert Rehabilitation Studies UCAS Programme Code B930 HESA / JACS Codes B930 External reference points QAA Quality Code Chapter A1; The National Level (incorporating the Framework for Higher Qualifications (FHEQ) in England, Wales & Northern Ireland) QAA Quality Code Chapter A2: The Subject & Qualifications Level (incorporating the Occupational Therapy subject benchmarks statements 2008) HCPC Standards of Proficiency for Occupational Therapists HCPC Standards for Education and Training COT Pre-registration Education Standards COT Professional Standards for Occupational Therapy Practice Professional, Statutory and Health and Care Professions Council (HCPC) Regulatory Body (PSRB) links Professional Regulator programme approval College of Occupational Therapists (COT) Professional Body programme accreditation Place(s) of delivery Bournemouth University Practice placement sites throughout Dorset, Somerset and Salisbury (Wiltshire) Mode(s) of delivery Full-time Credit structure 180 M Credits Duration 2 years Date of original approval(s) 2014 Date of first intake 2015 Student numbers TBC Placements Minimum of 1000 hours across a range of settings, in four placement blocks throughout the programme Partner(s) and model(s) Practice placement sites including NHS Trusts Date and version number of this Programme Specification January 2014 Version 1 Version number of this document: This Programme Specification was approved in August 2014 following validation by Academic Standards Committee. It takes effect from September 2014 and applies to all new enrolments. 4

5 2. Aims of the document This pre-registration MSc Occupational Therapy programme specification aims to: Define the structure of the MSc Occupational Therapy programme; Describe the context in which the programme is delivered and the underpinning educational philosophy and values; Identify programme aims and outcomes and the nature of programme delivery; Articulate the regulations governing the awards offered through this programme. This specification should be read in conjunction with the Unit Directory, Programme Handbook, Practice Assessment Documents and other ancillary documentation. 3. Progression routes There are no specific articulation routes to or from this programme. Students are expected to enter with an honours primary degree, as detailed in the admissions regulations in this document. 4. Academic and Professional Contexts The MSc Occupational Therapy (pre-registration) programme aims to produce graduates with the knowledge, skill and attributes to become occupational therapists. The programme seeks approval from the Health and Care Professions Council (HCPC), accreditation by the College of Occupational Therapists (COT) and validation from Bournemouth University. The programme delivery is influenced and guided by national and local quality monitoring processes and frameworks. The MSc programme exceeds the HCPC requirement for education to be at degree level and the programme is delivered alongside the BSc (Hons) Occupational Therapy programme in Bournemouth University. 4.1 Academic Context Provision of Occupational Therapy education is an important part of Bournemouth University s School of Health and Social Care portfolio, as identified in the School Strategic Plan. The programme is greatly influenced by the University s Vision and Values BU2018: Creating, Sharing Inspiring. BU s mission is embedded throughout the programme. Creating the most stimulating, challenging and rewarding university experience in a world-class learning community by sharing our unique fusion of excellent education, research and professional practice and inspiring our students, graduates and staff to enrich the world" This programme runs alongside the BSc programme and the programmes share many elements. This Masters level programme provides opportunities for students to immediately apply knowledge to practice and, aligned with BU s Vision and Values, integrates research, education and professional practice throughout. Several members of the academic team are research-active and the programme is strongly embedded in occupational therapy practice. The range of teaching, learning and assessment strategies used in the programme help to create that stimulating, challenging and rewarding experience for students. 5

6 The programme is influenced by the School of Health and Social Care s values, particularly a significant strength in humanising, a focus on making people s lives better and the use of research to underpin practice. Staff are engaged in research communities, drawing on these to influence teaching and learning. The Quality Assurance Agency for Higher Education (QAA) guidance and Chapter 1: The National Level (incorporating the Framework for Higher Education Qualifications (FHEQ)) guides the standards required for the Masters degree programme. Programme outcomes are also mapped to the QAA Subject Benchmark statements for occupational therapists, HCPC Standards of Proficiency for Occupational Therapists and COT standards. The programme is managed and delivered by a team that includes several registered occupational therapists, supported by the School and University administrative structures. There is a named professional lead who is an HCPC-registered occupational therapist. Staff have a range of clinical and academic expertise to effectively deliver the course. Close links with practice partners also enables expertise in specific areas of practice to contribute to the student educational experience. All lecturers are fellows of the Higher Education Academy and work to the HEA Professional Standards Framework (2011), thus engage in continuing academic development. Registered occupational therapy staff are involved in continuing professional development, some of which relates to their academic role and some to occupational therapy practice. On-going management of resources and quality assurance methods are undertaken, in line with BU s standard regulations and in order to meet the HCPC Standards of Education and Training and COT s pre-registration education standards. Internal quality monitoring includes internal annual monitoring, unit monitoring, student feedback and maintenance of an ongoing action plan. 4.2 Professional Context Registration with the Health and Care Professions Council is required in order to practise as an occupational therapist in the UK. This programme enables students to demonstrate each of the required standards of proficiency and thus be eligible to apply for registration with HCPC. Students awareness of and adherence to HCPC and COT standards of ethics and professional behaviour are an integral part of the programme delivery. The provision of the education experience and assessment of performance is designed to clearly meet the HCPC Standards of Education and Training. The programme also meets the College of Occupational Therapists Pre-registration Education Standards. Students are encouraged to become members of the British Association of Occupational Therapists and to become aware of the work of the professional body. Regular contact is maintained with COT and the Council of Occupational Therapy Education Directors in order to ensure that the programme reflects contemporary occupational therapy policy within the UK and internationally. A key component of the programme is that students develop their skill in life-long learning and continuing professional development. This focus not only enables graduates to meet the HCPC standards for continuing professional development but also aims to support them to become future leaders in the profession. Links with local occupational therapy practitioners and service managers is considered a priority, not only to ensure high-quality placement provision, but also to reflect contemporary 6

7 practice within the programme. These links also enable students to learn from a wider range of occupational therapists with relevant specialist expertise and knowledge. As the pre-registration MSc is a professional programme, students are provided with and required to abide by the professional conduct and ethics standards of both HCPC and COT. Mechanisms are in place to identify issues and support students to develop professional behaviour, both through their academic advisor and on practice placement. There is also the School Fitness to Practice and Academic Offences system, managed by the Quality Officer. 5. Aims of the Programme The overall aim of the programme is to produce graduates with the necessary knowledge, skills and attributes to work safely, ethically and effectively as occupational therapists in a wide variety of settings, and through continuing professional development to become leaders within the profession. This Masters programme also aims to enhance the occupational therapy workforce by producing graduates who are also highly critical thinkers and competent consumers and producers of practice-based research. The programme aims to provide knowledge and understanding of occupational therapy, informed by current practice, scholarship and research, including a critical awareness of current issues and developments in the subject and the profession Graduates of this programme will demonstrate that they meet the Standards of Proficiency for Occupational Therapists set out by the HCPC. The programme reflects the philosophy, core values, skills and knowledge base of occupational therapy, as articulated by the College of Occupational Therapists and the World Federation of Occupational Therapists. Bournemouth University s Occupational Therapy graduates will be competent and confident professionals, who are reflective and critical in their thinking and approach to practice. They embrace diversity, respect clients and client choices and engage in open, compassionate communication. Graduates value both working collaboratively with colleagues, clients and their significant others, and also working independently. Their strong professional identity and focus on the centrality of occupation enables them to adapt in health, social care and third sector settings, as well as seize new opportunities in emerging areas of practice. More specifically the programme aims to develop Occupational Therapists who are: Excellent communicators and work well in teams; Knowledgeable: understanding is underpinned with a strong basis of scientific and theoretical knowledge, resulting in their flexible problem-solving skills; Critical thinkers and able to apply a range of knowledge to a variety of practice settings; Focused on meeting the occupational performance and engagement needs of service users, with a strong grounding in occupational science, and clear, nuanced understanding of the influence of occupation on health and well-being; Confident in their professional identity and able to comprehensively articulate the core values and skills of OT to clients, stakeholders and wider public; Skilled, reliable, highly motivated and practical therapists who are able to apply practice skills in a range of organisational settings; Consumers and producers of practice-based research; Reflective practitioners with advanced clinical reasoning skills who are committed to lifelong learning; Able to respond creatively to development opportunities arising through changing service, community, business and social enterprise needs; Equipped with the core and transferable skills to develop occupational therapy within new areas of practice and enterprise; 7

8 Self-directed, autonomous and able to manage their own learning, facilitate that of others and maximise opportunities for continuing professional development. 6. Programme Outcomes A Subject Knowledge and Understanding This programme provides opportunities for students to develop and demonstrate knowledge and understanding of: A1: Theories of human occupation and occupational science, the use of occupation in therapy practice and critical appreciation of interaction between occupation, health and well-being. A2: Occupational therapy philosophy, theory, models of practice and frames of reference and how these may be used throughout the occupational therapy process to select, evidence and critique an appropriate course of action. A3: The critical application of underpinning disciplines (including biological sciences, social sciences, disability theory and pathology) to occupational therapy, in order to understand the range of biological, psychological, sociocultural and environmental factors that can influence occupational performance and engagement. A4: Legal, ethical and professional standards / frameworks that influence the context and scope of occupational therapy practice and the structure of service delivery in the UK. A5: The importance of respecting the rights, dignity, culture and individuality of service users and carers and the importance of client/person-centred practice with people from diverse backgrounds. A6: Components of safe practice, including maintaining one s own fitness to practice, managing risk, acting as an autonomous, responsible professional and being able to exercise a professional duty of care. A7: Characteristics of good communication, including the ability to adapt communication to different situations and to work effectively in a range of group situations. A8: Critical application of leadership and management principles, entrepreneurship, innovation and adaptation to change. B Intellectual Skills This programme provides opportunities for students to: B1: Analyse, critically appraise, apply and evaluate evidence from literature and a variety of other sources to develop best practice and apply the principles of audit and evidence-based practice. 8

9 B2: Critique, select and apply methods commonly used in health and social care research, including ethical issues, the collection, interpretation and analysis of data, dissemination and application of findings to practice settings. B3: Critically evaluate new concepts, theories and research in order to determine their relevance to occupational therapy and to creatively resolve problems, recognising the need for innovation in practice. B4: Distinguish occupational therapy s domain of concern, identifying the occupational therapist s responsibilities and professional limitations, interpreting ethical and legal frameworks. B5: Demonstrate clinical reasoning and professional judgement in evaluating and monitoring the effectiveness of practice. B6: Demonstrate critical reflection on and evaluation of clinical applications and a critique of own performance. C Practical Skills This programme provides opportunities for students to: C1: Demonstrate skill in the selection, analysis, adaptation and use of a wide variety of occupations to promote individual and group occupational performance and engagement. C2: Assess and evaluate individual and environmental barriers to occupational performance, using a variety of appropriate formal, informal, standardised and nonstandardised assessment methods and techniques. C3: Develop, implement and evaluate intervention plans collaboratively with service users, demonstrating application of best evidence, effective use of resources and client-centred practice. C4: Communicate professional judgements and findings using a variety of methods (including accurate and safe maintenance of clinical notes/records), demonstrating the ability to adapt communication styles to meet diverse needs. C5: Work in group contexts, including in uni- and multi-professional teams in a range of situations, maintaining professional integrity and judgement. C6: Demonstrate safe practice, including managing one s own fitness to practice, using appropriate moving and handling procedures, following relevant health, safety and security guidelines and know when a situation is beyond the scope of one s own practice. D Transferrable Skills This programme provides opportunities for students to: D1: Practice in a non-discriminatory manner, respecting the rights, dignity, culture and individuality of clients, working in a client-centred manner with people from diverse backgrounds, ages and stages of development. 9

10 D2: Build professional relationships, underpinned by partnership and trust and respecting consent, confidentiality and dignity of service users. D3: Demonstrate verbal and non-verbal communication skills that support effective and professional interactions. D4: Communicate effectively in formal and informal situations through a range of media, including oral presentation, reports, case presentation and use of on-line communication methods. D5: Act responsibly, showing initiative, skill in self-management, time management, prioritisation, resource management, personal development planning and continual professional development. D6: Resolve problems systematically, logically and creatively, drawing on a range of knowledge and information sources. D7: Demonstrate computer literacy and skill in using appropriate information and communication technologies. 7. Learning and Teaching Strategies and Methods A wide range of learning and teaching strategies are used throughout the programme, underpinned by the programme team s educational values, in order to enable students to develop the knowledge, skills and attributes required to be successful occupational therapists and to demonstrate Masters-level attributes. Core to the development of the pre-registration MSc Occupational Therapy programme is the understanding that students are adult learners, with previous University experience. Therefore, it will be expected that they identify and manage their own learning needs, creating a learning strategy for each unit. The majority of units run parallel with BSc units, so the MSc students will have the opportunity to undertake core sessions and also select from other BSc sessions to meet their own learning needs, depending on their prior experience and academic background. There are some core mandatory sessions, including seminars, small group sessions and skills sessions and practice placement education. Engagement with on-line resources is also required. Within each unit, mandatory sessions for attendance are highlighted and attendance at these sessions is monitored, with a process for identifying students with inadequate attendance and supporting them to improve attendance. Learning and teaching resources and strategies are developed at programme, School and University levels. Within the University, there is a Centre for Excellence in Learning (CEL), which aims to develop and enhance the learning experience, promote innovation and best practice. There is leadership and resource within the School for skills-based (simulation) approaches, on-line learning, service user and carer involvement, widening participation strategy and an Education and Student Engagement Committee. School leadership in these areas results in strategic management and effective use of resources and assurance that resources support the learning and teaching activities of the programme. The programme team work with colleagues across the School to ensure that they are able to deliver a range of learning and teaching approaches and that there is adequate resource to do this. 10

11 Students and staff have access to a range of facilities to support the varied learning and teaching methods, including library facilities (with a focus on acquisition of e-books), virtual learning environment and on-line resources, 24-hour IT facilities, technobooths, use of seminar / group rooms and well-equipped skills / simulation laboratories. Support staff, including the library and learning resources team and skills technicians effectively manage these resources and the programme staff have the opportunity to feed into the leadership team on these aspects of education. Inter-professional education forms part of the curriculum. Where units are shared, such as clinical reasoning and evidence-based practice, students will have the opportunity to also consider the occupational therapy specific applications of the knowledge gained from the units. The team also refer to the COT position paper on inter-professional education (2004). Specific opportunities for interprofessional education include: Theme days focusing on specific client groups or areas of practice (e.g. pain, dementia, obesity etc.) with a range of other health and social care professionals. Shared units with other professionals, such as physiotherapists. Inter-professional education opportunities while in practice placement. A. Subject Knowledge and Understanding Subject knowledge and understanding is developed through use of lectures, group work, online learning and self-managed learning. A balance is sought between lecturing as a means to convey and clarify information and the lecture as a means to apply, critique and evaluate information that students have studied in their self-managed learning time. As students may have different primary degrees, they are expected to identify the areas of subject knowledge and understanding that best meets their needs, so for example selecting the lectures and seminars from the BSc curriculum that they need and undertaking selfmanaged learning when a session contains information previously studied. (For example, a psychology graduate may choose not to attend psychology lectures but may choose to attend anatomy lectures). All occupational therapy specific knowledge and theory forms part of the core curriculum and attendance is required. In the MSc programme, students are expected to immediately apply and critique new knowledge. This is facilitated through small group work and problem-based learning sessions that are specific to the MSc programme but run in parallel with BSc group work. A range of on-line resources will be provided, including multi-media clips, workbooks, wikis, discussion boards, quizzes and reading material. These are used to guide students in managing their own learning. B Intellectual Skills Intellectual skills are developed throughout the programme using small group discussion, journal clubs. self-managed and on-line learning and discussion during lectures / seminars. Students are required to develop critical thinking and reasoning skills to enable them to deconstruct and reconstruct arguments, justify their actions; use policy and best evidence to guide their practice and to make autonomous, informed professional judgements. In the first semester of the programme, students are introduced to the principles of clinical reasoning and evidence based practice, with the expectation that these are applied 11

12 throughout the programme. Small group sessions throughout the programme will involve students discussing the critique and application of material to practice. Students will have the opportunity to undertake independent study, demonstrating their application and evaluation of knowledge and their ability to creatively solve problems and introduce innovations within the context of real-life contemporary practice. C Practical Skills Practical skills involve specific clinical skills, skill in analysing activities and occupations and communication / group working skills specific to the practice context. Whilst students learn clinical and interpersonal skills in placement they will also be introduced to many aspects of these in a safe environment through simulated activities. Such simulation activities are included in units of study where they are linked to theory and practice content or to mandatory training in safe practice. Simulation offers the opportunity for rehearsal and can incorporate reflective learning of techniques to develop student awareness and competence. Many such activities will take place in a practice simulation suite / skills lab, where resources are available and where the environment can simulate a variety of settings for scenario based exercises. Others may offer the opportunity to role play processes such as interview, using assessment tools and setting goals with individuals. Online resources are also available through web-based packages. Where students participate as service users in practical and clinical teaching, protocols are in place to inform them and manage risk, to obtain consent and alternatives are provided if a student is unable or unwilling to participate. During practice placement, weekly supervision takes place between the student and practice placement educator (PPE). Students are expected to reflect on their skill development and discuss it during supervision. Practice educators are encouraged to consider a range of supervision styles to support learners and there are resources to support supervision available in the Practice Assessment Document, on the Practice Assessor Website and also in PPE training. In the university setting, skills, applied aspects of occupational therapy and simulation are facilitated by a member of the academic team or practice partner who has specific experience in that area of practice. For example, practice partners have been involved in delivering specific splinting and normal movement sessions. In the first year, skills are developed through use of simulation sessions and safe practice training such as moving and handling and risk assessment. Visits to a variety of community environments, such as supermarkets, restaurants and public transport occur to enable students to develop skill in occupational analysis in realistic settings. Some aspects of communication skills, assessment situations and occupational interviewing are undertaken through small group work, role play and analysis of audio visual resources. Students are supported in developing these skills through self-managed learning tasks. The programme offers in excess of the 1,000 hours of required professional practice experience. There are two full-time practice placement education experiences and one parttime placement, where students will attend placement one part of the week and University the other part. This will enrich discussion of occupational therapy theory and skill in the classroom and also enable application of theory in the real practice environment. 12

13 D Transferable Skills The importance of communication and team-working skills have been identified via service user feedback and are highly valued within the programme. These skills are developed throughout the course using group work, role play and interactive sessions with peers and staff. On-line learning activities are created to enable students to enhance prior experience using a range of information and communication technologies. During seminars and group work, students have the opportunity to present information to each other and to enhance skills in communicating information in a range of formal and informal contexts, with peer and academic formative feedback. Transferrable professional skills associated with areas such as time and workload management are enhanced through on-line learning and self-managed learning through the use of unit workbooks to guide learning There is also clearly the need to demonstrate time and workload management during practice placement experience. 8. Assessment Strategies and Methods A wide range of assessment types are used in the programme, including essay, reflective report, presentation, group presentation, conference poster, practical assessment, on-line portfolio and practice placement. This range is designed not only to assess a range of skills but also to support different learning styles and preferences. All elements, with the exception of practice placement, are assessed at M-level. The M level grade descriptors are available for students on the virtual learning environment and in their unit handbooks. Key characteristics that differentiate the programme from BSc provision are the extent to which critical application of material is required and particularly the intellectual skills required in each element of assessment. This is in line with the QAA Framework for Higher Education Qualifications. At the beginning of the programme, students are provided with the assessment schedule, including assessment and feedback dates. Each assessment is clearly outlined to students, in assignment briefs, unit handbooks, verbally and in question and answer sessions, with further clarification available via discussion boards on mybu, the virtual learning environment. All essay-based assessments are submitted on-line and feedback is provided electronically. All feedback in the programme is typed and includes both strengths and areas for improvement, thus it is anticipated that feedback is developmental, supporting students to improve throughout the programme. Presentations and practical assessments are recorded for quality monitoring. Practice placement education units are graded at Levels I and H and are therefore completed in addition to the 180 M level units whilst meeting the standards for preregistration. Support and training is available for practice placement educators to support this process and all marks are moderated by the university staff. Students also receive formative feedback during practice placement to support their skill development. 13

14 A Subject Knowledge and Understanding Subject knowledge and understanding is required in many of the assessment types: it is expected that application of the different areas of knowledge is evident in many aspects of student work. Throughout the programme it is expected that M-level students apply and critique subject knowledge to practice examples, including their own practice and given case studies. Thus, at this level, it is not only the knowledge, but its application and critique that is demonstrated in assessments. B Intellectual Skills Students have the opportunity to demonstrate intellectual skills, particularly of analysis, synthesis, application and evaluation of knowledge in each assignment. Creative problem solving, initiative and the ability to distinguish occupational therapy s domain of concern are particularly sought in assessments in the second year. Skill in applied research are demonstrated through production of a dissertation, demonstrating the use and application of research methodologies in a practice setting. In their continuing professional development, students demonstrate critical reflection on practice and on their own performance. C Practical Skills Practice placement experience is the key means of assessing many practical skills. Progression in placement performance is assessed through different marking criteria, for example, in first year, guidance is provided so that students can demonstrate skills, whereas in the final year, students are expected to demonstrate skill and to be more self-directed (see practice assessment documents) indicating that a developing level of competence is achieved. Throughout the programme, practical skills are also formatively assessed within the university context. In many cases, these are used as a basis for reflective reports, essays and material which can be used to support students continuing professional development. D Transferable Skills Transferable skills are demonstrated in many of the assessment types as the range of assessments provides students with the opportunity to demonstrate the different skills sought by the programme, such as academic writing, presentation skills and the ability to work in groups and independently on projects. Furthermore, online submission and development of a CPD portfolio develops the students scope and use of information and communication technologies. During practice placement, opportunity is provided for students to demonstrate transferable skills in communication, presentation, workload management and the ability to practice in a non-discriminatory manner as they demonstrate the placement competencies based on the relevant Knowledge and Skills Framework requirements. 14

15 9. Programme Skills Matrix Programme Intended Learning Outcomes Level Units A A A A A A A A B B B B B B C C C C C C D D D D D D D Applied Research in Therapy Practice Developing Professional Practice Occupational Therapy Theory and Practice 2 Innovation in Occupational Therapy Practice Practice Placement Education 2 Practice Placement Education 3 Introduction to Occupational Therapy Theory and Skills Clinical Reasoning and Evidence Based Practice Occupational Therapy Theory and Practice 1 Analysing Occupation Practice Placement Education 1 A Subject Knowledge and Understanding B Intellectual Skills This programme provides opportunities for students to develop and demonstrate knowledge and This programme provides opportunities for students to: understanding of: B1: Analyse, critically appraise, apply and evaluate evidence from literature and a variety of A1: Theories of human occupation and occupational science, the use of occupation in therapy other sources to develop best practice and apply the principles of audit and evidencebased practice and critical appreciation of interaction between occupation, health and well-being. practice. A2: Occupational therapy philosophy, theory, models of practice and frames of reference and B2: Critique, select and apply methods commonly used in health and social care research, how these may be used throughout the occupational therapy process to select, evidence including ethical issues, the collection, interpretation and analysis of data, dissemination and critique an appropriate course of action. and application of findings to practice settings. A3: The critical application of underpinning disciplines (including biological sciences, social B3: Critically evaluate new concepts, theories and research in order to determine their sciences, disability theory and pathology) to occupational therapy, in order to understand relevance to occupational therapy and to creatively resolve problems, recognising the the range of biological, psychological, sociocultural and environmental factors that can need for innovation in practice. influence occupational performance and engagement. B4: Distinguish occupational therapy s domain of concern, identifying the occupational A4: Legal, ethical and professional standards / frameworks that influence the context and therapist s responsibilities and professional limitations, interpreting ethical and legal scope of occupational therapy practice and the structure of service delivery in the UK. frameworks. A5: The importance of respecting the rights, dignity, culture and individuality of service users B5: Demonstrate clinical reasoning and professional judgement in evaluating and monitoring and carers and the importance of client/person-centred practice with people from diverse the effectiveness of practice. backgrounds. B6: Demonstrate critical reflection on and evaluation of clinical applications and a critique of A6: Components of safe practice, including maintaining one s own fitness to practice, own performance. managing risk, acting as an autonomous, responsible professional and being able to exercise a professional duty of care. A7: Characteristics of good communication, including the ability to adapt communication to different situations and to work effectively in a range of group situations. M2 M1 15

16 A8: Critical application of leadership and management principles, entrepreneurship, innovation and adaptation to change. C Practical Skills This programme provides opportunities for students to: C1: Demonstrate skill in the selection, analysis, adaptation and use of a wide variety of occupations to promote individual and group occupational performance and engagement. C2: Assess and evaluate individual and environmental barriers to occupational performance, using a variety of appropriate formal, informal, standardised and non-standardised assessment methods and techniques. C3: Develop, implement and evaluate intervention plans collaboratively with service users, demonstrating application of best evidence, effective use of resources and client-centred practice. C4: Communicate professional judgements and findings using a variety of methods (including accurate and safe maintenance of clinical notes/records), demonstrating the ability to adapt communication styles to meet diverse needs. C5: Work in group contexts, including in uni- and multi-professional teams in a range of situations, maintaining professional integrity and judgement. C6: Demonstrate safe practice, including managing one s own fitness to practice, using appropriate moving and handling procedures, following relevant health, safety and security guidelines and know when a situation is beyond the scope of one s own practice. D Transferable Skills This programme provides opportunities for students to: D1: Practice in a non-discriminatory manner, respecting the rights, dignity, culture and individuality of clients, working in a client-centred manner with people from diverse backgrounds, ages and stages of development. D2: Build professional relationships, underpinned by partnership and trust and respecting consent, confidentiality and dignity of service users. D3: Demonstrate verbal and non-verbal communication skills that support effective and professional interactions. D4: Communicate effectively in formal and informal situations through a range of media, including oral presentation, reports, case presentation and use of on-line communication methods. D5: Act responsibly, showing initiative, skill in self-management, time management, prioritisation, resource management, personal development planning and continual professional development. D6: Resolve problems systematically, logically and creatively, drawing on a range of knowledge and information sources. D7: Demonstrate computer literacy and skill in using appropriate information and communication technologies. 16

17 10. Placement Elements All students undertake in excess of the 1,000 hours of practice placement education as set out in the WFOT (2002) Minimum Standards for Occupational Therapy Education document. thus placement is an integral part of the programme. There are three summatively assessed placements across the two years and one formatively assessed orientation placement in the first year. The first and third placements are full-time, whereas the second placement is parttime and runs parallel with university units. The placements are assessed at Levels I and H. This range of placements supports the achievement of student outcomes and enable students to integrate practice with theory. Placements are provided in a broad range of settings, mainly within the rural counties of Dorset and Somerset. Salisbury Hospital in Wiltshire also provide placement experiences including the Duke of Cornwall Spinal Injuries Unit and Wessex Rehabilitation unit, unique facilities within the South West of England. In addition to the more standard placements within NHS and Social Care settings, students are also given the opportunity to experience placements within charitable organisations and privately run services. Role Emerging Placements may be facilitated for students to provide a breadth of experience in settings where there is no current OT provision. If a practice placement is failed, a student will have the opportunity to resubmit the placement by undertaking an equivalent placement in a similar setting. This will normally take place during the summer months. Practice placement educators are all trained and supported in BU procedures by the placement co-ordinator. Contact is maintained with students and educators throughout the placement and summative marks are moderated by the academic team. The Practice Assessment Document provides students and educators with information to support effective management of the placement experience. A thorough and effective monitoring process is maintained through regular audit and liaison with practice placement co-ordinators to ensure the quality of placements, that they provide a safe environment to support student learning and that there are appropriately qualified staff to educate students on site. Practice placement education is co-ordinated by a named member of the occupational therapy academic team, who has primary responsibility for allocating placements along with academic advisors. The placement co-ordinator also facilitates practice placement educator training and the development and establishment of the wide range of placement opportunities available to students. 17

18 11. Programme Diagram MSc Occupational Therapy (pre-registration) Compulsory Units Level M2 Applied Research in Therapy Practice (40) Developing Professional Practice (20) Occupational Therapy Theory and Practice 2 (20) Innovation in Occupational Therapy Practice (20) Practice Placement Education 2 (20 Level H credits) Practice Placement Education 3 (20 Level H credits) Exit qualification: MSc Occupational Therapy Requires 180 M Level credits, 20 Level I credits and 40 Level H credits) Exit Qualification: MSc Rehabilitation Studies Requires 180 Level M credits Exit Qualification: Pg Dip Rehabilitation Studies Requires 120 Level M credits Compulsory Units Level M1 Introduction to Occupational Therapy Theory and Skills (20) Clinical Reasoning and Evidence Based Practice (20) Occupational Therapy Theory and Practice 1 (20) Analysing Occupation and Performance (20) Practice Placement Education 1 (20 Level I credits) Progression Requirements 80 M level credits plus 20 Level I credits Exit qualification: 60 M credits Pg Cert in Rehabilitation Studies 18

19 12. Admission Regulations The regulations for this programme are the University s Standard Postgraduate Admissions regulations for taught Postgraduate and Graduate Certificate/Diploma programmes and are available in Sections 3.1 and 3.2 on this page: ciesprocedures/ With the following points of note: The requirement to satisfy criminal conviction checks with the Disclosure and Barring Service is covered in policy 3E Criminal Convictions: Procedure (2012/13) The requirement to satisfy health checks by student self-declaration, GP statements or Occupational Health as appropriate is included in policy 3B Admissions (Taught Programmes): Policy and Procedure Section Applicants, for whom English is not their first language, must provide evidence of qualifications in written and spoken English. Acceptable qualifications are IELTS (academic) 7 (with minimum of 6.5 in each of the 4 components) or equivalent. Accreditation of prior learning should not exceed one third of the credit for the award. Applicants will be expected to have an understanding of the role of an Occupational Therapist which they have gained through personal, paid or voluntary work experience. In addition to the University procedures, the programme team use a consistent approach to judging applications. All applications are screened and scored. The scoring system relates to knowledge of occupational therapy, academic qualifications and prior and experiential learning. Those receiving higher scores are invited for interview. The interview process contains several different elements, all of which are scored and seek assurance that students can demonstrate non-judgemental, compassionate attitudes and appropriate written and verbal communication skills. Those achieving the highest scores are offered places, subject to language requirements, criminal convictions procedures, suitable references and occupational health clearance. Reasonable adjustments are made to interview procedures as required. Widening participation and equality and diversity strategies are also implemented, such as use of contextual data at admissions (with the potential to reduce tariff points), in accordance with the BU standard policies, procedures and in line with BU s Fair Access Agreement management. The team are committed to widening participation and an annual audit of student intake is undertaken. The prospectus, information available at open days and on the BU website provide potential applicants with information about the nature of the programme, units of study, methods of teaching, learning and assessment, practice placement requirements and the range of student supports available. Applicants invited for interview are also provided with the opportunity to ask questions and seek clarification in order to make an informed choice about whether the programme at Bournemouth University is right for them. 19

20 13. Assessment Regulations The assessment regulations are the University s standard postgraduate assessment regulations with the following approved exceptions which align the programme with the requirements of the Health and Care Professions Council and the College of Occupational Therapists. Pass mark The pass mark for Level I and H units is 40%. The pass mark for Level M units is 50%. For Level I and H units Where a unit contains an assessment element defined as practice, a pass will be awarded where the overall unit mark is at least 40% and the mark in each separate element of the unit assessment is not less than 40%. Where a practice element has separate components, a fail in any one component will result in a mark of 0% being awarded for that element. Compensation Compensation does not apply to any units. Progression In order to progress from Year 1 to Year 2, students must have achieved 80 credits at Level M and 20 credits at Level I. Awards To be eligible for the award of MSc Occupational Therapy, students must have achieved 180 credits at Level M, 20 credits at Level I and 40 credits at Level H and successfully completed a minimum of 1000 hours of practice placement education. The award of MSc Occupational Therapy leads to eligibility to apply for registration with the Health and Care Professions Council and to apply for professional membership of the College of Occupational Therapists. Students who achieve 180 Level M credits but fail any of the Level H or I units are eligible for the award of MSc Rehabilitation Studies. Students who achieve 120 Level M credits but fail any of the Level H or I units are eligible for the award of PG Dip Rehabilitation Studies. Students who achieve 60 Level M credits but fail any Level I units are eligible for the award of PG Cert Rehabilitation Studies. Aegrotat awards will be titled Rehabilitation Studies. The awards titled Rehabilitation Studies will not confer eligibility to apply for registration with the Health and Care Professions Council nor eligibility to apply for professional membership of the College of Occupational Therapists. The awards of Cert HE, Dip HE, BSc and BSc (Hons) are not available within this programme. Classification Classification will be based on Level M units only. 20

21 Provision for failed candidates Level I and H placement units The Assessment Board will permit a student who fails each placement unit at the first attempt, to be reassessed on one occasion only. Further repeat attempts for each placement unit are not permitted. The permitted reassessments at Levels I and H are additional to any reassessments permitted at Level M. Level M units The standard assessment regulations for postgraduate taught programmes apply. External Examiners To meet the requirements of the Health and Care Professions Council and the Council for Occupational Therapaists, at least one external examiner for the programme must be appropriately experienced and qualified, and be registered on the relevant part of the professional register. Accreditation for Prior Learning Accreditation of prior learning should not exceed one third of the credit for the award. Complaints and Appeals: The Bournemouth University Academic Regulations, Policies and Procedures (ARPP) Section 11 includes clear guidance on the student complaints and appeals policies and procedures. 21

22 14. Programme Profile Originating Institution(s): Bournemouth University School: Health and Social Care Partner: Unit version no. Place(s) of Delivery: Lansdowne Campus and practice sites in Dorset, Somerset and Wiltshire Language of Delivery (if not English): Programme HESA JACS code: B Framework Title (in full): Midwifery and Health Professions Programme Award and Title: MSc Occupational Therapy (pre-registration) Mode(s) of Study 1 : FT Expected Length of Study 2 : 2 Years Interim Award and Titles & Required Credits: MSc Rehabilitation Studies 180 M Credits Pg Dip Rehabilitation Studies 120 M Credits Pg Cert Rehabilitation Studies 60 M Credits. BU Credit Structure & ECTS 3 : 180 M 20 I 40 H Unit identification Cost Centre(s) 4 Unit Details Assessment Regs 7 : Unit name HESA JACS Subject Code CC1 % HESA JACS Subject Code CC2 % Prog year 5 FT Prog year 5 PT Core/ option No of credits 6 Level (C,I,H, PgC, Assessment 8 Element Weightings 9 Practice C/Work C/Work PgD, M) n/a Core 20 M 100% Introduction to Occupational Therapy Theory and Skills B930 B930 Clinical Reasoning and Evidence 1 n/a Core 20 M 100% B930 B930 Based Practice Occupational Therapy Theory and B930 B930 1 n/a Core 20 M 100% Practice 1 Analysing Occupation and B930 B930 1 n/a Core 20 M 100% Performance Practice Placement Education 1 B930 B930 1 n/a Core 20 I 100% Applied Research in Therapy B930 B930 2 n/a Core 40 M 100% Practice Developing Professional Practice B930 B930 2 n/a Core 20 M 100% Occupational Therapy Theory and B930 B930 2 n/a Core 20 M 100% Practice 2 22