Opetussuunnitelmat

Objective

- The student knows the steps of occupational therapy assessment process
- The student is able to choose methods of assessment for determining occupation and occupational performance and give reasons for these
- The student knows how to assess client’s occupation with occupation-centred methods, as well as analyse occupational performance while taking into account the ethicalness of the assessment
- The student is able to reliably implement and interpret occupation-centred methods of assessment and to describe occupation and occupational performance when recording the assessment in the documentation related to the client
- The student knows how to work in a client-centred way, setting occupation-based objectives on the basis of assessment results
- The student acknowledges and takes into account their own influence at different stages of the assessment and recognises the limited scope of the assessment carried out

Content

- Assessment as a part of the treatment and rehabilitation process
- Assessment as part of the ccupational therapy process
- Assessment of occupation and occupational performance using various methods (interview, observations and self-assessment)
- Client-centered and occupation centered context (the client’s internal and external factors)
- Recognising and naming the strengths and challenges related to occupational performance
- Motor, process and social interactional skills observation. Determining the quality of occupational performance
- Analysis of occupations of life. Setting objectives for occupation and occupational performance

Qualifications

Studies of the first academic year of occupational therapy OR basic knowledge about work in social and health care.

Assessment criteria, satisfactory (1)

5: The student demonstrates initiative by gathering additional information. S/he knows the stages of the OT assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT, evidence-based work, and the instructions for professional ethics. The student gives reasons for his/her selections taking broadly into account both international and national guidelines and recommendations for assessment. The student carries out the assessment reliably and knows how to record the results with qualified descriptions of the client’s occupational performance. The student adheres to the national instructions for assessment and demonstrates responsible development of the field in his/her work.

4: The student demonstrates initiative by gathering additional information. S/he knows the stages of the OT assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT, evidence based work, and the instructions for professional ethics. S/he gives reasons for his/her selections taking into account both international and national guidelines and recommendations for assessment. The student carries out the assessment reliably and knows how to record the results with descriptions of the client’s occupational performance. S/he adheres to the national instructions for assessment and demonstrates an interest in developing the field in his/her work.

3: The student knows the stages of the OT assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT, some evidence based work, and the instructions for professional ethics. S/he gives reasons for his/her selections taking into account national guidelines and recommendations for assessment. The student carries out the assessment reliably and knows how to record the results with descriptions of the client’s occupational performance. S/he adheres for the most part to the national instructions for assessment and demonstrates an interest in developing the field in his/her work.

2: The student knows the stages of the occupational therapy assessment process and understands that the assessment is part of a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT. S/he strives to demonstrate an evidence based approach to his/her work. The student carries out the assessment reliably and knows how to record the results. S/he adheres to national instructions on assessments and recognises his/her developmental challenges.

1: The student knows the stages of the occupational therapy assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT. S/he carries out the assessment reliably and knows how to record the results. The student adheres to national instructions on assessments and recognises his/her developmental challenges.

Assessment criteria, good (3)

3: The student knows the stages of the OT assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT, some evidence based work, and the instructions for professional ethics. S/he gives reasons for his/her selections taking into account national guidelines and recommendations for assessment. The student carries out the assessment reliably and knows how to record the results with descriptions of the client’s occupational performance. S/he adheres for the most part to the national instructions for assessment and demonstrates an interest in developing the field in his/her work.

4: The student demonstrates initiative by gathering additional information. S/he knows the stages of the OT assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT, evidence based work, and the instructions for professional ethics. S/he gives reasons for his/her selections taking into account both international and national guidelines and recommendations for assessment. The student carries out the assessment reliably and knows how to record the results with descriptions of the client’s occupational performance. S/he adheres to the national instructions for assessment and demonstrates an interest in developing the field in his/her work.

Assessment criteria, excellent (5)

5: The student demonstrates initiative by gathering additional information. S/he knows the stages of the OT assessment process as well as its relationship with a broader treatment and rehabilitation process. S/he plans the client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of OT, evidence-based work, and the instructions for professional ethics. The student gives reasons for his/her selections taking broadly into account both international and national guidelines and recommendations for assessment. The student carries out the assessment reliably and knows how to record the results with qualified descriptions of the client’s occupational performance. The student adheres to the national instructions for assessment and demonstrates responsible development of the field in his/her work.