Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION MSc Advanced Occupational Therapy. Valid from September

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1 Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Advanced Occupational Therapy Valid from September

2 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 3 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 4 SECTION FOUR: PROGRAMME STRUCTURE... 6 SECTION FIVE: PROGRAMME DELIVERY SECTION SIX: ADMISSIONS SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE SECTION EIGHT: POST PROGRAMME OPPORTUNITIES SECTION NINE: EMPLOYER LINKS APPENDIX 1: CURRICULUM MAP... 15

3 SECTION ONE: GENERAL INFORMATION Programme Title MSc Advanced Occupational Therapy Award title and interim awards MSc Advanced Occupational Therapy PG Dip Occupational Therapy PG Cert Occupational Therapy MSc Advanced Occupational Therapy (Community) PG Dip Occupational Therapy (Community) PG Cert Occupational Therapy (Community) Mode of Study Part-time, e-learning, distance, Programme start date and period of validation September 2012 indefinite approval Awarding Institution University of Derby Faculty Managing the Programme Faculty of Education Health and Sciences Institution(s) Delivering the Programme/Joint Honours Subject Not applicable Relevant external subject benchmark statement(s) The programme has been designed to build on the Academic and Practitioner Standards from the QAA Benchmark Statements for Health Care Programmes. The Returnees to Occupational Therapy module has used QAA Subject Benchmarks statement: Health Care Programmes Occupational Therapy (2001) as this is the only module to be offered at level 6 (pre-registration level). There are currently no subject bench mark standards for the postgraduate professional awards. External Accreditation/Recognition One module (Professional Practice Education) is approved by the professional body (College of Occupational Therapists COT) as Accreditation of Practice Placement Education (APPLE). 1

4 JACS Code(s) B930 Programme specification last updated May

5 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview This is a flexible distance learning programme which allows therapists to study for a postgraduate qualification without having to attend any taught courses. The programme has a small number of core modules allowing students to choose from, a wide range of modules all of which all require the therapist to use the practice base to extend and develop their learning. Programme Aims This programme aims to: Develop the students ability to engage in critically evaluating and reflecting on occupational therapy/ occupational therapy (community) in order to propose alternative strategies for evidence based practice. Equip students with the skills to be able to appreciate major theoretical and research aspects within the professional arena of occupational therapy/ occupational therapy (community), and, using professional reasoning critically apply them to a field of practice where he/she works. Promote the development of a body of knowledge pertaining to professional skills and encourage students contribution to it within their own setting. Promote professional development, personal enquiry and research, encouraging the development and extension of expertise in an area of practice. Enable students to disseminate the application of evidence based practice within health and or social care settings and identify areas of practice for development. Provide a flexible and challenging opportunity for mature learners to synthesise theory and practice by utilising distributed learning and part time modes of attendance. 3

6 SECTION THREE: PROGRAMME LEARNING OUTCOMES This programme conforms to the Framework for Higher education (FHEQ) at level 7 Masters Level for all of the modules which form part of the MSc in Advanced Occupational Therapy programme. There is one module which students returning to practice after a career break can take Returnee to Practice module which sits outside of the programme and this is offered at level 6 as a standalone module. Knowledge and Understanding On completion students will be able to: 1. Critically consider and evaluate their professional practice 2. Further develop and refine the art of reflection and its importance in providing a quality service 3. Critically appraise different methods of research, including data collection, analysis and the role of ethics 4. Identify effective methods of disseminating information Intellectual Skills On completion students will be able to: 1. Handle and engage with scholarly material and relate it to their area of practice 2. Reflect on current practice and critically evaluate its effectiveness 3. Discuss, debate and synthesise learning and practice 4. Critically evaluate the environmental influences and relate them to current and future practice 5. Engage in enquiry and research Subject Specific Skills On completion students will be able to: 1. Retrieve, sift and select information regarding occupational therapy from a variety of health or community sources 2. Critically consider and interpret policy and legislative documents pertaining to occupational therapy in a health or community setting 3. Critically evaluate the legislative arena within health or social care provision 4. Critically evaluate specialist core information around occupational therapy in a health or community setting 5. Critically consider the different aspects of evidence based practice and how to implement them effectively within a health or community setting 6. Identify learning and professional needs in relation to safe and effective practice in a health or community setting 4

7 Transferable Skills On completion students will be able to: 1. Articulate and communicate ideas effectively 2. Critically reflect on practice and evaluate its effectiveness 3. Retrieve information efficiently and effectively 4. Implement evidence based practice 5. Critically evaluate service delivery systems 6. Critically analyse and evaluate policies 7. Propose and promote innovative developments The mapping diagram in the appendix maps the programme against the modules using coloured ticks to indicate how the programme and route learning outcomes are covered. The modules are represented by using the initials of the main words in the module titles. As can be noted from the mapping exercise in the appendix it is possible to achieve all of the programme learning outcomes through the studying of the core modules. The MSc Occupational Therapy route is demonstrated through the black ticks and the MSc Occupational Therapy (Community) is represented by the red ticks. The optional modules ticked in blue can be studied on either route as the application to their area of practice will mean these will meet the learning outcomes. The reflective practice will be developed on both routes by the completion of a single A4 piece of non-credit bearing work highlighting how the modules relate to practice as part of their Personal Development Portfolio. 5

8 SECTION FOUR: PROGRAMME STRUCTURE Structure and Curriculum All modules run at every entry point and therefore can be accessed in September January or April. Because of the distance learning focus of the programme there are not minimum numbers on the modules. (See page 15) MSc Advanced Occupational Therapy Award Introduction to Masters Level Study OT Option Module OT Option Module PG Certificate in Occupational Therapy Research Methods OT Option Module Option module OT or PG Framework PG Diploma in Occupational Therapy Independent Scholarship module 60 Credits MSc Advanced Occupational Therapy The MSc Advanced Occupational Therapy includes two core modules and the Independent Scholarship module. These modules are: 1. Introduction to Masters Level Study 2. Research Methods 3. Independent Scholarship 60 credits The remaining modules provide you with an element of choice. Some are double modules and some are single modules and you will need to study the equivalent of 4 modules. 1. Evaluating Outcome Measure in Practice 2. Management of Change 20credits 3. Meeting the Needs of Learners in the Workplace 4. Models in Practice 5. Negotiated module 1 6. Negotiated Module 2 7. Negotiated Module 3 40 credits 6

9 8. Occupational Science 9. Professional and Informed Reasoning 10. Professional Practice Education (double) 11. Supervision All students studying for the PG certificate in Occupational Therapy award are required to take the core module Introduction to Masters Level Study. Students are then able to pick two optional modules from the Occupational Therapy option list. At PG Diploma level when student will be expected to study the core module Research Methods plus either two Occupational Therapy specific modules or they can either study a further module from the Occupational Therapy optional module list or study one module from the list of optional modules for the Post Graduate Framework list. To complete the award students are required to study the Independent Scholarship module with a focus on Occupational Therapy. Students studying the full award can study the modules apart from the Introduction to Masters Level study in any order. Students are strongly advised to start the programme with the introductory module. The Negotiated 3 is a double (40 credit) longitudinal module which spreads over two modules. Students will normally discuss the choice of the negotiated module prior to enrolling to ensure that the academic level required is possible. Normally students will not study all three negotiated modules without discussion with the programme leader. Students studying the modules for CPD purposes can study any of the individual modules with prior agreement of the programme leader MSc Advanced Occupational Therapy (Community) Award Introduction to Masters level Study Community Focussed Occupational Therapy OT Option Module PG Certificate in Occupational Therapy (Community) Research Methods Occupations and Communities Option module OT or PG Framework PG Diploma in Occupational Therapy (Community) Independent Scholarship module 60 Credits MSc Advanced Occupational Therapy (Community) 7

10 The MSc Advanced Occupational Therapy (Community) includes four core modules and the Independent Scholarship module. These modules are: 1. Introduction to Masters Level Study 2. Community Focussed Occupational Therapy 3. Research Methods 4. Occupations and Communities 5. Independent Scholarship 60 credits The remaining modules provide you with an element of choice. Some are double modules (40 credits) and some are single modules () and you will need to study the equivalent of 2 modules. 1. Evaluating Outcome Measure in Practice 2. Management of Change 20credits 3. Meeting the Needs of Learners in the Workplace 4. Models in Practice 5. Negotiated module 1 6. Negotiated Module 2 7. Negotiated Module 3 40 credits 8. Occupational Science 9. Professional and Informed Reasoning 10. Professional Practice Education (double) 11. Supervision Similarly to the PG certificate in Occupational Therapy all students studying for the PG certificate in Occupational Therapy (Community) award are required to take the two core modules ( Introduction to Masters Level study and Community Focussed Occupational Therapy). Students are then able to pick one optional modules from the OT specific list. At PG Diploma level student will be required to study the two core modules (Research Methods and Occupations and Communities) plus either one OT specific modules or they can study one module from the list of optional module for the Post Graduate Framework To complete the award students will be required to study the 60 credit Independent Scholarship award with a focus on the community. Students can study the modules apart from the Introduction to Masters Level study in any order. Students are strongly advised to start the programme with the introductory module. The following table shows the delivery availability of the modules based on the credit rating. All modules are available at each of the three entry points (September, January and April) during the academic year. The 40 and 60 credit modules extend as shown on the diagram with the 60 credit module lasting a calendar year 8

11 Table showing delivery timing of all modules by credit value Terms Autumn Spring Summer Autumn Spring Sept Oct Nov Dec Jan Feb Mar April May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar April 20 credit 40 credit 60 credit 9

12 Personal Development Planning (PDP) All students on the programme will be required to be actively involved in keeping records of their personal continuing professional development for registration with the Health Professions Council from September 2009 and therefore many will already have portfolios. These may have been a requirement of their place of employment or their professional body. Therefore all students will be encouraged to retain copies of their assessment feedback and assignments to ensure that these can be used to evidence continuing professional development. The study days are also a means of practicing such skills as journal clubs and presentation of academic study which have also been identified by the Health Professions Council as appropriate means to demonstrate Continuing Professional Development. PDP forms have been included in the modules to assist students to keep a check of their personal development. These forms have been designed to encourage students to reflect on the module and to identify and link this learning to their practice and to further strengthen this non-assessment PDP piece of work has been included in each assessment so that students can gain feedback and support with this process. 10

13 SECTION FIVE: PROGRAMME DELIVERY Learning and Teaching Methods Learning Teaching - This is a work based learning programme that focuses the learning within the student s own working environment. Although there is supporting material provided the students are encouraged to identify their own supply of literature and to use people and resources within their working environment as the major source of their learning. All the modules relate to the students working practice and their professional roots. The benchmark standard give a base for this, but then the students are encouraged to advance their learning by exploring wider and deeper and to identify areas for further study. The learning strategy is based on work place learning and establishing and strengthening the base for lifelong learning. The programme delivery also provides for flexibility and choice for mature learners who often have a wide range of responsibilities and work in a variety of settings. It allows for choice in both the actual areas of study, and also in how and where it is best carried out. Each module has an identified team of academic staff who provide support and tutorials as appropriate. The majority of communication is through and telephone although some students do opt for face to face meetings. The modules are currently provided in either paper based or electronic-learning format although the majority of the reading materials linked with the modules are now provided on line through the University of Derby s Copyright Cleared Resources or are available through the library e-journal or e-book provision. It is anticipated that eventually all modules will be available through the online university platform to either access or in a format to download. Student discussion boards are available but are not well utilised as students indicate that they have insufficient time to use this medium. Only the Independent Scholarship module allows the students to undertake research in the form of data collection. For the students to be able to undertake this data collection they have to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. Independent Scholarship module. Information on these principles can be found on the University web site at Students are also required to ensure that they have ethical permission in place from their place of work and comply with any national standards. Assessment Assessment Strategy - builds on the teaching and learning strategy by using learning contracts and encouraging students to identify their own particular assignment titles in consultation with an academic member of staff. Based on the particular needs of the module subject, students will assess their particular learning needs and identify aspects of their work that require exploring, critically analysing and evaluating further. There is only one piece of course work for the majority of modules although this may be an assignments or a portfolio depending on the module. This encourages the students to think in depth which is synonymous with level 7 thinking. 11

14 To ensure equality across the modules there is a consistent expectation on the number of words required and all work is double marked with all tutors marking on more than one module and many across a number of modules and programmes. In all modules there is a formative piece of assessment. These have been designed to be part of the overall assessment to provide the students with important feedback on which to build and structure the final piece of work. These submissions will also provide the module staff with important feedback on whether the student has understood the requirements of the assessment. In some instances particularly for negotiated modules students may elect to study the same subject but from a different viewpoint. Whilst this is acceptable the work contained in each assessment can only utilise 10% of work previously submitted and therefore must contain a significant element of originality in the final submission of work. The selection of these modules is only by direct discussion with the programme leader and normally students will not be permitted to study all three modules. Students are positively encouraged to use the tutorial time to discuss their assignments. They are permitted to send a sample of 10% their work on which formative feedback is given on all modules apart from the Introduction to Masters Level study and Independent Scholarship module where the whole module is reviewed to provide formative feedback to the level of work required. Assessment Regulations This programme operates within the University s Regulatory Framework and conforms with its regulations on assessment. However, because of the nature of the programme, which focuses on the practice, rules of confidentiality will be adhered to, throughout the assessments. Confidentiality includes names of individuals, staff and patients/service users; addresses of individuals and identifying numbers including dates of birth or unit numbers. A breach of confidentiality results in a fail grade being awarded. 12

15 SECTION SIX: ADMISSIONS Entry requirements MSc Advanced Occupational Therapy/ MSc Advanced Occupational Therapy (Community) Applicants who wish to apply for advanced standing and /or block credit will be assessed according to the University s recognition of Prior Learning (APL) Regulatory Framework. Prospective students who wish to take individual modules as associate students must hold the entry criteria for the module. International students must have an IELTS of 7 or better. Returnee to Practice Module The level 6 module Returnee to Occupational Therapy requires the students to be eligible for registration with the Health Profession Council and to be able to secure a placement which will be accessed at the same time as studying the module. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE The students are all advised of the opportunity to take advantage of the support systems offered by the university. As the majority of students reside away from the university it is not always possible or appropriate for them to use these and as the majority are in employment most of the pastoral support is provided through the workplace. Student s main contact during their study is the programme Leader for the pastoral issues and overall discussion on their progress and to guide their overall studies. For academic guidance it is the module leader and members of the team. All students are allocated a personal tutor for both academic counselling and to provide personal support on their period of study. This is normally the programme leader. Academic support is normally offered through the Module team with the module leader taking the lead role. When students enter the final phase of their study and start the Independent Scholarship module they are allocated a primary advisor and it would be this person who would take on the lead role for supporting their studies. Support for access to the learning resources is through the distance learning advisor (InFocus team ) in the library. The Information for Off Campus Students section provide a focussed service of support for the students who are not routinely based on campus and therefore students are directed to this resource from enrolment in order to be able to get the resources required to successfully complete the programme. Students are also able to use the Career Development Centre for advice on how to progress their careers. 13

16 SECTION EIGHT: POST PROGRAMME OPPORTUNITIES Some students who have successfully completed modules and the programme have found that this has enabled them to change their posts. Some have entered education, some have entered specialist areas of practice and one is in a research post. Some students have found that the qualifications have also improved their abilities to be financially rewarded under the new Agenda for Change pay grading schemes. More recently applicants from overseas have indicated that this qualification will allow them to practice in their own countries where an MSc qualification is required as an entry qualification for practice. Students who have completed the award of Post graduate Diploma or above are eligible to apply for the Doctor of Practice in Health and Social Care. SECTION NINE: EMPLOYER LINKS The modules were initially developed in collaboration with a number of service users from across the region. Employers support student s enrolment on the programme both with financial support and with study time. The validation and approval of the initial distributed learning modules included employers from Nottinghamshire, Rotherham and the West Midlands as external reviewers. The programme is regularly discussed at the Practice Placement Education Study Days and specific discussions have taken place with members of this group. For example a presentation was undertaken to the Coordinators of Practice Placement Education. Employers local to the university were approached both at a study day and also by to gain feedback on the proposed changes. 14

17 APPENDIX 1: CURRICULUM MAP Knowledge and understanding Critically consider and evaluate their professional practice. Further develop and refine the art of reflection and its importance in providing a quality service Critically appraise different methods of research, including data collection, analysis and the role of ethics. Identify effective methods of disseminating information. Red= Community route; Black =OT route; Blue = optional modules CFOT EPO IS IMLS MoC MNLW MOP Neg OS O&C PIR PPE RM S Intellectual Skills Handle and engage with scholarly material and relate it to their area of practice. Reflect on current practice and critically evaluate its effectiveness. Discuss, debate and synthesise learning and practice. Critically evaluate the environmental influences and relate them to current and future practice. CFOT EPO IS IMLS MoC MNLW MOP Neg OS O&C PIR PPE RM S 15

18 Subject Specific Skills Retrieve, sift and select information regarding occupational therapy from a variety of health or community sources. Critically consider and interpret policy and legislative documents pertaining to occupational therapy in a health or community setting. Critically evaluate the legislative arena within health or social care provision. Critically evaluate specialist core information around occupational therapy in a health or community setting Critically consider the different aspects of evidence based practice and how to implement them effectively within a health or community setting. CFOT EPO IS IMLS MoC MNLW MOP Neg OS O&C PIR PPE RM S 16

19 Transferable Skills CFOT EPO IS IMLS MoC MNLW MOP Neg OS O&C PIR PPE RM S Articulate and communicate ideas effectively. Critically reflect on practice and evaluate its effectiveness. Retrieve information efficiently and effectively. Implement evidence based practice. Critically evaluate service delivery systems Critically analyse and evaluate policies. Propose and promote innovative developments. Articulate and communicate ideas effectively. 17