This module is an interactive conceptual frameworks course will be developed in such a way as to provide;
- A foundation for the clinical reasoning process.
- Opportunities to re-visit material that was taught.
- Opportunities to build on existing knowledge from previous years.
- Relevant exercise and material to apply in practice.
- Improved availability of learning material and interactivity.
These outcomes directly relate to the following course outcome that students will be able to:
- Name and describe occupational therapy conceptual frameworks.
- Extract principles from a range of conceptual frameworks and begin applying these to occupational therapy scenarios.
- Identify and begin to apply different forms of clinical reasoning as guide by theory
- Be able to identify the role of cues, context, task and skill in determining occupational therapy action.
Occupation Focused Conceptual frameworks covered in this module
- Model of Human Occupation (MOHO)
- Model of Creative Ability (MCA)
- Theory of occupational Adaptation
- The Person-Environment-Occupation Model of Occupational Performance (PEO)
- Transformation Through Occupation (TTO)
- KAWA Model
Estimated time needed to complete module
|Self tasks, study and group work||6 hours|
- The teaching time is divided into an introduction followed by 6 lectures, each of which deals with a separate theory.
- Students are divided into groups of 5 for the duration of the module
- Before each lecture, each group is allocated the same pre-reading (theory) and a different paper case (this module includes 5 such paper cases per lecture to be divided among the groups).
- Also, before each lecture time is set aside to allow the students, in their groups, to interact with the prescribed reading and application thereof to the paper-based case allocated.
- During the lecture the are expected to present their understanding / application process
Method of assessment
- Duly Performed attached to each presentation
- Application of conceptual framework to an allocated client during practice learning