Occupation Centered Assessment (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

Location and time

Dynamo campus Piippukatu 2, 40100 JYVÄSKYLÄ

Materials

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

Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. Arvioinnin lähtökohdat ja suositukset. Suomen toimintaterapeuttiliitto ry. Jos julkaistu päivitetty versio 2020

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

COPM. Canadian Occupational performance measure. Manual.

Law M., Baum C., Dunn W. 2005. Measuring Occupational Performance. Supporting Best Practice in Occupational Therapy.2nd ed. SLACK Incorporated, USA. E-book

Keponen, R. & Piikki, S. 2016. Viestintä- ja vuorovaikutustaitojen arviointi (ACIS-FI). Metropolia amk julkaisusarja.

Keponen, R. & Piikki, S. 2016. Toimintaan motivoitumisen arviointi (VQ-FI). Metropolia amk julkaisusarja.

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

Teaching methods

Course for distand students that includes online webinar , assignements and obligatory contact sessions at Jyväskylä

Course padagogigal idea is based on flipped classroom, so every scheduled learning session (webinars, contaxt sessions) is needed to game prepared.

The cource suits best for distance learners.

Employer connections

Opintojaksolla harjoitellaan COPM-arviointimenetelmän käyttöä

Exam schedules

1. suorituskerta opintojakson päättymisajankohta
2. uusinta on 2 viikkoa opintojakson loputtua
3. uusinta on 4 viikkoa opintojakson loputtua

Tarkat päivämäärät kerrotaan opintojakson oppimisympäristössä opintojakson alkaessa.

Student workload

Student workload all together 5 ects

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

Further information

Opintojaksoon liittyvä kaikki viestintä käydään oppimisympäristön kautta.