Occupational Therapy Degree Apprenticeship

This module develops the learners’ understanding of occupational performance across the life span reflecting population health and health psychology through. This module will be taught using the principles of problem-based learning (PBL). It has a large practical element allowing the learner to identify and practice different occupational therapy interventions in relation to task and activity performance in the learner’s own work environment. Learners will develop an understanding of the human body, the body systems including motor and process skills, anatomy and physiology and health psychology in context using case studies that are authentic to practice. The module will introduce learners to theoretical concepts informing and influencing current occupational therapy practice including occupational therapy frameworks and models. It will include key components of occupational science including examining the ways individuals, groups, and communities engage in occupation as well as how physical, social, cultural, and environmental factors influence participation in occupations.

This module is designed to support the transition from support worker/ OT assistant to an apprentice OT as they begin to develop their professional identity and understand the demands of the of practising within the UK health and social care system. It covers the requirements of the Health and Care Professions Council (HCPC) regulatory standards, as well as the professional values, ethics, and standards that underpin practice. It introduces the use of a professional portfolio, which draws on reflections and evidence of professional growth and development. The module also supports the learner’s ongoing engagement with Continuing Professional Development (CPD) and portfolio development, as required by the HCPC. The module will also introduce key professional frameworks such as the RCOT Career Development Framework (CDF), NHS workforce plan and the RCOT Equity, Diversity and Belonging strategy.

This module consolidates learners’ knowledge and skills related to the occupational therapy process. It includes an exploration of the broader environmental, socio-political, and economic factors that influence sustainable and productive participation. The module specifically focuses on population health, health promotion, and the concepts of environments, equity, and design, applying these to occupational performance and participation. Learners will develop their assessment skills and build upon the knowledge acquired from other modules to develop their ability to use a wide range of standardised and non-standardised assessment tools from a range of specialist areas of practice.

This module prepares learners for their introduction to professional practice, a time for both personal and professional growth. Learners will reflect on their thoughts and feelings about the upcoming placement to assist in the transition from support worker/assistant to learner in the workplace. The module will foster a comprehensive understanding of the occupational therapy process and occupation-centred practice. Learners will begin to conceptualize the influence of occupational therapy on health and social care organizations, professionalism, and professionals.

Pre-placement preparation and post-placement consolidation will include elements of Interprofessional Education (IPE). The learner will work with an occupational therapy educator who has completed accredited practice educator training or is experienced in practice learning. The learner will also be visited or contacted by a member of academic staff from the University midway through the placement. Prior to each placement, the learner will complete a learning contract.

Within this module, learners will develop their ability to design, implement and evaluate the practice of occupational therapy with individuals and communities with a range of complex health and social needs and a specific focus on population health. This module consolidates the students’ knowledge and skills in relation to the occupational therapy process and includes consideration of the influence of wider environmental, socio political and economic issues that influence sustainable and productive participation. Learners will broaden their knowledge of and experience in using a range of assessment tools and outcome measures, utilising their developing clinical reasoning skills in selecting the appropriate tools. This module will provide further opportunities to develop assessment and interviewing skills to enable effective working with individuals from a range of contexts and backgrounds. There will be a specific focus on interprofessional working.

Learners will explore the various styles, theories and approaches of leadership, management and innovation. The module will provide opportunities for learners to reflect on and appraise their own skills in relation to leadership and team-working in practice. A deeper examination of the policies, standards, legal and ethical factors impacting practice will be taught and learners will develop their understanding of contemporary drivers of and agendas for change within the health and social care landscape.

This module will provide the foundations, knowledge and skills required to carry out a work-based, co-produced research, quality assurance or improvement or evaluation project associated with a chosen critically appraised topic. This module will develop literature searching and critical appraisal skills needed for evidence informed practice. Learners will analyse generated quantitative and qualitative data and develop skills in data synthesis. It will equip learners with the skills to use evidence to inform practice and prepare them to undertake projects in line with ethical, legal and professional standards.

During Practice Placement 2, you will engage in occupational therapy practice and integrate and build on the learning from Practice Placement 1. The learner will work closely with an occupational therapy educator to build effective working relationships and adapt your communication style as needed. The learner will continue to develop assessment skills by partnering with clients and implementing the principles of co production. The learner will select and justify appropriate interventions, modifying them based on ongoing evaluation. By the end of the placement, the learner will be able to carry out the occupational therapy process with support. Additionally, the learner will demonstrate effective time management and resource management within the constraints of the service. Throughout the placement, the learner will expand your career network by connecting with researchers, clinical academics, and allied health professional (AHP) leaders.

A moral dilemma is a situation where a person faces a conflict between two or more moral principles, values, or rules. In such cases, there is no straightforward correct answer, and any decision made may result in violating one ethical principle to uphold another. Being an ethical occupational therapy is essential to maintain and protect the trust of the public. This module provides the learner with the opportunity to explore moral conflict and injury in occupational practices, with a particular focus on community and primary care and or the learner’s own workplace. The module prepares learners for the dynamic health and social care environment, ensuring that occupational therapy is ‘fit for the future.’ Learners will explore a moral dilemma for both teams, communities, occupational therapists and leaders. This is an opportunity to reflect on current and potential barriers and enablers of occupational therapy practice.

An individually tailored, outcomes-based programme of study will be developed with guidance from module team, mentor, and employer. The topic will inform and benefit the development of the learner’s current and potential future roles. Learners will assess the skills they currently possess to work in their chosen area and construct a learning plan to acquire additional skills required for success. This module will enhance the learner’s knowledge and skills in an area of unfamiliar, advanced, or contemporary practice. The learner will identify an area of personal/professional interest and explore it in depth. Learners will be supported to explore and utilise business and personal development skills.

During this module you will work with a supervisor and your employer to undertake a work-based project based on the learning you undertake in the taught part of this module and building upon the knowledge and skills gained in other modules and learning. Project proposals were developed in applied research skills in occupational therapy module in discussion with line manager/work-based mentor and University academic staff. The work-based project can be an individual project completed by the learner or it can be the learner’s contribution to a team project, provided that the student’s individual contribution to the team project can be clearly distinguished and assessed.

During practice placement 3 learners will wherever possible experience occupational therapy practice in different settings including traditional, non-traditional and emerging settings, and build on experiences and learning from practice placements 1 and 2. During this final placement the learner will be expected to manage a small case load as this will be the focus of the end point assessment. Whilst on placement learners will be accountable for their individual professional practice and therapy outcomes and be able to clearly articulate the role of the occupational therapist to service users, carers and health and social care professionals. Learners will critically appraise personal practice and occupational therapy service delivery to ensure that the focus is on occupation taking account the political and social context of the service. This incorporates inter-professional and inter-agency working. Learners will be able to justify professional decisions and communicate these when working with individuals, groups and communities in a way that facilitates and sustains collaborative and therapeutic relationships. Students will compile a portfolio of evidence using appropriate software. As part of the final placement, they will discuss their CPD portfolio in readiness for HCPC registration.