Curricula

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Learning materials and recommended literature

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.

GAS Goal Attainment Scaling in Rehabilitation. A practical guide.

Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Teaching methods

Webinaris, contact sessions and assignments.

Exam dates and retake possibilities

Exam dates will be announced in the beginning of the course.

International connections

Possibility to do co-operation with exchange students.
The course is totally in English language.

Student workload

1 ects exams
1 ects assignments
3 ects study sessions (contact sessions and/or webinars) and learning tasks related to study sessions

Further information for students

Exchange students: 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Learning materials and recommended literature

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.

Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. 2021 Suomen toimintaterapeuttiliitto ry.

GAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8

Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Teaching methods

Online lectures, lectures, assignments, developmental work, seminars and contact sessions. Attendance to contact sessions is demanded. The course suits best for face-to-face students.

International connections

Possibility to do co-operation with exchange students.
The course is totally in English language.

Further information for students

Exchange students: 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Learning materials and recommended literature

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.

Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. 2021 Suomen toimintaterapeuttiliitto ry.

GAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8

Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Teaching methods

Webinaris, contact sessions and assignments.

International connections

Possibility to do co-operation with exchange students.
The course is totally in English language.

Further information for students

Exchange students: 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Learning materials and recommended literature

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.

Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. 2021 Suomen toimintaterapeuttiliitto ry.

GAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8

Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Teaching methods

Online lectures, lectures, assignments, developmental work, seminars and contact sessions. Attendance to contact sessions is demanded. The course suits best for face-to-face students.

International connections

Possibility to do co-operation with exchange students.
The course is totally in English language.

Further information for students

Exchange students: 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Learning materials and recommended literature

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.

Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. 2021 Suomen toimintaterapeuttiliitto ry.

GAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8

Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Teaching methods

Online lectures, lectures, assignments, developmental work, seminars and contact sessions. Attendance to contact sessions is demanded. .

International connections

Possibility to do co-operation with exchange students.
The course is totally in English language.

Further information for students

Exchange students: 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Teaching methods

Opintojakso on suunnattu vain LAB ammattikorkeakoulun kanssa yhteistyössä toteutettavan työvoimakoulutuksen opiskelijoille.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.

Objectives

Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Content

Occupational therapy initial assessment and goal setting phase with different data gathering methods focusing on interview and self-report. Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Learning materials and recommended literature

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.

Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. 2021 Suomen toimintaterapeuttiliitto ry.

GAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8

Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Teaching methods

Online lectures, lectures, assignments, developmental work, seminars and contact sessions. Attendance to contact sessions is demanded. The course suits best for face-to-face students.

International connections

Possibility to do co-operation with exchange students.
The course is totally in English language.

Further information for students

Exchange students: 5

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

Evaluation criteria, good (3-4)

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

Evaluation criteria, excellent (5)

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.

Prerequisites

The course is only for occupational therapy students who have basic understanding of occupational therapy intervention process.