MSc Occupational Therapy (Pre-registration) PROGRAMME SPECIFICATION. Valid from September

Transcription

1 Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Therapy (Pre-registration) Valid from September 2012 MSc Therapy (Pre-registration): September

2 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 2 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 4 SECTION FOUR: PROGRAMME STRUCTURE... 5 SECTION FIVE: PROGRAMME DELIVERY... 7 SECTION SIX: ADMISSIONS SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE SECTION EIGHT: POST PROGRAMME OPPORTUNITIES SECTION NINE: EMPLOYER LINKS APPENDIX A: MAPPING OF MODULE LEARNING OUTCOMES (INCLUDING TEACHING AND LEARNING STRATEGIES) TO PROGRAMME LEARNING OUTCOMES

3 SECTION ONE: GENERAL INFORMATION 1.1 Programme Title MSc Therapy (pre-registration) 1.2 Final Award MSc in Therapy (Pre-registration) Interim Awards: PG Certificate in Allied Health Studies PG Diploma in Allied Health Studies MSc in Allied Health Studies In order to satisfy the requirements for the interim awards, you must successfully complete the requirements as indicated below: PG Certificate in Allied Health Studies: Successful completion of 3 academic modules (60 credits) at level 7. PG Diploma in Allied Health Studies: Successful completion of 6 academic modules (120 credits) at level 7. MSc in Allied Health Studies is awarded to those who do not meet all the requirements for the above award but who still meet the requirements for a Masters award (180 credits at level 7) Professional Registration Successfully completion of the MSc in Therapy (pre-registration) is essential for you to be eligible to apply for professional registration on the Therapy Register with the Health Professions Council (HPC). Please note that none of the interim or aegrotat awards entitle you to apply for professional registration on the Therapy Register with the Health Professions Council (HPC). 1.3 Mode of Study This programme will be studied full time. 1.3 Programme start date / review date Start date: September 2012 Period of validation: indefinite 1.5 Awarding Institution University of Derby 1.6 Faculty Managing the Programme Education Health and Science 1

4 1.7 Institution(s) delivering the programme University of Derby 1.8 Relevant external subject benchmark statement(s) In ensuring your development as a safe and competent practitioner, eligible to apply for registration as an occupational therapist, the programme has been designed to meet the quality requirements identified within the following documents: The Quality Assurance Agency Benchmark Standards for Therapists (2001). The Health Professions Council Standards of Education and Training (2009) The Health Professions Council Standards of Proficiency for Therapists (2007) The College of Therapists Pre-registration Education Standards (2008). The National Health Service (NHS) Knowledge and Key Skills Framework (2004) European Network of Therapy in Higher Education Reference Points for the Design and Delivery of Degree Programmes in Therapy. Tuning Document. (2006) 1.9 External Accreditation / Recognition The programme that you are studying is approved by the professional regulatory body of the Health Professions Council and also, is accredited by the College of Therapists. Upon successful completion of all elements of the programme, graduates will be eligible to apply for professional registration on the Therapy Register with the Health Professions Council (HPC) JACS Codes(s) B Programme specification last updated Last updated: September 2012 SECTION TWO: OVERVIEW AND PROGRAMME AIMS 2.1 Overview The development of the MSc in Therapy (pre-registration) programme is a proactive response to external drivers within the health and social care arena. In particular, it reflects the UK government initiative to maximise the professional contribution of the occupational therapy workforce in transforming health and social care services, an intention outlined in the document Modernising Allied Health Professions (AHP) Careers. 2

5 A Competence-based Career Framework is available from: Guidance/DH_ [accessed ]. In contributing to the skills escalator the subject area has designed a comprehensive portfolio of occupational therapy education at the University of Derby. As part of this your programme offers you the opportunity to develop clinical competencies equal to the undergraduate preregistration award. The difference in this award is the opportunity to develop greater depth of theoretical knowledge and academic skills at the point of graduation, in order to prepare you for an active role in developing and shaping future practice in occupational therapy and health and social care in the 21st century. The programme provides a unique opportunity for people who have already studied at bachelor s level in a range of interesting and exciting subjects to bring their knowledge and expertise together in order to achieve a master s level qualification which will enable them to make a dynamic contribution to health and social care service delivery in a range of established and emerging practice settings. Essential to this will be the development of professional leadership skills as detailed in the NHS Leadership Qualities Framework (November 2006) and Framing the Contribution of Allied Health Professionals (October 2008) both accessible from Leaders of the future working in health and social care need to motivate inspire and empower to transform service delivery and achieve high standards with a consistent focus on the needs of the patient/client/service user as detailed in Equity and Excellence: Liberating the NHS (2010) accessible from They need to have emotional intelligence and the confidence to influence others while maintaining their own values and professional ethics. The programme will enable you to develop a strong professional identity and understanding of the unique contribution that occupational therapy makes and preparing you for employment in diverse practice arenas. You will learn to utilise theory and practice skills to facilitate the occupational needs of people of all ages, genders and ethnicity within the context of their physical, psychological, environmental, economic, creative and spiritual perspectives. This programme complements our existing study routes at pre-registration and demonstrates the subject area s commitment to the widening participation agenda which is also fully endorsed by the University of Derby with its plans for a Curriculum Fit for the Future (2007). 2.2 Programme Aims This programme aims to: 1. Acknowledge the diverse educational and personal experiences you bring as students and through a range of facilitated learning opportunities, encourage your development as autonomous practitioners, capable of effective teamwork. 2. Facilitate development of strategies (emotional intelligence) which will be required to support you in meeting to meet the needs of service users, whilst supporting diversity in practice; and contribute to the transformation of service delivery 3. Develop you as an autonomous reflective practitioner who demonstrates advanced skills in enquiry and research capabilities, which you are able to apply within the practice setting. 3

6 4. Build upon academic skills you acquired at bachelor s level to equip you to exercise: initiative and personal responsibility; provide a rationale for decision making in complex and unpredictable situations; acquire the independent learning ability required for continuing professional development. 5 Enable you as successful graduates to apply for: registration as an Therapist with the Health Professions Council; membership of the College of Therapists, and the World Federation of Therapists. SECTION THREE: PROGRAMME LEARNING OUTCOMES This programme has a number of learning outcomes at level 7 within the Framework for Higher Education Qualification. These broadly relate to: The Acquisition of knowledge, understanding and application Intellectual Skills Practical skills Transferable skills and other attributes. These learning outcomes are further detailed below, indicating outcomes that you will demonstrate as successful graduates of the programme: Knowledge and understanding Systematic understanding of knowledge and a critical awareness of current problems and or new insights most of which is at the forefront of Therapy theory and practice Critical analysis of the ways in which multiple and diverse influences inform contemporary and future practice and critically reflection upon your role as a practitioner within this Critical evaluation of the ways in which health and social policy influences both professional and personal practice Intellectual Skills Comprehensive understanding of techniques applicable to your own research and advanced scholarship Originality in the application of knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge within the profession. Use a range of evidence and enquiry or research skills to inform your own practice and that of others Innovative and creative thinking open to new ideas and supportive of change Practical and Subject Specific Skills Competence required for fitness for award, fitness for purpose, and to be eligible to apply for fitness to practice as an Therapist Professional accountability for practice, appropriate to a pre-registration graduate competency 4

7 Transferable Skills Autonomous, independent, reflective practitioner Skill in working in inter-professional and uni-professional teams Critical reflection on and critically evaluation of your own practice Personal responsibility for continuous professional learning and life long learning Knowledge skills and initiative required for decision making in complex and unpredictable situations Be a confident, competent therapist with the skills of a professional leader to challenge and transform service delivery in a range of areas You will see that a curriculum map is appended to this programme specification so that you can see how the programme outcomes and modules interrelate. SECTION FOUR: PROGRAMME STRUCTURE 4.1 Structure and curriculum You will complete a total of 7 core (compulsory) academic modules, all of which are assessed at level 7. There are also 3 core practice placement learning modules that have no credit value attached but which you must pass as they are fundamental to your development as an occupational therapist and to meet the requirements for registration with the Health Professions Council (2007), College of Therapists (2008) and the World Federation of Therapists (2002) referred to in the following diagram as PSRB (Professional Statutory Regulatory Bodies). Further details of these modules are given below: Year 1 Term 1 September - December Foundations for Performance 20 credits The Developing Practitioner Core Prescribed 20 credits Term 2 January - April Impact of Life Changes 20 credits Therapy: Foundations for Professional Practice Term 3 May - July Practice Placement Education 1 0 credits compulsory hours for PSRB Term 4 July - September Introduction to Independent Scholarship (Intro to core prescribed) 20 credits 5

8 Informing the Therapy Process Informing the Therapy Process Year 2 Practice Placement Education 2 0 credits compulsory hours for PSRB (start of module) Therapy Reasoning and Therapeutic Practice 20 credits Independent Scholarship 60 credits (completion of module) 20 credits (completion of module) Practice Placement Education 3 0 credits Compulsory hours for PRSB Independent Scholarship (start of module) Upon successful completion of 60 credits at level 7 you will be deemed to have achieved the Post Graduate Certificate in Allied Health Studies. Upon successful completion of a total of 120 credits at level 7 you will be deemed to have achieved the Post Graduate Diploma in Allied Health Studies. Upon successful completion of 180 credits at level 7 you will be eligible for the award of MSc in Allied Health Studies None of these awards would entitle you to apply for registration as an Therapist with the HPC. Only successful achievement of all level 7 modules and the practice placement modules provides you with the qualification of MSc in Therapy (Pre-registration) along with eligibility to apply to the Health Professions Council for registration to practice as an Therapist Personal Development Planning (PDP) As part of your lifelong learning process, this programme signifies just the start of your development as an Therapist. It is important to recognise that your development will need to be ongoing throughout your career, and you will be required by the Health Professions Council (HPC) (our regulatory body) to record and maintain your Continuing Professional Development (CPD), for both initial and ongoing professional registration. Similarly, the University is committed to encouraging you to actively engage in Professional Development Planning (PDP). Throughout the programme you will evidence your personal and professional development. Following every academic module, you will be required to complete one page equivalent of CPD activity reflecting upon your learning and future learning 6

9 as part of the module evaluation process. This can be used to inform personal tutorials sessions, and can be included within your Continuing Professional Development (CPD) portfolio as a foundation for your ongoing lifelong learning. As part of your practice placement education modules, you will be required to negotiate and reflect upon your performance and experiences in relation to a negotiated learning contract and learning log. SECTION FIVE: PROGRAMME DELIVERY 5.1 Learning and teaching methods Developing knowledge and understanding In year 1, the programme is designed to introduce you to the core sciences, Philosophies and practice of occupational therapy alongside the development of your analytical and evaluative skills regarding the contributions of research, governance and the evidence base to Therapy practice. You will also develop an understanding of the therapeutic alliance and explore the concept of the role of the self within this. You will engage in lectures, utilise directed course resources and develop skills in literature searching and appraisal of the literature to identify a literature base from which to develop your knowledge and understanding in these areas. These modules are studied alongside others which require application of your Knowledge and understanding of knowledge to practice. You will engage in and actively contribute to shared learning opportunities. Individual tutorials, group seminars and discussion forums will provide an opportunity to critically explore theory and to test, develop and synthesise knowledge and understanding of theory and practice. In year 2, modules will require that you apply and synthesise your practical and theoretical knowledge in order to support and justify your developing clinical reasoning skills, which will need to be demonstrated at the point of assessment. Module learning will also encourage you to analyse factors which influence both decision making and practice, with opportunity to investigate and critically evaluate the scope of occupational therapy practice within the Independent Scholarship. The final module is a practice placement module, which allows you to demonstrate your ability to apply gained knowledge and skills to a practice setting prior to graduation Developing skills and other attributes. Autonomous learning skills., the programme is designed to support your development as an active and autonomous learner as required of Masters level study. (This means developing the skills to recognise your own learning needs, manage your own learning and evaluate the quality of your learning and practice). This is encouraged through provision of appropriate resources including reading guides, computer-based online resources, individual and group tutorials and assessment strategies. Teaching, learning and assessment strategies will encourage you to explore, question and then develop personal and professional values, theory and practice, using both University-directed, practice placement-based and your own self-directed learning. Inter-Professional Learning (IPL) enables you to learn by, with, and from colleagues from different professions. It is very important that you develop an 7

10 appreciation of the role and contribution of other health and social care professionals as well as voluntary workers and service users, as multi-professional working is fundamental to many established and emerging practice settings. The majority of your Inter-Professional Learning (IPL) will occur both within your practice placement education where you will be able to observe and work alongside colleagues from different disciplines and engage in interprofessional learning opportunities available through placement settings. Your performance in relation to this will form part of the summative assessment process within these practice placement modules. Within the Independent Scholarship module you will be working along side others and professionals from the voluntary sector and thus gain insight into other professionals roles within this sector. Within the indicative content of this module, you will be required to give critical consideration to factors which inform practice, included within this will be partnership and Interprofessional working. In addition to your experiential learning on placement you will also engage in shared and interprofessional learning opportunities with other pre-registration students across the school of health, which will supplement your learning within the modules Developing Practitioner, and Therapy Foundations for Professional Practice. It is also expected that you will explore and make appropriate use of literature and/or research from other health and social care professions as part of your academic studies, helping you to develop an appreciation of the theoretical contributions of others in and to practice. Experiential learning: Your past experiences are recognised to form a valuable learning resource for both yourself and others during the programme. Teaching and learning strategies are designed to further develop your capacity to learn and grow from ongoing experience, including developing skills for effective self-reflection and evaluation (including appraising/ accepting feedback from others). Practice placements are integral experiential learning opportunities for exploring, questioning, understanding and developing both your self as a therapist and theory-practice links. All students are required 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. for module assessments or Independent Studies. Information on these principles can be found on the University web site at: Practice Placement Education. Practice placements are such an important element of the programme that they have been outlined in detail within a separate practice placement handbook and relevant module handbooks, including the process, procedures and assessment of placements. Three practice placements occur throughout the programme and you are required to successfully complete the equivalent of a minimum of 1000 hours of assessed practice placement in a range of practice settings. Placements are designed to meet the requirements of the World Federation of Therapists (2002) and the College of Therapists (2008), and are framed to enable you to demonstrate your competence in practice. 5.2 Assessment Each academic module that you undertake will have a specific summative assessment attached to it, through this you will meet the identified learning 8

11 outcomes, indicated in the module specifications which appear under electronic course resources via the Universities e-platform. The assessments methods used have been designed to reflect the range of knowledge, skills and competencies that you will be expected to demonstrate as a qualified practitioner. These may include: Written pieces of work (the predominate assessment method - incorporating essays, critical evaluations and appraisal); Oral presentations; Personal reflections; Project outputs e.g. a poster, and e-portfolio; Independent scholarship. Practice Placement Education (assessed against the Health Professions Council standards of proficiency and competencies 2007) All modules will also require you to engage within a specified formative assessment opportunity as detailed within each module specification. This will provide an opportunity for you to reflect upon and where appropriate receive feedback upon your learning to identify strengths and areas for further development. The assessments you will undertake will conform to the University s Post-Graduate Regulatory Framework (2011), however because of the professional nature of your study, the programme is guided by the stipulations of the College of Therapists (2008) in all matters related to failure of academic or practice learning outcomes (with the exception of the Independent Scholarship). Further details related to this may be found within the programme handbook and below: The following section is taken from the College of Therapists Pre-registration Education Standards (2008 appendix 2). A.3.1 Academic failure (p29) With the exception of modules or periods of learning relating to practice education, a student may be allowed a maximum of two attempts to pass a module. A student who thus fails a module after the retrieval processes associated with the first attempt are exhausted (and in the absence of extenuating circumstances) may be allowed to re-register for the module on one occasion only, provided that successful completion of the module is within the maximum period for completion of the programme. Re-registration will provide the student with further academic learning to improve his/ her chance of passing the module. The student s progression to the next level will be determined by the programme regulations on progression. Extenuating circumstances and deferrals will be at the discretion of the examinations board and subject to the university regulations. A.3.2 Practice placement failure (p29) The practice placement is where students will be required to demonstrate their ability to integrate theory with practice and professional competence at their level of study. Successful practice placement learning is important for safe and effective practice and for the protection of the public. Where a student is deemed to have demonstrated unsafe practice, their status on the programme will be considered under A.3.3 below. With regards to periods of learning or modules related to practice education, no re- 9

12 registration for these modules is permissible. If the module is ultimately failed when the first attempt and retrieval processes for the module have been exhausted, the student should be required to leave the course. A student may also be denied the retrieval if the failure originally occurred on grounds of professional unsuitability. The practice hours of failed practice education will not count towards the minimum requirement of 1000 hours. SECTION SIX: ADMISSIONS 6.1 Entry requirements Applications are processed through the University of Derby direct entry. Admission procedures conform to the University principles for admission and equal opportunities policies and University procedures for disability and special needs. A satisfactory reference must be obtained from a previous employer, education establishment or a person of standing supporting the prospective applicant. A satisfactory personal statement must be included indicating a level of understanding of Therapy and demonstrate the readiness to achieve the standards and outcomes of the course. Entry criteria Applicants will be considered from a wide variety of backgrounds taking into consideration relevant legislative requirements. Where possible all applicants should ensure that they have observed at least two areas of occupational therapy practice in a mental health, physical or community setting. Please refer to the specific programme entry requirements through the following link for further details: Variations to Standard Admissions Procedures As a professional programme, with professional body (Health Professions Council, College of Therapists) and commissioning body requirements, the following variations to standard admissions procedures apply: Applicants must declare any disability or criminal record on the application form. All offers are subject, as a minimum, to initial and continuing satisfactory health screening and Criminal Records Bureau (or equivalent in the case of overseas students) status which you are required to update the programme on annually. Further information pertaining to this can be found within the programme handbook which is accessible through the programme page through the online learning platform. In addition, where relevant, evidence of proficiency in the English Language will be sought ( IELTS Score 7) NOTE: All the above checks carried out by the University relate only to admission to the programme and do not guarantee registration with the Health Professions Council on completion. 10

13 Professional Standards: As a professional, regulated programme, enrolment upon the programme is subject to students signing to confirm that they have read and agree to adhere to the following professional standards: College of Therapists Code of Ethics and Professional Conduct (2010) Available at: [Accessed ] College of Therapists Professional Standards for Therapy Practice (2011) available at: [Accessed ] Health Professions Council Standards of conduct, performance, and ethics (2008). Available at: sp. [Accessed ] Selection Process Applications are screened on receipt by the Admissions Tutor to identify applicant s potential to meet the programme admissions criteria. Those applicants who are expected to meet the criteria are invited to a selection day, where information regarding the programme and the university are provided. In accordance with the Strategic Health Authority all applicants need to be interviewed prior to a place being offered on the programme Students with Special Needs Relevant legislation and University Policies will be followed in all cases. Applications are welcomed and consideration is given to each individual and their circumstances. Sources of advice and guidance (for queries prior to and during the programme) include: Contact with University Specialist Support Services (including the University Medical Service and disability advisors). Opportunity to discuss programme requirements on an individual basis with the Programme Leader / Admission tutor. Advice from the School Disability Advisor. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Should you require support and guidance throughout your degree programme, the university offers a range of services which aim to ensure you are supported. The programme handbook provided further clarification on the support offered through the following roles: Personal Tutor: you will be allocated a personal tutor for the programme whom you may contact via and or telephone for appropriate support. 11

14 They may signpost you to internal or external support as necessary. Further information concerning their role is included in the introduction section of this programme handbook. Programme Leader: if you have concerns about the quality of your learning experience, or your progression through the programme, you are encouraged to make contact with the programme leader via , telephone or make use of drop in sessions details of which you will be notified of on a termly basis. Year Leaders are responsible for overseeing the quality of your educational experience for each given year of study. This includes overseeing respective modules in terms of the overall quality that they provide to your educational experience Module Leaders: for advice about one of the modules you are taking, speak first of all to the respective Module Leader. Practice Placement Team: the programme has an experienced practice placement education team whose role is to support you and your practice placement educators throughout your practice placement education. For each practice placement that you undertake, there will be a named member of this team whom you or your educator may contact for support. Please refer to your practice placement handbook for further information. Disability Advisor: offers advice regarding University mechanisms available to support those of you whom have either: an illness, disability or learning requirement that needs consideration as part of your academic studies and/ or practice placement education. This includes liaison with you regarding your individual needs and monitoring the administration of any support plan that is implemented. In addition to the programme team, support is available from the following university services: Student Liaison Officers, Student Support and Advisory Service, University Chaplaincy Service, The Students Union, Student Support Centre, The Student Handbook and Diary also contains advice and information about the support services available to you. Study skills and IT skills support is also available through the learning resource centres. Careers guidance is available from the career development centre. Further details on all of these services are available in your programme handbook. 7.1 Support for students with additional needs We welcome a diversity of learners. If you have specific personal and or academic needs, you will be encouraged to complete a Support Plan, with the help of the Support and Information Services: 12

15 SECTION EIGHT: POST PROGRAMME OPPORTUNITIES The government recognises the important role that allied health professions have in developing future health and social care. This is good news as it helps to ensure that a wide-range of opportunities exists for successful graduates in traditional practice areas such as health, social care and special educational settings. However, your education will develop skills and knowledge that readily translate into exciting new developments, for example the business, third sector and international arenas in both named and non-named occupational therapy roles. With additional post-programme opportunities in the fields of education, research and service management, you are offered a potentially diverse, exciting and rewarding career pathway. The attainment of a Masters qualification also offers you scope to develop your academic profile to doctoral level, should you wish to do so in the future SECTION NINE: EMPLOYER LINKS The programme involves service users, clinicians, educators and employers as guest speakers/co-facilitators where appropriate in the delivery of the programme, also drawing upon the expertise of colleagues within the university as appropriate (e.g. careers development centre, centre for volunteering). Employers links are also included within the programme through the following forums: Practice placement educator and placement co-ordinator training events and discussion forums Head Therapy meetings (for both practice and education) Professional suitability forums Invitations to attend programme committees 13

16 APPENDIX A: Mapping of module learning outcomes (including teaching and learning strategies) to programme learning outcomes. Foundations for Performance The Developing Practitioner Therapy Foundations for Professional Practice Impact of Life Changes The Therapy Process: Integrating Theory and Practice Independent Scholarship Therapy Reasoning and Therapeutic Practice PPE1 PPE2 PPE3 Knowledge and Understanding Demonstrate systematic understanding of knowledge and a critical awareness of current problems and or new insights most of which is at the forefront of Therapy theory and practice * * Critically analyse the ways in which multiple and diverse influences inform contemporary and future practice and critically reflect upon your role as a practitioner within this Critically evaluate the ways in which health and social policy influences both professional and personal practice * Intellectual Skills Have a comprehensive understanding of techniques applicable to your own research and advanced scholarship Demonstrate originality in the application of knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge within the profession Use a range of evidence and enquiry or research skills to inform your own practice and that of others Be an innovative and creative thinker open to new ideas and supportive of change (within your own practice, service design and delivery). 14

17 Foundations for Performance The Developing Practitioner Therapy Foundations for Professional Practice Impact of Life Changes The Therapy Process: Integrating Theory and Practice Independent Scholarship Therapy Reasoning and Therapeutic Practice PPE1 PPE2 PPE3 Transferable Skills Be an autonomous, independent, reflective practitioner * * Be skilled at working in inter-professional and uni- professional teams Critically reflect on and critically evaluate your own practice * Exercise personal responsibility for continuous professional learning and life long learning Have the knowledge skills and initiative required to make decisions in complex and unpredictable situations * * Be a confident therapist with the skills of a professional leader able to challenge and transform service delivery in a range of areas * * Practical and Subject Specific Skills Demonstrate the Therapy competencies required for fitness for award, fitness for purpose, and to be eligible to apply for fitness to practice. * * (These competencies reflect the Health Professions Council Standards of Proficiency (2007) ) Accept professional accountability for practice, appropriate to a pre-registration graduate competency Key: = where programme learning outcomes are demonstrated * = where students are working towards programme learning outcomes. 15