Toimintakeskeinen arviointi (5 cr)

Evaluation scale

0-5

Objective

The student knows the step of OT 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
The assessment as part of the occupational therapy process
Assessment of occupation and occupational performance using various methods (interview, observations and self-assessment)
Client-centred and occupation centred 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

Materials

Fisher A. Occupational therapy intervention process model. A model for planning and implementing top-down, client-centered and occupation-based interventions. Colorado: Three star press.Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. Arvioinnin lähtökohdat ja suositukset. Suomen toimintaterapeuttiliitto ry. http://www.toimintaterapeuttiliitto.fi/images/stories/arviointijulkaisu.pdfGAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Completion alternatives

Face to face studies: Assessment based on a written case assessment plan and demonstrations at seminaars (75%). Active participation in team dialogue training sessions as well as lab work (a student must have at least an 80% attendance rate) and a written self-assessment (25% of grade) affect the grade.Part-time study:Assessment based on a written case assessment plan and demonstrations at seminaars (75%). Active participation in webinars as well as lab work (a student must have at least an 80% attendance rate) and a written self-assessment (25% of grade) affect the grade.

Student workload

Full-time studies: Lectures and seminars 40 h, laboratory work 14 h, teamwork (dialogy meetings, indepedent working and learning diary)27h, indepedent study 27h, project assignment 24h, self-assesment 3h; a total of 135 hPart-time studies: based on blended learning: on-line lectures andwebinars 45 h, independent preparation for webinars 11h, face to face laboratory work 16 h, face to face seminar 8h,indepedent study 23h, small groups project assignment 40 h, self-assesment 3h; a total of 135 h

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.

Qualifications

studies of the first academic year