Johdanto toiminnan mahdollistamiseen (5 cr)

Evaluation scale

0-5

Objective

Students understand and can explain how occupation is connected with health and well-being. Students are able to elaborate what client-centeredness/person-centredness means in occupational therapy. Students can explain why theory is needed in occupational theray and how it guides practical work. Students can differentiate main models and compare their core concepts. Students can describe what occupation and participation mean and compare how different models use these concepts to guide practical work. Students can name and identify different phases of the occupational therapy process. They can apply this knowledge through an example. Students recognize and separate different intervention approaches in occupational therapy.

Content

- Theories, models and frameworks as the basis of clinical reasoning

- The conceptual models of occupation and participation in occupational therapy

- Occupational therapy process

Materials

Fisher A. 2009. Occupational therapy intervention process model. A model for planning and implementing top-down, client-centered and occupation-based interventions. Colorado: Three star press. Hautala T., Hämäläinen T., Mäkelä L., Rusi-Pyykkönen M. 2016. Toiminnan voimaa. Toimintaterapia käytännössä. Edita: Helsinki

Completion alternatives

-individual written assignment 75% -exam 25%

Student workload

FACE TO FACE LEARNING Lectures and contact sessions 1 ects (27h)Self directed learning and written assignments 3 ects (81h) Exam 1 ects (27h) Total 135hDISTANCE LEARNING Online lectures and webinars 1 ects (27h)Self directed learning and written assignments 3 ects (81h) Exam 1 ects (27h) Total 135h

Assessment criteria, satisfactory (1)

5: The student’s ability to choose and justify chosen intervention approaches for the client to enable occupation and participation is excellent. He/she is able to compare broadly different kinds of intervention approaches critically and can apply knowledge to justify their clinical reasoning. The student is able to write written assignments according to the rules of JAMK reporting. The student demonstrates excellent understanding of the basics of occupational therapy in the exam.
4: The student is able to choose and justify chosen intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches and can apply knowledge to justify their clinical reasoning. The student writes their written assignment mostly in accordance with JAMK reporting rules. The student demonstrates very good understanding of the basics of occupational therapy in the exam.

3: The student chooses and justifies chosen intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches. He/she has used some knowledge to justify his/her clinical reasoning but there are some disadvantages. The student writes their written assignment mostly in accordance with JAMK reporting rules.The student demonstrates good understanding of the basics of occupational therapy in the exam.

2: The student chooses intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches and justifies their clinical reasoning via clinical experiences. It is difficult to notice how he/she uses some knowledge to justify their clinical reasoning. The student writes their written assignment mostly in accordance with JAMK reporting rules. The student demonstrates satisfactory understanding of the basics of occupational therapy in the exam.

1: The student chooses intervention approaches for the client to enable occupation and participation. He/she has some problems comparing different kinds of intervention approaches. He/she justifies their clinical reasoning only via previous clinical experiences. How he/she uses knowledge to justify their clinical reasoning is unclear. The student writes their written assignment mostly in accordance with JAMK reporting rules but there are moderate disadvantages. The student demonstrates sufficient understanding of the basics of occupational therapy in the exam.

Assessment criteria, good (3)

3: The student chooses and justifies chosen intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches. He/she has used some knowledge to justify his/her clinical reasoning but there are some disadvantages. The student writes their written assignment mostly in accordance with JAMK reporting rules.The student demonstrates good understanding of the basics of occupational therapy in the exam.

4: The student is able to choose and justify chosen intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches and can apply knowledge to justify their clinical reasoning. The student writes their written assignment mostly in accordance with JAMK reporting rules. The student demonstrates very good understanding of the basics of occupational therapy in the exam.

Assessment criteria, excellent (5)

5: The student’s ability to choose and justify chosen intervention approaches for the client to enable occupation and participation is excellent. He/she is able to compare broadly different kinds of intervention approaches critically and can apply knowledge to justify their clinical reasoning. The student is able to write written assignments according to the rules of JAMK reporting. The student demonstrates excellent understanding of the basics of occupational therapy in the exam.