| CODE | OCT2015 | ||||||||
| TITLE | Practice Placement and Seminar 2 | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 3 | ||||||||
| DEPARTMENT | Occupational Therapy | ||||||||
| DESCRIPTION | The practice placement shall consist of up to two days of supervised practice per week spread over the semester. The practice experience will slowly become more structured as the student is gradually exposed to the clinical opportunities within but not limited to public entities, local agencies, NGOs, schools, community, home and private health care settings. Two practice placement seminars will also be carried out to set the scene, set out placement logistics and help students to reflect on their practice placement experiences. Students and their practice educators will be supported by an appointed university link tutor, who will be involved in monitoring and moderating the placement and the student assessment, mid-way and at the end of the placement. This will also ensure accessible lines of communication between university and the practice site throughout the practice placement. Study-unit Aims: The aim of this study-unit is to consolidate students' practice experienced so far and to start to develop their understanding of how activity and occupation relate to the health and well being of service users. The student will be required to observe and start to develop insights into the OT Process and to link this to the theoretical concepts discussed in class for the purpose of developing basic clinical reasoning. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to continue to understand more deeply the application of the Occupational Therapy process consisting of evaluation and intervention (implementation and review). 2. Skills By the end of the study-unit the student will be able to: - Demonstrate effective observation skills both with clients, carers and the various treatment situations and participate effectively if asked to do so; - Participate in the use of therapeutic activities as appropriate, applying concepts of activity analysis in the process; - Observe and participate in administrative functions and operations of the OT placement site; - Establish effective verbal and non-verbal communication both with clients, carers, co-workers, the multidisciplinary team and practice educators; - Demonstrate initiative, appropriate judgement and follow through with all expected duties; - Demonstrate appropriate professional behavior including responsibility to the client, confidentiality and respect; - Demonstrate an ability to establish and maintain an effective and appropriate relationships with clients, carers and the multidisciplinary team; - Start to demonstrate elements of self-directed learning; - Start to demonstrate elements of critical thinking, making preliminary links between theory and practice; - Demonstrate effective time management skills; - Demonstrate the application of safety standards and procedures during practice and knowledge to deal with unexpected situation which may include patient intervention; - Produce a one page reflective account of one or more learning experiences which is to be emailed to the practice placement educator, 2 days before the final assessment. Main Text/s and any supplementary readings: - Alsop, A., & Ryan, S. (2000). Making the most of fieldwork education: A practical approach. Chapman & Hall. UK. - https://www.aota.org/publications/student-articles/fieldwork - Clark, G. F., & Handley-More, D. (2017, January 1). Best Practices for Documenting Occupational Therapy Services in Schools. - Costa, D. M. (2015, October 1). The Essential Guide to Occupational Therapy Fieldwork Education. AOTA Press. - Evidence Based Practice In Occupational Therapy. (n.d.). Pdf-online.Website. https://pdf-online.website/evidence-based-practice-in-occupational-therapy.pdf - Gateley, C. A., & Borcherding, S. (2017, January 1). Documentation Manual for Occupational Therapy. Slack. - Iliff, S. L., Tool, G., Bowyer, P., Parham, D., Fletcher, T. S., & Freysteinson, W. M. (2019, January 1). Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork. Journal of Occupational Therapy Education, 3(1). https://doi.org/10.26681/jote.2019.030105 - Napier-Tibere, B. (2011, January 1). Occupational Therapy Fieldwork Survival Guide. American Occupational Therapy Association, Incorporated. - Sames, K. M. (2010, January 1). Documenting Occupational Therapy Practice. Prentice Hall. - Sladyk, K. (2002, January 1). The Successful Occupational Therapy Fieldwork Student. Slack. |
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| RULES/CONDITIONS | Before TAKING THIS UNIT YOU MUST TAKE OCT2014 | ||||||||
| STUDY-UNIT TYPE | Seminar and Practical | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marjorie Bonello (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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