| CODE | OCT2022 | ||||||||
| TITLE | Introductory Concepts to Physical and Paediatric Practice | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Occupational Therapy | ||||||||
| DESCRIPTION | This study-unit is an introduction to Occupational Therapy process of assessment and documentation, taking into account the various conditions that result in physical dysfunction. Part 1: The OT process - OT evaluation and assessment – Standardized vs Non-standardised testing and taking a client-centred view of clients’ problems using the COPM; - Problem Identification and Goal setting (the importance of being observant in different clinics to reinforce theory given in class; - OT assessment – biomechanical, neurodevelopmental, cognitive , rehabilitative areas. - Basics of Documentation. Part 2 This study-unit will also introduce students to the different diagnostic groups encountered in paediatric practice. It will introduce students to the various frames of reference specific to the occupational therapy profession, used in paediatric practice. This study-unit will also introduce students to aims of intervention and goal setting. Teaching methods will include: - Formal lectures to teach fundamental principles and the basis of practice; - Participation experiences to help students be aware of what disabled children experience; - Case studies presentations; - Discussions; - Video analysis for students to start to develop observation skills. Study-Unit Aims: - Provide an overview of the theory underpinning the evaluation and treatment planning processes in the field of physical dysfunction; - Explore the concept of person-centered evaluation and care and encourage the use of person-centered data in a contextually relevant manner; - Illustrate the relationships of the Occupational Therapy Practice Framework to the Occupational Therapy evaluation processes in practice areas such as biomechanical, neurodevelopmental, cognitive and rehabilitative; - Examine the legal and ethical issues of the evaluation process and documentation; - Provide an overview of the theory underpinning the evaluation and treatment process in the field of paediatric occupational therapy; - Have a basic understanding of the conditions encountered in paediatric practice; - Have a Basic knowledge on both the documentation and assessment process. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Present the relationship between the basis of evaluation and the philosophical basis of the profession and its frames of reference; - Review the various types of standardised and non-standardised assessments available in the field of physical dysfunction; - Appreciate the purpose of documentation in a changing healthcare environment; - Have a good working knowledge of typical and atypical development; - Be aware of the paediatric conditions encountered in Occupational Therapy Practice with children and the aims of intervention; - Be able to outline basic problem areas and aims of treatment with children having different diagnosis; - Have a basic knowledge about the different treatment approaches that exist. 2. Skills: By the end of the study-unit the student will be able to: - Select and use the most appropriate assessment tools; - Apply the Occupational Therapy Practice Framework in day to day OT practice in the field of physical dysfunction; - Identify basic problems that OTs encounter during their practice; - Set very basic OT goals; - Produce basic documentation using SOAP notes; - Be knowledgeable about the different assessment modalities for the various paediatric client groups; - Have acquired basic skills in assessing a child; - Have basic documentation skills; - Identify problem areas, goals and objectives for the different client groups. Main Text/s and any supplementary readings: Required Readings: - American Occupational Therapy Association (2020) Occupational Therapy Practice Framework: Domain and Process. (4th Edn) American Journal of Occupational Therapy. - Trombly C.A. (Ed.). Occupational Therapy for Physical Dysfunction. Williams and Wilkins: London. - Hopkins H.L. & Smith H.D. (Eds.). Willard and Spackman’s Occupational Therapy. Lippincott: Philadelphia. - Casesmith (2009) Occupational therapy for children. Recommended Reading: - Elfant Asher I. Occupational Therapy Assessment Tools, Annotated Index. AOTA : Rockville. - Kettenbach G. Writing SOAP Notes. F.A. Davis. - Pedretti LW & Zoltan B (Eds). Occupational Therapy : Practice Skills for Physical Dysfunction. Mosby: St. Louis. - Sensory Integration with Diverse Populations: Blanche, Smith Roley, Parham. - Neurodevelopmental treatment and SI principles. An approach to pediatric therapy, Blanche ,Botticelli and Hallway. 1995 (lecturer's personal copy). - Sensory Integration and NDT course notes: Betty paris and Carolyn Murray Slutsky 1997 (lecturers notes). - Documenting sensorimotor progress: A Pediatric therapists guide. G. Degangi. - Clinical cases for learning Pediatric Occupational Therapy :Watson,D.E. - How does your engine run? Mary Sue Willaims, Sherry Shellenberger (lecture has copy). - M.O.R.E, Integrating the mouth with sensory and postural functions 2nd edition (lecture has copy). |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Nathalie Buhagiar Joanne Bellia |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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