ERGP2 The occupational therapy process and clinical reasoning - practice

Contents and structure

The course implies that students are in supervised clinical placement within an arena where occupational therapists work. The students will learn about occupational therapy in a practical setting, where they will have the opportunity to try out different skills. The purpose will be to perform occupational therapy professional practice under supervision. Facilitation of interventions will be emphasized. Students will also carry out learning activities related to the clinical placement. This involves the preparation and achievement of learning objectives and plans for the period of clinical placement, implementation of learning situations and reflective notes after implementation, as well as conducting activity analysis.

Under supervision, the students will focus on completing Intervention Process Models in occupational therapy during the clinical placement. This includes various assessments, such as functional assessments and activity analysis, problem formulation, goal setting and individual plan, and planning and implementation of interventions, all under supervision. In addition, students must focus on interprofessional collaboration, reflect on their own and their supervisor's professional practice (clinical reasoning), participate in reporting/documentation of work performed (for example using ICF) and focus on how occupational therapists/students can work in line with evidence-based practice.

In the course, students will prepare learning goals and plans for the clinical placement. This must be delivered to the practice teacher within 1.5 weeks after the start of the practice period. A minimum of three relevant learning situations (LS) shall be included as part of the learning objectives and plan. The students write a reflective note of 400 words +/- 10% about the implementation of each LS. The implementation of LS and the reflective notes can be a topic for supervision.

During the clinical placement, the students must conduct an activity analysis that is relevant to a user/patient. The analysis and the results of the analysis should be discussed with the student’s supervisor and be included in the assessment of the student’s clinical placement.

During the clinical placement, students must write a medical record in line with the ICF dimensions of 250-350 words. This is also included in the assessment of the student.

A more detailed description of assignments related to clinical placement will be published on the learning platform Canvas.

Learning Outcome

A student who has completed the course should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge:
The student...

• has relevant knowledge of human biology, medicine, psychology, pedagogy and technology in the performance of occupational therapy at the practice site
• has broad knowledge of how people's activity, participation and health affect each other and interact with the environment
• can account for how activity analysis is used throughout an occupational therapy intervention process
• can discuss results of activity analyses
• has broad knowledge of how occupational therapists can contribute to the establishment and change of habits, routines and roles
• can discuss occupational therapy interventions based on the conceptual foundations of occupational therapy
• is aware of the rights and activity participation of minority groups

 

Skills:
The student...

• can master occupational therapy intervention process models, relevant assessment tools, including ICF, and interventions under the supervision of an occupational therapist
• can apply and convey systematic activity analysis through an occupational therapy process
• can, under supervision, initiate relevant intervention(s) based on a systematic activity analysis
• can, under supervision, apply professional knowledge to adapt activities to develop or maintain skills, activity habits and activity roles
• can, under supervision, plan and facilitate for people with disabilities to participate in meaningful and valued activities
• can, under supervision, apply professional knowledge about the design of the surroundings and living environment to promote independence, health and quality of life
• can apply professional knowledge of physical, psychosocial and cultural conditions to promote inclusion and participation
• can, under supervision, apply professional knowledge about and implement interventions for people with social and health challenges, or refer to other services if necessary
• can, under supervision, apply professional knowledge about meaningful activity in people's habilitation, rehabilitation, treatment and palliation
• can identify and reflect on one’s own professional practice and ethical competence, and adjust according to supervision
• can find legislations that are relevant to the professional practice of occupational therapy
• can, under supervision, complete the steps in evidence-based practice

 

General qualifications:
The student can…

• can, under supervision, convey and document occupational therapy practice to users and collaborators
• can initiate interprofessional collaboration
• can act self-reflective and practice professionally
• can plan treatment or services that ensure users 'and relatives' participation and rights
• can discuss with the supervisor how equal services can be ensured for all user groups, and through this contribute to the development of good practice

Entry requirements

The course is open to students from institutions with which the education has entered into an agreement. The students must have passed the first year of the study, including clinical placment (or equivalent).

Recommended previous knowledge

Rehabilitation in regards of somatic and mental health issues, use of individual and group-based interventions, leading of group-based interventions or equivalent.

Teaching methods

During the clinical placement, the students usually have an occupational therapist as a supervisor, who has weekly supervision with the student. Learning objectives and plan are followed up by both a teacher and the supervisor. Topics that are relevant to the students and the practice site can be addressed in the tutorials.

Teachers from the education provide feedback on and approve learning objectives and plans for the practice period. Practice follow-up, usually in the form of visits to the practice site, is carried out by the practice teacher approximately midway through the practice period.

During the clinical placement, students must follow laws, instructions, internal rules and working hours that apply at the student’s workplace. Students have a duty of confidentiality in line with other personnel at the workplace. At the beginning of the study, each student signs a confidentiality agreement for the entire study period, including clinical placements. The education wants the students to have access to participate in the institution's/department's meetings and any internal teaching that may be important for the benefits of practice. This is up to the workplace to decide.

Students must also have time for self-study corresponding to one working day per week. Allocated time for self-study must be adapted to work routines at the individual workplace, which the student and practice supervisor agree on. It is not possible to save study time, in order to shorten the practice period. A work effort equivalent to 40 hours per week is expected; 30 hours at the workplace and 10 hours for self-study.

Compulsory learning activities

None

Assessment

An assessment is conducted, as a conversation between the student and the supervisor mid-term (mid-term assessment) and one at the end (final assessment) of the clinical placement. The supervisor and the student fill in the assessment forms. The supervisor recommends passed/failed practice. The teacher is responsible for the final assessment of the clinical placement.

Clinical placement is assessed as passed/failed. The assessment is based on the student's performance in practice, which includes whether the learning outcomes (learning goals and plan for practice) have been met. The assessment also includes the completion of learning situations and activity analysis. The teacher approves the medical record in advance of the final approval of the clinical placement.

Requirements for 90% attendance must be met.

If there is doubt as to whether the student will reach the learning outcomes and pass the clinical placement, and the doubt arises before the student is halfway through the period, the student must be notified in writing. In the notice, the supervisor must state what the student does not master, and which requirements must be met in order to pass the clinical placement.

New clinical placement

No new assessment is arranged in a course of clinical placement. Failed clinical placement entails changed study progression where the clinical placement is completed in its entirety together with the next class.

Examination support material

None

More about examination support material

Course reductions

• BERP2 - Praksis 2. studieår, fokus på tilretteleggjing av tiltak - Reduction: 15 studypoints