s
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning
outcomes/objectives
Content
Achieving Best Practice 1
OT306
3
10
Attendance at OT305
Extensive over 4 weeks
 Reflection on, and critical evaluation of learning from the
whole course
 Recognition of the obligation to maintain fitness for practice
and the need for continuing professional development
Students will:
 Demonstrate systematic understanding and knowledge of
occupational therapy values and beliefs, legal and ethical
responsibilities, human and medical sciences, and cultural
issues
 Reflect on, and evaluate their learning experiences in
every module of the course
 Demonstrate the ability to be able to take responsibility for
their own future professional development
 Recognise the changing nature of the knowledge base,
and demonstrate understanding of the importance of
keeping up to date through critical evaluation of new
theories, and acquisition of new competencies
 Demonstrate self management skills, and independence of
thought and action
 Demonstrate the ability to use personal tutorials/
supervision to promote personal effectiveness
Review of the personal portfolio which each student has been
developing throughout the course, and acknowledgement of
present and future learning needs. Content of the module directed
by the students themselves, but might include:
Environmental factors: QAA/ HPC/ COT standards of practice,
levels of evidence, use of outcome measures, rigorous audit;
benchmarking, quality assurance tools; social care policies and
EC guidelines.
Management: use of National Service Frameworks, standards
and clinical guidelines; appraisal/performance review; staff
mix/grade mix, case mix; cost effectiveness, efficiency and
effectiveness of individuals, groups, organisations; performance
indicators; audit, support systems, performance review and
representation; budgets and general resource management.
Skills: use ethical considerations within management strategies
and quality monitoring
Teaching
strategies
and
Learning support
learning
Research skills: Studying and critiquing evidence
This module is largely self-directed and self-managed, to ease the
transition into work. Students will draw up their own learning
contract with their personal tutor, having identified their own
needs. It will outline their learning objectives, and study plan for
the module. They will still have the support of small peer groups,
of their choice. They meet twice with their personal tutor, to agree
the learning contract, and to discuss progress.
This is an example of suitable literature only, as students should be able
to select their own sources at this stage of the course.
Brown G, Esdaile S A, Ryan S E (eds) (2003) Becoming an advanced healthcare
practitioner. Edinburgh: Butterworth Heinemann.
Creek, Jennifer (2003) Occupational therapy defined as a complex intervention.
London: College of Occupational Therapists.
Chia S H, Harrison D (eds) (2011) Tools for continuing professional development.
Dinton, Wiltshire: Quay Books.
College of Occupational Therapists (2011) Employment relations briefing:
Knowledge and skills framework for occupational therapy staff in the
NHS. London: COT.
College of Occupational Therapists (2009) Preceptorship handbook for
occupational therapists. London: COT.
Ghaye T, Lillyman S (eds.) (2000) Effective clinical supervision: the role of
reflection. Quay Books Division and Mark Allen.
Health Professions Council (2008) Your guide to our standards for continuing
professional development. London: Health Professions Council.
Johns C (2009) Becoming a reflective practitioner. Oxford: Blackwell Science.
Morley M (2006) Moving from student to new practitioner: the transitional
experience. British Journal of Occupational Therapy 69(5), 231-3.
Morley M (2007) Developing a preceptorship programme for newly qualified
occupational therapists: action research. British Journal of Occupational Therapy
70(8), 330-8.
Morley M, Rugg S, Drew J (2007) Before preceptorship: new occupational
therapists’ expectations of practice and experience of supervision. British Journal
of Occupational Therapy 70(6), 243-53.
Taylor B (2010) Reflective practice for healthcare professionals: a practical guide.
Maidenhead: Open University Press
UNISON (2005) Briefing note on preceptorship for occupational therapists.
London: BAOT.
White E, Creek J (2007) College of Occupational Therapists’ Research and
development strategic vision and action plan: 5 year review. British Journal of
Occupational Therapy 70(3), 122-8.
Assessment tasks
Formative assessment:
The learning contract (objectives for the module, study plan,
evidence of achievement). A personal development portfolio,
electronic or paper-based, constructed throughout the programme.
In addition to academic experience, this should involve work
experience, practice placements, vacation and extra-curricula
experiences.
Summative assessment:
A 2000 word personal statement explaining how learning
experiences throughout the course have supported professional
development and have benefited clients on placement/ will benefit
future clients. Students are additionally required to submit a
variety of examples of supporting evidence with their personal
statement, as with the HPC CPD Profile.
This assessment is based on the Health Professions Council
“CPD Profile” that students will use following qualification to
evidence their continuing professional development and is marked
on a percentage basis
Referral in this assessment means that the assignment will have
to be resubmitted during the summer break, lengthening the
course by approximately 8 weeks.
Brief description of module
content
and/or
aims
(maximum 80 words)
The skills of evaluating one’s own performance, within the learning
environment, are refined during this module, in preparation for
work. These important strands of occupational therapy have been
developing throughout the programme. The accumulation of
knowledge, understanding and application should result in
synthesis and critical reflection. Students need to be committed to
the notion of life-long learning, and continuing post-registration
professional activities.
Area examination board to
which module relates
Module
team/authors/
coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in
that field
Course(s) for which module
is acceptable and status in
course
School home
External examiner
BSc (Hons) Occupational Therapy
Marion Martin, Gaynor Sadlo, David Haines
2
Eastbourne
NA
July 2011
2011
5
NA
Occupational Therapy
Mandatory module for BSc (Hons) Occupational Therapy
School of Health Professions
Mark Francis-Wright