Module Title / Diverse Practice
Code / Hem 57
Level / 6
Credit rating / Pass
Pre-requisites / Attend and pass Intermediate Practice and Hem 55 and attend Hem 60
Type of module / Practice Placement - one day a week for 5 weeks then 7 weeks - total 8 weeks.
Aims / • To develop confidence in promoting the occupational therapy role in a diverse area of practice.
• To encourage the use of experience, research and professional
knowledge and skills to promote the contribution of occupational
therapy in the setting.
• To support the skilful practice of evidence based therapeutic
activities/interventions.
• To develop independent working and where possible use a collaborative approach as a member of a multi-professional team.
• To develop a wider perspective of occupational therapy practice and its potential for future practice.
Learning outcomes/objectives / On successful completion of the placement, students will be able to:
- Promote the role of occupational therapy for improving the health and well-being of service users / groups/ communities.
- Carry out an occupational needs assessment, and in consultation with the service, identify the contribution that an occupational perspective could make to the service / service users / organisation and develop an occupation-focused action plan.
- Effectively develop rapport with the service users and team members that enable effective working relationships to be maintained / developed.
- Provide occupation-focused reports / feedback to the team that contribute to effective service delivery
- Justify a range of OT theories and models, and models of reflection, when undertaking and reflecting on practice
- Demonstrate sound understanding and ability to select, develop or modify occupations that enable service users to build on their abilities and limit further dysfunction using current evidence.
- Empower service users to make informed decisions about the development and progress of the occupational therapy intervention plan.
Content / To be determined by the nature of the practice placement setting and the learning opportunities offered to the student.
This placement may involve the student undertaking various aspects of the occupational therapy process such as assessments and intervention programmes but it is likely that much of the emphasis of the placement will be on educating service users, carers, staff and agencies about the role of occupational therapy and the links between occupation, health and well-being. In more traditional settings the student should be involved in exploring an occupational aspect of service delivery that has not been developed which may enhance service user experience e.g. the use of creative activities to enhance well being on an acute physical ward.
This placement may therefore differ from other more traditional placements in its content but this will be negotiated between students and educators, depending on the needs of the service. Students will need to be able to demonstrate that they meet the ten competency areas.
At this Diverse Practice level students should be able to grasp situations quickly, form effective empathetic and professional relationships with service-users and staff, identify constraints to a person’s occupational performance, and be able to respond effectively using a widening range of therapeutic media. Students will not always have the depth of knowledge or range of skills required in a specialist area, but they will be able to use a problem-based approach to new situations, to develop their understanding in that domain of practice
Teaching and learning strategies / The students will spend one day a week for five weeks in the placement setting followed by seven weeks full time. This initial day release will enable the student to familiarise themselves with the setting, carry out their induction, to spend time with the team, service users and their educators, to identify their learning needs, role and potential placement project. It is anticipated that this time will also allow the setting to prepare for the student and allocate any necessary resources as well as identifying any potential issues that may impact on the student or setting and resolving these quickly.
Where possible students will be placed in pairs on the placement and will work together to provide an occupational perspective within the setting. Peer learning will be encouraged by the educators and students will be able to manage their own learning for the placement, using the problem-based learning process with each new-found situation.
Students will have an on-site educator. Where this is not an occupational therapist an external occupational therapy educator (either a clinician or an academic tutor) will provide long arm supervision. Students will be involved in setting their own goals in collaboration with the educators, and in accordance with the type of placement.
Formative Assessment
To design a poster or leaflet to promote the occupational perspective of health and well-being for the service users within the placement setting and to present this to both of your educators and the team.
Two case studies -
One of which should analyse the team contributions to a specific client’s therapy/intervention. This will form the basis of the first week’s study of HEM 56 when they return to University.
Learning support / Banks S, Head B (2004) Partnering occupational therapy and community development. Canadian Journal of Occupational Therapy, 71(1), 5-8.
Bilics A R, Lamothe H, Murphy C (2002) The Community Practicum: An Opportunity to Synthesize Learning for Emerging Practices. Occupational Therapy in Health Care, 16, 69-73.
Bossers A J, Cook J, Polatajko H, Laine C (1997). Understanding the Role-emerging Fieldwork Placement. Canadian Journal of Occupational Therapy 64(1), 70-81.
College of Occupational Therapists (2006). Developing the occupational therapy profession: providing new work-based learning opportunities for students. London: College of Occupational Therapists.
Coulthard,M (2002) Preparing occupational therapists for future practice today and in the future. Canadian Journal of Occupational Therapy, 69(5), 253-260.
Fisher A, Savin-Baden M (2002a). Modernising Fieldwork, Part 1: Realising the Potential. British Journal of Occupational Therapy 65(5), 229-236.
Fisher A, Savin-Baden M (2002b). Modernising Fieldwork, Part 2: Realising the Potential. British Journal of Occupational Therapy 65(6), 275-282.
Friedland J, Polatajko H, Gage M (2001). Expanding the boundaries of occupational therapy practice through student fieldwork experiences: Description of a provincially-funded community development project. Canadian Journal of Occupational Therapy 68(5): 301-309.
Gilbert Hunt S (2006) A Practice Placement Education Model based upon a Primary Health Care Perspective used in South Australia. British Journal of Occupational Therapy, 69(2), 81-85.
Godfrey A (2000). Policy changes in the National Health Service: Implications and opportunities for occupational therapists. British Journal of Occupational Therapy 63(5),218-224.
Jung B, Soloman P, Cole B (2005) Developing Emerging Roles in Clinical Education. In: Soloman P, Baptiste, S eds. Innovations in Rehabilitation Sciences Education. Preparing Leaders for the Future. New York: Springer.
Martin M, Edwards L (1998) Peer Learning on Fieldwork Placements. British Journal of Occupational Therapy, 61(6), 249-252.
Scriven A, Atwal A.(2004) Occupational Therapists as Primary Health Promoters: Opportunities and Barriers. British Journal of Occupational Therapy, 67(10), 424-429.
Thew M, Hargreaves A,Cronin-Davis J.(2008) An Evaluation of Role-Emerging Practice Placement Model for a Full Cohort of Occupational Therapy Students. British Journal of Occupational Therapy, 71(8), 348-353.
Totten,C, Pratt J (2001). Innovation in Fieldwork Education: Working with Members of the Homeless Population in Glasgow. British Journal of Occupational Therapy 64(11), 559-563.
Withers C, Shann S (2008) Embracing Opportunities: Stepping Out of the Box. British Journal of Occupational Therapy, 71(3), 122-124.
Wood A (2005) Student Practice Contexts: Changing Face, Changing Place. British Journal of Occupational Therapy, 68(8), 375-37.
Assessment tasks / Summative Assessment:
Part 1 of the assessment includes learning outcomes for safe practice, non-discriminatory practice and professional behaviour and must be passed. If the student does not meet any of these three outcomes at any stage of the placement then the student will fail the placement. This section over-rules part 2 where ten competencies for practice are assessed. Students must reach a satisfactory (pass) grade in all ten performance areas.
This assessment is marked on a pass/ fail basis
Failure to achieve this grade means that the placement has to be repeated. Failure at the second attempt requires the student to withdraw from the programme.
Brief description of module content and/or aims (maximum 80 words) / This is a diverse setting practice placement where the student will have the opportunity to promote the role of occupational therapy and demonstrate how an occupational perspective can be used to improve the health and well-being of individuals, groups / communities.
By this stage students should feel confident to promote the role of occupational therapy and carry out appropriate occupational interventions under supervision, including the critical evaluation of outcomes.
Area examination board to which module relates / PG Dip/Msc in Health through Occupation
Module authors/ coordinator / Tracy Szekely/Channine Clarke
Semester offered, where appropriate / N/A
Site where delivered / Eastbourne
Date of first approval / April 2000
Date of last revision / June 2005
Date of approval of this version / 24th May 2012
Version number / 3
Replacement for previous module / N/A
Field for which module is acceptable and status in that field / Occupational Therapy
Course(s) for which module is acceptable and status in course / Mandatory module in PG Dip/ Msc in Health though Occupation
School Home / School of Health Professions
External examiner / Janice Bell (to 2016) and Maggie Donovan – Hall (to 2013)