ERGOPRA3 Placement - Occupational Therapy in Practice Course description

Knowledge, skills and experience from previous courses are integrated into occupational therapy work in an independent and well-founded manner. The course focuses on systematic, user-oriented and knowledge based practice promoting health, activity and participation on the individual, group and system level. The practical training establishments are related to the fields of health promoting, preventive, therapeutic, rehabilitative and habilitative activity. Application and development of action and communication competence in real work situations in participatory and committed manner are emphasised. The practical training establishments will principally be within the municipal health service, but institutions in the public and private sector may also be relevant.

The interprofessional programme INTER1300, ‘Interprofessional cooperation about and with children, young people and their families’, is part of this course. INTER1300 enables the student to gain awareness and knowledge of how their own future profession can cooperate with other professions on and with children, young people and their parents/guardians. Challenges and opportunities in such cooperation are part of this module. Examples from the students’ practical training periods will be a key part of this. In this module, the focus will be on children and young people with challenges.

Learning outcome descriptions marked with * cover INTER1300

The course consists of the following subject areas from the national curriculum, specified below as the number of credits:

• Habilitative work (3 ECTS)
• Rehabilitative work (6 ECTS)
• Health-promoting and preventive work (4 ECTS)
• Therapeutic work (1 ECTS)
• Ethics (1 ECTS)

Passed the second year of the programme.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student is capable of

• explaining user participation and client-centred approaches in occupational therapy
• explaining organisational and structural factors with a bearing on professional practice at the practical training establishment
• explaining relevant laws and regulations
• looking up, evaluating and discussing relevant research articles and specialist literature describing different interprofessional ways of cooperating in the field of practice*
• explaining challenges and possibilities in interprofessional cooperation processes*

Skills

The student is capable of

• applying a client-centred approach to health promoting, preventative, therapeutic and rehabilitative and habilitative work
• defining goals based on people's wishes regarding, and the right to activity and social participation
• working in a knowledge based and independent manner with assessment, intervention, documentation and evaluation on an individual, group and/or system level
• applying resource-oriented, empowering and problem-solving work models to promote health, activity and participation
• identifying ethical dilemmas and make independent choices
• clinically reasoning and justifying the use of mapping and intervention
• analysing and evaluating interprofessional processes on and with children and young people with challenges, based on examples from their own practical training*
• establishing interprofessional cooperation for and with children, young people and their parents/guardians*

Competence

The student

• is capable of taking responsibility and initiative, demonstrating cooperation skills, independence and an ability to adapt, and treating users, partners and others with empathy and respect
• is capable of discussing and critically reflecting on ethical dilemmas and practising in accordance with professional ethical guidelines
• is capable of contributing to interprofessional and sectorial cooperation including communication of occupational therapy expertise
• is capable of discussing different professional approaches in interdisciplinary teams in order to develop good practices
• has an understanding of the foundations for and the necessity of interprofessional cooperation on and with children, young people and their parents/guardians, and of his/her own professional contribution to the cooperation*

The course comprises ten weeks of practical training. The practical training establishments will be in the public and private sectors in Norway or abroad. Supervision and clinical reasoning are key to reinforcing the student's learning process and to integrating theory and practice during the placement.

INTER1300

INTER1300 ‘Interprofessional cooperation about and with children, young people and their families’ involves two common seminar days, digital learning resources and assignments related to interprofessional group work and self-study.

Emnet gir en innføring i hvordan en forbereder og planlegger forskningsprosjekt ut fra rammen av kvalitative studiedesign. Videre gir emnet en innføring i kvalitativ metodologi slik at studentene kan lese og forstå vitenskapelige artikler. Tema er: forskjellige typer design i kvalitative studier, forholdet mellom teori og empiri, hva forskerrollen innebærer og refleksjon over egen forforståelse. Metoder som belyses er observasjon, intervju (individuelle og gruppeintervju/fokusgrupper) og dokumentanalyse. Analyse og tolkning av data vektlegges. Studentene skal opparbeide inngående kunnskap om vurdering av troverdighet i kvalitativ forskning, gyldighet og pålitelighet, kritisk vurdering av forskningsresultater samt publisering og formidling av vitenskapelig kunnskap. Emnet MASYK/D4050 Vitenskapsteori og forskningsmetode bør være gjennomført og bestått før emnestart her.

Opptak til studiet.

Etter gjennomført emne har studenten følgende læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har inngående kunnskap om forskningsprosessen og forskningsetiske utfordringer i kvalitative studier
• kan anvende kunnskap om planlegging og gjennomføring av kvalitative studier
• har avansert kunnskap om de mest anvendte analysemetodene i kvalitativ forskning
• har inngående kunnskap om styrker og svakheter ved kvalitative studier

Ferdigheter

Studenten

• kan analysere kvalitative data, som ulike former for tekstmateriale
• kan forholde seg kritisk til tolkning av kvalitative data
• kan identifisere og belyse forskningsetiske problemstillinger i egne prosjekter
• kan presentere funn fra kvalitative studier på en systematisk måte

Generell kompetanse

Studenten

• kan presentere relevante problemstillinger for kvalitative design
• kan formidle kvalitative fag- og forskningsresultater som er relevante for helse- og sosialtjenesten
• kan kommunisere etiske betraktninger om formidling av helseforskning

Forelesninger, gruppearbeid, seminar og selvstudier.