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Occupational Therapy

Course overview

(BSc) Bachelor of Science
Occupational Therapy
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Accredited by the Royal College of Occupational Therapists (RCOT) for the purpose of ensuring graduates are fit for the profession.

Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as an occupational therapist.
Honours Degree
Part-time
Occupational Therapy
BSC B93048
http://www.essex.ac.uk/students/exams-and-coursework/ppg/ug/default.aspx
09/05/2018

External Examiners

Ms Jeannette Carol Head
Canterbury Christ Church University
Lecturer/Senior Lecturer MSc Health and Wellbeing Programme Director

External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2019 8:59AM, for students wishing to make changes to their module options.

Key

Core You must take this module You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study
Compulsory You must take this module There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study
Optional You can choose which module to study

Year 1 - 2019/20

Component Number Module Code Module Title Status Credits
01 HS140-4-FY Interprofessional Working and Development Core 30
02 HS171-4-AU Occupational Being Core 15
03 HS172-4-SP Practice Placement One: EXPLORE Core 15
04 HS173-4-PS Informing Sciences 1 Core 15
05 HS175-4-PS Engagement in Occupation Core 15

Year 2 - 2020/21

Component Number Module Code Module Title Status Credits
01 HS157-4-AU Reflection in Occupational Therapy Practice Core 15
02 HS158-4-AU Practice Placement 2 Core 15
03 HS251-5-PS Occupational Therapy in Physical and Mental Health Core 30
04 HS253-5-SU Practice Placement 3 Core 30

Year 3 - 2021/22

Component Number Module Code Module Title Status Credits
01 HS240-5-AU Professional Enquiry Core 15
02 HS276-5-SP Leadership in Service Enhancement Core 30
03 HS275-5-SU HS275-5-AU Core 15
04 HS371-6-PS HS371-6-SU Core 15

Year 4 - 2022/23

Component Number Module Code Module Title Status Credits
01 HS372-6-AU Employability in Occupational Therapy Core 15
02 HS340-6-FY Professional Enquiry Proposal Core 30
03 HS374-6-SU Transition from Student to Occupational Therapist Core 30
04 HS373-6-SP Practice Placement Four: MANAGE Core 15

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

To develop students to graduate level with competencies which meet occupational standards and codes of practice.

To meet QAA academic and practitioner standards and benchmark statements for occupational therapy.

To fulfill COT curriculum framework guidelines.

To meet HPC standards of education and training.

To fulfill university generic learning outcomes.

To develop students as reflective and independent practitioners capable of operating in a multidisciplinary health care context.

To promote and develop evidence based practice and research awareness.

To cultivate in students the capacity to integrate the theoretical principles and concepts of occupational therapy with practice in order to provide quality intervention for service users

To assist students to engage in the analysis of academic discourses in order to continually develop professional practice

Learning outcomes and learning, teaching and assessment methods

On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

A: Knowledge and understanding

A1 Demonstrate a capacity for systematic, conceptual and critical thinking
A2 Develop critical reasoning and reflective capabilities in order to effectively analyse and evaluate professional practice within personal, legal, ethical, clinical and managerial frameworks
A3 Demonstrate critical appreciation and insightful use of problem-solving strategies for all aspects of Occupational therapy practice
A4 Apply understanding of research strategies and methodologies to the critical analysis and evaluation of research papers, articles and other sources of research based work
A5 Apply their knowledge of ethical principles and codes of practice to all areas of occupational therapy practice and relate these to ethical principles and values of related health and care disciplines
Learning Methods: A range of teaching and learning methods are used in order to encourage the progressive development of the students knowledge and understanding.

While the methods used at Level C are structured, there is a progressive shift through the various levels towards methods which encourage students autonomy and independence of learning.

Methods used in order to achieve the knowledge learning outcomes are: Lectures Seminars Videos and discussion Problem-based learning Case-studies and Vignette work Group work Academic tutorials with groups and individuals
Assessment Methods: At Level 4, varied methods of assessment cultivate basic knowledge and understanding.

Level 5 builds upon the knowledge developed at Level C, and assessment is a vehicle for much of the learning and reflective practice.

The integration of theory with practice, development of self-knowledge and understanding of occupational therapy as a treatment medium are encouraged through both academic and practice placement assessments.

At Level 6, many assessments involve more student-centred investigative and analytical activities, requiring a wider range of presentation formats and a greater relevance to practice.

There is a requirement that students should be able to work with a degree of autonomy and be able to take more responsibility for their own learning Assessment methods Essays Case-study analyses Reflective assignments, based on critical incident work Viva vocé examinations Formal/video/poster Presentations Patchwork text Research proposal, including literature review

B: Intellectual and cognitive skills

B1 Demonstrate a capacity for systematic, conceptual and critical thinking
B2 Develop critical reasoning and reflective capabilities in order to effectively analyse and evaluate professional practice within personal, legal, ethical, clinical and managerial frameworks
B3 Demonstrate critical appreciation and insightful use of problem-solving strategies for all aspects of Occupational therapy practice
B4 Apply understanding of research strategies and methodologies to the critical analysis and evaluation of research papers, articles and other sources of research based work
B5 Apply their knowledge of ethical principles and codes of practice to all areas of occupational therapy practice and relate these to ethical principles and values of related health and care disciplines
Learning Methods: Development of cognitive/intellectual skills are an intrinsic part of all learning and teaching.

In order to achieve the cognitive learning outcomes the following methods are used:

Task Analysis, lectures, seminars, problem-based learning, case-study reflection and analysis, group discussion (structured and semi-structured, use of the virtual learning environment
Assessment Methods: Written assessment in which students do a task analysis.

Essays Case-study analysis, reflective assignments, based on critical incident work, viva vocé examinations, formal/video/poster, presentations, patchwork text, research proposal, including literature review, research, and the dissertation

C: Practical skills

C1 Demonstrate reflective practice skills to personal and professional development Demonstrate reflective practice skills to personal and professional development
C2 Employ effective and critical use of research skills relevant to professional and inter-professional practice and practice issues
C3 Problem-solving skills and strategies in assessment, planning, intervention and evaluation within occupational therapy practice, including the analysis and grading of activity to meet the individual needs of clients
C4 Act in an ethical manner, demonstrating political, social and cultural awareness
C5 Develop interpersonal, managerial and supervisory skills
Learning Methods: The practical skills development is encouraged through a number of teaching and learning methods:

Practice Placement

Skills workshops

Role-modeling

Role-playing

Use of media technology

Use of the virtual learning environment
Assessment Methods: A range of assessment instruments are used to monitor and assess the development of practical skills:

Practice

Placement assessments

Poster /video

Presentation

Vivas

Task analyses (written papers)

Assignment on supervision skills and processes

Research

Dissertation

D: Key skills

D1 Communicate clearly and appropriately, demonstrating a sense of audience
D2 Manage information effectively in a range of medi
D3 Produce output that is literate, numerate and coherent
D4 Show flexible and creative approaches to problem-solving
D5 Work with confidence both independently and as a member of a team or group
D6 Identify areas of personal learning and growth and demonstrate their development within these areas
Learning Methods: Occupational therapy students need to cultivate a range of key skills:

The teaching and Learning support the learning outcomes, examples being:

Class based

Group Work

Management of professional practice case-load
Individual Supervision (in-house through tutorials and practice placement education)

Peer discussion groups Searching for and Evaluating research literature

Quantitative and qualitative methods of research and enquiry

Task and problem-based analyses Use of the virtual learning environment
Assessment Methods: Personal Statements linked to written Assignments (both theoretical and reflective)
Professional Practice Assessment

Formal presentations

Professional Practice

Viva Written assignments Task analyses
Demonstration of IT skills in written presentation

Searching the internet for written assignments, gaining key information and applying information to the analysis and presentation of the research proposal and research dissertation


Note

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Should you have any questions about programme specifications, please contact Course Records, Quality and Academic Development; email: crt@essex.ac.uk.