Foundations for occupational therapy

The details
Health and Social Care (School of)
Colchester Campus
Postgraduate: Level 7
Thursday 03 October 2019
Saturday 14 December 2019
28 February 2020


Requisites for this module



Key module for

MSC B93024 Occupational Therapy (Pre-Registration)

Module description

You will introduced to the foundations for occupational therapy, studying informing theories and sciences of occupation, and learning core skills for professional practice. Theory and practice will be brought together in enquiry-based learning, developing your understanding of professional practice.

Module aims

This module will offer different modes of learning as a foundation for future practice, to ensure the regulatory and legal context is understood within a developing critical appraisal of contemporary occupational therapy practice.

Module learning outcomes

On successful completion of this module, the [learner] will be able to:

1. Critically evaluate occupational therapy in theory and in practice.
2. Engage in reflective and enquiry-based learning to synthesise and advance knowledge of human occupation, health and wellbeing.
3. Demonstrate critical judgement in applying professional knowledge, values and core skills in a given scenario.

Module information

Occupational therapy practice occurs in a range of health, social care and other settings where people require professional services to engage in occupations which promote health and wellbeing. To practice as an occupational therapist, registration with the Health and Care Professions Council is required. To be eligible for registration, a programme of study approved by the College of Occupational Therapists on behalf of the World Federation of Occupational Therapists has to be successfully completed. Therefore occupational therapy practice is based on a synthesis of knowledge of human occupation, understanding of professional standards and analysis of occupational issues in context. The broad range of contexts for practice requires occupational therapists to engage effectively with complex scenarios, evaluating priorities for service delivery in partnership with service users, carer and other providers.

Many pre-registration occupational therapy students come with relevant experience of these settings, but the diversity of those experiences means that no assumptions can be made about their prior learning. Thus this module ensures that all students have the opportunity to learn the foundations for occupational therapy prior to their first placement, which occurs directly after completion of the module, at the beginning of the Spring term.

Learning and teaching methods

Independent study will enable students to develop a critical and self-directed approach to learning, using the experiential core skills workshops and mandatory training as a focus for reflective learning. Study tasks will focus and direct learning about informing theories and sciences, considering the evidence and issues in application. Enquiry-based learning will provide a group setting for shared learning, giving students a forum for exploring prior learning, new learning and future learning needs. Tutorials with the personal academic tutor will set a foundation for individual professional development for the remainder of the programme.


  • Straub, Richard O. (2019) Health psychology: a biopsychosocial approach, New York City, NY: Worth Publishers.
  • Creek, Jennifer. (©2014) Creek's occupational therapy and mental health, Oxford: Churchill Livingstone.
  • Wilcock, Ann Allart; Hocking, Clare. (2015) An occupational perspective of health, Thorofare, NJ: SLACK Incorporated.
  • Jasper, Melanie. (2013) Beginning reflective practice, Andover: Cengage Learning.
  • Boniface, Gail; Seymour, Alison. (2012) Using occupational therapy theory in practice, Chichester: Wiley-Blackwell.
  • Bassot, Barbara. (©2016) The reflective practice guide: an interdisciplinary approach to critical reflection, Abingdon: Routledge.
  • Whiteford, Gail; Hocking, Clare. (2012) Occupational science: society, inclusion, participation, Oxford: Wiley-Blackwell.
  • Michelle B. Riba. (2011) Psychiatry and heart disease: the mind, brain, and heart, Chichester: Wiley-Blackwell.
  • Finlay, Linda. (1998-10) 'Reflexivity: An Essential Component for All Research?', in British Journal of Occupational Therapy. vol. 61 (10) , pp.453-456
  • Ice, Gillian H.; James, Gary D. (2007) Measuring stress in humans: a practical guide for the field, Cambridge: Cambridge University Press.
  • (2017) Occupational therapy for people experiencing illness, injury or impairment: promoting occupation and participation, Edinburgh: Elsevier.
  • Vito Bianchi; Alonzo Esposito. (2012) Cortisol: physiology, regulation and health implications, New York: Nova Science Publishers. vol. Human anatomy and physiology
  • (©2013) From stress to wellbeing, Basingstoke: Palgrave Macmillan.
  • Hammell, Karen Whalley. (2009) 'Self-Care, Productivity, and Leisure, or Dimensions of Occupational Experience? Rethinking Occupational “Categories”', in Canadian Journal of Occupational Therapy. vol. 76 (2) , pp.107-114
  • (2018) The Handbook of Health Behavior Change: Springer Publishing Company.
  • Nicholls, Lindsey. (2013) Psychoanalytic thinking in occupational therapy: symbolic, relational, and transformative, Chichester: Wiley-Blackwell.
  • Salmon, Nancy. (2006-09) 'The Waiting Place: A caregiver's narrative', in Australian Occupational Therapy Journal. vol. 53 (3) , pp.181-187
  • Hammell, Karen Whalley. (2009-02) 'Sacred Texts: A Sceptical Exploration of the Assumptions Underpinning Theories of Occupation', in Canadian Journal of Occupational Therapy. vol. 76 (1) , pp.6-13
  • College of Occupational Therapists. (2015) Code of ethics and professional conduct, London: College of Occupational Therapists.
  • Scaffa, Marjorie E; Reitz, S. Maggie; Pizzi, Michael. (c2010) Occupational therapy in the promotion of health and wellness, Philadelphia: F.A. Davis Co.
  • Rice, Virginia Hill. (c2012) Handbook of stress, coping, and health: implications for nursing research, theory, and practice, Thousand Oaks: SAGE Publications.
  • Duncan, Edward A. S. (2011) Foundations for practice in occupational therapy, Edinburgh: Elsevier.
  • Bolton, Gillie; Delderfield, Russell. (©2018) Reflective practice: writing and professional development, Los Angeles: Sage.
  • Creek, Jennifer. (c2010) The core concepts of occupational therapy: a dynamic framework for practice, London: Jessica Kingsley.
  • Marieb, Elaine Nicpon; Keller, Suzanne M. (2018) Essentials of human anatomy & physiology, New York, NY: Pearson.
  • Moon, Jennifer A. (2004) A handbook of reflective and experiential learning: theory and practice, London: Routledge.
  • Creek, Jennifer; Lawson-Porter, Anne. (c2007) Contemporary issues in occupational therapy: reasoning and reflection, Chichester: John Wiley & Sons Ltd.

The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam Description Deadline Weighting
Coursework   HS892 - Written Assignment, Patchwork Text (Summative Assessment)    100% 
Coursework   Resubmission - Written Assignment, Patchwork Text     
Coursework   Second Resubmission - Written Assignment, Patchwork Text     
Practical   Mandatory Training and PEMS Declaration    0% 

Overall assessment

Coursework Exam
100% 0%


Coursework Exam
100% 0%
Module supervisor and teaching staff
Ms Julie Puttock, email: jputto@essex.ac.uk.
Occupational Therapy teaching team
Hannah Duncan ipladmin@essex.ac.uk



External examiner

Mrs Bethan Collins
The University of Liverpool
Principal Lecturer in Occupational Therapy
Dr Roshni Khatri
UNiversity of Northampton
Subject Leader
Available via Moodle
Of 153 hours, 139 (90.8%) hours available to students:
14 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).


Further information

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