Curricula

Objectives

Aim of the course:
The aim of the course is building up your understanding of how occupation, health and well-being are linked and how occupational therapy supports people's activity, well-being and health from the perspective of occupation. You will understand the theoretical starting points (theory- model - frame of reference) and phases of the activity-based and person-centered occupational therapy process.

Course competencies:
Expertise in theoretical basis of rehabilitation and occupational therapy
Clinical reasoning and occupational therapy process enabling participation

Learning outcomes:
Based on occupational therapy theories, you are able to justify how occupations are linked to health and well-being. You know how to explain what a person-centered and activity-based approaches mean and understand their significance in the occupational therapy process. You understand the connection that occupational therapy theory and models as well as multidisciplinary frameworks (theory - model - frame of reference) have with practical work. You are able to identify and name the different phases and principles of the occupational therapy process and apply this knowledge to work with clients.

Content

The core content of the course comprises current theories, models and frames of reference of occupational therapy that structure a person’s occupation and participation as well as the different phases of occupational therapy.

Time and location

Webinars will take place at zoom. Contact days at campus will be arraged at Jamk's Dynamo Campus or at Rajakatu Campus.

Learning materials and recommended literature

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy.

Fisher, A. G., & Marterella, A. (2019). Powerful practice: A model for authentic occupational therapy. Fort Collins, CO: Center for Innovative OT Solutions.

Hautala T., Hämäläinen T., Mäkelä L., Rusi-Pyykkönen M. 2019. Toiminnan voimaa. Toimintaterapia käytännössä. Edita: Helsinki. (other editions are accepted also)

Teaching methods

The course is studied in accordance with the Flipped learning concept, which means that one comes prepared for all learning situations. Learning situations include interactive webinars and contact days on campus. Participating in the webinars requires a working camera and microphone. In addition, one works individually and/or in small groups on learning tasks such as

• Preparation tasks (recordings, reading preliminary material, various tasks)
• Learning journal
• Exam
• competence demonstration day

Practical training and working life connections

Experience specialist or/and occupational therapist visitors might be possible.

Exam dates and retake possibilities

Exam-exam. The exam is conducted at a certain time by the end of the course. The timing of the exam and the timing of retake opportunities can be seen in moodle.

Alternative completion methods

There are no alternative methods in implementation of the course.

Student workload

Preparation for learning situations 50h
Learning situations 25h
Learning tasks 40h
Exam (includes preparation) 20h

Further information for students

The student's course grade consists of 50% of the exam and 50% of the summary of the learning journal. In addition to these, one must complete successfully working on the competence demonstration date and the preparation tasks for learning situations must be completed. The student receives feedback on his learning progress through personal reflection and in the small group work that takes place on the screening day through peer assessment. From the summary of the learning diary, the student receives individual feedback from the teacher.

Jamk open university of applied sciences 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate 1
You repeat the content covered during the course without a clear structure. You are able to describe occupation through at least one theoretical model of occupational therapy, using the model’s concepts. Your description shows that you understand how occupation is linked to health and well-being in some respects. You repeat the definition of a person-centered approach covered during the course. You are able to describe why theory is needed in occupational therapy and how it guides practical work. You know the difference between theory, model and frame of reference. You are able to name and differentiate between various occupational therapy models. You are able to describe concepts in keeping with at least one occupational therapy model. You are able to identify and name the different stages of the occupational therapy process through an example. You know how to list different intervention models and types of occupational therapy but need more practice in telling them apart through an example.

Satisfactory 2
You are able to describe occupation through at least one theoretical model of occupational therapy and compare it to another model to a minor extent. You recognise how occupation is linked to health and well-being and bring up some practical examples. You are able to describe what a person-centered approach means and apply this knowledge. You are able to describe and reflect critically on some aspects. You are able to describe why theory is needed in occupational therapy and how it guides practical work. You apply this knowledge to a client example. You know the difference between and compare theory, model and frame of reference. You are able to name and differentiate between various occupational therapy models. You are able to describe concepts in keeping with at least one occupational therapy model and recognise differences between them and concepts in other models. You are able to name and identify the different phases of the occupational therapy process, using a client example. You recognise potential inconsistencies between a client example and theory. You describe different intervention models and types of occupational therapy and are partly able to differentiate between them.

Evaluation criteria, good (3-4)

Good 3
You are able to describe occupation through at least one theoretical model of occupational therapy and compare the concepts of this model to another model that guides the practical occupational therapy work. You are able to explain how occupation is linked to health and well-being and bring up practical examples. You describe diversely what a person-centered approach means, drawing on theory, and apply this knowledge to a practical example. Your description also includes critical reflection. You are able to describe and critically reflect on why theory is needed in occupational therapy and how it guides the practical work. You are able to name and differentiate between various occupational therapy models and describe their key concepts at a simple level. Your attempts to apply key factors of the models in practice are successful. You are able to name and identify the phases of the occupational therapy process in different models. You apply them successfully, using a client example. Additionally, you identify and differentiate between various types of intervention models and types of occupational therapy in keeping with the occupational therapy process by combining your knowledge with a selected client group.

Very good 4
You are able to explain and compare the concepts of occupation and their definitions in different occupational therapy models. You are able to explain, illustrate and reflect on how occupation is linked to health and well-being, bringing up practical examples. You describe diversely what a person-centered approach means, drawing on theory, and apply this knowledge to a practical example. Your description also includes critical reflection, and you are able to distinguish differences between theories. You describe and reflect on why theory is needed in occupational therapy and how it guides practical work. You are able to name and differentiate between various occupational therapy models and describe differences between their key concepts. Your attempts to apply key factors of the models in practice are successful. You are able to describe the phases of the occupational therapy process in different models. You apply them successfully, using an example. You identify and differentiate between the various types of intervention models and types of occupational therapy in keeping with the occupational therapy process models, combining your knowledge with a selected client group.

Evaluation criteria, excellent (5)

Excellent 5
You are able to explain and compare in detail the concepts of occupation and their definitions in different occupational therapy models. You identify, illustrate and reflect on the relationship that occupation has with health and well-being through different occupational therapy models. You also use practical examples. You perceive the models as a whole and the essential differences between them clearly. You are able to explain diversely what a person-centered approach means in occupational therapy and apply this knowledge successfully and diversely. You are able to differentiate between more detailed definitions of a person-centered approach in keeping with different models and demonstrate an ability to apply this approach in different phases of the occupational therapy process. You are able to describe and critically and diversely reflect on why theory is needed in occupational therapy and how it guides the practical work. You are able to name and differentiate between various occupational therapy models and describe their key concepts at a detailed level. You apply key factors of the models with a high level of success and diversity. You are able to name and identify the phases of the occupational therapy process in different models. You apply and analyse them successfully and diversely, using an example. Additionally, you identify and differentiate between various intervention models and types of occupational therapy, combining this knowledge to a selected client group with an analytical and justified approach.