Curriculum achelor s Degree in Occupational Therapy
Preface... 5 Part 1 Facts about the Occupational Therapy Study Programme...6 1.1 Curriculum 6 1.2 Overview of the degree programme 6 Distribution of ECTS credits per semester 7 Part 2 The Content of the Degree Programme... 8 2.1 The degree programme within a developing health sector 8 2.2 Teaching and working methods 8 The study activity model 9 Different learning spaces 9 Clinical training 10 2.3 Study activity and mandatory participation and attendance 11 2.4 Talent programmes 11 Part 3 The 7 Semesters of the Degree Programme... 13 1st semester ctivity and participation in everyday life 13 Distribution of subject areas and ECTS in the 1st semester 13 Objectives for learning outcomes in the 1st semester 14 Examinations 14 2nd semester People, activity and environments 14 Distribution of subject areas and ECTS in the 2nd semester 14 Objectives for learning outcomes in the 2nd semester 15 Examinations 16 3rd semester Rehabilitation and habilitation, as well as health promotion and illness prevention in order to enable activity and participation 16 Distribution of subject areas and ECTS in the 3rd semester 16 Objectives for learning outcomes in the 3rd semester 17 Examinations 17 4th semester Occupational therapeutic practice and professional relationships 18 Distribution of subject areas and ECTS in the 4th semester 18 Objectives for learning outcomes in the 4th semester 19 Examinations 20 5th semester Professional occupational therapeutic practice in a complex practice and interprofessional contexts 21 Distribution of subject areas and ECTS in the 5th semester 21 Objectives for learning outcomes in the 5th semester 22 Examinations 23 6th semester Occupational therapeutic practice in relation to organisation, management and quality enhancement 24 Distribution of subject areas and ECTS in the 6th semester 24 Objectives for learning outcomes in the 6th semester 25 Examinations 26 7th semester Occupational therapeutic development work and profession-related specific training 26 Distribution of subject areas and ECTS in the 7th semester 26 Objectives for learning outcomes in the 7th semester 27 Examinations 28 Part 4 Examinations in General... 29 Professionshøjskolen bsalon / Occupational Therapy / Curriculum 3 / 41
4.1 Examination rules 29 4.2 Registration for examinations 29 4.3 Special examination terms 29 4.4 Make-up and re-examinations 29 Make-up examinations 29 Re-examinations 30 4.5 Cheating, plagiarism and disturbing behaviour during the examinations 30 Cheating and plagiarism 30 Disturbing behaviour 30 4.6 Examination complaints and appeals options 30 Complaints option 30 ppeals option 31 Part 5 General Rules... 32 5.1 Credit transfer 32 5.2 Internationalisation 32 5.3 Requirements for written assignments and projects 33 5.4 Reading of texts in foreign languages 33 5.5 Transfer to University College bsalon 33 5.6 Exemption 33 5.7 Commencement and transitional arrangement 33 Commencement 33 Transitional arrangement 33 5.8 Legal basis 34 PPENDIX... 35 Themes, theoretical teaching and clinical training, distribution of scientific areas, objectives for learning outcomes and overview of examinations. 35 Themes and semesters in the programme 35 Objectives for learning outcomes completed after the 1st to 4th semester of the programme 36 Themes and semesters in the 5th to 7th semester of the programme 36 Objectives for learning outcomes completed after the 5th to 7th semester of the programme 37 Overview of the examinations in the programme 39 Total overview of the theoretical and clinical ECTS credits as well as interprofessional and elective elements 40 The ECTS allocation between scientific areas within the 1st to 4th semester of the programme, including subjects equivalent to a minimum of 5 ECTS credits 40 The ECTS allocation between scientific areas within the 5th to 7th semester of the programme, including subjects equivalent to a minimum of 5 ECTS credits 41 Theory and clinical training in the 1st to 4th semester of the programme 41 Theory and clinical training in the 5th to 7th semester of the programme 41 Professionshøjskolen bsalon / Occupational Therapy / Curriculum 4 / 41
Preface Dear students, Welcome to University College bsalon and the occupational therapy study programme. Your occupational therapy education contributes to a continuously good healthcare system for each individual as well as society as a whole. t University College bsalon we focus particularly on three perspectives of the education of the future healthcare professionals who together will ensure high quality degree programmes: Professionalism with an opportunity for immersion in the topic and active involvement Presence focus on the students and their learning and development Knowledge which contributes to the development and creation of new solutions s an occupational therapist, you should be able to work with people of all ages with different living conditions who all need the efforts of occupational therapists. You should also be able to seek, share, process and convey new knowledge and translate it into new practice. Just like you should also be able to communicate and cooperate with people from other professions, understand and act in different sectors and succeed as an occupational therapist in both the public and private sectors. During the programme you will examine, experiment, reflect, explore and act actively in cooperation with fellow students and teachers. You will set objectives and reflect upon your expectations and learning processes during the programme and in relation to your future job as an occupational therapist and, when it becomes relevant, as an authority. During the programme you will get challenging and relevant opportunities to learn which in return create the framework for developing your professional knowledge as an occupational therapist, including both general and specialised knowledge. You will have to contribute actively in order to fully benefit from the programme. Our programmes are offered at the campus where we work together in order to create attractive learning environments. s a student, you share the responsibility for your own and your fellow students learning and wellbeing. t University College bsalon we therefore expect you to contribute to a good and constructive study environment. We look forward to cooperating with you and your fellow students. Yours faithfully, The management of the Occupational Therapy Study Programme at University College bsalon. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 5 / 41
Part 1 Facts about the Occupational Therapy Study Programme 1.1 Curriculum The objectives, duration and structure of the programme are established according to the Ministerial Order on the achelor's Degree Programme of Occupational Therapy Ministerial Order no. 501 of 30/05/2016 ccording to the ministerial order, the objective of the programme in occupational therapy is: "The purpose of the achelor s Degree Programme of Occupational Therapy is to qualify the graduate to independently perform, coordinate and manage occupational therapy in order to support the citizens and patients opportunities of handling problems related to activities in their everyday lives via evidence-based practice. Through the programme the graduate will achieve both theoretical and clinical competencies in relation to health promotion, illness prevention, rehabilitation, habilitation as well as palliation and will learn to be reflective and critical. The graduate possesses the competencies to participate in research and development work and to participate in theoretical and clinical continuing and further education study programmes." 1.2 Overview of the degree programme Professionshøjskolen bsalon / Occupational Therapy / Curriculum 6 / 41
The occupational therapy study programme is divided into 7 semesters of six months each. During each semester, students must achieve 30 ECTS credits 1. The table below shows the seven semesters of the programme which include clinical training and elective as well as interprofessional elements. Distribution of ECTS credits per semester Theme Clinical training Semester Interprofessional elements Elective elements 1st semester 2nd semester 3rd semester 4th semester 5th semester 6th semester 7th semester ctivity and participation in everyday life People, activity and environments Rehabilitation and habilitation, as well as health promotion and illness prevention in order to enable activity and participation Occupational therapeutic practice and professional relationships Professional occupational therapeutic practice in a complex practice and interprofessional contexts Occupational therapeutic practice in relation to organisation, management and quality enhancement Occupational therapeutic development work and profession-related specific training 30 3 30 2 5 30 2 5 30 15 6 30 15 10 30 9 30 10 In total 210 ECTS 42 ECTS 20 ECTS 20 ECTS 1 ECTS European Credit Transfer System ECTS is a figure stating the rated workload of a completed degree programme. One student FTE is equivalent to a year of full-time study, and corresponds to 60 ECTS credits. The student FTE includes the student's entire study performance before, during and after participation in both theoretical lectures and clinical training. The study performance includes selfstudy, assignments, projects, examination participation, etc. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 7 / 41
Part 2 The Content of the Degree Programme 2.1 The degree programme within a developing health sector The healthcare sector is undergoing rapid change: increased knowledge, a changed age distribution, a generally high level of knowledge among the population, new management and organisational forms, and a rapid technological development mean that the student is entering a challenging working life full of opportunities. This requires both solid core competencies and generic competencies enabling the student to be a part of, understand and contribute to the solutions that this development requires. The programme focuses on different areas, such as: Welfare technology: Welfare technology is the common term for technologies involved in welfare services and health solutions. Technology and technology understanding is an integrated part of the programme. The students will be working with different technologies in order to learn how to use and assess technology. The students will also be able to join projects about the development of health and welfare technological solutions in collaboration with both practices and enterprises Quality and knowledge-based information: long with the increasing demand for evidencebased knowledge and documentation, the healthcare professionals must be able to work with knowledge-based information and documentation across the system, sector and citizens as well as organisational units in a broad sense. Therefore, the student will learn how knowledge is obtained, developed and included in the daily solutions. The student will also have the opportunity to be a part of research and innovation activities which are connected directly to the teaching as well as research and development activities that go beyond the teaching and therefore require special skills from the student. Interprofessional solutions: Cooperation within and across the healthcare system is the foundation for a well-functioning and coherent healthcare system. The individual patient, relative and collaboration partner should meet a well-functioning and coherent healthcare system. Through the interprofessional elements, the student will be able to understand, participate in and contribute to creating coherence within the healthcare institutions. The patient/citizen as a partner: The student should be able to understand the demands and movements that the healthcare system is subject to. In this case, the citizen s/patient s changed and much more active role is central. Thus the efforts of the healthcare professional should mobilise the patient s resources and actively involve him/her in the relevant treatment and decisions. This requires an understanding of and respect for the different approaches and resources in relation to the patients/citizens, and it presupposes that the student, in cooperation with others, is able to create relevant solutions from the perspective of a healthcare professional. 2.2 Teaching and working methods The teaching is organised to ensure professional and educational progression which is reflected in the objectives for the learning outcomes of the semesters. The programme therefore uses many different teaching and working methods including e.g. classroom teaching, teamwork, case and project work, clinical training, experiments, lectures, different kinds of digital learning, practices, simulation, innovation activities and study visits. The learning activities in the programme are organised so that the teaching method supports the professional content and the competencies that the student will develop. The methods are therefore determined by the way they support the students learning processes in relation to the variation and progression of the programme, cooperation and independence. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 8 / 41
The teaching and working methods are described in the study activity model. For each semester, the study activities are described in a plan for the programme which the student can access on University College bsalon s own digital platform before the programme starts. The teaching and working methods are evaluated in connection with each semester. The study activity model The programmes and the occupational therapy study programme are particularly known by the varied teaching methods. The teaching takes place at the educational institution and through authentic professional practice training. During the programme, students are associated with one or more work places (clinical training sites) within the health sector and/or areas with a similar practice training. During the clinical training, the student cooperates with competent and experienced occupational therapists and other healthcare professionals. The programme is organised in collaboration with the educational institution and the clinical training site. This ensures that the clinical training constitutes an integrated part of the entire programme so that the student s education both at the educational institution and at the clinical training site constitutes a coherent programme. Teaching with a teacher present. Guidance, practices, feedback, introductions, etc. Internship/clinical training, guidance during internship Examination, tests Initiated by: Teachers Project and teamwork Preparation for the teaching, internship and examination initiated by the teacher Working with e-learning elements Internship Participation of: Teacher and students Initiated by: Teachers Participation of: students Initiated by: teachers Participation of: Teacher and students Participation of: Students Participation of: Teacher and students Initiated by students Participation of students Initiated by students Debate events Individual follow-up on teamwork Student counselling Common classes Individual preparation for the classroom teaching, internship and exam Study groups Literature search Initiated by: Students Different learning spaces During the programme, the student will be taught in different spaces. In the different learning spaces, there are special frameworks, roles and perspectives to make sure that the student will have the best opportunities to achieve the knowledge and develop the skills and competencies determined in the objectives for the learning outcomes of the programme. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 9 / 41
During the entire programme there will be particular focus on how the professional skills are used in practice, and how the elements that can be observed and exercised are justified and interpreted and form the basis for development processes and new practices. The student will learn from participating in concrete task solutions and from the reflections that are carried out in the actual cooperation with the clinical teacher. The theoretical teaching ensures a systematic understanding and concept development which is necessary in order for the learning to be used in other contexts. The student will also be involved in the development and documentation of knowledge, e.g. in connection with the bachelor project. The interplay between the different learning spaces is crucial to the student s learning outcome and development of a professional identity. The study activities are therefore organised focusing on how the link between the learning spaces is ensured to support the student s ability to use his or her knowledge and work systematically with reflection on the professional development. The individual learning spaces give the student an opportunity of immersion and repetition to make sure the learning is not superficial. The different learning spaces are functioning simultaneously in a dynamic interplay and allow the student to put things into perspective, understand and think beyond the understandings and horizons that characterises the individual learning spaces. The interplay between the different learning spaces is crucial to the student s learning outcome and development of a professional identity. t the same time, the student s competencies to cooperate in order to create new opportunities professionally are exercised. Clinical training The clinical training constitutes 42 ECTS credits of the programme s 210 ECTS credits. The clinical training takes place at approved clinical training sites and is an integrated part of the entire programme so that the student s knowledge acquisition, experience and learning at the educational institution and the clinical training site supplement each other. In combination with the theoretical parts of the programme, the clinical training strengthens the student s learning and contributes to the fulfilment of the objectives for the learning outcomes of the programme. The clinical training sites represent different areas of expertise, and the individual sites therefore have their own way of working towards the objectives for the learning outcomes. University College bsalon is responsible for creating the necessary number of study places at the clinical training sites in the region of Zealand. The criteria for being approved as a clinical training site are the following: The clinical training site provides the resources for training, guidance and cooperation with University College bsalon The clinical training site provides training by a clinical teacher with pedagogic qualifications corresponding to 1/6 of a diploma programme The clinical training site provides the settings and the conditions that ensure study activities supporting the student s opportunity to participate in authentic occupational therapy and thereby gain an insight into his or her own professional culture and professional practice The clinical training site ensures that the clinical training is organised in a way that gives the student the opportunity to achieve the learning relevant for the semesters in question and that the student is supported in relation to decision making and competence to take action The clinical training site ensures that the student s motivation and learning is supported through a mutually binding agreement concerning the contents and personal objectives for the learning outcome of the programme. The agreement is also used as a foundation for the assessment of the fulfilment of the mandatory attendance Professionshøjskolen bsalon / Occupational Therapy / Curriculum 10 / 41
The clinical training site is responsible for determining how the student s evaluations of the clinical training are integrated in a continued quality enhancement. Furthermore, quality assurance of the clinical training, including international clinical training sites, will be performed according to University College bsalon s quality policy for internship. This is available at University College bsalon s website. 2.3 Study activity and mandatory participation and attendance In the occupational therapy study programme, the student is obliged to be actively studying and participating in all programme activities which appear from the study activity model and educational plans. For some study activities, mandatory participation is specified as mandatory attendance. Mandatory attendance is defined as the student s obligation to be present during the programme activities which require attendance. In the occupational therapy study programme, mandatory attendance is required for clinical training corresponding to a scope of 30 hours a week on average. t the beginning of the clinical training, the clinical teacher and the student agree upon the attendance for the activities. Documented attendance is a prerequisite for the student to sit the exams related to the objectives for the learning outcomes of the clinical training. Failure to comply with the mandatory participation and attendance If the student does not comply with the mandatory participation and/or attendance, this will be registered as a used examination attempt unless the student is able to document an illness or in other ways obtain a dispensation. The rules for assessment of the study activity The student is considered to show study activity as long as the mandatory participation and attendance for the programme is fulfilled. If the student does not pass at least one examination during the programme in a consecutive period of at least one year, the student is excluded from the programme. 2.4 Talent programmes University College bsalon organises special talent programmes concurrent with the rated programme. The programmes are in accordance with the objectives of the programme. The purpose of organising talent programmes is to support particularly talented and motivated students so that these students are offered challenges that correspond to their prerequisites and potential. The planned talent programmes must not be an obstacle to the student s mandatory participation and attendance in relation to the ordinary learning activities. dmission to the talent programmes The admission to the talent programmes is governed by the criteria that are linked to the respective activities. The student is informed about this in connection with the implementation of these. The decision on who will be offered participation in a specific talent programme depends on the objective and professional criteria that correspond to the purpose of the talent programme. It is a prerequisite for the talent programme that the student participating follows and completes the occupational therapy study programme within the stipulated time. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 11 / 41
Talent programme on the diploma When a talent programme starts, you will be informed how this appears on the diploma. In accordance with the ministerial order on talent programmes, this will appear in one of the following ways: 1. Distinction on the diploma. This requires a high professional level and fulfilment of certain specific criteria. 2. Recognition of extracurricular activities on the diploma. This concerns the completion of specific professional activities e.g. participation in international conferences. 3. Talent programme with extra ECTS credits on the diploma. This concerns the completion of extra programmes that will give more ECTS credits than the nominal rating of the programme that the student is signed up for. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 12 / 41
Part 3 The 7 Semesters of the Degree Programme In the following sections, each semester is presented with a description of the following: Distribution of subject areas and ECTS in the semester Objectives for learning outcomes 2 Exams in the semester 1st semester ctivity and participation in everyday life The theme is directed at activity and participation in the everyday life with focus on the basic occupational therapeutic concepts in relation to human activity. ctivity analysis is used as a method of identifying the therapeutic potential of the activities. The student will learn about the science of activity, the occupational therapeutic paradigm, ethical issues in relation to the profession as well as training and professional identity within occupational therapy. The theme includes the occupational therapeutic work and responsibility area. Knowledge searching and information technology is used at a basic level. Distribution of subject areas and ECTS in the 1st semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Occupational Therapy Pathology natomy Physiology Pedagogy, health pedagogy Psychology Ethics Sociology The theory of science, scientific research method, ethics 19 3 5 3 In total 30 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 1st semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 0 0 27 Clinical training 0 0 3 In total 30 2 The objectives for learning outcomes have been graduated for progression purposes cf. the SOLO taxonomy Professionshøjskolen bsalon / Occupational Therapy / Curriculum 13 / 41
Objectives for learning outcomes in the 1st semester Knowledge Is able to describe the importance of activity and participation in relation to conditions of life and the impact of environments on a person's physical and mental health and quality of life Is be able to describe ethical issues Is able to describe the use of selected communication theories and methods and understands the communicative signi- ficance in relation to dialogue and forging relationships Is able to decrive the their own professional occupation as well as their profesion s duties and responsibilities Is able to describe the theory of science and the scientific research method Skills Is able to argue for the interplay between people, activity and environment in order to enable participation in everyday life and optimise health and the quality of life Is able to define the therapeutic potential of activities Is able to collaborate with citizens and patients in order to account for the activity need in relation to health and quality of life Is able to carry out relevant study and working methods in order to seek empirical evidence and theory Competencies Is able to identify his or her own learning needs Examinations The semester examination in the 1st semester is organised as an individual, internal, oral examination. The examination is theoretical and reflects the content of the entire semester, including elements from the clinical training 30 ECTS credits ttendance during the clinical training is a prerequisite for the student to sit the examination. The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). 2nd semester People, activity and environments The theme focuses on the interplay between people, activity and environment in order to optimise human health and quality of life. There is also focus on the science of activity as well as occupational therapeutic models, tools and methods. The theme includes health behaviour and the disease conception with focus on body structure and function, as well as a person's physical, psychological, social and cultural basis and the impact of a person's environment on activity. The student will learn about communication directed at the citizens, including information and communication technology. basic scientific method will be used. Distribution of subject areas and ECTS in the 2nd semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Occupational Therapy Pathology natomy Physiology The theory of science, scientific research method, ethics Sociology Social and health policy, legislation, organisation and economics 18 6 3 3 Professionshøjskolen bsalon / Occupational Therapy / Curriculum 14 / 41
In total 30 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 2nd semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 2 5 30 Clinical training 0 0 0 In total 30 Objectives for learning outcomes in the 2nd semester Knowledge Possesses knowledge of and is able to reflect on the importance of activity and participation in relation to conditions of life and on the impact of environments on physical and mental health and on the quality of life. Is able to describe and explain the importance of culture for peoples health behaviour and related needs as well as the importance of culture for activity, participation and influence on health and disease. Is able to describe technology which supports participation in everyday activities. Possesses knowledge of occupational therapeutic examination and analysis methods used in health promotion, illness prevention, habilitation and rehabilitation. Is able to describe healthcare systems and describe the role of the occupational therapist, communication and co-operation. Is able to describe the goals of the citizen and the patient. Is able to explain ethical issues. Is able to describe creativity as a method of change. Is able to explain communication theories and methods as well as the communicative significance in relation to dialog and forging relationships. Is able to explain their own professional practice, as well as their profession s duties and responsibilities. Is able to explain the theory of science and research method. Skills Is able to assess the interplay between people, activity and environment in order to enable participation in everyday life and optimise health and the quality of life Is able to account for occupational-therapy efforts and methods in order to devise relevant solutions and courses of treatment in collaboration with the citizen and patient in relation to everyday life, health and quality of life, and is also able to define the therapeutic potential of the activities Is able to collaborate with the citizen and patient in order to justify the need for activity in relation to health and quality of life and use efforts that support and develop citizens and patients' resources and the mastering of activity and participation Is able to define occupational therapeutic examination, analysis, intervention and evaluation methods used in health promotion, illness prevention, habilitation, rehabilitation and palliation Is able to carry out relevant study and working methods in order to seek and account for empirical evidence and theory. Competencies Is able to identify his or her own learning needs and express his or her own knowledge and skills Is able to identify occupational therapeutic and interprofessional collaboration based on the importance of activity for health and quality of life and for citizens and patients opportunities for activity and participation. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 15 / 41
Examinations The semester examination in the 2nd semester is organised as an individual, external, oral examination. The examination is theoretical and reflects the content of the entire semester, including elective elements. 30 ECTS credits The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). 3rd semester Rehabilitation and habilitation, as well as health promotion and illness prevention in order to enable activity and participation The theme is directed at interprofessional and holistic efforts in the cooperation with citizens and patients with problems related to activity. There is focus on occupational therapeutic intervention starting with the occupational therapeutic working process. The student will learn about national and international classifications with focus on the citizens and the patients physical, psychological and social development as well as health. The student will also learn about the development of professional and personal competencies with focus on professional identity, including the role of the occupational therapist in cooperation relationships. Distribution of subject areas and ECTS in the 3rd semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Occupational Therapy Pathology Social and occupational medicine, the theory of science, scientific research method, ethics natomy Physiology Pedagogy Psychology The theory of science, scientific research method, ethics Social and health policy, legislation, organisation and economics Management, project management 19 5 3 3 In total 30 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 3rd semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 2 5 30 Clinical training 0 0 0 In total 30 Professionshøjskolen bsalon / Occupational Therapy / Curriculum 16 / 41
Objectives for learning outcomes in the 3rd semester Knowledge Is able to explain technology that supports participation in the activities of everyday life and is able to describe the therapeutic potential of technology for relevant target groups Possesses knowledge of and is able to describe occupational therapeutic examination methods, analysis methods, intervention methods and evaluation methods within health promotion, illness prevention, habilitation, rehabilitation and palliation Is able to describe health systems and explain the role of the occupational therapist, and the communication and cooperation, as well as on devising coherent citizen and patient care pathways Is able to explain the targets set for citizens and patients Is able to explain creativity and to describe innovation as a method to change practice Possesses knowledge of, and is able to reflect on the application of, communication theories and methods, and understands the communicative significance in relation to dialogue and forging relationships Is able to describe their own professional practice, as well as their profession s duties and responsibilities and describe this in an organisational perspective as a stakeholder in the health service. Skills Is able to justify occupational-therapy efforts and methods in order to devise relevant solutions and actions in collaboration with the citizen and patient in relation to everyday life, health and quality of life, including justifying the therapeutic potential of the activities. Is able to assess the need for activity in relation to health and quality of life in collaboration with the citizen and patient and assess the efforts that support and develop the citizens and patients' resources and mastering of activity and participation. Is able to describe occupational therapeutic examination, analysis, intervention and evaluation methods used in health promotion, illness prevention, habilitation, rehabilitation and palliation. Is able to carry out interprofessional collaboration within various contexts and types of citizen and patient pathways Is able to explain methods and described standards for quality assurance and enhancement. Is able to use relevant study and working methods in order to seek and interpret empirical evidence, theory and research methods. Competencies Is able to identify his or her own learning needs and translate his or her knowledge and skills into practice. Is able to enter into professional development through participation in project work relevant for orccupational therapy. Is able to perform occupational therapeutic and interprofessional collaboration based on the importance of activity for health and quality of life and for citizens and patients opportunities for activity and participation. Examinations The semester examination in the 3rd semester is organised as an internal, oral group examination based on a written assignment. The examination is theoretical an d reflects the content of the entire semester including elective elements. 30 ECTS credits The assessment will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). Professionshøjskolen bsalon / Occupational Therapy / Curriculum 17 / 41
4th semester Occupational therapeutic practice and professional relationships The theme is directed at occupational therapeutic practice in cooperation with citizens and patients at an individual and/or group level, including communication and learning as a part of a holistic effort. There is focus on evidence-based intervention methods directed at the citizens and the patients function and opportunity for activity and participation in everyday life. The student will learn about the development of professional and personal competencies with focus on relational and communicative skills. The focus is on the development of interprofessional competencies for the purpose of a coordinated and coherent care pathway. Distribution of subject areas and ECTS in the 4th semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Occupational Therapy Pathology natomy Physiology The theory of science, scientific research method, ethics 22 3 Human science subjects Psychology 3 Social science subjects Social and health policy, legislation, organisation and economics Management, project management 2 In total 30 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 4th semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 0 0 15 Clinical training 6 0 15 In total 30 Professionshøjskolen bsalon / Occupational Therapy / Curriculum 18 / 41
Objectives for learning outcomes in the 4th semester Knowledge Possesses knowledge of and is able to explain occupational-therapy examination methods, analysis methods, intervention methods and evaluation methods within health promotion, illness prevention, habilitation, rehabilitation and palliation Is able to reflect on health systems and the role of the occupational therapist, on communication and on co-operation, as well as on devising coherent citizen and patient care pathways Is able to explain the profession s use of information and communication technology as well as the impact of technology Is able to reflect on targets set for citizens and patients Is able to reflect on ethical issues Is able to explain methods and standards for quality assurance, patient safety and quality enhancement and is able to explain their use Is able to explain one s own practice, as well as the profession s duties and responsibilities, in an organisational, administrative and social perspective and as part of the wider health service Is able to explain the theory of science, research method and describe the quality assurance and development. Skills Is able to assess and justify occupational-therapy efforts and methods in order to devise relevant solutions and actions in collaboration with the citizen and patient in relation to everyday life, health and quality of life, including assessing the therapeutic potential of the activities Is able to carry out collaboration and partnerships at individual and group level in relevant contexts and to assess the importance of cultural beliefs, values and choices Is able to provide guidance and advice in relevant contexts Is able to assess the need for activity in relation to health and quality of life in collaboration with the citizen and patient and initiate occupational-therapy efforts that support and develop citizens and patients' resources and mastering of activity and participation Is able to justify occupational therapeutic examination, analysis, intervention and evaluation methods used in occupational therapy in health promotion, illness prevention, habilitation, rehabilitation and palliation Is able to apply situation-specific and professionally relevant communication, guidance and advice about citizens' and patients' pathways regarding preparation, delivery and after-treatment in occupational therapy and interprofessional practice Is able to carry out interprofessional and intersectoral collaboration in a range of types of citizen and patient care and contexts Is able to define professionally relevant information, communication and welfare technology that incorporates thinking about the citizen s own resources to the greatest possible extent Is able to justify methods and described standards for quality assurance and enhancement. Competencies Is able to collaborate on and identify occupational therapeutic efforts Tested in partial examination Tested in partial examination Tested in partial examination Is able to use occupational therapeutic examination, analysis, intervention and evaluation methods within occupational therapy in health promotion, illness prevention, habilitation, rehabilitation and palliation Professionshøjskolen bsalon / Occupational Therapy / Curriculum 19 / 41
Is able to identify the performance of evidence-based practice Is able to identify creative and innovative solutions to activity problems Is able to identify his or her own learning needs and continually translate his or her knowledge and skills into practice Is able to organise occupational therapeutic and interprofessional collaboration based on the importance of activities for health and quality of life and for citizens and patients opportunities for activity, participation and active citizenship Is able to communicate in various contexts, including in equal, dialogue-based and value-generating relationships with citizens, patients, relatives and interprofessional partners Is able to carry out an interprofessional and intersectoral collaboration and support citizens and patients as a key and active stakeholder in the individual care pathway Is able to use technology related to the profession, including information and communication technology in the relevant context. Examinations The semester examination in the 4th semester consists of two partial examinations. The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 ( cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). The average of the grades is included in the total exam result where the partial examination is weighted with 75 % and the partial examination is weighted with 25 %. ) Internal, individual, oral partial examination of 20 ECTS credits with focus on test of clinical competencies. ttendance during the clinical training is a prerequisite for the student to sit the exam ) Internal, individual, written partial examination of 10 ECTS credits. The examination is theoretical.. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 20 / 41
5th semester Professional occupational therapeutic practice in a complex practice and interprofessional contexts The semester is directed at professional occupational therapeutic practice in relation to health promotion, illness prevention as well as activity and participation. The student will learn about complex, holistic processes in client-based as well as mono- and interprofessional contexts. Furthermore, there is focus on the organisational and legislational framework for the occupational therapeutic work. The semester is also directed at design, technology and availability in the society as a prerequisite for promoting the citizens opportunities for activity and participation in everyday life. Distribution of subject areas and ECTS in the 5th semester Subject areas Subject Number of ECTS credits Health science subjects Natural science subjects Human science subjects Social science subjects Occupational Therapy Pathology Social and occupational medicine The theory of science, scientific research method, ethics natomy Physiology Pedagogy, the theory of science, scientific research method, ethics Social and health policy, legislation, organisation and economics The theory of science, scientific research method, ethics Management, project management 21 2 3 4 In total 30 The distribution of theoretical teaching and clinical training as well as interprofessional and elective elements in ECTS credits in the 5th semester Teaching method Interprofessional elements Elective elements Number of ECTS credits Theoretical teaching 10 0 15 Clinical training 0 0 15 In total 30 Professionshøjskolen bsalon / Occupational Therapy / Curriculum 21 / 41
Objectives for learning outcomes in the 5th semester Knowledge Is able to understand and reflect on the importance of culture for human health behaviour and related needs as well as the importance of culture for activity and participation and its influence on health and disease Possesses knowledge about and is able to reflect on technology that supports participation in the activities of everyday life and is able to reflect on the therapeutic potential of technology for relevant target groups Possesses knowledge of and is able to reflect on occupational-therapy examination methods, analysis methods, intervention methods and evaluation methods within health promotion, illness prevention, habilitation, rehabilitation and palliation Possesses knowledge of health systems and is able to reflect on the role of the occupational therapist, on communication and on co-operation, as well as on devising coherent citizen and patient intervention Possesses knowledge of, and is able to reflect on, the profession s use of information and communication technology, as well as the impact of technology Possesses knowledge of, and is able to understand and reflect on, targets set for citizens and patients Possesses knowledge of, and is able to reflect on, their own practice, as well as their profession s duties and responsibilities, in an organisational, administrative and social perspective and as part of the wider health service. Skills Is able to assess and justify occupational-therapy efforts and methods in order to devise relevant solutions and actions in collaboration with the citizen and patient in relation to everyday life, health and quality of life, including assessing and disseminating knowledge of the therapeutic potential of the activities Is able to carry out collaboration and partnerships at individual and group level in relevant contexts and to assess the importance of cultural beliefs, values and choices Is able to provide coordination, guidance and advice in relevant contexts Is able to assess and justify the examination, analysis, intervention and evaluation methods used in occupational therapy in health promotion, illness prevention, habilitation, rehabilitation and palliation Is able to apply and master situation-specific and professionally relevant communication, guidance and advice on the preparation, delivery and after-treatment in occupational therapy and interprofessional practice Is able to assess interprofessional and intersectoral collaboration in a range of types of citizen and patient care pathways and contexts Is able to describe professionally relevant information, communication and welfare technology that incorporates thinking about the citizen s own resources to the greatest possible extent Competencies Is able to independently carry out collaborations and evaluate and prioritise occupational-therapy efforts Is able to handle complex, development-oriented situations in various contexts Is able to work with and structure methods of examination, analysis, intervention and evaluation used in occupational therapy in health promotion, illness prevention, habilitation, rehabilitation and palliation Tested in partial examination Tested in partial examination Tested in partial examination Professionshøjskolen bsalon / Occupational Therapy / Curriculum 22 / 41
Is able to plan performance of evidence-based practice Is able to develop and implement creative and innovative solutions to activity problems Is able to identify his or her own learning needs and translate his or her knowledge and skills into practice Is able to identify his or her needs for academic development through participation in project work relevance to occupational therapy Is able to independently participate in occupational therapeutic and interprofessional collaboration based on the importance of activity for health and quality of life and for citizens and patients opportunities for activity, participation and active citizenship is able to organise and enhance the quality of occupational-therapy efforts in an interprofessional context Is able to structure communication in various contexts, including in equal, dialogue-based and value-generating relationships with citizens, patients, relatives and interprofessional partners Is able to carry out an interprofessional and intersectoral collaboration and, on the basis of a holistic perspective, support citizens and patients as key, active stakeholders in the individual care pathway Is able to translate responsibility into practice and keep up-to-date by identifying and understanding his or her own learning processes and developmental needs. Examinations The semester examination in the 5th semester consists of two examinations. The assessment of both examinations will be individual and carried out in accordance with the 7-point grading scale with the pass mark 02 (cf. the Ministerial Order on the Grading Scale and Other Forms of assessment no. 114 of 03/02/2015). ) External, individual, oral examination of 20 ECTS credits with focus on test of clinical competencies. ttendance during the clinical training is a prerequisite for the student to sit the exam. ) Internal, individual, oral examination of 10 ECTS credits. The examination is theoretical. Professionshøjskolen bsalon / Occupational Therapy / Curriculum 23 / 41