OT Programme Handbook 2016-17

Faculty of Health and Human Sciences
School of Health Professions
BSc (Hons) Occupational Therapy
Leading to eligibility to apply for registration with the

Health and Care Professions Council
Programme Handbook
2016-2017
If you require any part of this publication in larger print, or an alternative format,
please contact Programme Administration at:-

Plymouth University
Peninsula Allied Health Centre
Derriford Road
Plymouth
PL6 8BH
Telephone number: 01752 588800

Plymouth University
Rolle Building
Drake Circus
Plymouth
PL4 8AA
Telephone number: 01752 586964/586999

Plymouth University
Knowledge Spa
Royal Cornwall Hospital
Truro
TR1 3HD
Telephone number: 01872 256450
Engagement and Attendance Monitoring:
Please note that Plymouth University and Plymouth University International College record
information about students engagement and attendance on their programme.
We expect students to engage honestly with systems put in place to do this, and may take
disciplinary action against any student who attempts to bypass systems or provide false
information regarding engagement and attendance, whether their own or another students.
Information recorded about an individual students engagement and attendance will only be
acted on at their Facultys discretion and as per academic regulations, unless there is a
concern for the students health or wellbeing, or the student holds a Tier 4 visa.
Please see separate information regarding the Universitys responsibility to monitor the
engagement of Tier 4 students, and actions that are taken if a Tier 4 student is not
attending or engaging with their course satisfactorily. Information for Tier 4 students can be
found at http://www.plymouth.ac.uk/international/compliance/current-student
BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 2

Special Needs Notice
Dear Student
Important please note
The University will do its best to provide appropriate support for students with a
disability. In the context of HE study the term disability covers a range of
impairments, medical conditions, mental health issues and specific learning
difficulties. We have put in place a number of changes to procedures and to our campus
to make our courses more accessible, and this is reflected in the diversity of students
studying with us. However, it is important for us to consider any individual requirements
sufficiently far in advance to enable us to advise you on the range of options available and
to put in place appropriate arrangements.
So please ensure you have told us about any disability even if you do not think it will
affect you while you are at the University
If you have already told us about a disability we may ask you for further information or
invite you for an information meeting (with the Disability Advisor, faculty representative, and
accommodation officer) if necessary. We can then properly assess, in discussion with you,
your individual requirements and ensure that we have the best possible chance of having
any necessary adjustments in place at the start of your course. We can also advise you
further about claiming for Disabled Students Allowances.
If you have a disability but have not yet told us about it, please contact the Universitys
Disability Assist team on 01752 587676. While we can make reasonable adjustments to
our provision, we may not be able to meet your individual requirements if we do not have
the opportunity to assess them in advance, and that could impact negatively on your
experience of the course or even your ability to complete your course, or to take up your
place.
Please respond positively to any requests from us for information. We can then explore
with you the support available such as assistive technologies, study skills sessions and
personal enablers. We can also address any health and safety issues and relevant
academic or professional expectations and if necessary advise you on alternative options.
Any information you give us will be dealt with in confidence and only shared within the
University with your consent and on a need to know basis. We want to give you the best
possible chance to take up your place, to be ready for study and to be able successfully to
complete your university course.

HEAR and Plymouth Extra
Every year, graduating students receive degree certificates recording their academic
successes. But many students do much outside the classroom which goes unrecorded. At
Plymouth University we therefore present you with an electronic Higher Education
Achievement Report (HEAR), as part of a national initiative providing a new way of
recording student achievement. It is intended to help you stand out from the crowd when
seeking employment, providing more details about your learning and achievements than
the traditional degree classification system by including extra-curricular activities formally
recognised by the University. This record is created from the moment you start at Plymouth
University and is viewable to most of you throughout your studies.
You can find out more about extra-curricular activities offered across the University at
Plymouth Extra. Plymouth Extra offers you the opportunity to get involved in a wide range of
activities, from making a difference in the community through volunteering, to learning a
language, to completing the Duke of Edinburgh Awards. You can decide to continue doing
something you love, or learn something entirely new, and along the way youll meet new
people and develop your employability skills. All activities are mapped against the Plymouth
University Compass, our set of four key attributes specific to a Plymouth graduate and
many of them can be recorded in your HEAR.
What you accomplish outside of the classroom demonstrates what you are passionate
about and that you have qualities valued by employers here are just a few examples:
Serving as a student representative or as an UPSU Society committee member helps
demonstrate you have leadership skills;
Volunteering is a fantastic way to show youre dedicated to helping others in your
community;
Getting involved in FLUX demonstrates you can work in a team and operate in a
competitive environment.
So take a look on whats on offer through our searchable catalogue and get the most out of
your time at Plymouth.

External Examiners
This programme has two external examiners who are experienced academics and/or
professionals who review our assessment tasks, processes and marking and examination
to ensure that:
Standards are appropriate by reference to published national subject benchmarks,
the National Qualifications Framework and the Universitys programme and module
specifications
The assessment process measures student achievement against the intended

learning outcomes
The assessment process is in line with the Universitys Assessment Policy 2014-20
Our awards are comparable in standard to awards conferred by other UK HE

institutions
The assessment process is operated fairly and equitably and in accordance with
University Regulations.
The external examiners for this programme are:
Claire Brewis Subject & Award External Examiner

Teesside University
Julie Taylor Subject External Examiner

Canterbury Christ Church University
Please note that external examiners do not directly communicate with students from the
programme they are examining, so please do not attempt to make contact with them.

Contents
Contents
Special Needs Notice .................................................................................................... 3

External Examiners .5
Disclaimer ...................................................................................................................... 8
Useful information ......................................................................................................... 9
Welcome and Introduction.......................................................................................... 12
Welcome to the Occupational Therapy Programme ................................................. 13
Definitions of Occupational Therapy15
1. Information about the Programme .................................................................. 16

1.1 Award Title ......................................................................................................... 16
1.2 Regulations ....................................................................................................... 16
1.3 Exceptions to the Regulations ......................................................................... 17
1.4 Key Contacts ..................................................................................................... 18
2. Entry Requirements .......................................................................................... 20

2.1 Requirements for entry into the BSc (Hons) Occupational Therapy
Programme ........................................................................................................ 20
2.2 Stepping on and off points in the Programme ............................................... 22
3. Programme Overview ....................................................................................... 24

3.1 Aim ..................................................................................................................... 24
3.2 Learning Outcomes .......................................................................................... 25
3.3 Award Requirements ........................................................................................ 29
3.4 Programme Structure (Professional and Inter-Professional) ........................ 29
3.5 Learning, Teaching and Assessment .............................................................. 42
3.6 The Learning Environment (Campus and Practice Placements) .................. 50
3.7 Modes of Learning ............................................................................................ 50
3.8 Career Development ......................................................................................... 57
3.9 Reference Points ............................................................................................... 57
4. Programme Policies and Guidelines ............................................................. 59

4.1 Programme Attendance and Responsibilities of Students ........................... 59
4.2 Incidents in the Practice Area .......................................................................... 61
4.3 Accident Forms ................................................................................................. 62
4.4 Guidelines for dealing with unsafe practice/inappropriate professional
behaviour ........................................................................................................... 62
4.5 Withdrawing from your programme ................................................................ 63
4.6 Returning to your Programme after an Interruption ...................................... 63
4.7 Pastoral and Counselling Services ................................................................. 63
4.8 Financial Support .............................................................................................. 65
4.9 Fitness to Practise Regulations.........66
4.10 Health and Good Character.....67
4.11 Travel Insurance ............................................................................................... 67
4.12 Student Safety ................................................................................................... 67
4.13 Uniform Policy................................................................................................... 67
4.14 Smoke-Free Policy ............................................................................................ 67

4.15 Students Union ................................................................................................. 68
4.16 Jury Service ....................................................................................................... 69
4.17 Equal Opportunities .......................................................................................... 69
4.18 Responsibilities of Students...69
4.19 Employment Law Statement......70
5. Student Involvement ......................................................................................... 70

5.1 Student Representatives .................................................................................. 70
5.2 Student Role on Programme Committees ...................................................... 71
5.3 Student Feedback and Evaluation ................................................................... 71
5.4 Student Staff Liaison Committee ..................................................................... 72
5.5 Plymouth University Graduate Compass....72
5.6 The Higher Education Achievement Record..73
5.7 International Engagement73
5.8 Continuing Professional Development73
Appendices .................................................................................................................. 74
Appendix One Definitive Module Records ............................................................. 75
Appendix Two - Guidelines for Students as Lone Workers....138
Appendix Three Assessment Guidelines..143
Appendix Four Study Strategies ......152
Appendix Five Student Consent form .171
Appendix Six Guidance on Military Duties.....174
Appendix Seven Guidance on Religious Observance175
Appendix Eight Guidance on Recording of Lectures.176
Appendix Nine - Students as partners...177
Addendum - National Health Service (NHS) Funded Programmes

Important Information with regard to tuition fees and interrupt/repeat years.181
Feedback on the Student Programme Handbook....182

Disclaimer
Please note:
All students undertaking programmes delivered by the Faculty of Health and Human
Sciences are reminded that any alteration to University documentation, including
practice portfolios, involving forgery/falsification of a Educators comments or
signature/initialling will be investigated. This investigation could lead to disciplinary
action, which may lead to a student being unable to achieve professional
registration.
All the information in this handbook is correct at the time of publication.

Programmes are regularly reviewed and updated so details may change.
Occasionally, a module listed in the Handbook may be replaced or withdrawn.
Plymouth University is proud of its teaching and research and it undertakes all
reasonable steps to provide educational services in the manner set out in this
handbook and in any documents referred to within it. It does not, however,
guarantee the provision of such services. Should industrial action or circumstances
beyond the control of the University interfere with its ability to provide educational
services, the University undertakes to use all reasonable steps to minimise the
resultant disruption to those services.
Update of Records (Disclosure and Barring Service and Occupational Health)
A satisfactory enhanced Disclosure and Barring Service (DBS) (formerly the CRB)
certificate is required to enter the BSc (Hons) Occupational Therapy programme (see entry
requirements). You will be asked each year to declare if your police record or health status
has changed as this may jeopardise your ability to undertake the practical elements of the
programme and registration with the Health and Care Professions Council.
You must immediately notify either the programme leader or your personal tutor of any
changes to your police record or health status that occur throughout the academic year.
This includes any warnings, cautions, convictions and bind overs issued by the police and
also any pending charges.
You must keep your copy of the DBS certificate as you may be requested to provide this
when in placement.
Mandatory Training
In order to comply with the requirements and standards of the commissioners, University
and placement providers, all students on his programme are required to undertake
mandatory training provided by the University at the commencement of each year and/ or at
other times during the year prior to practice placements. Mandatory training includes:
Moving and Handling, CPR, Fire Safety, Infection Control, Equality and Diversity, and
Mental Capacity Act regulations. A record is kept of students attendance. Students who do
not have a record of attendance for mandatory training might be refused the opportunity to
go on their practice placements.

Useful information
University Registration Number
Personal Tutor Name:
Office: PAHC
Telephone:
Office Hours:
Programme Administration office Reception

Room FF02
Derriford Road
Derriford
Plymouth
PL6 8BH
Telephone: 01752 588800
Office Hours: 09.00-16.00 for students
Programme Leader Name: Patricia Eyres
Office: PAHC SF23
Telephone: 01752 587589
E :mail : Patricia.Eyres@plymouth.ac.uk
Senior Management representative Name: Lyn Westcott

Plymouth site
Office: PAHC SF16
Telephone: 01752 588819
E mail: Lyn.Westcott@plymouth.ac.uk
Plymouth University Library contact Telephone: 01752 588588 (General Enquiries)

numbers, email and opening hours
Email: subjectlibrarian@plymouth.ac.uk
Opening hours: 24 hr
Computing Services contact Telephone: 01752 588900

number and opening hours
Opening hours:

Health and Welfare Services
Student Counselling 01752 587701
Occupational Health 01392 405800
Disability Assist, 3 Portland Mews 01752 587676
Learning Development and 01752 587456

Careers Service
Financial Help 01752 587680
The Anytime Advice Line (24/7) 0800 042 0134

assistance@workplaceoptions.com
Academic Regulations
https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations
Examination & Academic Offences Regulations

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/exam-
rules-and-regulations/examination-offences
Examinations
https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams
Marking and Moderation Policy

https://www.plymouth.ac.uk/uploads/production/document/path/4/4353/Marking_and_Moder
ation_Policy_1516.pdf
Academic Regulations Undergraduate programmes

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations
Code of Conduct and Disciplinary Procedures

https://www.plymouth.ac.uk/uploads/production/document/path/6/6464/Student_Code_of__
Conduct_and_Disciplinary_Procedure_2015-16.pdf

Welcome and Introduction
Dear Occupational Therapy Student
I am delighted to welcome you to Plymouth University, the Faculty of Health and Human
Sciences, and to the School of Health Professions. I hope that you will enjoy the
Occupational Therapy programme, gain a strong knowledge base and secure valuable
practice experience to prepare you for the role of an autonomous practitioner at the point of
registration as an Occupational Therapist.
The School of Health Professions is committed to inter-professional collaboration in both

education and practice. Within the first year of study, you will learn alongside students from
other health-related programmes, including Dietetics, Optometry, Physiotherapy, Podiatry,
Operating Department Practitioner, Paramedicine and Social Work. Opportunities for
further shared learning with other Health and Social Care Professions will be available in
later parts of the programme.
Academic staff from the School are all professionally qualified and registered with the
Health and Care Professions Council (or relevant registering body). In addition to
developing your learning and knowledge, the academic staff will also develop your
professional understanding so that you are ready to make a valuable contribution to your
chosen profession when you graduate. The School of Health Professions has a faculty-
leading record in delivering a high-quality educational experience, as evidenced by recent
student surveys. Many of the academic staff are involved in cutting-edge research which
not only benefits practice but informs our teaching with current and innovative knowledge.
We hope to see graduates from this programme returning to the School for postgraduate
studies in one of our Masters or PhD programmes at some point in the future.
This handbook provides specific information about the organisation, assessment and
module information that is specific to the BSc (Hons) Occupational Therapy programme
that you are studying. It complements the general student handbook which provides wider
information about the Universitys regulations and policies and should be retained for future
reference. In particular, it outlines what is expected of you in order to enjoy and
successfully complete the BSc (Hons) Occupational Therapy course. Please read it
carefully, and feel free to seek clarification on any points that you wish. Plymouth
University will provide you with a Student handbook. Professional booklets from the
College of Occupational Therapists and the Health and Care Professions Council pertinent
to you, as a student occupational therapist, will also be provided during the induction to the
programme. In addition to this programme handbook you will receive a handbook for each
module you undertake which will provide specific information relating to learning outcomes,
assessment and delivery of the module.
I look forward to meeting you in person during the initial weeks of your course, but in the
meantime the only advice I would offer is that you take full advantage of the facilities and
learning environment that we endeavour to provide and that you approach your studies with
a positive attitude and an open, enquiring mind. Most of all, I hope your time with us is
profitable, enjoyable and memorable.
Professor Graham Sewell

Head of School
School of Health Professions 2016

Welcome to the Occupational Therapy Programme
We bring you a warm welcome from the teaching and programme administration staff of the
Occupational Therapy programme. We are pleased you have chosen to study for your
intended career at Plymouth University, and we look forward to getting to know you over the
next three years.
The degree programme has been designed to enable you to become a highly skilled and
valued member of the occupational therapy profession. We know that you will have to work
hard, but we also want you to enjoy your learning and time as a student. If you have any
concerns or difficulties, please let us know, so that appropriate ways of resolving them can
be explored with you.
Plymouth is a great city to live and to work in, with sand; sea and moors within easy reach.
There are lots of things to do in the area, so we hope you will be able to develop your social
life and make new friends in addition to developing your professional, academic and
personal skills.
In fact, if you think about it, engaging in new friendships, new interests and experiences in
the delightful Devon environment are of course also all about you as an occupational
being! We hope you will be able to enrich and realise both your study of occupational
therapy and these occupational adventures in a manner that is mutually informing; there is
no better way to learn about occupation and its effects on your being than to combine study
with occupational engagement itself. The phrase Being, doing, becoming and
belonging has taken on great importance in occupational therapy in recent years. We
have no doubt that it will become of equal importance to you too, and if you strive to keep
its significance uppermost in all your experiences, now and in your future career as an
occupational therapist, it should continue to inform and guide you.
Good luck with your studies, and we hope you enjoy the experience of being a student
occupational therapist.
Pat Eyres
Occupational Therapy Programme Lead:
On behalf of all Teaching Staff & Programme Administration Staff,
BSc (hons) Occupational Therapy Programme

Dear Occupational Therapy Student
As the Academic Lead for Occupational Therapy here at Plymouth University, I would like
to add my welcome to you as you begin your programme of study.
Thank you for choosing to study here at Plymouth. As the largest provider of occupational
therapy education in the South West, we are very proud of what we do. The course that you
have joined in fact began back at St Loyes Foundation, Exeter in 1944 and was amongst
the first 5 places in the UK to offer occupational therapy. We therefore have a long tradition
of working to help people become occupational therapists. We are very pleased to be part
of a vibrant School of Health Professions in a dynamic learning environment, and hope you
will appreciate both the curriculum you have chosen to study and the resources we have to
help you learn here.
The staff here not only have a wealth of experience to share with you during your study, but
also enjoy good standing in the profession that you have chosen to join. Staff have joined
the team from a wide range of practice areas and many retain a practice role both in
statutory services, independent practice and third sector organisations. Other staff have
national and international roles in maintaining quality education for wider numbers of
students at Plymouth, or in other universities in the UK and overseas for example as
critical experts at other universities or external examiners. Other staff are active members
of what will become your professional bodies.
We are all committed to providing you a quality education in occupational therapy and want
you enjoy your time here. We hope that you will learn to your best ability and become proud
of your chosen profession.
Do come and see us if you have any queries we will try our best to help you.
I look forward to working with you on your journey towards gaining your degree in
occupational therapy.
Lyn Westcott
Associate Professor and Academic Lead in Occupational Therapy
Plymouth University

Definition of Occupational Therapy and its changing applications
You will find lots of definitions of occupational therapy in a range of texts. Here is a brief
summary that will help orientate you to some of our central principles:
Occupational Therapists view people as occupational beings. As occupational beings,

people are intrinsically active and creative, needing to engage in a balanced range of
activities in their daily lives in order to sustain health and wellbeing. People shape, and are
shaped by, their experiences and interactions with their environments. They create identity,
purpose and meaning through what they do and have the capacity to transform themselves
through conscious and autonomous action.
The purpose of occupational therapy is to enable people to fulfil, or to work towards

fulfilling, their potential as occupational beings. Occupational therapists promote activity,
quality of life and the realisation of potential in people who are experiencing occupational
disruption, deprivation, imbalance and isolation. We believe that activity can be an effective
medium for remediation, facilitating adaptation and re-creating identity.
The World Federation of Occupational Therapists (WFOT) encapsulates this view with their
definition, as follows;
Occupational therapy is a client-centred health profession concerned with promoting

health and wellbeing through occupation. The primary goal of occupational therapy
is to enable people to participate in the activities of everyday life. Occupational
therapists achieve this outcome by working with people and communities to enhance
their ability to engage in the occupations they want to, need to, or are expected to do,
or by modifying the occupation or the environment to better support their
occupational engagement. (WFOT 2012)
College of Occupational Therapists learning and development standards

pre-registration education (COT 2014):

1. Information about the Programme
1.1 Award Title
Successful completion of the programme leads to the award of:
The BSc (Hons) Occupational Therapy is an academic qualification, which will enable you
to register to practice. Conferment of the degree will entitle graduates to apply for
registration with the Health and Care Professions Council.
Intermediate awards may be given to candidates who exit the programme before the end of
Level 6 (year 3): Certificate of Higher Education (completion of Level 4 / year 1)
Diploma of Higher Education (completion of Level 5 / year 2)
Degree in Health and Social Care
Programme Accredited and Approved by: Plymouth University; Pre-Registration

Education and Training Working Group; College of Occupational Therapists and the Health
and Care Professions Council.
Please note that in accordance with the taxonomy of academic level descriptors the programmes years of
study are denoted: First year = Level 4; Second year =Level 5; Third year = Level 6.
1.2 Regulations
The Occupational Therapy programme is governed by University Regulations, which you

may refer to at any time during your programme of study. These regulations are updated
on a regular basis and are therefore kept centrally at the following website under rules and
regulations: www.plymouth.ac.uk/studenthandbook
Assessment Regulations
Complaints
Appeals
Examination and Assessment Offences
Regulations on Late Coursework and Extenuating Circumstances
Repeat with attendance
In addition to academic regulations, students on health professional programmes of

study, including occupational therapy are also subject to codes of professional
behaviour. These relate to the honesty, integrity and professional behaviour
expected of you when you become a registered occupational therapist. A breach of
an academic regulation may therefore have more serious consequences for you as a
student on this programme as it could affect your future registration.
Extenuating Circumstances
Please note that in accordance with Plymouth University Regulations on Late Coursework
and Extenuating Circumstances, the ability to submit late coursework will NOT apply to the
resit period for which an absolute deadline is already established, nor will it apply to any
other deadline date for marks immediately prior to the Subject Assessment Panels and
Award Assessment Boards.

1.3 Exceptions to the Regulations
This degree may NOT be awarded unless all the requirements for the Award are met.
Should they not be met, then the appropriate CATS award or interim exit award may be
given.
The normal University Regulations in respect of progression and assessment are followed,
with specific exceptions, due to the structure and professional nature of the programme, as
detailed below:
(a) The maximum duration of study for the award of BSc Hons Occupational Therapy
will normally be five years (College of Occupational Therapists, 2014).
(b) The programme is exempt from the automatic compensation rule
(c) The College of Occupational Therapists stipulate that 1000 hours of practice
placement must be recorded. Practice placement hours of failed placements do
not count towards the 1000 hours.
(d) Students are required to pass each level of practice education before progressing
on to the next. Where a student has failed a placement they are permitted one
opportunity to retrieve the placement on a subsequent occasion, in another
setting and at a time to be agreed with the placement and programme leads.
Students are normally required to pass at least one placement at first attempt in
the programme, to be able to graduate. Issues with professional behaviour on
placement can be referred to the University Fitness to Practice process for
investigation and necessary sanction, including termination of study.
(e) Students who are trailing practice placements over to the next year of study, will
only be permitted to trail placement alongside their progressed level of study.
This means no student will be able to enter level 6 without at least one passed
placement on their academic record.
(f) Re-commencement of practice placements may need to begin before the

Assessment Board is scheduled to enable students the opportunity to
progress.

1.4 Key Contacts
Name, phone and email Role Address

Professor Graham Sewell Head of School of Faculty of Health and Human Sciences
Health Plymouth University
Professions Peninsula Allied Health Centre
Tel. No. 01752 588817 Derriford Road
graham.sewell@plymouth.ac.uk Plymouth PL6 8BH
Bernhard Haas Deputy Head of Faculty of Health and Human Sciences
School Learning Plymouth University
and Teaching Peninsula Allied Health Centre
bhaas@plymouth.ac.uk Plymouth PL6 8BH
Michelle Leeson Programme Faculty of Health and Human Sciences
Administrator Plymouth University
Plymouth PL6 8BH
michelle.leeson@plymouth.ac.uk
Patricia Eyres Programme Lead Faculty of Health and Human Sciences

Tel. No: 01752 587589 & OT Lecturer Plymouth University
Patricia.Eyres@plymouth.ac.uk Peninsula Allied Health Centre
Derriford Road
Plymouth PL6 8BH
Lyn Westcott Associate Faculty of Health and Human Sciences
Tel No: 01752 588819 Professor & Plymouth University
lyn.westcott@plymouth.ac.uk Professional Lead Peninsula Allied Health Centre
for OT Other details to follow.
Occupational Therapy staff

Address details and telephone numbers for Programme Administration offices can be found on
page 2 of this handbook.
Dr Bex Twinley OT Lecturer Faculty of Health and Human Sciences,
Tel. No: 01752 587586 Plymouth University
rebecca.twinley@plymouth.ac.uk Peninsula Allied Health Centre
Derriford Road, Plymouth PL6 8BH
Dr Alison Warren OT Lecturer Faculty of Health and Human Sciences
Tel: 01752 587582 Plymouth University
Alison.Warren@plymouth.ac.uk Peninsula Allied Health Centre
Derriford Road Plymouth PL6 8BH
Dr Anne Roberts Associate Faculty of Health and Human Sciences,
Tel.No. 01752 588806 Professor & Lead Plymouth University
anne.roberts@plymouth.ac.uk Postgraduate OT Peninsula Allied Health Centre
programme Derriford Road, Plymouth PL6 8BH
Dr Katrina Bannigan Associate Faculty of Health and Human Sciences,
Tel N0: 01752 587550 Professor Plymouth University
Katrina.Bannigan@plymouth.ac.uk (Reader) in OT Peninsula Allied Health Centre
Dr Susan Mitchell OT Lecturer Faculty of Health and Human Sciences
Tel no: 01752 587583 Plymouth University
Susan.mitchell@plymouth.ac.uk Peninsula Allied Health Centre

Name, phone and email Role Address
Fiona Fraser OT Lecturer. Faculty of Health and Human Sciences
Tel: 01752 587581 Placement Tutor Plymouth University
Fiona.fraser@plymouth.ac.uk Peninsula Allied Health Centre
Marnie Smith OT Lecturer Faculty of Health and Human Sciences,
Tel no: 01752 588823 1st Year Lead Plymouth University
Marnie.punchard@plymouth.ac.uk Peninsula Allied Health Centre
Miranda Cunningham OT Lecturer Faculty of Health and Human Sciences,
Tel no: 01752 588810 2nd year Lead Plymouth University
Miranda.cunningham@plymouth.ac. Peninsula Allied Health Centre
uk Derriford Rd. Plymouth PL6 8BH
Rosi Raine OT Lecturer Faculty of Health and Human Sciences,
Tel. No. 01752 587591 Programme Lead Plymouth University
rosi.raine@plymouth.ac.uk for pre-Reg MSc Peninsula Allied Health Centre
OT Derriford Road, Plymouth PL6 8BH
Tanja Krizaj OT Lecturer Faculty of Health and Human Sciences

Tel: 01752 587584 3rd year Lead Plymouth University
Tanja.krizaj@plymouth.ac.uk Peninsula Allied Health Centre
Sam Price OT Lectuer/ Faculty of Health and Human Sciences
Tel : 01752 586737 practitioner Plymouth University
Samantha.turner@plymouth.ac.uk Peninsula Allied Health Centre
Other Module Staff
Dr Miriam McMullan Lecturer, Podiatry Faculty of Health and Human Sciences,

Tel. No: 01752 588829 Module lead for Plymouth University
miriam.mcmullan@pymouth.ac.uk SOHP101 , Peninsula Allied Health Centre
SOHP201 and Derriford Road, Plymouth PL6 8BH
SOHP301

2. Entry Requirements
2.1 Requirements for entry into the BSc (Hons) Occupational Therapy Programme
Equal opportunity
It is Plymouth University policy that applications are considered on an equal basis
irrespective of age, disability, sexual orientation, marital or parental status, religion, social
class, nationality or ethnic origin. The occupational therapy programme complies fully with
this. In selection of students, the team are interested only in whether an applicant has the
potential to complete professional occupational therapy education and be potentially fit for
practice and award.
Applicants who have not been educated in the UK or those for whom English is not their
first language will be required to undertake a recognised English language qualification
which must include reading, writing, speaking and listening skills. For example the British
Council /UCLES IELTS with a score of 7 or above (preference will be given to applicants
with a threshold score of 7 for all levels).
Candidates must meet the following minimum academic requirements:
Standard Criteria
Five GCSE passes (or equivalent) of which English, a Science and Mathematics are
required at Grade C or above.
AND A levels: minimum 320 points. Preference will be given to applicants with at least 80
points in a science or social science topic.
OR
Degree from an Institution of Higher Education, or a recognised Foundation degree*
OR
Other qualifications welcomed and will be considered e.g. QAA recognised Access course
with 45 credits at Level 6 and must have science/social science elements. BTEC New
National Certificate grade DD: New National Diploma grade MMM preference in health,
science and social sciences subjects or the Plymouth University Extended Science
Foundation year.
Higher Education awards may entitle the candidate to apply to Plymouth University
for APEL procedures. This will normally be to a maximum of 120 credits at Level 4,
although this may still require the candidate to undertake practice placement at Level
4 and profession specific modules on the Occupational Therapy award programme.
Non-standard Criteria
Applications are considered from candidates who may not meet the entry requirements
outlined above. These candidates would need to evidence successful completion of
recognised academic study within the 3 years prior to enrolment on the programme e.g.
Access course, Open University course, Foundation Degree, GCSE A Level. Relevant life
experience since leaving full time education may be taken into account.

Selection Procedure
On receipt of the UCAS form, the admissions team assesses the applicants achieved or
predicted qualifications against the criteria set out above, and, if these are met, the
application is passed to the admissions tutor who is a member of the academic team. The
admissions tutor (in conjunction with OT managers and/or practitioners) assesses and
selects students based on the personal statement and references of all applications against
a set of predetermined criteria appropriate for a professional programme in occupational
therapy. It must be emphasised that the selection procedure encompasses a total approach
and considers a wide range of factors and not just academic ability. Where any anomalies
or queries occur in relation to the application then the admissions tutor makes contact with
the applicant in order to seek clarification. In most cases an interview will also be required.
Offers are made subject to satisfactorily clearing Occupational Health and Criminal
Records/Disclosure and Barring Service (DBS) checks. For those situations where a
disclosure is reported via the DBS check, the case is then discussed by the Professional
Issues Committee within the Faculty of Health and Human Sciences. Each case is
discussed confidentially and a decision made as to whether the application can continue.
The applicant is informed of the decision and may be invited to provide information to this
committee should they wish. In these cases consideration will have to be made regarding
potential employability and eligibility for registration with the Health and Care Professions
Council. The University reserves the right to pass on appropriate information to potential
employers when a reference is requested.
Applicants with Special Needs

Throughout the process, applicants are encouraged to disclose any disability without
prejudice, so that appropriate adjustments can be made in learning support and their
individual needs met. A comprehensive procedure is in place involving Disability Assist
Services, the Admissions Team and the admissions tutor to ensure that all applicants are
treated equitably.
Please note that changes may occur relating to the criteria for admission to the
programme.
Conditions of Acceptance
All applicants must also agree in writing to accept practice placements wherever
they may be offered and to accept the necessary travel to access the placements.
Applicants are required to sign an annual agreement to participate in all elements of the
programme. This will include anatomy practical sessions, self-development activities such
as creative media, moving and handling training. The University undertakes to ensure that
these activities are offered in a culturally sensitive way that is respectful of all students and
their beliefs. Students may wish to discuss issues arising from this policy with the
Programme Lead so that a way forward can be managed that is mindful of their
circumstances.
Subsequent to DBS check on entry to study, students are required to sign an annual
declaration at the beginning of each academic year to state that their DBS status has
remained unchanged. This is kept on student file.

After extended periods of illness that interrupt study, students may be required by the
Programme Lead to participate in Occupational Health Screening prior to re-commencing
academic or practice placement elements of the programme. Students agree as part of
their conditions of acceptance to abide by the decisions of the Occupational Health service.
2.2 Stepping on and off points in the Programme
Students may under certain circumstances interrupt or step off the programme on
completion of a years modules. Students who have stepped off the programme at the end
of either level 4 or level 5 may be eligible to return at an educationally appropriate stage
provided that it allows for completion within a five-year period from date of commencement.
Re - entry will be subject to contractual arrangements, numbers already within the
programme and also subject to pre entry health screening, satisfactory disclosure from the
DBS, and review by the Programme Leader.
Accreditation of Prior Learning (APEL)

Under University Regulation credit for prior learning, whether certified or experiential, may
count towards the requirements of a named award up to the following maxima:
Certificate of Higher Education 60 credits
Diploma of Higher Education 160 credits
Foundation Degree 120 credits
Diploma in Professional Studies 160 credits
Ordinary degree 220 credits 220 credits
Honours degree 240 credits 240 credits
In all cases the learning for which credit is awarded must constitute a coherent programme
of study when considered with the credits gained for study within the University and the
requirements of professional practice.
Accreditation of prior learning is based on the concept of specific credit (that is that the
learning outcomes of the prior leaning are directly equivalent to those of the modules from
which the student will be exempt as a result). The university has a rigorous procedure.
An APEL panel will meet to assess an application for accreditation of prior learning made
by a prospective student. This panel will consist of:
The Programme leader
A subject specialist from the area for which application of accreditation of prior
learning is being made.
You should also be aware of Plymouth University regulations for withdrawal from a
programme. Information can be found in Plymouth University student handbook and under
Rules and Regulations on the website www.plymouth.ac.uk/studenthandbook
The programme offers a range of interim exit awards for candidates that are not able to
complete the whole undergraduate curriculum. A summary of typical step on and step off
points is shown on the diagram overleaf.

Interim Exit Awards
Less than 120 credits Level 4: If a Certificate in Higher If a Diploma in Higher Education
A transcript of academic Education has been issued and has been issued and the
achievement for CATS the candidate has also candidate has also completed
purposes will be issued completed less than 120 credits less than 120 credits at Level 6,
at Level 5, an additional an additional transcript of Level
transcript of Level 5 academic 6 academic achievement for
achievement for CATS purposes CATS purposes will be issued if
will be issued university regulations are
satisfied a student may be
awarded a BSc in Health and
Social Care
120 credits Level 4 Exit 120 credits Level 4 120 credits Level 4
Award:
Certificate in Higher Plus plus
Education
Can be used to support: 120 credits Level 5 Exit Award: 120 credits Level 5
APEL applications for Diploma in Higher Education
another higher education plus
award
applications for posts in
health and social care e.g.
assistant AHP / social
work/ generic practitioner
posts (AfC grade 2 or 3 or
equivalent), support
worker positions, learning
support assistants
CPD study at level 4: Can be used to support: 120 credits Level 6 Exit Award:
completion of modules at this APEL applications for BScHonsOT classification
level will enhance competency another higher education based on achievement at Levels
in discrete areas for student award 4, 5 & 6 . The precise criteria for
and employers. applications for posts in calculation can be found in the
health and social care e.g. Universitys Academic
technician AHP / social work regulations, notes for guidance
/ generic practitioner posts and procedures for taught
AfC grade 3 or 4 or programmes handbook.
equivalent),assistant
practitioners, senior support
worker positions, learning
support assistants
CPD study at level 5: completion Can be used to support:
of modules at this level will applications for posts in
enhance competency in discrete health and social care e.g.
areas for student and occupational therapist posts
employers. (AfC grade 5 or equivalent),
moving and handling co-
ordinator, drug and alcohol
team worker
Exit awards after completion of either Level 4 or Level 5 do not confer eligibility to apply for
registration with the Health and Care Professions Council.
BSc Health and Social Care Studies may be awarded to students who have not achieved
the final year of their programme, but have 80 or more Level 6 credits(see section 3.3.2).
This award does not confer eligibility to apply for registration with the Health and Care
Professions Council.

3. Programme Overview
The programme design has been informed by the following external and internal reference
points:
Plymouth University
University Academic Regulations
Guidelines for Module Leaders and Teachers
Designing your programme and modules (Plymouth University EDaLT)
Internationalisation Strategy. 2015
A Guide to Quality Processes in the Faculty of Health and Human Sciences
Curriculum Enrichment Project, 2013
https://www.plymouth.ac.uk/search?utf8=%E2%9C%93&filter=all&q=curriculum+enrichmen
t+project
Plymouth University Teaching, Learning and the Student Experience Strategy 2020
Plymouth Compass: A framework of future facing attributes that will help navigate your
whole university experience 2016 https://www.plymouth.ac.uk/your-university/teaching-and-
learning/plymouth-university-compass
External Agencies
Health & Care Professions Council (HCPC) (2014) Standards of Education and Training
London. Health and Care Professions Council
Health & Care Professions Council (HCPC) (2013) Standards of Proficiency for
Occupational Therapists London. Health and Care Professions Council
College of Occupational Therapists (2014) College of Occupational Therapists Learning
and development standards for pre-registration education. London. College of Occupational
Therapists.
.
Tuning Occupational Therapy Group (2008) Reference Points for the Design and Delivery
of Degree Programmes In Occupational Therapy. Bilbao. Publicaciones de la Universidad
de Deusto
World Federation of Occupational Therapists (2016) Revised Minimum Standards for the
Education of Occupational Therapists. Perth. WFOT
QAA (2008), The framework for higher education qualifications in England, Wales and
Northern Ireland (The framework for higher education qualifications in England, Wales and
Northern Ireland).
SEEC Level Descriptors (2010).www.seec.org.uk/academic-credit/seec-credit-level-
descriptors-2010
The Bologna Process http://ec.europa.eu/education/higher-education/doc1290_en.htm
ECTS Users Guide.(2009). Luxembourg: Office for Official Publications of the European
Communities.
Equality Act (2010) www.legislation.gov.uk
Dublin Descriptors.(2005).A Framework for Qualifications of the European Higher
Education Area. Ministry of Science, Technology and Innovation
3.1 Aim
People are viewed as being driven to engage in occupation, in order to meet their
biological, psychological, social and spiritual needs through environmental exploration and
adaptation. Occupational therapy uses the deceptively simple concept of purposeful

occupation to help promote and restore health and well being, thus enhancing occupational
function. Occupation is a concept seen as having personal meaning to each individual and
relevance to the reality of their daily lives.
The programme aims to develop practitioners who are:

Confident in their knowledge and understanding of people as occupational beings.
Able to understand the importance of occupational engagement throughout the
changing needs of the life cycle and work with this for the benefit of each individual.
Adept in their understanding of the philosophy of the profession, the relevant sciences
that guide practice, and the creative reflexivity for effecting necessary change.
Articulate and assured in their professional identity as critical, reflective, life-long
learners.
Fit for purpose, practice and award thus meeting the requirement to be eligible to apply
for entry to the Health Professions register for Occupational Therapists and be
recognised as having sufficient professional standing to meet the College of
Occupational Therapists Pre-registration Education Standards and the requirements of
the World Federation of Occupational Therapists
3.2 Learning Outcomes
The programme outcomes are consistent with the Quality Assurance Agency (QAA)
occupational therapy benchmark statements. The programme provides opportunities for
students to meet learning outcomes in the following areas:
A. Knowledge and understanding

B. Cognitive / intellectual skills
C. Practical / professional qualities and skills
D. Transferable skills
Learning Outcomes of the Programme

The programme provides opportunities for students to develop and demonstrate knowledge
and understanding, intellectual, practical and key transferable skills in the following areas:
A. Knowledge and understanding of: Teaching/ learning methods and

1. The nature of occupation ;its strategies
importance to individuals within their The programme utilises a variety of
life and culture learning and teaching methods.
2. The links between participation in Knowledge is gained through lectures,
occupation, health and wellbeing seminars, practical demonstrations,
3. Belief in the use of occupation as a critique of research papers and guided
tool for intervention study. Tutorials are used to provide
4. Through problem solving, students with opportunities to develop
implementing and evaluating the and clarify their understanding. All
occupational therapy process learning is supported by directed study
5. The legislative and ethical aspects of of textbooks, journal articles (hard copy
occupational therapy or electronic) and other online
6. Techniques and methods of resources. The research evidence
intervention based on an evidence available to occupational therapists is
base emphasised throughout the programme.

7. The normal structure and function of Inter professional learning takes place
the human body and the effects of at all levels of the programme in order
pathology to highlight the importance of effective
8. Human behaviour, development and teamwork in professional practice.
maturation across the life span
9. The importance of effective Assessment
communication in a professional A variety of assessment methods are
context used to assess knowledge and
10. The evolving political background of understanding, for example unseen
health and social care examinations are used to assess
11. The role of CPD in professional knowledge, whilst essays, viva voces,
practice group projects, poster presentations
and practice placements are utilised to
assess the knowledge, practical skills
and understanding of the student.
Formative and Summative assessments
are used to help students to develop
confidence in the assessment process.
Clear criteria are provided for all
assessments in the module handbook.
B. Cognitive/ intellectual skills able Teaching/ learning methods and

to: strategies
1. Analyse and critically evaluate Reflective and critical skills are
the importance of meaningful developed both in the academic and
occupation in contributing to an practice environment by seminars,
individuals sense of health and tutorials and practicals. Lead lectures
well being are used to identify key issues.
2. Demonstrate ability to analyse Sessions may be delivered by
and solve occupational University lecturers, outside specialists,
performance problems carers or clients. The use of learning
3. Evaluate contemporary contracts and portfolios will enable
occupational themes, current students to take responsibility for their
discourses and future directions own learning. The inter-professional
4. Demonstrate reflexivity in the modules will encourage students to
application of occupational understand the range of roles in health
therapy being sensitive to and social care. Research skills will run
individual and cultural boundaries throughout the programme in order that
5. Demonstrate safe and competent students will be able to develop the
practice including self intellectual skills of analysis, synthesis
management and evaluation.
6. Prioritise responsibilities and
caseload Assessment
7. Use self appraisal and reflection The assessment of cognitive skills is
in order to identify future learning achieved by the use of individual project
needs work, essays, practice placement
8. Critically analyse research and reports, viva voces and inter
incorporate research findings into professional assessments. The
practice students in the second and third years
9. To construct a literature review will take responsibility for their own
and short report suitable for learning through the implementation of

publication in a professional a small research project with guidance
journal from a research tutor. Inter professional
group learning will be assessed through
presentations and the production of
interactive online materials.
C. Practical/ professional qualities Teaching/ learning methods and

and skills able to: strategies
1. Demonstrate safe practice Practical and professional skills are key
through achieving a pass level of aspects of a professional programme
competency in each separate and occur in all years in academic
practice placement experience modules studied both at University and
throughout the programme on practice placement modules with the
2. Demonstrate understanding and link between them constantly
accountability of personal emphasised. One third of the
boundaries and standards within programme is spent as practice
professional practice and conduct placement in a range of health, social
3. Demonstrate understanding of care and other settings across the south
appropriate delegation and west peninsula. These will include
accountability for professional statutory and voluntary sector provision.
tasks Practice educators meet regularly with
4. Take responsibility for the students as part of the supervision
maintenance and development of process to consider learning needs and
professional competence and placement objectives. Academic and
fitness for practice through life Practice Educators maintain close links
long learning and CPD in order to help students integrate
5. Demonstrate understanding of theory and practice throughout the
the importance of engaging with curriculum.
the education of future The Practice Placement Educators
occupational therapists and other across the Peninsula will be organising
students and colleagues within a range of inter-professional learning
the practice setting opportunities in the practice setting.
6. Take responsibility for engaging
and utilising the outcomes of Assessment
research activity Professional skills and attributes are
7. Take responsibility for and work assessed in a range of ways including
within the legal obligations of practical demonstrations, viva voces,
practice and presentations and on practice
placement through the practice
placement reports. Self appraisal and
reflection are assessed through the
CPD portfolio, essays and assignments.
D. Transferable skills students will Teaching/ learning methods and

be expected to: strategies
1. Demonstrate effective oral and Transferable skills are covered in a
written communication skills variety of modules and are developed
2. Work effectively as a member of through collaborative projects,
a team seminars, practicals and on practice
3. Accurately summarise placement. Interactive electronic

information and convey resources and e learning materials are
interpretations in a logical and available through the University Portal
coherent manner and VLE.
4. Engage in CPD and life long
learning Assessment
5. Confidently engage with Transferable skills are assessed in a
technology in order to deliver variety of modules by essays, viva voce
effective occupational therapy assessments, individual and group
practice presentations and practice placement
6. Manage time and prioritise reports. Formative online assessments
financial, physical and human enable students to develop confidence
resources to optimise in handling electronic resources
occupational therapy practice
Transferable/key skills are generally incorporated within modules and related to relevant
assessments as appropriate.

3.3 Award Requirements
On completion of all stages of the programme students will be conferred with an award from
Plymouth University, of BSc (Hons) Occupational Therapy. You will then be eligible to
apply to register on the appropriate part of the Health and Care Professions Council.
3.3.1 Honours Degree
The award is classified according to Plymouth University Academic Regulations.
Degree Classification: The aggregate percentage mark will be calculated as follows:

Honours degree: Levels 4: 5: 6 will be weighted 1 : 3 : 6.
Year 1 modules contribute 10% to the degree classification
The Level 4 aggregate mark is calculated using the highest module marks totalling 80
credits. Where modules are arranged in such a way that the 80 credits of highest module
marks cannot be identified unequivocally, the average for the best 70 credits and 90 credits
will be calculated and the student given the best advantage.
Year 2 modules will contribute to 30% of degree classification.

Year 3 modules will contribute to 60% of degree classification
Classification Bands
First Class Honours 70% or above
Second Class Honours, Upper Division 60% - 69%
Second Class Honours, Lower Division 50% - 59%
Third Class Honours 40% - 49%
3.3.2 Generic Degree
At the discretion of the Award Assessment Board a generic degree entitled BSc Health and
Social Care Studies may be awarded to students who have not achieved the final year of
their programme, but have 80 or more Level 6 credits. Students receiving this award will
not be able to register with the Health and Care Professions Council (HCPC), or the
Nursing and Midwifery Council (NMC).
3.4 Programme Structure
3.4.1 Overview of the Programme
The programme comprises theoretical, practice and therapeutic studies. The academic
base underpinning practice placement will be emphasised and integrated with practice
placement throughout the programme. The programme structure also facilitates
progressive development of key transferable skills.
The undergraduate programme will be delivered as part of a philosophy that promotes

continuing personal and professional development.

The value of modules varies between 10 and 30 credits. The credit value of each year level
of study is 120 points, with 360 credit points required for the award of BSc (Hons)
Occupational Therapy and eligibility to apply for HCPC Registration. One credit point
represents ten notional hours of study. The maximum number of tutor contact hours for a
20 credit module should not normally exceed:
Level 4= 60 hours
Level 5= 45 hours
Level 6= 30 hours
The overall length of the programme is 104 weeks (including the induction week at level 4)
spanning three years.
The programme is delivered full time over three years comprising 65% campus based
theory / practice and 35% in practice placement. To be eligible for registration with the
Health and Care Professions Council you are required to complete successfully all campus
based assessments together with completing a minimum of 1000 hours successfully
assessed practice placement. There are usually 34/35 programme weeks. The programme
is divided into three levels with academic progression between each of them. Your learning
and teaching will take place either in an inter-professional or Occupational Therapy specific
group at the University or on practice placement.
A programme illustration which includes all module dates is available on the programme
page on Moodle and is included here on page 33.

Key dates for 2016-2017 academic year
1st year Induction week 19th 23rd September 2016

level 4 Module teaching 26th September 16th December
Christmas holiday, 19th December 6th January 2017
Assessment period/ practice preparation 9h January 13th January
Practice placement 16th January 24th March
Assessment period 27th March 31st March
Easter holiday, 3rd April 21st April
Module teaching , 24th April 23rd June
NOTE last day of term is 23rd June
2nd year Induction - week beginning 12th September 2016

level 5 Module teaching, 19th September 7th October
Practice placement , 10h October 16th December
Christmas holiday, 19st December 6th January 2017
Assessment period 9th January 13th January
Module teaching 16th January 31st March
Easter holiday, 3rd April 21st April
Module teaching, 24th April 23rd June
NOTE Last day of term is 23rd June
3rd year Induction period 12th -14th September 2016

level 6 Module teaching, 15th September 16th December
Christmas holiday, 19th December 6th January 2017
Module teaching, 9th January 24th March
Easter holiday, 27th March 24th April
Practice placement , 25th April 16th June
Final assessment period 19th June 23rd June
NOTE last day of term is 23rd June
This undergraduate programme is delivered in a framework of continuing personal and

professional development utilising varied teaching and learning methods. Within the
programme there will also be an expectation that you learn to manage your own learning.
This aspect is further enhanced through practice placement learning strategies.
Tables 1 and 2.1 / 2.2 provide module details and illustrate the pattern of teaching and
learning which students will experience. Tables 3 and 4 show the balance between theory
and practice.

BSc(hons) Occupational Therapy Programme Illustration 2016/17

Table 1 Modules and Credits by Level
Level 4 Modules
Module Module Title Level Credits
Code
SOHP101 Preparation for Professional Practice Year 1 4 20
OCT118 Psycho-Social Concepts for Occupation 4 10
OCT113 Functional Anatomy and Physiology for occupation 4 10
OCT114 Occupational Studies: Foundations for Occupational 4 20

Therapy Part 1
OCT115 Occupational Studies: Foundations for Occupational 4 20
Therapy Part 2
OCT116 Occupational Studies: Humans as Occupational Beings 4 20
Through the Life Cycle
OCT117 Practice Placement 1 4 20
Level 5 Modules
Code
SOHP201 Project Studies 1 5 20
OCT211 Occupational Studies: Occupational Therapy Toolbox 5 30
OCT212 Occupational Studies: Occupational Challenges in the 5 30

Lifecycle
OCT213 Occupational Studies: Occupational Presence 5 10
Level 6 Modules
Code
OCT310 Occupation for promoting health and wellness of 6 20
communities
OCT309 Occupational Studies: Exploration into Practice 6 20
SOHP301 Project studies 2 6 20
OCT311 Contemporary practitioner 6 10
SOHP302 Preparation for practice 6 20

3.4.2 Shared Learning and Inter-Professional Learning
When you qualify as an occupational therapist you will be working as part of a multi-
professional team. Depending on the area in which you choose to work, the mix of
colleagues working together will vary. In current health and social care practice, the
importance of a multi-professional approach is emphasised because it means that client
needs are better met if those professionals involved in their care are working not just
alongside each other, but collaboratively and inter-professionally as well.
As you are going to be working with other professions in the future, it makes sense for you
to share some of your learning with students from other professions in preparation for when
you are qualified. Shared learning takes place in the level 4, where some common core
foundation modules are undertaken alongside students from other healthcare disciplines. In
levels 5 and 6 of this degree programme there are modules where Inter-Professional
learning takes place. This builds upon the shared learning of the first year and develops
further the understanding and practice where todays healthcare professions work in a more
inter-disciplinary manner. This is in keeping with Government policy and is also an integral
part of your professional development and final qualification. You will be studying the
shared curriculum with students from other BSc programmes at Plymouth University
(Dietetics, Podiatry, Optometry, Operating Department Practitioners, Paramedics and
Physiotherapy). You will also have some shared learning opportunities with our MSc and
PG Dip Occupational Therapy students, mostly in shared learning events like lectures. It is
important for your professional practice that you get used to working with future colleagues
from a wide range of disciplines and levels of study and we believe this is a real strength of
your programme.
There are two aspects of campus-based education and learning within the degree
programme. These are multi-professional and inter-professional.
Multi-professional education and learning is when you learn about particular subject
areas you have in common together, rather than in separate professional groups.
The multi-professional approach should help you to understand and appreciate that
there is a huge amount of underpinning foundation knowledge and skills shared by
all health care professionals, and thus provide you with a common language with
which to communicate with colleagues from other disciplines in the future. Multi-
professional education: (may also be referred to as 'shared learning' or 'common
learning'): Occasions when two or more professions learn side by side for whatever
reason. (CAIPE, 2005).
Inter-professional education (IPE) and learning has an added dimension, and is
about greater interaction to learn together, especially about each others roles and
potential contribution to client care, and to health, social care, and education service
provision. You will find that each part of the shared curriculum has aspects of both
multi-professional and inter-professional learning. The exact definition of these terms
is less important than the experience of learning to work with colleagues from other
professions right at the start of your future career. There will also be some
opportunities for shared learning in practice placements. However, the specific
nature of these will depend on the type of placement you undertake.
Barr (2002) states that the components of inter-professional education may be identified
as:

the application of principles of adult learning to interactive, group-based learning, which
relates collaborative learning to collaborative practice within a coherent rationale which is
informed by understanding of interpersonal, group, inter-group, organisational and inter-
organisational relations and processes of professionalization.
Programmes are encouraged to develop alternative ways of sharing learning/resources

within their programmes and introducing IPE. However, sharing teaching, learning and
resources does not constitute Inter-professional education per se but does enhance across
professional working and is therefore encouraged and valued. Inter-professional education
enables students to collaborate across professions and exchange knowledge and/or
develop new knowledge together to improve patient care (CIPW 2007, Recommendation
5). This means that IPE should aim to reflect current and future working practices.
Through both the shared learning experience and placements the programmes within the
faculty are constantly integrating and developing Inter-professional Education.
Framework for IPE (UoP)
In level 4, Preparation for Practice in term 1 with an SOHP code is a multi-professional

module. This shared learning module provides an environment where students from
different perspectives are encouraged to consider the characteristics and identity of allied
health professionals, as evidence based practitioners.
In level 5, inter-professional learning continues and develops in term 3 with an Inter-

Professional Learning module Project Studies. Here you will be learning with other
students from other professions evaluating research literature and preparing/planning
research at undergraduate level, in groups with other student OTs and potentially other
disciplines as well.
In level 6 two Inter-Professional Learning modules will provide students with the opportunity
to apply management and leadership theory across disciplines and also complete
the short piece of research developed from the level 5 protocol.
3.4.3 Programme Features
The following provides you with information on levels 4, 5 and 6 of the BSc (Hons)
Occupational Therapy programme.
Detailed information concerning the module aims, the assessed learning outcomes and
indicative syllabus content for each module is recorded on the definitive module record
(DMR). Copies of the relevant DMRs are included with the module handbook for each
module and are also given in Appendix 1 of this handbook.
Year Tutors
Members of the lecturing staff are allocated as year tutors to help with issues and the
running of the respective years in conjunction with the programme lead. These may change
over the year.

Level 4
The aim of these modules is to develop the core generic knowledge and skills required of
professionals in health care practice recognising the broad entry profiles of students and
complete occupational therapy foundations modules which will help you learn about
occupational therapy as a profession and begin the important task of developing your
professional identity early in your programme. Integrated in these modules is a range of
learning development strategies to help you on your way
The profession specific modules help underpin the later occupational therapy modules in
term two and in subsequent years. By the end of term one it is expected that you will have
developed sound learning strategies, a grounding in the theoretical knowledge
underpinning relevant sciences, and understanding of psychological and sociological
aspects of health and social care practice. In addition students will gain a basic grounding
in evidence-based practice and research and appreciate where all of these are located in
your developing role as an occupational therapist.
OCT113: Functional Anatomy and Physiology for Occupation - 10 Credits

Assessment title: Examination
A knowledge and understanding of the structure and function of the human body is an
important foundation for Occupational Therapists. This module is designed to introduce
students to the fundamentals of human anatomy and physiology relevant to professional
practice.
The summative assessment is a 60 minute paper, in a multiple choice format, that explores
knowledge of anatomical and physiological principles.
The formative assessment is a mock examination discussed in a peer group.
SOHP101: Preparation for Practice 20 credits

Assessment title: Coursework Essay
This inter-professional module will introduce students to professional practice and the
inherent standards expected of them. The characteristics and identity of allied health
professionals, as evidence based practitioners, will underpin learning.
Summative: A 2000 word essay exploring aspects of professionalism and how this links to
practice. Plus a 1000 word reflection (pass/fail) where students will reflect on the formative
IPL assessment that prepares for this essay.
Formative: IPL working groups will present a case overview linked to aspects of
professionalism.
OCT114: Occupational Studies: Foundations for Occupational Therapy Practice 1

20 credits. Assessment title: Coursework Essay
This module introduces philosophical and theoretical foundations of occupational therapy,
introducing the student to concepts of the person, environment, occupation and
performance. Core skills underpinning the professional practice of occupational therapy will
be introduced.
Summative: A 2500 word essay, exploring understanding of philosophical and theoretical
foundations of occupational therapy together with core skills underpinning the professional
practice.
Formative: students will participate in journal club groups for relevant sources to use in the
essay.

OCT115: Foundations for Occupational Therapy Practice 2 20 credits
Assessment title: Coursework Short Answers Test (50%) & Coursework Report (50%)
Students will identify the intrinsic components of occupational engagement through
exploring the range of components required to engage in occupational performance.
Students will study the interaction between person, occupation and context to explore how
occupational therapy theory and process promotes occupational engagement.
Summative: Assessment of this module will be in two parts evenly weighted at 50% each.
These will be a 1 hour test with short answer questions and a 2000 word report will explore
occupation and occupational theory
Formative seminar preparation with sample examination questions and critiquing report
writing principles will be discussed in peer groups.
OCT116: Occupational Studies: Humans as Occupational Beings Through the Life

Cycle 20 credits
Assessment title: Coursework Research Paper Appraisal (80%) & Coursework Image
Based Presentation (peer & tutor assessed) (20%)
This module will examine occupational science and occupational therapy perspectives of
occupation across the life span including transitions. The dynamic relationship between
engagement in occupation, health and well-being for individuals, groups and communities
will be explored.
Summative: Assessment of this module will be in two parts, a research paper appraisal at
80% weighting and an Image Based Presentation weighted at 20% and peer assessed. The
research paper appraisal will be of a published research paper of relevance to the learning
outcomes of the module within a 2,500 word limit. Students will also be required to present
to their peers a series of image based audio visual aids that explore occupation in a
lifecycle context. This element will be peer and tutor assessed.
Formative: seminars will be held to prepare for the research paper appraisal & a group
presentation will prepare students for the summative presentation.
OCT117: Practice Level 4 20 credits

Assessment title: Practitioner Assessment & Case Study Presentation
This module enables students to experience occupational therapy within wider contexts of
inter-professional or multi-agency practice. Students will experience collaborative working
with colleagues from other disciplines. Through supervised practice, students will develop
basic skills underpinning occupational therapy, relating this to campus based study.
Summative: During this initial 10 week placement, students will be assessed by a
practitioner on a pass/fail basis as competent in their development of basic skills
underpinning occupational therapy and collaborative working with colleagues from other
disciplines.
By attaining a pass standard in this placement, students are eligible to be assessed in a 20
minute case study presentation linked to occupational therapy practice in the placement
experience this will be tutor and peer assessed.
Formative presentation of case study elements in the placement environment will be
required.
OCT118: Psycho-social Concepts for Occupation 10 credits

Assessment Title: Case Based Short Answers
This module addresses themes in health and social care from a psychosocial perspective
relevant to occupational therapists and understanding occupation. Students are introduced

to behavioural science issues including psychology and sociology to consider contexts
influencing understanding of occupation.
Summative: A written submission of 2000 words outlining psychological and sociological
aspects of an given case study that highlights a scenario with occupational elements. Text
will be sectioned according to a series of questions requiring short answers that all link to
the scenario.
Formative: preparation with sample questions will be discussed in peer groups.
On completion of your level 4 study you will be expected to have demonstrated your ability
to begin to use your knowledge to evaluate evidence that supports practice. You will have
gained an understanding of professional knowledge and skills that underpin the Level 4
placement and integral to this, your sense of professional identity.
Level 5 modules
The aims of the modules undertaken at Level 5 are to integrate your understanding of the
informing sciences, including occupational science and its philosophical attributes, with the
practice of occupational therapy. You will be expected to deepen your thinking and develop
higher level skills of analysis and application in order to evaluate your practice within
different contexts of occupational intervention. Continuing emphasis is placed upon
research, covering the acquisition of occupational knowledge and skills and the
understanding of how research informs our evidence-based practice. Professional skill
development will also be ongoing, covering assessment, intervention, evaluation and the
therapeutic use of self. You will have continued opportunities to practice these attributes
and inter-professional ones within the practice placement setting.
The profession specific modules take a life cycle perspective developing essential
knowledge and skills for occupational therapy practice. Life-span transitions and boundaries
are not fixed despite attempts to categorise them. Occupational therapists recognise this
and so these modules have an essential element of integration enabling you to have a
more dynamic and working understanding of occupation and well-being and its therapeutic
application to a range of human contexts across the lifespan , both inside and outside
healthcare settings.
Term one includes a level 5 practice placement enabling you to strengthen your position as
a developing occupational therapist.
SOHP201 Project Studies 20 Credits

Assessment title: Examination Multiple Choice Questions (50%) & Coursework
Group Research Protocol (50%)
This module develops knowledge and skills related to evidence-based practice and lifelong
learning. The content is designed to enable the students to understand different research
designs, to evaluate the research literature and to prepare them to undertake research at
undergraduate level.
Summative: The examination is a multiple choice format and based on research
methodologies. The 1500 assignment is a group protocol proposing a small scale student
study on an area of professional interest.
Formative: Group tutorials based on developing research protocol, feedback from school
ethics committee regarding research protocol and mock self-assessed online test

OCT211: Occupational Studies: Occupational Therapy Toolbox 30 Credits
Assessment title: Coursework Portfolio (100%)
Students will apply the core skills of occupational therapy and occupational science to
individuals, groups and communities. Assessing and applying appropriate occupational
therapy skills and practice tools including the therapeutic use of self to sustain occupational
engagement.
Summative: A portfolio based assignment will demonstrate understanding and analysis of a
range of occupational therapy techniques that can be used by occupational therapy
practitioners with service users.
Formative: seminars will discuss and explore the assessment for this module.
OCT212: Occupational Studies: Occupational Challenges in the Life Cycle 30

Credits
Assessment title: Coursework Occupational Challenges Analysis
Using PBL, students will analyse the occupational challenges faced by individuals, groups
and communities with multi-faceted complex needs across the life span. Students will
critically evaluate interruption and its impact on occupational performance, identifying and
recommending ways of sustaining engagement.
Summative: Students will be required to submit a 3500 word analytical assignment to
synthesise understanding of an occupational challenges in the life cycle and occupational
therapy principles for working with such individuals. This will include biological,
psychological, sociological and spiritual factors.
Formative: presentation of occupational lifespan timelines
OCT214: Practice Placement Level 5 30 Credits

Assessment title: Practitioner Assessment and Coursework Case Study Report and
Reflection
The module builds on occupational therapy knowledge, skills and experience gained during
practice placement 1. Students will actively participate in the occupational therapy
intervention process, demonstrating increased autonomy whilst being supervised.
Knowledge and skills for inter professional working will be further developed.
Summative: During this second 10 week placement, students will be assessed by a
practitioner on a pass/fail basis as competent in their developing knowledge and skills
shown through participation in the occupational therapy intervention process, demonstrating
increased autonomy whilst being supervised. By attaining a pass standard in this
placement, students are eligible to be assessed through a 40 minute case presentation with
questions linked to occupational therapy practice in the placement experience.
Formative: presentation of case study elements in the placement environment will be
required.
OCT213: Occupational Studies: Occupational Presence 10 Credits

Assessment title: Coursework Report
This module explores the engagement with and application of volunteering as an
occupation linked to a relevant organisation or group. It leads to discussion of the meaning
and purpose of volunteering and potential for this in understanding service provision,
occupation and occupational science in an organisational or group setting.
Summative: A 1500 word summative report assignment analysing the occupation of
volunteering.
Formative: exhibition presenting experiences of volunteering in the range of community
settings open to other cohorts of occupational therapy students.

On completion of Level 5 you will be expected to have demonstrated your ability to evaluate
evidence that supports practice and decision making, communicate information accurately
and manage information through a wide range of IT skills. Autonomy in Practice placement
with reduced supervision will be evident.
Level 6
Academic demands increase further with a growing emphasis on your autonomy for
learning. Having acquired the underpinning knowledge, skills and attitudes that support the
practice of occupational therapy, you will embark on studies that fully contextualise the
profession of occupational therapy through developed higher level skills of synthesis,
analysis and evaluation. Level 6 is delivered through inter-professional learning and
teaching as well as occupational therapy specific modules and continued occupational
therapy practice experience. Learning and teaching strategies are more challenging
requiring you to become increasingly responsible for your own learning.
On completion of Level 6 you will be expected to have demonstrated your ability to critically
appraise evidence and apply it to practice, while being sensitive to ethical, cultural and anti-
discriminatory issues. Effective communication skills and autonomy for your own learning
will be evident. The competencies and learning outcomes necessary for eligibility to
register with the Health and Care Professions Council will have been achieved.
The ethos of a research culture permeates throughout the three levels of the programme.
From the outset you are encouraged to recognise the value of research and of scholarly
activity in relation to the development of occupational therapy.
During level 6 you will have enhanced a range of skills from earlier modules and developed
confidence and maturity in your professional and academic abilities. You will have
developed further expertise in core knowledge and application of occupational engagement
and performance through experiential self-directed work. You will have the opportunity to
further develop and practice these attributes on your final level 6 practice placement
preparing you for professional practice on completion of the programme.
The competencies and learning outcomes necessary to register with the Health and Care
Professions Council will have been achieved, as will the required level of academic learning
for an honours level degree.
SOHP302: Preparation for Professional Practice 20 Credits

This module provides students with the opportunity to apply management and leadership
theory and underpinning principles of practice to identified areas of practice in their chosen
field which may benefit from quality enhancement.
Summative: Assessment title: 3000 word Essay on module content
Formative: group tutorials and feedback on project
OCT311: Occupational Studies: The Contemporary Practitioner 10 Credits

Assessment title: Coursework Patchwork text
This module provides students with the opportunity to critically explore current and
emerging trends in practice, enabling effective and confident transition to emerging areas of
practice.
Summative: This assessment will take the form of a patch work text totalling 2500 words to

critically explore recent trends for practice and the implications for the emergent practitioner
in occupational therapy.
Formative: presentation of a patch in small group seminars
SOHP301: Project 20 Credits

Assessment title: Coursework Group Short Report (50%) Individual Presentation
(50%)
Students will undertake and complete a short piece of research developed from the level 5
protocol which involves the collection and interpretation of a small amount of data. Findings
will be presented in the format of a professional journal article and conference style
presentation.
Summative: A 3000 word group submission of a short research report paper, based on a
group investigative project. The report will be written in a way that may be suitable for
publication in a relevant academic or professional journal. The presentation is 15 minutes
followed by 5 minutes of questioning on the research process and personal reflection on the
group work process.
Formative: opportunity to present findings to at least one other group in a conference style
format.
OCT310: Occupational Studies: Occupation for Promoting Health and Wellness of

Communities
Assessment title: Course work Critical Evaluation Essay
This module evaluates the importance of applying health and wellness principles to
contemporary occupational therapy practice. You will critique and synthesise current and
emerging theory and research on the impact of occupation to promote health and wellness
of communities.
Summative: A 3000 word essay requiring students to critically evaluate occupational
practice for health and wellness.
Formative: poster presentation and group discussion of summative essay key concepts
OCT312: Practice Placement Level 6 30 Credits

Assessment title: Practitioner Assessment & Coursework Viva Voce
This module will require the student to demonstrate a range of core skills that will be
required of a competent entry level practitioner.
Summative: During this final 9 week full time placement, students will be assessed by a
practitioner as competent in a range of core skills required of a competent entry level
practitioner. The student will be assessed on demonstrating a degree of autonomy and
independence appropriate to the placement setting, clinical reasoning skills and decision
making relevant to clients needs and contexts of practice.
By attaining a pass standard in this placement, students are eligible to sit a viva voce
assignment. Students will be required to give a 30 min presentation with up to 30 mins
questioning of critical appraisal and analysis of professional reasoning and evidence for the
occupational therapy process that they have implemented with a patient/client/service user
during the final placement. This will include a critical analysis of the context and drivers of
practice in that setting.
Formative presentation of case study elements in the placement environment will be
required.

OCT309 Exploration into Practice 10 credits
Assessment title: Facilitated Poster Presentation
This module provides the opportunity to explore, select and evaluate a specialist area of
occupational therapy to examine in greater depth than elsewhere in the curriculum.
Specialist areas chosen will reflect current trends and developments in practice for
occupational therapists across a broad range of settings.
Summative: Students will present and answer questions on a professional poster in line
with the criteria of professional conference guidelines based on evaluation of their
observation of expert practice.
Formative: Group seminars to present and evaluate issues linked to literature review or
observed specialist practice of up to 10 days in preparation for the poster presentation

3.5. Learning, Teaching and Assessment Strategy.
3.5.1 Underpinning principles of Learning, Teaching & Assessment
Learning and teaching in the Faculty of Health and Human Sciences is underpinned by a
set of principles such that our students should become professionals who:
1. practise competently, safely and effectively

2. engage in practice that is firmly evidence based
3. deliver service user, or client led, services
4. work flexibly and are responsive to national, regional and local need
5. are highly reflective
6. work collaboratively with others
7. contribute to professional knowledge throughout their career
8. value anti-discriminatory and anti-oppressive practice
9 operate within the ethical guidelines of their profession
Aims
The Faculty Learning and Teaching Strategy aims to ensure that our approach to Higher
Education enables the development of students in accordance with our principles.
Consequently, it aims to:
1. Promote the delivery of high quality undergraduate and postgraduate programmes
that are academically rigorous, informed by contemporary professional
developments, and responsive to local and national needs
2. Support the ongoing development of staff such that they remain at the forefront of
their professional field and are skilled and effective HE educators
3. Contribute significantly to meeting the needs of the South West Region
4. Encourage and support evidence based learning and teaching activities and
pedagogic research
A study strategy for each year of the programme is published in the relevant module
handbooks as guidance for students.
3.5.2 Assessment Strategy
The driving concepts behind the array of different assessment modes that you will
undertake are based upon current educational practice. As an occupational therapist too,
you will need to possess a dynamic working knowledge and ability to reason critically,
reflectively and therapeutically. The working environment will demand that you are able to
do so in the heat of the moment. Therefore, in preparation for this, certain elements of the
thinking behind these varied assessment modes are based on this rationale; hence the
presence of viva voce and presentations as well as essays, reports and exams as
assessment modes.
This course contains formative as well as summative assessments in keeping with the
findings of Nicol and McFarlane-Dick (2006).Formative assessments are shown, through
appropriate feedback strategies, to facilitate professional socialisation and development of
students abilities to take control of their learning. Formative assessments therefore will help
you develop your knowledge and skills prior to the summative assessments.

The programme therefore, assesses elements of both theory and practice and utilises a
variety of methods that also emphasise theory/practice links. As can be seen from Table 5,
such methods include essays, reports, presentations, examinations and vivas. On one
occasion, an Environmental Analysis is used.
You should make yourself aware of the regulations and procedures for examinations.
Details can be found in Appendix 1 of this document, Plymouth University student
handbook and under Rules and Regulations at www.plymouth.ac.uk/studenthandbook
Repeat with Attendance

Students may be requested to repeat a stage of a programme, with attendance, in
accordance with the Academic regulations. Please note that fees may become payable for
students who are required to repeat with attendance.
You are also referred to the section on University Regulations of the University
Academic Regulations, Notes for guidance and procedures for taught programmes.
In particular please note the sections for Honours degrees in those regulations. You
are also advised to familiarise yourself with those regulations relating to appeals,
extenuating circumstances and academic dishonesty. Details of the University
regulations can be found under Rules and Regulations on the website at
www.plymouth.ac.uk/studenthandbook
Further details on all specific assessments will be provided within individual module
handbooks.
3.5.3 Assessment of Practice
Practice placement modules occur during each year of the programme. This practice based
learning comprises three block placements; 10 weeks at Level 4, 10 weeks at Level 5 and
9 weeks at Level 6. Each module is assessed by the achievement of specified
competencies on a pass/fail basis; these competencies are directly linked to learning
outcomes for each of the three modules. There is a progressive development in the level of
competence that must be achieved over the three levels.
The assessment criteria have been derived to ensure safe and effective practice and to
adhere to professional standards of conduct, performance and ethics (HCPC Standards of
Proficiency for Occupational Therapy 2012, COT Standard Statements, 2007; Code of
Ethics and Professional Conduct 2015).
The assessment process is covered in your preparation sessions prior to the

commencement of each placement; these are programmed into the module timetable. You
will be allocated a named practice educator who has received the appropriate level of
training from the university. The practice educator is responsible for facilitating your
learning, providing regular supervision and completing your assessment in the practice
setting. A formative review of progress is carried out at the half way stage of the placement
prior to the summative assessment which is completed in your final week. You should seek
advice from the module leader/link tutors about any issues affecting your progress or the
process of assessment. It is standard practice for a member of the placement team to make
contact with you and your educator at the time of the formative assessment. Where
possible, visits are arranged at this time to offer support and guidance in the assessment
process.

Placement overview
Over the three years of the programme students undertake three practice placements, one
at each level of study. As there are only three placements in total there is no opportunity for
elective placements on this programme. Placements are carefully planned and allocated to
ensure that where possible each student has gained experience of working with a range of
people of all ages who are: from different socio-economic and cultural perspectives; with
recently acquired, and, long standing occupational needs; with health conditions that affect
different aspects of physical and psychosocial functioning (Hocking and Ness 2002).
Every effort is made to provide opportunities for students to experience service delivery in a
range of services and settings. Each student can expect to experience some of the
following environments:
statutory, primary, secondary and tertiary care
social enterprise
social care and community provision
third sector services
independent practice
These may be in inner city, urban or rural communities. The nature of provision across
Devon and Cornwall often necessitates the use of a car for practice.
Placements can be in residential centres, day centres, outdoor centres, schools, prisons,
drop in centres, hospitals and in peoples homes or work place. Placements may focus on
occupational needs associated with self-care, productivity or leisure as a means of
sustaining health and well-being. Physical health focussed placements may include for
example acute or community hospital wards for emergency care, orthopaedic, neurology,
oncology, or general medical conditions; community reablement; work, school and home-
based services; equipment provision; insurance claims and condition management.
Psychosocial focussed placements may include working with people who have a learning
disability or mental health issues, or who are homeless, seeking asylum or who are in
prison or a mental health hospital.
Each placement will offer different opportunities to learn about inter-professional working,
depending on that particular service provision. Students are therefore given three different
opportunities for learning about the inter-professional working agenda over the curriculum.
If available, students are only able to experience one role emergent placement setting,
where there is no on site occupational therapist.
The placement team is responsible for ensuring that an appropriate range of placement
opportunities are provided. It is a requirement for registration that one placement is within a
setting focussing predominantly on psychosocial issues arising from social factors, learning
disability or mental health problems; and one placement has a focus predominantly on
physical health. Where possible the team will try to accommodate personal circumstances
but this cannot be guaranteed and students sign an agreement to acknowledge that they
may be placed anywhere in the South West region.
Important note: Students are required to complete mandatory training each year before
being able to take up practice placement modules, mandatory training may occur during

induction. You must be mindful of this to ensure you can attend when the academic year
begins, otherwise you may not be able to go on placement.
Students are normally placed within Devon and Cornwall. Placements are allocated on
the basis of students learning needs and prior placements in order to give each student the
required breadth of experience. Financial difficulties and caring responsibilities cannot be
taken into consideration and it is the students responsibility to ensure that they have the
necessary financial resources and support for any other responsibilities/commitments that
will facilitate them going to their allocated placement. It may be necessary to travel up to 2
hours each way to reach your placement and in some circumstances stay away from
Plymouth in local accommodation/B&B. Students in receipt of NHS bursarys can claim
travel expenses and accommodation costs (up to a defined limit) incurred on placement.
It is increasingly necessary for students to be able to drive as many placements are within
community settings. ALL students are advised wherever possible to hold a driving licence
and have access to a car for placement. It is accepted that this will not be possible for
everyone but students should be aware that placement allocations for non-drivers can be
more limited.
European Working Time Directive law states that students should not normally exceed 48
working hours per week. Students with part-time employment should be mindful of this
when on practice placement as they are likely to spend 36-40 hours at work in the
placement setting per week. Students who do part-time care work should note that a sleep-
in duty during the working week while on placement is considered inappropriate as any lost
sleep can impact on patient safety.
Placement One:
This module enables students to experience occupational therapy within the context of
inter-professional practice and work collaboratively with colleagues from other disciplines.
Through supervised practice, students will develop basic skills underpinning occupational
therapy relating this to campus based study. The module is assessed by the achievement
of specified competencies on a pass or fail basis. To meet these competencies the student
and the practice educator will use the placement portfolio to structure learning for the
duration of the placement. This will require students to complete a learning contract and
weekly reflective supervision records. During this placement, students are expected, with
the support of the practice educator, to demonstrate basic knowledge and apply this to the
practice setting, using observation, communication, and reflective skills. On completion of
placement one, students will have gained an understanding of professional knowledge and
skills that underpin practice and integral to this a sense of professional identity.
Placement Two:
The module builds on occupational therapy knowledge, skills and experience gained during
the practice placement one. During this placement, students are expected, with the support
of the practice educator and other members of the inter professional team, to demonstrate
greater participation in the intervention process, increasing autonomy in relation to the
clinical area, and evidence of their personal and professional development. They are also
expected to apply theoretical knowledge acquired during campus based modules.
Reflective and analytical skills will be further developed. The module is assessed by the
achievement of specified competencies on a pass or fail basis. To meet these
competencies the student and the practice educator will use the placement portfolio to
structure learning for the duration of the placement. This will require students to complete a

learning contract and weekly reflective supervision records. On completion of placement
two, students will have demonstrated the ability to complete certain tasks independently
and at times with reduced supervision, to communicate effectively with professional
colleagues and to document information accurately.
Placement Three:
required of a competent entry level practitioner. The student will develop increasing
autonomy, demonstrate clinical reasoning skills and make appropriate and safe decisions
relevant to clients needs and the contexts of practice. During this placement, students are
normally expected to take responsibility for a small caseload and to implement the
occupational therapy process working at times independently and with minimum
supervision and direction. Inter-professional working is usually a necessary requirement to
ensure the most effective and safe delivery of care. The module is assessed by the
achievement of specified competencies on a pass or fail basis. To meet these
competencies the student and the practice educator will use the placement portfolio to
structure learning for the duration of the placement. This will require students to complete a
learning contract and weekly reflective supervision records.
Further information on module aims and intended learning outcomes is available under the
specific DMRs for each of the three practice modules
The schedule of module assessments is shown below:

BSc Hons OT: Summative assessment schedule & credits (all coursework assessed modules have formative assessment also)
Term 1 Term 2 Term 3
Level 4 OCT113: Functional Anatomy and Physiology OCT117: OCT115:
for Occupation 10 credits Practice Placement 1 20 Credits OS: Foundations for Occupational Therapy
1 Hour Multiple choice examination Practitioner Assessment Practice 2 PBL 20 credits
& Case Study Presentation Short Answer Examination 1 hour (50%)
Report 2000 words (50%)
SOHP101: Preparation for Practice OCT116:
Year 1 20 credits Essay 3000 words OS: Humans as Occupational Beings Through
OCT118: Psycho-social Concepts for the Life Cycle PBL 20 credits
Occupation 10 credits Appraise Research Paper 2500 words (80%)
Case Study Based Short Answers 2000 words Image based presentation (peer assessed)
OCT114: OS: Foundations for Occupational (20%)
Therapy Practice 1 20 credits
Essay 2500 words
OCT214: OCT211: OCT212:
Practice Placement 2 OS: Occupational Therapy OS: Occupational Challenges across the Lifecycle PBL 30 credits
30 Credits Toolbox PBL Occupational Challenges Analysis 3500 words
30 credits SOHP201:(HEAA219)
Project Studies 20 credits
Level 5 Practitioner Assessment& Portfolio 3500 words Multiple Choice Question Examination 1 hour
Case Study Presentation Group Protocol 1500 words
OCT213:
OS: Occupational Presence 10 credits
Report 1500 words
OCT309: SOHP301: Project SOHP302 Preparation for Professional Practice OCT312:
OS: Exploration Studies 2 20 Credits 20 Credits Practice Placement 3
into Practice Group research short 3000 word essay - 30 Credits
20 credits report(50%) & individual Practitioner Assessment
Facilitated Poster oral presentation (50%) & 1 hour Viva Voce
Presentation OCT310: OS: OCT311: Occupational Studies: The
Level 6 Occupation for Contemporary Practitioner 10 Credits
Promoting Health and Coursework Patchwork text (total 2500 words)
Wellness of
Communities PBL 20
Credits
Critical evaluation essay
3000 words
OS denotes module title pre fix Occupational Studies SOHP codes denote modules offered as inter-professional learning experiences
OCT codes denote modules offered as occupational therapy curriculum modules PBL = Problem based learning
BSc (Hons) Occupational Therapy Programme Handbook 2016 49

3.6. The Learning Environment
Delivery of the theoretical and some experiential practical components of the BSc (Hons)
Occupational Therapy is currently based at two sites:
Peninsula Allied Health Centre, Marjon site, Plymouth

Main Campus, Drake Circus, Plymouth
There may be other locations if necessary, for example when you may be involved in
shared or Inter-professional learning. Practice placements will take place at a number of
specified locations away from the campuses with NHS, social enterprise, social care and
other independent and charitable organisations. Some experiential sessions might also
require you to be at specified locations. Your module leaders will advise you regarding
access and transport.
Above all, the process of learning will be developmental and relevant to encouraging
student enquiry, participation and collaboration.
3.6.1. The Faculty Learning and Teaching Strategy
The Faculty of Health and Human Sciences was formed on 1st August 2013, bringing
together Plymouth Universitys health and social work programmes. The Faculty Learning
and Teaching Strategy reflects the Universitys Mission and Values and articulates with
other key University Strategies. These include the University Learning and Teaching
Strategy, Assessment Policy, Policy on Learning through Placements and Work
Experience, and Skills Plus. The Faculty Learning and Teaching Strategy is linked to the
Faculty Research Strategy and to the Faculty Business Plan. It is also informed by
government initiatives in health and social work.
3.7 Modes of Learning
Problem Based Learning (PBL) many of the core modules in your programme are
delivered through the use of PBL. Here you will meet in small tutorial groups to discuss,
explore and research your learning needs based on case or other learning trigger materials
relevant to occupational therapy. A tutor will help to guide this process and support your
group in sharing your newly acquired knowledge with your peers.
Lectures
Lectures are used to introduce you to basic information and key areas of knowledge. They
provide guides to reading in a specific subject area and conceptual frameworks.
Seminars and Workshops

The primary purpose of these is to enable you to exchange information and to use the
seminar leader or workshop facilitator to help improve your understanding of an issue or
topic. In this setting, you are expected to question, evaluate, speculate and think about the
topic under consideration. Workshops allow for a more experiential exploration of the
material and topic.
Tutorials
Tutorials are the opportunity for students to meet with either their personal tutor or the
module teachers in order to discuss particular issues in more depth. They may be in a

group format or individual. Timetabled group tutorials do not usually introduce new material,
but rather, help consolidate recent study.
E-learning
The University now delivers a number of services online via Managed Learning
Environments. Occupational therapy programmes are supported by resources on
MOODLE. Training and guidance in the use of Moodle is provided for all students. All
students on registration will have access to their Managed Learning Environment
(MOODLE) which in turn gives access to information and facilities. There are links to
folders holding course material as well as e-mail, contacts, calendar and tasks. The
systems can also be used for online discussions. All programmes make full use of these
managed learning environments. There are also be an increasing number of modules and
programmes where coursework is submitted electronically. You will be informed if a
particular module will use electronic submission and clear instructions and guidance will be
made available. Electronic submission enables anonymous marking and direct return of
your marked coursework back to you. You should also be able to filter your work through
plagiarism software such as turn-it-in.
The University has a campus wide subscription to lynda.com which is a comprehensive

library of video-based training resources. This service is available to all University staff &
students and provides a wide range of tutorials dedicated to a continually growing and
evolving library of training videos and tutorials covering a wide range of software,
technologies and business topics.
Visit lynda.plymouth.ac.uk to watch an introductory video and to access over 2,400 courses
and 110,000 tutorials with new releases every week
Practice Based Learning

Practice should be the most enjoyable element of your learning experiences. Here you are
beginning to take on the mantle of your profession and developing your practical and inter-
personal skills as a therapist. You will be expected to travel away from your base to
hospitals and other organisations that are generally located within the south west.
Occasionally some students may be required to go on a placement further afield, but this
would be when, for various reasons it was not possible to meet your needs with more local
placements. Details of how all this is managed are available in the practice placement
handbook which you will receive with other documentation. Practice placements serve to
provide you with a balanced experience of principal areas and fields of expertise in which
occupational therapists are employed. There are three placements; one in each year of
study. These will normally include at least one mental health placement and one physical
health placement plus one other, often in a community setting. These may include large
hospital settings or community based centres, schools, social services, or any one of a
number of emerging new fields in which occupational therapists are employed, e.g. working
with refugees, work rehabilitation, or specialist charitable / other organisations.
Personal Development Planning is a very important part of the programme that looks at
how you personally engage in structured, supported reflection about your learning and
performance on the course. This is important because it helps you to plan your personal
educational learning here and will provide you with the skills and a valuable portfolio that
you will need in your future career. This is done through regular updates and reflections that
you make within your professional portfolio/progress. There are formal opportunities to
develop and evaluate your skills in this area and your portfolio/ progress file throughout the

whole programme. This is through consultation with your personal tutor and with other
members of the teaching team and through engagement in CPD (Continuing Professional
Development) opportunities.
Practical Skills are a key focus of placement learning but also form an important part of
university scheduled modules. You will be required to prepare a set of practical skills such
as moving and handling each year before going on placement. Other University based
modules will include some practical skills sessions in which you either experience
occupations or techniques for therapy that can be used as interventions by occupational
therapists. Some of these session may be facilitated by staff, others may be arranged as
peer learning workshops or sessions linked to the learning needs that you have identified
for a particular PBL trigger.
3.7.1 Practice Placements within the School of Health Professions
The programmes in the School of Health Professions have a proud record of successful
student placement provision and support. Overseeing the systems and processes relating
to student placements is the responsibility of the Associate Head of School (Practice
Learning). This overarching role aims to ensure that appropriate systems are in place for
each programme and that equity and fairness is applied in relationship to placement
learning across all the programmes in the School.
Placement activities in the School are supported by programme teams, including

professional services staff, and an allocated academic placement co-ordinator for each
programme. Together we work in partnership with students, placement providers,
programme commissioners and other Higher Education Institutions to assure high quality
placement experiences for all.
Professional programmes require you to successfully complete periods of

clinical/professional placement as a condition of graduation. These placements are
provided by external agencies across the health and social care sector. The University will
take every care in ensuring that providers are advised of requirements in advance and in
securing placements for all students at the requisite time. However, you should be aware
that circumstances beyond the reasonable control of the University may occur in which,
as a result of changes within the provider organisation or other external factors, it is not
possible for providers to meet placement requirements.
In such circumstances, while the University will use its best efforts to make alternative
arrangements for you to meet the requirements of your programme, including
identifying suitable alternative placements wherever possible, you should be aware
that it is possible that the completion of your programme may be unavoidably delayed
and/or that the alternative arrangements put in place may cause some
inconvenience. In such circumstances if you do not want to accept the alternative
arrangements you would be entitled to terminate your studies.
3.7.2 Supporting Learners in Practice
The support for both the student on practice placement as well as the educator/ mentor/
trainer is key to the successful development of the students in our School. The National
Standard Contract as well the Standards of Education and Training outlined by the Health

and Care Professions Council requires appropriate support mechanisms to be in place for
students and practice educator.
A member of your programme team will provide a link for each placement location. The
contact name for your placement location will be published prior to your placement. You will
be able to contact this member of staff by phone or e-mail. The role this link tutor or
placement visitor is to provide support for the student as well as the Educator/
mentor/trainer. The link tutor will discuss any aspects of your placement, positive as well as
negative aspects of the learning experience. The issues discussed may relate to travel and
accommodation, clinical practice or may be of a pastoral nature. The aim is to optimise
individual students use of the practice learning environment by helping them to identify
their learning needs and ways of meeting their learning outcomes. In addition the link tutor
is responsible for:
supporting the educators to maintain correct placement information (Placement
Environment Profile PEP) on the placement database ARC alongside the pep
support team (pepsupport@plymouth.ac.uk)
supporting the educators to complete regular audit for quality monitoring (this should
be updated on the PEP page)
supporting educator development through encouraging access to regular training
and updates leading to APPLE accreditation; the educator peer support scheme and
newsletter circulation
supporting educators and service providers to develop new placements, (including
placements across statutory and third sector agencies where there is an
opportunity)
supporting educators with student supervision, developing the learning contract and
assessment as required, including contact at the half way point of the placement.
Initial contact between the placement educator and link tutor may be by phone or email with
an optional tutor visit when required.
ARC
ARC is an online placement management system that provides students with online
information about the placement to which they have been allocated. In addition a web
based one stop shop known as poppi has been developed to provide supporting
information. Further information about poppi can be found here:
https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-
workbased-learning/poppi
Students who have queries relating to the placements can contact the placement team
using the under-mentioned e-mail addresses:
General: healthprofessionsplacements@plymouth.ac.uk
3.7.3 Students with special educational / additional needs in practice
The University is committed to ensuring equality of access to all aspects of learning for all
students, and therefore takes a proactive approach to supporting students who have
disabilities whilst they are on placement. The Disability Assist team are actively involved in
supporting those students who have an identified disability, and in providing assessment
and advice to other students where issues have been recognised. Staff within the School

have undertaken several pieces of work designed specifically to assess and improve the
support arrangements for students whilst on placements, and are always keen to support
both students and Educators/Mentors/Trainers to facilitate the placement experience.
All students who have identified to the University a specific disability or learning support
need will be invited to meet with a member of the academic team prior to their placements,
to discuss any issues that may affect their performance and to plan the approach that they
will take to make the most of their placement opportunity. This will include discussing
issues such as disclosure, accessing and applying appropriate support strategies, and
facilitating the process of students and educators implementing any reasonable
adjustments that may be necessary. These meetings may involve linking with appropriate
members of the disability and/or learning support units as well as arranging pre-placement
visits where this may be helpful.
There are a number of useful sources of further information and guidance for students and
educators about this issue. Particularly recommended is the CSP guidance document: '
supporting disabled physiotherapy students on clinical placement ' (CSP 2003)
Further information can also be found from
Association of Dyslexia Specialists in Higher Education

http://adshe.org.uk/wp-content/uploads/good_practice_consultation1.pdf
Health an Care Professions Council

http://www.hcpc-uk.org/audiences/studentsandapplicants/disabledguide/
Disability Assist Services

See p. 3 of this handbook and the university webpage
https://www.plymouth.ac.uk/student-life/services/learning-gateway/disability-and-dyslexia
3.7.4 Support for Learning
Plymouth University has a number of services and resources available to support you on
this programme including:
Faculty Widening Participation Officer
University Student Support Services
Campus Libraries
Computing Facilities
Counselling Services
Careers Service
Information for students with specific learning difficulties and/or disabilities and other (short
term) needs
Health and Safety Information
Details of these services can be found in Plymouth Universitys student handbook.
https://www.plymouth.ac.uk/your-university/governance/student-handbook

3.7.5 Tutorial Support
Help with your progress on the Programme

Faculty of Health and Human Sciences lecturing staff are allocated specific academic roles
to assist you in your studies. Some of the key roles are described below -
You will be allocated a Personal tutor for first line contact and support. Personal tutors are
allocated at the beginning of your studies and generally stay with you until you complete
your degree. Your personal tutor is here to help you with any problems regarding your
academic progress, or with a personal problem that is affecting your participation in the
course. You should see your personal tutor at regular intervals it is recommended that
you meet with your tutor at least once a term. Personal tutors are here to help you reflect
on and review your own academic progress and to provide guidance if you encounter any
academic or personal difficulties which prevent you from gaining the most from the course.
The role of academic staff is complemented by practice educators who have a role in the
support of learning whilst you are undertaking practice placements. A practice educator is
a qualified occupational therapist or other health professional who will support your learning
in practice. At the beginning of each practice placement students will be allocated a
specific practice educator who will monitor, record, and assess progress in practice. The
practice educator has the final decision regarding practice assessment.
Each module requires a substantial amount of your own time for private study. The
total will depend on your personal learning needs, your individual learning style and
your previous knowledge.
You will need to manage your time effectively to undertake this study, which will be
required from the commencement of your programme, for example a 20 credit
module nominally has 200 hours of work associated with it.
At the beginning of the programme you will be allocated an e-mail address. You should
check your e-mail regularly as this form of communication will regularly be used to convey
important information relating to your programme, modules and placements. You will also
find that lecturers use e-mail and the Faculty of Health and Human Sciences web-site to
publish programme, module and placement information. You will be given instruction on
the use of this technology. You can also access additional academic support from
Plymouth Universitys Learning Development Service through learn@plymouth.ac.uk and
at www.plymouth.ac.uk/learn . Additionally helpdesks are available in libraries across the
region.
3.7.6 Information and Learning Services - Library Information
Technology and Information Services
As students registered with Plymouth University for modules/courses, you will have
borrowing rights and access to all of the facilities offered by the main Charles Seale-Hayne
Library at Drake Circus, Plymouth University. The Library is open 24 hours a day, 365 days
a year.
Plymouth University Library holds books, journals and audio-visual material covering all
subject areas taught at the University. Books and journals are selected in consultation with
the Academic staff to meet the needs of the individual programmes. Plymouth University

Library also subscribes to many electronic books, journals and databases to assist students
with the programme, and these are available through a service called Primo, which can be
accessed from any internet linked computer either on or off campus.
The library has a number of different types of study spaces available, including quiet areas,
group study spaces and bookable study rooms with presentation facilities. There are over
170 open access computers and the whole library has good WiFi coverage enabling
students to connect to the electronic resources with a laptop or mobile device.
The library also provides a range of services to support your learning, for example: large
format printing; equipment hire; materials for purchase; PCs; MACs; assistive technology
for students with disabilities. There is a friendly helpful team on hand to assist in use of all
these resources.
You can access a large number of electronic tutorials to help you use the University
librarys resources via the Health Professions Library Guide at
http://plymouth.libguides.com The Guide also directs you to subject specific library
resources (e-books, journals and databases). The library webpage can be accessed at
www.plymouth.ac.uk/library and it provides further information and links.
Students register for a computing account on enrolment and this provides them with access
to the electronic library, an email account and all of the information on the universitys digital
learning environment (http://dle.plymouth.ac.uk), Moodle. Moodle gives you access to
course related materials, as well as student support including library and IT induction
courses. Online IT support for the use of software such as Microsoft Word or PowerPoint
is available from the Lynda Portal (http://lynda.plymouth.ac.uk). Online support for all
library & IT services will be available to you once you have registered, and you will receive
a face-to-face Library & IT induction during induction week.
School of Health Professions students are also entitled to use the library at Marjon, and the
Knowledge Spa in Truro. You will need to join these libraries separately as they are not
part of the University Library service.
Useful information:
Information Specialists online support: http://plymouth.libguides.com/

Library and IT enquiries and help contact: libraryandITenquiries@plymouth.ac.uk or +44
(0)1752 588588
Library and IT self Help: http://ilsselfhelp.plymouth.ac.uk/
Additional library support. (Service for distance, placement and students with disabilities):
http://plymouth.libguides.com/adlib
Student IT services https://www.plymouth.ac.uk/your-university/about-us/university-
structure/service-areas/it-services
Social Networking Sites

Used properly, social networking sites such as Facebook and Twitter are a great way to
find old friends, join interest groups and share information. However, all students should
remember that anything posted on a social networking site is in the public domain.
What may be considered to be letting off steam about a situation at work can potentially be
read by someone who may take offence at the content of a posting, and could even be
deemed as a breach of professional codes of conduct.

Health Professions students could be putting their registration at risk if posting inappropriate
comments about colleagues or patients or posting any material that could be considered
explicit. This includes any photographs of patients, staff or trust property.
In addition as Plymouth University students you are subject to the General Rules of Use for
University Computing Facilities. There is also a document entitled Guidance Notes Advice
on Using Social Networks of which you should be aware.
3.8 Career Development
Students completing the course successfully are eligible to apply to register on the
Health and Care Professions Councils Register. As teaching staff provide you with
academic references please do not ask them for a reference for this as well. The
HCPC application to register form gives details about whom you should approach for
this.
Employment rates are good for graduate occupational therapists.
Graduate occupational therapists have access to a wide range of employment

opportunities. These can include acute hospital care, community care, social care,
independent sector care organisations, work rehabilitation, charitable organisations,
housing design projects, schools, prisons, education and research.
There are opportunities for post-qualifying study at degree level, post-graduate level
and short, specialist clinical skills courses.
University Scholarships
Postgraduate Degrees
Students who obtain a degree at 2.1 or higher may wish to continue to postgraduate study.
They can, for example, apply for the two-year part time Integrated MSc in Advanced
Practice. Other modular courses at Masters Level are available. Alternatively students
interested in a career in research could register for an MPhil / PhD if their topic of interest
coincides with the expertise of the supervisory staff within the University. In some
instances you may be eligible to apply for a University scholarship at PhD level.
3.9 Reference Points
The following reference points were used in designing the occupational therapy
programme:
Health and Care Professions Council Standards of Education and Training 2012
Health and Care Professions Council Standards of Proficiency 2012
Health and Care Professions Council Standards of Conduct, Performance and Ethics
2012
The College of Occupational Therapists Learning and Development standards for
Pre-registration Education 2014
The College of Occupational Therapists Curriculum Framework for Pre registration
Education 2004

The College of Occupational Therapists Code of Ethics and Professional Conduct for
Occupational Therapists 2015
Quality Assurance Agency Higher Education (QAA) Subject Benchmark Statements
for Occupational Therapy 2001
The NHS Knowledge and Skills Framework and Development Review 2003
European Network for Occupational Therapy Education Curriculum Framework
2000
World Federation of Occupational Therapists Revised Minimum Standards for the
Education of Occupational Therapists 2002 (2016 in press)
Creating an Inter-professional Workforce: An Education and Training Framework for
Health and Social Care (2007)

4. Programme Policies and Guidelines
This section gives guidance for all students on occupational therapy programmes.
4.1 Programme Attendance and Responsibilities of Students
The Faculty of Health and Human Sciences has a policy for managing both negotiated and
unforeseen student absences from the programme. This is to ensure compliance with the
attendance requirements of the programme.
It is an expectation and professional requirement of the occupational therapy

programme, that students attend ALL campus timetabled sessions and designated
hours within their practice placements. Prolonged and repeated periods of absence
threaten the educational viability and continuity of a programme of study and can be
disruptive to fellow students. Whilst learning outcomes can be met in a variety of
ways, absence may nullify the benefits to be gained from learning activities such as
seminar presentations, debates and group work within campus based activities.
If you have not attended sessions this may prevent you from being allowed to go on
placements. Normally students with an attendance profile of 80% or less will be
subject to Fitness to Practise procedures of the School of Health Professions.
The Faculty of Health and Human Sciences has a responsibility to monitor patterns of
attendance and absence. This monitoring forms part of the universitys quality assurance
process and accountability to the commissioners, the regulator (HCPC) and professional
body (COT). Attendance registers may be taken by academic staff.
Repeated patterns of absence can indicate the need to resolve underlying personal issues
or matters related to placements or programme design for that individual. It is always more
constructive for students to raise matters likely to affect their attendance or studies before
they become serious issues. Please raise these issues early with your tutor and speak to
the Programme Lead. This enables appropriate solutions to be identified / negotiated at an
early stage. It cannot be over-emphasised that the Faculty of Health and Human Sciences
operates this policy with the aim of achieving supportive solutions to what may be
experienced as complex and distressing personal circumstances.
If you are unable to attend a timetabled study day for any reason you must discuss and
agree it with the module teacher in advance. In unforeseen circumstances occur that result
in you being late or absent from a study day you must notify Programme Administration at
the site in which the programme is taught and ask for a message to be passed onto the
module tutor. Each site is staffed from 08.30 hours and there is an answer phone for out of
hours calls.
If using the answer phone you should give details of your name, programme and cohort.
This absence will be documented in your academic records.
If a pattern of non-attendance is identified a student will be asked to meet with their

personal tutor. This meeting will explore reasons for non-attendance and aim to identify
any assistance that can be offered to facilitate full attendance.
Should poor attendance continue then the student will be required to see the Programme
Lead as the first stage of the Fitness to Practise procedure.

You will also find it helpful to look at Health and Care Professions Council (2012) Guidance
on conduct and ethics for students. London: Health and Care Professions Council.
Available from: www.hcpc-uk.org
Please also note that if you should fail an assessment, the usual re-submission, re-
sit period within the academic year falls in the last 2 weeks of August / first week of
September it is advised that you avoid holidays in these weeks.
Placement hours:
Principles:
a. In order to achieve registration and fulfil the requirements of the World Federation of
Occupational Therapists through the College of Occupational Therapists you are
required to successfully complete a minimum of 1000 hours of assessed practice. You
will be expected to maintain a timesheet. These are available from Programme
Administration at PAHC. At the end of each placement the hours will be totalled on the
Practice Placement Assessment Form.
b. You have supernumerary status throughout your occupational therapy course. This
means that throughout the programme you are part of the team but extra to the staff
allocated complement.
c. You would not normally be expected to work more than 40 hours per week, this includes
your half day a week study time. In some instances you may be required to work
outside the normal working day i.e. 8.30am - 4.30pm.
Sickness/ Absence from Placement

You are responsible for informing your placement and Programme Administration at
Peninsula Allied Health Centre if you are unable to attend due to sickness or other reasons.
Sickness/Absence Notification to the University

Students are responsible for notifying both Programme Administration and/or Module
Leader/Teacher on the day of absence before their anticipated time of arrival. Each site is
staffed from 8.30 a.m. and there is an answer phone for out of hours calls.
If using the answer phone students should give details of their name, programme and
cohort/year. This absence will be documented in the student's programme records.
Programme Administration for the site can then notify the appropriate academic staff.
If students are on placement and are notifying the Faculty of Health and Human Sciences
by telephone, they should give details of their placement supervisors name, the department
and placement address. This absence will be documented in the student's programme
records. Programme Administration for the site can then notify the appropriate academic
staff. Please note students are responsible for notifying their placement.
Supporting Pregnant Students and Students with Very Young Children

Please refer to the MOODLE site for the Plymouth University policy on Supporting Pregnant
Students and Students with Very Young Children.

4.1.1 Monitoring of Professional Suitability Through Fitness to Practise
All students undertaking programmes delivered by the Faculty of Health and Human
Sciences are reminded that, for example, plagiarism of anothers work, any alteration to
University documentation, including practice portfolios, involving forgery/falsification of a
practice educators comments or signatures/initialling will be investigated. This investigation
could lead to a disciplinary action, which may lead to a student being required to withdraw
from the course and therefore unable to achieve professional registration.
In addition to academic regulations, students on the Occupational Therapy

programme are also subject to the code of Ethics and Professional Conduct for
Occupational Therapists (COT 2015) & Guidance for Conduct & Ethics for
Students (HCPC 2012). These relate to the honesty, integrity and professional
behaviour expected of you when you become a registered occupational therapist.
A breach of an academic regulation may therefore have more serious
consequences for you as a student on this programme as it could affect your
future registration and / or your eligibility to remain on the programme.
Evidence of unprofessional behaviour or professional misconduct (including poor

attendance) within campus based studies or practice placement studies will be brought to
the attention of the course leader. The matter will be dealt with in accordance with the Code
of Conduct and Disciplinary Proceedings for students, Plymouth University / Code of Ethics
and Professional Conduct for Occupational Therapists (COT 2015) / Guidance for Conduct
& Ethics for Students (HCPC 2012).
Students may not proceed to practice placement if poor attendance results in a lack
of underpinning knowledge which is likely to result in unsafe practice.
Please also be aware that materials, photographs, commentaries posted on internet

social sites (such as Facebook) might be accessible by your patients / service users
and professional bodies make sure that there is nothing in the public arena that
you would not wish these people to access! Removal from the professional register
has already occurred where someone had unprofessional content on their open
pages on Facebook.
4.2 Incidents in the Practice Area
You may witness an incident while on practice placement as an observer or a participant.

Potentially this may involve you as a witness and you may be asked to write a statement of
events. This is not something to be worried about but you should seek the advice of your
personal tutor. He/she will advise you on how to manage such situations and accompany
you to any necessary meetings which are arranged as a result of the incident.

4.3 Accident Forms
1. It is a requirement under the Health and Safety at Work Act that all accidents should
be properly recorded. Therefore anyone who has an accident should complete an
Accident Form.
2. If an accident occurs on Plymouth University/Faculty of Health and Human Sciences

premises or its environs, the Accident Form may be obtained from the Programme
Administration Department for completion. In addition you should be aware of the
Health and Safety handbook relevant to the Peninsula Allied Health Centre.
3. If an accident occurs on Trust premises or at any other placement premises, the

Accident Form will normally be provided by staff at that location and they will retain
the completed form.
4. In cases outlined in 3 above, it is important the Faculty of Health and Human

Sciences is aware of the accident, so that any particular circumstances or injuries
can be taken into account when the student returns to the Faculty of Health and
Human Sciences premises. It is in your own interest that all accidents are retained
on your Faculty of Health and Human Sciences file so that full information is
available if there are long-term consequences of injury which were not immediately
apparent at the time of the accident.
5. If an accident does arise away from Plymouth University/Faculty of Health and

Human Sciences premises the student should either ask for a copy of the completed
Accident Form to be forwarded to the Faculty of Health and Human Sciences
(Programme Administration) or alternatively, if in doubt, should ask the Faculty of
Health and Human Sciences for an Accident Form for completion.
6. If you are injured in any way while on Trust or other placement premises, you will be
treated in the first instance by the local arrangements and or Accident and
Emergency Department. At a later date you will be seen by Plymouth Occupational
Health and Safety Service.
4.4 Guidelines for dealing with unsafe practice/inappropriate professional

behaviour
All cases of practice that compromise the safety of others revealed through reporting,
reflection or in writing will be acted upon:
Practice that compromises the safety of others will be discussed in a non-

disciplinary/supportive way with the appropriate line manager.
In order to encourage student responsibility they may if they wish, be involved in

discussions with the appropriate party.
The appropriate party shall be deemed to be the designated senior manager in the practice
placement.
It is the responsibility of the placement provider to investigate and act upon the information
received. This ensures the maintenance of quality care and safe practice for patients/

clients /service users and others. Appropriate records should be kept and any action taken
should be reported to the staff member and student concerned.
4.5 Withdrawing from your programme
If you feel that you are unable to continue on your programme, then please discuss this as
early as possible with an appropriate member of staff (personal tutor, module lead, or
programme leader). It might be possible in certain circumstances to interrupt your
programme and return when you are ready and able to resume your studies. It is best to
discuss this with the programme lead who will be able to explain details of interruptions,
conditions for return, effects on student bursaries etc with you. See Section 2.2 Stepping
Off.
Students who withdraw from the programme after successful completion of 120 credits at
Level 4 or above but are not continuing on the programme will be eligible for the award of a
Certificate in Higher Education. Students will not be eligible to register with the Health and
Care Professions Council.
Students who wish to withdraw after successful completion of 240 credits including at least
120 at Level 5 will be eligible for the award of a Diploma of Higher Education. Students will
not be eligible to register with the Health and Care Professions Council.
Students should also be aware of Plymouth University regulations for withdrawal from a
programme. Information can be found in Plymouth University student handbook and under
Rules and Regulations on the website:
www.plymouth.ac.uk/studenthandbook
4.6 Returning to your Programme after an Interruption
The Faculty of Health and Human Sciences has a specific policy if you are on a programme
leading to a professional qualification and do not undertake normal programme activities for
a period of six months or more. This could be due to deferral, interrupt or special leave/
study arrangements on health and social care programmes. The FHES policy indicates
that you must undergo a renewed DBS check and a further occupational health
assessment before returning to the programme regardless of your rationale for non-
attendance.
In addition, should any concerns arise at any point during a programme of study the
programme lead may initiate a referral with Occupational Health Services.
4.7 Pastoral and Counselling Services
Pastoral Support for Students

Undertaking an occupational therapy programme involves a considerable personal and
professional investment. It is important from both your own and the Faculty of Health and
Human Sciences perspective that this time and experience is as productive and positive as
possible.
In the Faculty of Health and Human Sciences we aim to deliver programmes to enable you
to successfully complete your assignments and assessments of practice within the
specified time scales. However, there may be times when the demands or structure of your

programme or placements do not best fit with your current circumstances. This may be due
to a variety of factors - changes to your personal circumstances, unexpectedly high work
pressures, finding aspects of the coursework particularly difficult, uncertainty over
assignment preparation, a period of sickness, etc.
When faced with such a situation the first step in trying to resolve any problem or difficulty
that is interfering with your studies is to talk to someone. It is quite likely that the issue is
one that can be readily addressed if it is brought to our attention, especially at an early
stage.
Your personal tutor is the first person you should approach as they are best placed to know
about the practical issues associated with your programme and the range of potential
solutions. However, if your personal tutor is not readily available there are a number of
other people who should be able to either deal with your query or who will be able to direct
you to someone who can.
Chaplaincy
The University chaplains work alongside other support services in ensuring that students
feel supported and part of the University. The chaplains:
offer practical help and friendship, regardless of religious background or belief, or

indeed lack of it
liaise with local church groups and other world faith communities to offer everyone
access to their own traditions of worship and practice.
organise social events (walks, meals, video evenings, etc.)
provide you with opportunities to make new friends and contacts across the
University
Further information can be found in the student handbook and specifically at

https://www.plymouth.ac.uk/student-life/services/learning-gateway/faith-and-spiritual-
support
Counselling
Student Counselling Service

The Student Counselling Service is available to all students on each of the University
campuses. You may wish to access the service if, during your time at University, you
experience personal and emotional difficulties that impact on your academic work or on
your enjoyment of university life in general.
The service offers workshops, for example on managing stress and depression, in addition
to both individual and group counselling. Please see website for more details:
www.plymouth.ac.uk/counselling

The Listening Post
The Listening Post is a drop-in service for students, staffed by trained volunteers. It is
located in the Learning gateway on Drake Circus Campus and is staffed between 10am and
4pm, Monday to Friday in term time.
Who to contact
You can contact the Counselling Service .
Email : studentcounselling@plymouth.ac.uk
Telephone: 01752 587676
Learning Gateway, Plymouth University, Ground Floor, Roland Levinsky Building, Drake
Circus, Plymouth, PL4 8AA
Open Monday to Friday, 08:30 17:00
The Service is open throughout term-time and vacations, although during the vacations,
there is a reduced service.
4.8 Financial Support
Bursaries and Student Travel Guidelines

The NHS Business Services Authorities is responsible for assessing, reviewing and paying
bursary entitlements to eligible students studying on NHS funded courses. The information
regarding student entitlements and methods of payment is in the Department of Health
booklet Financial Help for Healthcare Students Fifth Edition. Copies are available on
telephone number 0845 6060655 or e-mail doh@prolog.uk.com. It is also available on the
Department of Health website http://www.dh.gov.uk/en/index.htm
Student Loans
You may be entitled to a student loan to cover the balance of your living costs. NHS means
tested Bursaries are not intended to meet all your maintenance requirements, so you are
encouraged to consider carefully whether you will need a loan to avoid hardship during your
programme. You should apply, via your local education authority (LEA) for a loan before
the programme starts. The LEA will tell the Student Loans Company the maximum loan to
which you are entitled. You can then decide how much of the available loan, if any, you
want. Your LEA will be happy to give you more detailed advice.
Travel costs
Normal daily travel between your home and normal college base will not be reimbursed.
However, if the cost of your daily journey from your normal term time address to your
placement site is greater than the cost of your normal daily journey from your term time
address to your University base you can claim the excess travel cost (i.e. the difference
between the two) if you are in receipt of an NHS bursary.

Student Responsibilities
You should obtain relevant travel claim forms from Programme Administration at your
Faculty of Health and Human Sciences site. These should be completed and delivered to
Programme Administration (together with timesheets) for checking and authorisation. All
receipts for claimable expenditure (e.g. bus tickets) should be firmly attached. Payment
cannot be approved without corresponding tickets and receipts. These claims will then be
forwarded onto the Student Grant Unit who will pay them with the next convenient bursary
payment. This can take up to eight weeks.
Enquiries about financial issues may be directed to
NHS Student Bursaries,

Hesketh House,
200-220 Broadway,
Fleetwood,
Lancashire,
FY7 8SS
0300 330 1345 or 0191 279 0570

Fax No: 01253 774491
Web address : www.nhsbsa.nhs.uk/students
nhsbsa.sbaccount@nhs.net
4.9 Fitness to Practise Regulations
The Faculty of Health and Human Sciences monitors the progress of all students registered
on the portfolio of pre-registration programmes particularly in respect of any issues raised
related to good health and good character. The Faculty has therefore implemented the
Fitness to Practise Procedure to assist in this monitoring process.
The Faculty of Health and Human Sciences uphold their duty on vocational programmes
such as this to ensure that student health and social care professionals recognise their
obligations under the HCPC Code of Student Conduct (2016) and the COT Code of Ethics
and Professional Conduct (2015). There are clear policies that are used to investigate and
manage student behaviour and performance that is deemed to put the student, School or
their chosen profession in question or at risk whether in academic study, practice
placement or general behaviour. This process can lead to termination of studies. The
Fitness to Practice procedure is detailed on the University website and within the
Programme handbook.
https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-
workbased-learning/poppi/poppi-health/policies-procedures-and-guidelines

The Faculty Fitness to Practise regulations should be read in conjunction with the University
Disciplinary Code of Conduct for Students and in most cases will be used in place of the
University Code when concerns arise relating to fitness to practise issues.
4.10 Health and Good Character
In accordance with Health and Care Professions Council guidance, after an initial enhanced
Disclosure and Barring Service (DBS) check and Occupational Health check prior to
commencement of the programme, you are required to sign a self declaration in respect to
these at the start of each academic year.
4.11 Travel Insurance
You need to ensure that, when you undertake community placements using your own car,
your current car insurance provides business cover. In addition any equipment carried in
your own car needs to be covered by insurance.
4.12 Student Safety
Personal Details:
Please inform Programme Administration of any changes in name and/or address or that of
your next of kin, preferably before the event. Changes of names should be supported by
the necessary documentation e.g. marriage certificate, copy of statement to solicitor etc.
We need to be informed of movement within accommodation as well as movement in or
out. It is not the Accommodation Officer's responsibility to tell us.
4.13 Uniform Policy
During the course you will come into contact with the public in a variety of ways and in a
variety of settings. In many areas of practice you will wear ordinary clothes; in some areas
of practice you will be required to wear an occupational therapy student uniform that will be
supplied to you during your induction period. Your practice educator will inform you about
what to wear as part of your first written communication following your placement allocation.
Identity badges should be worn whenever you are on Faculty of Health and Human
Sciences business.
The following link will take you to the Department of Health document on Uniforms and
workwear: Guidance on uniform and workwear policies for NHS employers
http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents
/digitalasset/dh_114754.pdf
4.14 Smoke-Free Policy
https://www.plymouth.ac.uk/uploads/production/document/path/6/6432/Smoke_Free_P
olicy.pdf

Details of Plymouth University Smoke-Free Policy can be found in Plymouth University
Student Handbook and Guide to Services. The Faculty of Health and Human Sciences is
appreciative of the difficulties that may be associated with trying to adopt this policy and
various lines of support and communication are available to staff and student. Please note
that some Trusts operate a total no smoking ban on their premises.
A revised Code of Practice on smoking is in place in compliance with the 2007 national
legislation on smoking in public places.
If you are a smoker and wish to give up smoking or think you will have a problem
conforming to this policy, please tell your personal tutor as soon as possible.
Under no circumstances must staff/students smoke whilst in uniform. In addition students

are subject to the relevant Trust policy whilst on practice placement.
4.15 Student Union
University of Plymouth Students Union (UPSU)

The University of Plymouth Students Union (UPSU) is a charitable organisation, run by
students for students and led by a team of 5 elected student officers. Many people would
associate the Students Union with a place to have a drink and meet friends, but UPSU is
so much more than just a bar, offering a variety of events, services and extracurricular
activities to ensure you have the best University experience you can.
Representation
UPSUs main purpose is to represent students, working for you to defend and extend the
rights of students, be it on campus, locally or nationally. On campus, elected officers sit on
important University meetings to ensure that the needs of students are always considered,
as well as being an open door to students with problems. Locally, we have dedicated staff
members who travel to University Partner Colleges, to ensure students there are well
represented. While nationally, we work with the National Union of Students and other
Students Unions, to ensure the student voice is heard.
Advice
UPSU offers a free, confidential and most importantly independent advice service. We
have a number of trained advisors who can help with all sorts of issues, be it personal,
financial or academic and will always offer a friendly face and listening ear. The advice
centre is situated on the 1st floor of the Students Union and is open 9:30am-4:30pm,
Monday-Friday.
Volunteering
The Students Union has a busy volunteering department, offering a broad range of
volunteering opportunities and sign posting to more specific and course related
volunteering. Volunteering is a brilliant way of gaining experience, boosting your
employability, having fun and of course balancing karma! From online mentoring to getting
muddy at the monkey sanctuary, there is a volunteer opportunity to suit everyone.
Sports and Societies

Whether it is chasing a ball around a pitch, shooting arrows or appreciating a good ale,
UPSU has over 100 clubs and societies to choose from. Clubs and Societies are a brilliant
way of getting to meet new people, pursue a hobby or try something completely new. We
also have a large number of course specific societies, which offer support, interesting guest

lectures and of course fun. To find out more information on clubs and societies and how to
join, come along to the Sports and Societies Fair during the Welcome Weeks in September,
or to The Hive in the Students Union.
You are also automatically a member of the University of St Mark and St John Student
Union and have access to all their facilities please do use them!
4.16 Jury Service
Following a change in legislation in 2004 students in healthcare environments are now

eligible to be called for jury service. Further information concerning jury service can be
found at
www.cjsonline.gov.uk
www.hmcourts-service.gov.uk
4.17 Equal Opportunities
Plymouth University is fully committed to providing equality of opportunity for all of its staff
and students, applicants and visitors. The University will not tolerate unfair or unlawful
discrimination on the grounds of gender, ethnicity, colour, disability, religion, nationality,
age, occupation, marital status, sexual orientation or any other irrelevant distinction. This
policy applies to all aspects of staff and student activity within the University.
The following three policies listed are available in full at:

www.plymouth.ac.uk/equality
http://intranet.plymouth.ac.uk/equality
Equal Opportunities;
Harassment;
Race Equality.
Plymouth University policy on Harassment and Bullying for Staff and Students has been
revised to reflect updated procedures. A network of trained, voluntary Harassment
Advisors is available for staff and students. Any member of staff or any student may consult
any advisor in confidence. The list of advisors is available on the Equality and Diversity
Community noted above. There is also a policy regarding Consensual Relations between
staff and students.
If you require more information or an alternative format please contact the Equality and
Diversity Office at equality@plymouth.ac.uk
4.18 Responsibilities of Students
In addition to the above policies and guidelines students should be aware of Plymouth
University Code of Conduct and general regulations for students as outlined in Plymouth
University handbook for students.

4.19 Employment Law Statement
Having taken advice from the Legal Department of the University and the Nursing and
Midwifery Council the following statement has been prepared in response to a query raised
by a pre-registration nursing student. The following statement however is pertinent to all
students from the Faculty.
Essentially a student who is on placement may not be considered as an employee and

does not have the same rights, pursuant to employment legislation as if they were to be
treated as an employee. Therefore in so far as an employee might have the right to request
flexible working in order to deal with post-pregnancy issues, that right does not apply to
persons who are on placement.
From a Nursing and Midwifery Council perspective they advise that flexibility can only
achieved if it is available at a local level and indeed it may result in a student needing to
lengthen their programme in order to achieve the requisite number of hours prior to
registration.
We as a Faculty, abide by Section 22 of the Sex Discrimination Act 1975 recognising that is
unlawful for the responsible body of an educational establishment to discriminate on
grounds of sex. Furthermore we cannot and indeed do not discriminate in the terms on
which it offers to admit a student, or by refusing or deliberately omitting to accept an
application, or the terms upon which a student, once admitted, is given access to facilities.
We will as a Faculty always do our best to be flexible and accommodate students requests,
however due to the limits placed on us by the placement process, it may not always be
possible to do so.
5. Student Involvement
5.1 Student Representatives
It is important to the University that you participate in the evaluation and improvement of the
quality and standards of the education it provides. Your views are vital in developing our
programmes and support services.
There are a variety of ways in which you can have an input to the running of the University.
For example, the annual Student Perception Questionnaire is undertaken across the
institution and its Partner Colleges to gain an overall view of your opinions. The results of
the questionnaire help shape improvements to the quality and standard of our educational
provision.
Students are represented on the University's Board of Governors and the Academic Board
(the committee responsible for determining the institution's academic policy). There are
also Students' Union representatives on the University committees which deal with the
assurance of academic standards and the quality of teaching and learning.
One of the most important ways in which you can have an impact is to become a
Programme Representative. Programme Representatives are the vital link between

students, academic staff and programme administration. They provide feedback to both the
University and the Students' Union, communicating the views and concerns of students.
Programme Representatives are elected to represent the students on a particular course or

programme and hold the post for one academic year. The role does not just involve
attending course/programme committee meetings, but also providing a chain of
communication between students and staff throughout the year. The Programme
Representative system enables the students on a programme to have a voice in the
decision-making process and also gives staff feedback on the effectiveness of the
educational service they are providing. The system allows students and staff to work
together to ensure that any problems which arise are dealt with quickly and effectively.
The role of a Programme Representative can be demanding but also very rewarding. You
will learn a lot of new skills, such as problem solving, time management and public
speaking, which may well be of benefit to you when looking for employment. On
completion of your year as Programme Representative, you will receive NUS certification
which identifies those transferable skills which you have developed.
There is also the opportunity to participate in the Student/Liaison Group/Site Meetings

which are held regularly at PAHC.
Course Representatives
A course representative is there to represent the views of the students on individual
courses. They pro-actively seek out and identify student views on matters relating to the
student experience, and in turn, represent these views at various meetings. They should
then feedback the outcome of that meeting to their course members. Staff are keen to
have student input in these meetings, and use student views as an important tool in
monitoring student opinion, and making changes to improve the quality of the education
they provide. Course representatives provide an essential link between the student body
and the University.
For more information on how to become a course representative or if you have any other
queries then please visit www.upsu.com/coursereps.
5.2 Student Role on Programme Committees
Each programme has a programme committee on which students from each year are
represented. The occupational programme also has a student rep for those with disabilities.
The primary role of the student representatives is to provide the University with a balanced
view of the perceptions of the student body on the quality and standards of the education
and services being provided. At programme level, they facilitate a dialogue between
members of staff who deliver the programme and the students whose learning is
determined by the programme. They may also participate in the programme review.
5.3 Student Feedback and Evaluation
Student feedback and evaluation, both of individual modules and of the whole programme
is an integral and important part of the learning and teaching process. You will be invited to
evaluate the delivery and content of each module, utilising a standard Module Evaluation
form, which will be distributed by module leaders. In addition, some form of qualitative
evaluation will normally be undertaken.

Students will be invited to evaluate their experience of placements also, as part of the
quality assurance processes. Please refer to the process below.
Completing the Student Evaluation Form via your POW
1. Log into your POW as usual

2. Access your Allocations and click on the placement you have just completed.
3. There will be a new tab at the top of the placement information labelled Click Here to
Evaluate. Select this tab to access the evaluation form. PLEASE NOTE: Once you
have submitted the form you will be unable to change your responses, so
please take your time when completing.
4. You will be given 4 weeks from the end of your placement to complete the form. We
will be monitoring completion and will follow up any forms which have not been
completed at the end of this period.
If you have any problems accessing the form or any queries then please do not
hesitate to contact Kerra Strongman, Placement Administrator, on 017523 586973 or
via email Kerra.strongman@plymouth.ac.uk
You will also be invited to provide feedback on the wider aspects of the University
environment, introduction to the programme, the learning environment, quality of the
programme and services/ facilities available. This information will be gained via the Student
Perception Questionnaire (SPQ) more details can be found at the following web address:
http://staff.plymouth.ac.uk/quality/spq/
5.4 Student Staff Liaison Committee
There is provision for regular meetings between student representatives from each year
group, the programme leader and teaching staff for dissemination of information and
discussion of current issues pertaining to the programme.
5.5 Plymouth University graduate compass
The Plymouth University Graduate Compass initiative is the key university driven policy
underpinning the professional and personal development of students on this programme.
By linking key themes within programmes such as becoming an resilient and thriving
individual a competent and confident professional, a sustainable and global citizen and
critical and creative learner, the Compass support education that leads to a successful

career. This therefore informs the approach to employability taken in the BSc (hons)
Occupational Therapy programme (https://www.plymouth.ac.uk/your-university/teaching-and-
learning/plymouth-university-compass )..
5.6 The Higher Education Achievement Record (HEAR)
Your HEAR will include and extend the existing record of academic achievement (the
academic transcript) that you receive after you complete your programme. In addition to
your academic achievement, it will also feature other information relating to extra-curricular
activities which are formally recognised by the University for example, the Plymouth
Award, being a Student Ambassador or joining up to the Peer Assisted Learning Scheme
(PALS). A full list of what will and will not be included is available on the HEAR website.
5.7 International Engagement:

At Plymouth University we value the concept of our students, staff and university as an
active part of the global community for the Occupational Therapy profession.
The Plymouth University Internationalisation Strategy (2015) includes goals for our curricula
to be globally aware and to welcome international students into a friendly learning
experience. Within the School of Health Professions we are working to increase student
and staff participation in overseas exchange programmes and to share the experience of
international staff, staff with international experience and to engage in research
programmes that have an international reach.
The Occupational Therapy programmes consider international dimensions of practice
through:
using world leading global evidence and theory in shaping the profession in all modules
engaging as part of the international community for the Occupational Therapy
profession i.e. presentations at the 2016 joint congress of the COTEC & ENOTHE
(Council of Occupational Therapists for European Countries & European Network of
Occupational Therapy in Higher Education) NUI Galway, Galway, Ireland June 15-19,
Hosting the #CountMeIn! 3rd International Scientific Meeting in Association with
Supporting childrens participation: evidence and interventions. 5-7th April 2016
Plymouth University .
Organising and hosting the Advancing Occupational Therapy International Conference ,
Plymouth University 12th,13th March 2015
contributing to world leading and global evidence through publication and debate in the
international community
considering international practice within the curriculum especially in modules OCT311
The contemporary Practitioner
international student / staff exchanges established or under development - currently
with Netherlands, Slovenia and Malta and further agreements under development.
International representation within the staff team international honorary professors
Dr Clare Hocking, Professor of Occupational Science and Therapy, Auckland University
of Technology, Auckland New Zealand
Dr Karen Jacobs, Clinical Professor, Department of Occupational Therapy, Boston
University, Massachusetts USA
Plymouth University graduates from the Occupational Therapy programmes are
regarded as employable overseas as our programmes are approved by the World
Federation of Occupational Therapists

5.8 Continuing Professional Development (CPD)
As a professional requirement students will have the opportunity to take part in our CPD
programme that runs alongside the academic programme. Visiting speakers and
manufactures and service users are invited to offer CPD sessions throughout the year. The
academic year culminates with a CPD Fest that runs for the last week of the summer term.
More information can be found on the programme Moodle page.
Appendices
Appendix One Definitive Module Records
Appendix Two Student Screening Standards
Appendix Three Guidelines for Students as Lone Workers
Appendix Four Assessment Guidelines
Appendix Five Study Strategies
Appendix Six Student consent form
Appendix Seven Guidance on Military duties
Appendix Eight Guidance on Religious observance
Appendix Nine Guidance on receding lectures
Appendix Ten - Student as partners
Addendum National Health Service (NHS) funded Programmes, important information

with regard to tuition fees and interrupt/repeat years
Feedback on student programme handbook

Appendix One
Definitive Module Records
These are the frameworks used by the University that hold the general
information and specifications for each of your modules on the programme.
More specific information will be given to you through the medium of Module
Handbooks (you will receive an electronic copy of each as you progress
through the programme).
75
BSc (Hons) Occupational Therapy Programme Handbook 2016-2017
SOHP101 Preparation for Professional Practice Year 1 20 credits
OCT118 Psycho-Social Concepts for Occupation 10 credits
OCT113 Functional Anatomy and Physiology 10 credits
OCT114 Occupational Studies: Foundations for Occupational Therapy Part 1

20 credits
OCT115 Occupational Studies: Foundations for Occupational Therapy Part 2
20 credits
OCT116 Occupational Studies: Humans as Occupational Beings Through the Life
Cycle 20 credits
OCT117 Practice Placement 1 20 credits
76
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted
via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: SOHP101 MODULE TITLE: Preparation for Practice
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B900
PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No

None None
SHORT MODULE DESCRIPTOR: (max 425 characters)

This inter-professional module will introduce students to professional practice and the
inherent standards expected of them. The characteristics and identity of allied health
professionals, as evidence based practitioners, will underpin learning
.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}
WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally C1 100% P1
scheduled)
E2 (OSCE) C2 P3
T1 (in-class test) A1 Pass/Fail
SUBJECT ASSESSMENT PANEL Group to which module should be linked: School of

Health Professions Shared Panel
Professional body minimum pass mark requirement:

Minimum pass mark: 40%
Students are required to pass all elements to achieve the module
MODULE AIMS:
This module will embed the importance and principles of professionalism associated with
the allied health professions, using an inter-professional learning environment prior to
placement.
ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:
1. Demonstrate an understanding of relevant professional standards for conduct and
ethics
2. Identify and apply the key principles of evidence based practice
3. Discuss the importance of inter-professional working
4. Apply knowledge and understanding of reflective practice skills for developing
professional behaviour
Selected from Knowledge and Understanding; Cognitive/Intellectual Skills; Performance
and Practice; Personal and Enabling Skills ( see SEEC level descriptors 2010)
DATE OF APPROVAL: FACULTY/OFFICE: Health and

16/01/2013 Human Sciences
DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Health
77
September 2013 Professions
DATE(S) OF APPROVED CHANGE: TERM: Autumn
Additional notes (for office use only):
There is no compensation for elements within the following programmes;

BSc (Hons) Dietetics
BSc (Hons) Operating Department Practice
DipHE Operating Department Practice
BSc (Hons) Paramedic Practitioner
BSc (Hons) Physiotherapy
BSc (Hons) Podiatry
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning
outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements
http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-
benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-
2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where
necessary e.g. health and social care, medicine, engineering, psychology,
architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-
code/Pages/default.aspx
78
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in
conjunction with the Module Review Process. Some parts of this page may be used
in the KIS return and published on the extranet as a guide for prospective students.
Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2013/2014 NATIONAL COST CENTRE:

103
MODULE LEADER: Pam Nelmes OTHER MODULE STAFF:
Summary of Module Content

Preparing for practice placement: to include mandatory training
Learning to learn: study skills, IT literacy and academic writing, e-portfolio, reflective
practice
Standards of conduct, performance and ethics (HCPC)
Consent and Mental capacity
Professionalism: professional behaviours in and out of the workplace
Principles of decision-making
Managing information (Information governance): sharing and protecting information
Health Informatics and emerging technologies
Interpersonal Skills/Communication: verbal/non-verbal and paralinguistic skill
Professional communication: paper and electronic (digital) to include legal requirements
Digital Professionalism: social networks and digital communication
Contemporary policy supporting Health and Social Care
Caring for people: psychological and sociological dimensions of healthcare
Inter professional working, teamwork, leadership and followership
Evidence based practice
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}

Scheduled Activities Hours Comments/Additional Information
Class room Lectures / 48
Seminars /
Distance learning 12
activities
Individual Tutorials 1
Guided Independent 139

Study
Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc.)
Include links
Component
Component
Comments
to learning
weighting
objectives
Category
Element
Name
79
C1 Essay 100% ALOs 1:2:3 and 4
Coursework
A1 Reflection Pass/Fail ALO 4
Updated by: P. Nelmes Approved by:

Date: 25/03/2013 Date:
80
MODULE CODE: OCT118 MODULE TITLE:

Psycho-social Concepts for Occupation
PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: N (if No identify

None None programmes in notes box below)

This module addresses themes in health and social care from a psychosocial perspective
relevant to occupational therapists and understanding occupation. Students are introduced
to behavioural science issues including psychology and sociology to consider contexts
influencing understanding of occupation.
.
E1 (Formally xx% C1 100% P1 xx% or
scheduled) Pass/Fail
E2 (OSCE) xx% C2 xx% P3 xx% or
Pass/Fail
T1 (in-class test) xx% A1 xx%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: OT/OT
Professional body minimum pass mark requirement: 40%
MODULE AIMS:
To enable students to consider and understand issues linked to occupation from a
psychosocial perspective while learning and discussing fundamental concepts from
psychology, sociology and the behavioural sciences.

1. Understand fundamental concepts from psychology, sociology and behavioural
science, relating these to occupation and occupational therapy
2. Identify determinants of behaviour of individuals and societal groups linked to
occupation and their relevance for occupational therapists.
3. Discuss psychosocial and communication needs of individuals throughout the life
cycle
Knowledge and understanding (LO1,2,3); Analytical skills (LO2,3); Synthesis (LO2,3);
Planning and management of learning, autonomy (LO1,2,3); problem solving (LO1,2,3);
Communications skills (LO1,2,3).
DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: Health,

Education & Society
DATE OF IMPLEMENTATION: September 2013 SCHOOL/PARTNER: Health
Professions
DATE(S) OF APPROVED CHANGE: TERM: Autumn (please specify)
81
XX/XX/XXXX
Students are required to achieve all elements of the module assessment to pass the
module overall.

http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-
GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-
descriptors-2010 (scroll to pdf link at bottom of page)
82
ACADEMIC YEAR: 2014/2015 NATIONAL COST CENTRE: 103
MODULE LEADER: Lyn Westcott OTHER MODULE STAFF:

Indicative Syllabus Content:
Issues relating to occupation will be addressed by discussing psychosocial theories within
the following themes: understanding psychology and sociology, the life course,
communication and group dynamics, introduction to abnormal psychology. Determinants
of occupationally related behaviour including, societal, social, cognitive, behavioural and
developmental factors.

Lectures and workshops 33
Self-directed study 67
Total 100 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)
Include links
Component
Component
to learning
Comments
weighting
objectives
Category
Element
Name
E_ %
%
%
Written
%
exam
T_ %
%
%
C1 Case based A submission of 2000 words outlining
short 100% psychological and sociological aspects of a given
Coursework
answers % case scenario text will be sectioned according to
a series of questions requiring short answers.
P_ %
Practice %
%
Updated by: Patricia Eyres Approved by:

Date: 26/03/2013 Date: XX/XX/XXXX
83
MODULE CODE: OCT113 MODULE TITLE: Functional Anatomy and

Physiology for Occupation

none none programmes in notes box below)

A knowledge and understanding of the structure and function of the human body is an
important foundation for Occupational Therapists. This module is designed to introduce
students to the fundamentals of human anatomy and physiology relevant to professional
practice.
.
E1 (Formally 100% C1 xx% P1 xx% or
Pass/Fail
MODULE AIMS:
To introduce students to the fundamentals of human anatomy and physiology relevant to
professional practice

1. Identify body systems and structures
2. Demonstrate knowledge and understanding of normal anatomy and physiology.
3. Demonstrate an understanding of how body systems are regulated
4. Relate the functioning of body systems to everyday occupational participation

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Autumn (please specify)
XX/XX/XXXX
84
module overall.

85
MODULE LEADER: Patricia Eyres OTHER MODULE STAFF:

Form and function of musculoskeletal system, endocrine system, cardiovascular system,
respiratory system, endocrine system, digestion and urinary system, special senses of sight
and hearing.
Basic concepts of normal movement and gait.
Basic concepts of participation and the co-ordinated interrelationships of anatomical
structure and physiological process necessary to facilitate normal human occupation.

Lectures and tutorials 33
Total 100 (NB: 1 credit = 10 hours of learning; 10

credits = 100 hours, etc)
Include links
Component
Component
to learning
Comments
weighting
objectives
Category
Element
Name
E_ 100%
%
Written
%
exam
T_ %
%
C_ %
Coursework
%
P_ %
Practice
Updated by: Patricia Eyres Approved by: Date:

Date: 26/03/2013 XX/XX/XXXX
86
MODULE CODE: OCT114 MODULE TITLE: Occupational Studies:

Foundations for Occupational Therapy Practice
I


This module introduces philosophical and theoretical foundations of occupational therapy,
introducing the student to concepts of the person, environment, occupation and
performance. Core skills underpinning the professional practice of occupational therapy will
be introduced.
.
Pass/Fail
MODULE AIMS:
To outline the philosophical assumptions, theory and core skills underpinning
occupational science and the practice of occupational therapy.
To introduce the core skills underpinning occupational therapy practice
To identify and examine evidence underpinning occupational therapy practice
To promote professional and personal development

1) Describe the philosophical assumptions of occupational science and occupational
therapy practice
2) Recognise the core skills underpinning occupational therapy practice
3) Outline the occupational therapy process
4) Identify and appraise evidence underpinning occupational therapy practice
5) To develop and contribute to professional portfolios
Knowledge and Understanding (LO 1,2,3,4) Cognitive/Intellectual Skills (LO 1,2,4,5)

Key/Transferable Skills (LO 2,3,4,5) Practical Skills (LO 5)

87
Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Autumn/ (please specify)
XX/XX/XXXX
module overall.

88
MODULE LEADER: Pat Eyres OTHER MODULE STAFF:

Indicative syllabus content:
Introduction to philosophical assumptions underpinning occupational science and
occupational therapy including the centrality of occupational engagement for health,
well being and client centred practice.
Introduction to the range of core skills used by occupational therapists in the areas of
assessment, intervention and outcome measurement.
Introduction to the principles and process of evidence based practice for
occupational therapy.
Development of professional portfolios

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)
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%

89

Foundations for Occupational Therapy
Practice 2


Students will identify the intrinsic components of occupational engagement through
exploring the range of components required to engage in occupational performance.
Students will study the interaction between person, occupation and context to explore how
occupational therapy theory and process promotes occupational engagement.
.
Pass/Fail
T1 (in-class test) 50% A1 xx%
MODULE AIMS:
To identify occupational performance components.
To examine the interaction between person, occupation and context.
To explore the relationship between occupational interruption and the components of
occupation.
To examine occupational therapy theory and process in relation to promotion of
occupational engagement.

1. To identify occupational performance components including physical, cognitive,

emotional, and spiritual aspects.
2. To examine how these dynamically related components of occupational performance
impact on the interaction between person, occupation and context in relation to health
and well being.
3. To explore the relationship between occupational interruption and the components of
occupation.
4. To recognise and describe how occupational therapy theory and process promotes
90
occupational engagement.
Knowledge and Understanding (LO 1,2,3,4) Cognitive/Intellectual Skills (LO 1,2,4)

Key/Transferable Skills (LO 2,3,4) Practical Skills (LO 1)

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Summer (please specify)
XX/XX/XXXX
module overall.

91

Components of occupation analysis: Person, Occupation, Context
Conceptual models of practice focusing on the relationship between the person, the
environment, occupation and health
Approaches and frames of reference
Assessment
Intervention planning
Intervention
Evaluation
Introduction to occupational interruption


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Element
Name
E_ %
%
Written
T1 1 hour short Exploring occupation, occupational
exam
answer test 50% science and OT theory
%
C1 2000 word % Applying theoretical principles
Coursework report %
50%
P_ %
Practice %
%

92

Humans as Occupational Beings across
the life span


This module will examine occupational science and occupational therapy perspectives of
occupation across the life span including transitions. The dynamic relationship between
engagement in occupation, health and well-being for individuals, groups and communities
will be explored.
.
Pass/Fail
MODULE AIMS:
To introduce the concept of occupation and occupational engagement across the
human lifespan including transitions.
To enable students to appreciate how the changing nature of engagement in occupation
contributes to the health and wellbeing of individuals, groups and communities across
the lifespan.
To explore theoretical perspectives underpinning and linking occupational science and
occupational therapy practice.
To facilitate students to use theoretical knowledge and critical thinking to underpin their
learning and therapeutic practice.

1. Demonstrate an understanding of the contribution of occupation and occupational
engagement to the health and well-being of individuals groups and communities .
2. Demonstrate an ability to utilise and appraise theory and evidence base to underpin
an occupational perspective in health and social care.
3. Begin to understand how to analyse occupation linked to human development,
maturation and aging, and identify facilitators and inhibitors to occupational
93
engagement.
4. Show an understanding of the multi-faceted and changing nature of engagement in
occupation across the lifespan.
5. Demonstrate a commitment to an occupational perspective of humans; including the
uniqueness and autonomy of individuals and the principles of occupational justice.
Knowledge and Understanding (LO 1,2,3,4,5) Cognitive /Intellectual Skills (LO 2,3) Key
Transferable Skills (LO 1,3,4,5,) Practical Skills (LO 5,6)

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Summer (please specify)
XX/XX/XXXX
module overall.

94
MODULE LEADER: Anita Slade OTHER MODULE STAFF:

Occupational engagement across the lifespan
Occupational science
The role of occupations across the life span, including life transitions.
Conceptual models of practice focusing on the relationship between the person, the
environment, occupation and health.
Analysing people as occupational beings


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E_ %
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exam T_ %
%
C_ %
Coursework 100%
P_ %
Practice
%
Updated by: Patricia Eyres Approved by: Date:

Date: 26/3/2013 XX/XX/XXXX
95
MODULE CODE: OCT117 MODULE TITLE: Practice Placement 1

none none programmes in notes box below)

This module enables students to experience occupational therapy within wider contexts of
inter-professional or multi-agency practice. Students will experience collaborative working
with colleagues from other disciplines. Through supervised practice, students will develop
basic skills underpinning occupational therapy, relating this to campus based study.
.
E1 (Formally xx% C1 100% P1 Pass/Fail
scheduled)
Pass/Fail
MODULE AIMS:
1) To enable students to develop basic professional and therapeutic skills within the
practice setting
2) To enable students to experience inter-professional/multi-agency and collaborative
teamwork within the practice setting
3) To develop reflective practice skills
4) To introduce students to underpinning principles in terms of the expectations of
occupational therapists, the skills required for application to practice and the knowledge
and understanding required.

1. Demonstrate basic understanding of the expectations of an Occupational Therapist in
terms of autonomy and accountability; and legal, ethical and safe practice.
2. Conduct her/ himself in an appropriate professional manner and comply with the Codes
of Practice/ Ethics.
3. Demonstrate basic skills in communication and the ability to establish and maintain
appropriate and effective professional relationships with people accessing the service
and people providing a service within the practice setting.
4. Demonstrate understanding of the occupational therapy process within the placement
96
setting and the skills required for the application of practice, including assessment,
planning, intervention and evaluation.
5. Demonstrate understanding of the underpinning knowledge required for practise
including the occupational nature of individuals and the factors that have an impact on
function.
6. Work collaboratively with the practice educator(s) to develop weekly learning objectives
to meet their own learning needs through an effective learning contract and reflection.
7. Complete an academic case study assignment which is marked in the university setting,
based on work with a person accessing the occupational therapy service in the
placement.
Knowledge and Understanding (LO1,4) Cognitive/Intellectual Skills (LO 1,2,4,5,6)
Key/Transferable Skills (LO 2,3,4,5,6,7) Practical Skills (LO 2,3,5,6,7)

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Spring (please specify)
XX/XX/XXXX
module overall.

97
MODULE LEADER: Sarah Johnson OTHER MODULE STAFF:

Maintenance of defensible documentation, including records and report writing
Development of communication skills, professional skills and behaviours
Inter-professional and/or multi-agency team structures and collaborative practice
Physical and psychological and social needs of patients/clients with occupational
dysfunction
Occupational therapy skills of assessment, planning, intervention and evaluation within
occupational dysfunction
Models and approaches of practice
Structure and delivery of health care services including relevant national service
frameworks, client pathways, and protocols of care and governance
Professional conduct, maintaining safe practice, codes of ethics
Practice portfolio - reflective practice and learning contracts
Continuing Professional Development

Practice placement hours 375 HCPC requirement for placement hours
Lectures, workshops & mandatory 12
training
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100 %

98
99
SOHP201 Project Studies 20 Credits
OCT211 Occupational Studies: Occupational Therapy Toolbox

30 Credits
OCT212 Occupational Studies: Occupational Challenges in the
Lifecycle 30 Credits
OCT213 Occupational Studies: Occupational Presence - 10 Credits
OCT214 Practice Placement 2 30 Credits
100
PLYMOUTH UNIVERSITY MODULE RECORD
MODULE CODE: SOHP201 MODULE TITLE: Project Studies
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: X210

None None

This module develops knowledge and skills related to evidence-based practice and lifelong
learning. The content is designed to enable the students to understand different research
designs, to evaluate the research literature and to prepare them to undertake research at
undergraduate level. Meets all or part of HPC Standards of Proficiency: 2b.1, 3a.1
.
E1 (Formally 50% C1 50% P1
scheduled)
E2 (OSCE) C2 P3
T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked:

School of Health Professions Shared Panel

Minimum pass mark: 40%. Both elements must be passed.
MODULE AIMS:
To enable the students to develop a sound understanding of research terminology,
methods, and principles.

1 Demonstrate a clear understanding of key research concepts.
2 Undertake a critical review of the literature, using a systematic approach on a
selected topic and present it succinctly.
3 Formulate a research question
4 Select a research design that is appropriate to the research question.
5 Prepare an outline proposal and protocol for a research project, taking into account
ethical issues, using a prescribed format and guidelines (and where appropriate to
ethics committee submission)
(Knowledge and Understanding LO 1,2,3,4,5); Analytical skills (LO 1,2,3,4,5)

Cognitive/intellectual skills (LO 1,2,3,4,5) ; Key/transferable skills (LO 2,3,4,5); Practical
skills (LO 3)
101
DATE OF APPROVAL: 16/01/2013 FACULTY/OFFICE: Health and
Human Sciences
DATE OF IMPLEMENTATION: September SCHOOL/PARTNER: Health
2014 Professions
DATE(S) OF APPROVED CHANGE: TERM: Spring

DipHE Operating Department Practice
BSc (Hons) Podiatry

102
ACADEMIC YEAR: 2014/2015 NATIONAL COST CENTRE:103
MODULE LEADER: Dr Miriam OTHER MODULE STAFF:

McMullan Dr Alan Hough, Dr Anne Roberts, Pam Nelmes,
Katie Hide

Literature review
Research methodology and statistics
Ethics in a research project
Quantitative and qualitative data analysis and hypothesis testing.
Project management
The module is delivered through key note lectures and small group tutorials, supported by
individual tutorials with potential research supervisors.

PBL/seminars 10
Lectures 15
Revisions 2 Tutorial/supervision on each group project

Study

100 hours, etc)
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Written E1 MCQ Exam 50% ALOs 1;2;

exam
C1 Research 50% ALOS 2;3;4;5
Coursework
Protocol
Updated by: Dr Miriam McMullan Approved by:

Date: 21/03/2013 Date:
103

Occupational Therapy Toolbox

None None None programmes in notes box below)

Students will apply the core skills of occupational therapy and occupational science to
individuals, groups and communities. Assessing and applying appropriate occupational
therapy skills and practice tools including the therapeutic use of self to sustain occupational
engagement.
.
E1 (Formally XX% C1 100% P1 xx% or
Pass/Fail
MODULE AIMS:
1. To apply occupational therapy theory, process and practice to promote and sustain the
health and well-being of individuals, groups and communities with fundamental
occupational needs.
2. To apply and modify approaches and techniques to meet specified occupational needs
of patients/ clients/ service users.
3. To develop knowledge of the policy, legislation and services available to facilitate
occupational therapy practice in individuals, groups and communities.
4. To enable students to initiate, appraise and implement appropriate therapeutic plans
and activities to support occupational engagement.
5. To enable students to reflect and evaluate own strengths, limitations and performance in
relation to the needs of their patients, clients and service users.

1. Identify, explain and adapt occupational therapy theory, process and practice to promote
and sustain the health and well-being of individuals, groups and communities with
fundamental occupational needs.
2. Identify, modify and apply appropriate approaches and techniques to meet specified
occupational needs of patients, clients and service users as part of a team.
104
3. Demonstrate an understanding of relevant policy, legislation and services available and
its relevance to occupational therapy practice in individuals, groups and communities.
4. Demonstrate the skills required to initiate, implement and evaluate appropriate
therapeutic plans and activities to support occupational engagement in individuals,
groups or communities with fundamental occupational needs.
5. Demonstrate appropriate professional skills and development towards autonomous,
evidence-based practice and reasoning in occupational therapy.

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Autumn/Spring
XX/XX/XXXX
module overall.

105
MODULE LEADER: Rebecca Twinley OTHER MODULE STAFF:

The central occupations of the young person, adult and older person
Personal, occupational and environmental factors that impact on the occupational
performance, health and wellbeing of the young person, adult and older person.
Biological, psychological and sociological factors that underpin fundamental occupational
interruption problems
Occupational therapy conceptual models of practice and approaches for individuals,
groups and communities
Health, education and social policy relevant to the health and wellbeing of the individual,
groups and communities.
Transitional theory and practice across the lifespan

Lectures, workshops and PBL 45
sessions
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exam T_ %
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Practice

106

Occupational Studies: Occupational
Challenges across the Life span


Using PBL, students will analyse the occupational challenges faced by individuals, groups
and communities with multi-faceted complex needs across the life span. Students will
critically evaluate interruption and its impact on occupational performance, identifying and
recommending ways of sustaining engagement.
.
Pass/Fail
MODULE AIMS:
1. To analyse the occupational challenges faced by individuals, groups and communities
with multi-faceted complex needs across the life span.
2. To analyse occupational interruption and the interaction of different components
(including personal, biological, psychological, sociological, spiritual, occupational and
environmental) that diminish health and well-being and challenge occupational
performance with multi-faceted and complex conditions.
3. To identify, and apply policies and legislation to facilitate service provision for
individuals, groups and communities.
4. To identify, analyse and critique the relevance and significance of an
5. To evaluate the changing occupational needs of individuals, groups and communities
across the life span including periods of transition.
6. To modify their application of an occupational perspective in the management and
engagement of individuals with complex conditions.

1. Analyse the occupational challenges faced by individuals, groups and communities with
multi-faceted complex needs across the life span.
2. Analyse occupational interruption and the interaction of different components (including
107
personal, biological, psychological, sociological, spiritual, occupational and
environmental) that diminish health and well-being and challenge occupational
performance with multi-faceted and complex conditions.
3. Identify, and apply policies and legislation to facilitate service provision for individuals,
groups and communities.
4. Identify, analyse and critique the relevance and significance of an
5. Evaluate the changing occupational needs of individuals, groups and communities
across the life span including periods of transition.
6. Modify their application of an occupational perspective in the management and
engagement of individuals with complex conditions.
Knowledge and Understanding (LO 1,2,5) Cognitive/Intellectual Skills (1,2,3,4,5)

Key/Transferable Skills (LO 1,2,4,5,6)
DATE OF APPROVAL: 17/01/2013 FACULTY/OFFICE: Health,

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Spring/Summer
XX/XX/XXXX
module overall.

108
MODULE LEADER: Anita Slade OTHER MODULE STAFF:

The central occupations of the young person, adult and older person and how these
can be interrupted by complex and multi-faceted factors
Personal, occupational, biological, psychological, sociological, spiritual and
environmental factors that impact on the occupational performance, health and
wellbeing of individuals across the lifespan including transition periods.
Occupation: inclusion, balance, meaning and challenges, including injustice,
deprivation and dysfunction.
Therapeutic interventions and preventative work relevant to individuals, their families
and their communities, across the lifespan
Relevant policy, including health, educational and social policy related to the health
and wellbeing of the individual, their family and communities, across the lifespan

Lectures, workshops and 56
PBL sessions
100 hours, etc)
weighting
objectives
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Compone
Compone
Category
nt Name
s Include
Element
learning
links to
nt
E_
Written
exam
T_ %
%
C_ %
Coursework
100%
P_ %
Practice

109

Occupational Studies: Occupational
Presence


This module explores the engagement with and application of volunteering as an
occupation linked to a relevant organisation or group. It leads to discussion of the meaning
and purpose of volunteering and potential for this in understanding service provision,
occupation and occupational science in an organisational or group setting.
.
Pass/Fail
MODULE AIMS:
1. To enable students to review their experience of volunteering and make appropriate
links with theoretical and practical concepts.
2. To explore the meaning and purpose of volunteering and its application to
occupational
Concepts and current practice contexts.

1. To explore and discuss relevant theoretical concepts in relation to a volunteering
experience in a selected organisational or group setting.
2. To discuss and evaluate knowledge, skills and experiential components of
volunteering as an occupation.
3. To appraise volunteering within an organisational or group setting, showing an
understanding of current practice concepts for occupational therapists.
4. Demonstrate professional and personal development.
Knowledge and Understanding (LO 1,2) Cognitive/Intellectual Skills (LO 1,2,3)

Key/Transferable Skills (LO 1, 3, 4) Practical Skills (LO 1,2,3,4)
110
Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Summer
XX/XX/XXXX
module overall.

111
MODULE LEADER: Rosi Raine OTHER MODULE STAFF:

1. Theoretical concepts and principles of occupational science, task and occupational
analysis and the therapeutic potential of volunteering as an occupation.
2. Organisation and completion of a volunteering opportunity (of around 60 hours)
demonstrating knowledge and skills in an organisation or group approved by the
programme team.
3. Reflection and demonstration of professional reasoning linked to a volunteering
experience.
4. Exploration and consideration of occupational practice in emergent or third sector
organisations.
5. Communication and professional articulation of knowledge, skills and experience in
relation to the selected volunteering opportunity.

Lectures 4
Volunteering 60
100 hours, etc)
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E_ %
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T_ %
%
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Coursework 100%
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Practice

112
MODULE CODE: OCT214 MODULE TITLE: Practice Placement 2.

Successful completion None programmes in notes box below)
of previous placement

The module builds on occupational therapy knowledge, skills and experience gained.
Students will actively participate in the occupational therapy intervention process,
demonstrating increased autonomy whilst being supervised. Knowledge and skills
underpinning inter professional working will be further developed.
.
scheduled)
Pass/Fail
MODULE AIMS:
1) To enable students to further develop and analyse own professional and therapeutic
skills within the practice setting
2) To enable students to experience inter-professional/multi-agency and collaborative
teamwork within a different practice setting
3) To enhance reflective practice skills
4) To develop students understanding of underpinning principles in terms of the
expectations of occupational therapists, the skills required for application to practice
and the knowledge and understanding required.

1. Demonstrate understanding of and analyse the expectations of an Occupational
Therapist in terms of autonomy and accountability; and legal, ethical and safe
practice.
2. Conduct her/ himself in an appropriate professional manner and comply with the
113
Codes of Practice/ Ethics.
3. Demonstrate and appraise own skills in communication and the ability to establish
and maintain appropriate and effective professional relationships with people
accessing the service and people providing a service within the practice setting.
4. Demonstrate and appraise own understanding of the occupational therapy process
within the placement setting and the skills required for the application of practice,
including assessment, planning, intervention and evaluation.
5. Demonstrate understanding of and critique the underpinning knowledge required for
practise including the occupational nature of individuals and the factors that have an
impact on function.
6. Work collaboratively and proactively with the practice educator(s) to develop weekly
learning objectives to meet their own learning needs through an effective learning
contract and reflection.
7. Complete an academic case study assignment which is marked in the university
setting, based on work with a person accessing the occupational therapy service in
the placement.

Key/Transferable Skills (LO 2,3,4,5,6,7) Practical Skills (LO 2,3,5,6,7)

Education & Society
Professions
XX/XX/XXXX
module overall.

114

Occupational therapy process information gathering, assessment, planning,
Intervention and evaluation; health promotion activities, professional reasoning,
recording and report writing, health and safety policies and risk assessment.
Communication skill development, reflection on practice, evidence based practice.
Health and social care legislation and policies, care pathways, national service
frameworks and governance.
Inter-professional collaboration working within health and social contexts of care
How to record Continuing Professional Development through effective use of the
Placement Portfolio

100 hours, etc)
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E_ %
Written %
exam T_ %
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P_ %
Practice
100 %

115
SOHP302 Inter-professional Learning: Preparation for Professional Practice
20 Credits
SOHP301 Project 20 Credits
OCT309 Occupational Studies: Exploration into Practice 20 Credits
OCT310 Occupational Studies: Occupation for Promoting Health and Wellness of

Communities 20 Credits
OCT311 Occupational Studies: The Contemporary Practitioner 10 Credits
OCT312 Practice Placement 3 30 Credits
116
MODULE CODE: SOHP302 MODULE TITLE: Preparation for

Professional Practice
CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: N214

None None

This module provides students with the opportunity to apply management and leadership
theory and underpinning principles of practice to identified areas of their chosen field which
may benefit from quality enhancement.
.
E1 (Formally C1 100% P1
scheduled)
E2 (OSCE) C2 P3


Minimum pass mark: 40%
MODULE AIMS:
To enable students to investigate areas of quality to service delivery and identify
strategies to implement change through team-working and problem solving skills in
order to apply contemporary government policies and drivers. To enable students to
apply management and leadership theory and identify the appropriate skills
necessary to act as agents of change and change management. To provide
students with skills in personal development planning in preparation for professional
practice.

1. Identify relevant areas for quality enhancement in service provision
2. Integrate theoretical knowledge, problem-solving skills and team-working into the
application of change required to employ contemporary governmental and local
policies and drivers in a practice setting
3. Critically analyse management and leadership concepts and theories and apply
understanding of organisational culture to professional practice
4. Engage in a critical reflection of professional practice and identify areas and
117
strategies for future self-development
(Selected from Knowledge and Understanding; Cognitive/Intellectual Skills;

Key/Transferable Skills; Practical Skills see SEEC level descriptors)
DATE OF APPROVAL: 16/01/2013 FACULTY/OFFICE: Health and

Human Sciences
2015 Professions

BSc (Hons) Dietetics
BSc (Hons) Podiatry

118

103
MODULE LEADER: Peter Allum OTHER MODULE STAFF: TBC

Management and leadership theory
Team work and leadership styles
Quality enhancement methods
Contemporary government drivers and policies
Personal development planning,
Professional practice issues,
Health and Care Professions Council Standards (Conduct, Performance and Ethics,
Proficiency etc.)

Class room Lectures / 60
Seminars /
Individual Tutorials 1

Study

100 hours, etc)
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Element
Name
ALOs 1;2;3;4
Coursework C1 essay 100%
Updated by: Peter Allum Approved by: TBC

Date: 15/03/2013 Date:
119
MODULE CODE: SOHP301 MODULE TITLE: Project
CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: X210

None None

Students will undertake and complete a short piece of research developed from the level 5
protocol which involves the collection and interpretation of a small amount of data. Findings
will be presented in the format of a professional journal article and conference style
presentation.
.
E1 (Formally C1 Collaborative 50% P1 50%
scheduled) journal article Oral
Presentation
(viva)
E2 (OSCE) C2 P3


Minimum pass mark for each element is 40%
MODULE AIMS:
To enable students to engage in a research study using an ethically approved protocol
produced in Research 1.
To enable students to understand the ethical implications of carrying out a research
study.
To enable students to critically analyse, evaluate and synthesise the results of their
study and understand its context in the wider literature.
To enable students to demonstrate their ability to work collaboratively with peers and
supervisor in a professional manner.
To enable students to present research findings in a written and presentation format.


1. Have completed a small research study relevant to their profession in line with an
120
ethically approved protocol.
2. Worked collaboratively as part of a research group and critically analyse and
synthesise the results of their study and relate this to the relevant evidence base.
3. Be able to make judgements and justify ethical decisions made in research study.
4. Be able to individually critically analyse, evaluate and summarise research study as a
conference style presentation.
5. Worked collaboratively to produce a research report in a format suitable for
publication in an academic journal.
Knowledge(LO1); Ethics(LO1); Analysis(LO1,2); Synthesis(LO1, 2); Evaluation (LO1);

Learning Resources (LO1, 2); Self-evaluation (LO1, 2); Information Management (LO1,
2); Autonomy (LO1, 2); Communication (LO2); Problem Solving (LO1); Autonomy of
skills use (LO1)
DATE OF APPROVAL:16/01/2013 FACULTY/OFFICE: Health and

Human Sciences
2015 Professions

BSc (Hons) Podiatry

121

103
MODULE LEADER: Dr Anita Slade OTHER MODULE STAFF:

Dr A Hough, Dr M McMullan, Dr Anne Payne,

Students will undertake and complete a short piece of research developed from a protocol
written in project studies. Students will carry out a group project which maybe inter-
professional and involves the collection and interpretation of data using a research
methodology of their choice. Findings will be presented in the format of a professional
journal article written and developed by the group and an individual viva which includes a
conference style presentation.
Critical appraisal of literature sources relevant to the research question.

Data collection, critical appraisal of data collection, interpretation of data.
Research report writing.
Independent management during the research process.
Team collaboration during the research process.
Ethical implications of research and professional practice.

Lectures 6
Workshops 12 Includes drop in optional clinics
Project supervision 5 With dedicated research advisor
Practical 6 Setting up and analysing quantitative data using excel and

SPSS (optional)
Guided independent study 171

100 hours, etc)
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Element
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C1 Group written 50% Group written report in the format of a journal

Coursework report research article.
Practice P1 Individual 50% Individual presentation and defence of research
122
presentation study.
Updated by: Dr. Anita Slade Approved by:

Date: Date:
123
MODULE CODE: OCT309 MODULE TITLE: Occupational Studies

Exploration into Practice


This module provides the opportunity to explore, select and evaluate a specialist area of
occupational therapy to examine in greater depth than elsewhere in the curriculum.
Specialist areas chosen will reflect current trends and developments in practice for
occupational therapists across a broad range of settings.
.
Pass/Fail
MODULE AIMS:
To explore current and possible future developments and directions in a specialist area
of occupational therapy practice.
To enable students to link theoretical and practice concepts and consolidate their
understanding of the evidence for specialist practice in relation to occupation, person
and context.
To enable students to critically analyse the relevance of the evidence base in order to
support career development towards specialist practice.

At the end of the module the learner will be expected to:
1. Independently examine and evaluate a selected area of specialist occupational therapy
practice of choice.
2. Evaluate relevant theoretical perspectives and concepts that inform the practice
expertise in relation to purposeful occupation, the person and context, and the
relationship these have with wellbeing.
3. Critically appraise current trends in the specialist area of occupational therapy practice
and explore the potential for occupational therapy in future developments and directions
in that area.
4. Explore and analyse the potential development opportunities for a new occupational
124
therapist to develop the skills necessary for the area of specialist practice.
5. Demonstrate professional and personal development.
Knowledge and Understanding (LO 1,2,3,4) Cognitive/Intellectual Skills (LO 1,2,3,4)

Key/Transferable Skills (LO 4,5) Practical Skills (LO 1,5)

Education & Society
Professions
XX/XX/XXXX
module overall.

125
MODULE LEADER: Lyn Westcott OTHER MODULE STAFF:

Structured investigation of a specialist area of practice either through the literature or
through observation of an occupational therapist not exceeding 10 days.
Exploration of the specialist area and links to occupation, person and context.
Exploration of the current social and political drivers and impact of change on current
and future occupational therapy practice in the specialist area.
Analysis of the professional development opportunities and mechanisms from new to
specialist practitioner.

Lectures 10

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126
MODULE CODE: OCT310 MODULE TITLE: Occupation for promoting

health and wellness of communities


This module evaluates the importance of applying health and wellness principles to
contemporary occupational therapy practice. It critiques and syntheses current and
emerging theory and research on the impact of occupation to promote health and wellness
of communities.
.
Pass/Fail
MODULE AIMS:
To facilitate and critique the concept that occupation can be used to promote health
and wellness.
To critically analyse, evaluate and synthesise current emerging theory and research
on occupation, health and wellness in occupational therapy practice.
To synthesise and analyse the cultural, political and ethical issues underpinning
models of practice to critically appraise how they can contribute to promoting health
and wellness.
To apply evidence to a specific community setting and justify using theoretical concepts.

1. Critically evaluate and synthesise the contribution of occupational science to the
evidence supporting health promoting aspects of occupation.
2. Critically evaluate and synthesise the role of health promotion in contemporary
occupational therapy practice.
3. Critically evaluate and identify the implications of global and western concepts of health,
127
wellness and wellbeing, related to the use of cultural, political and ethical issues in practice.
4. Apply the theoretical concepts and evidence to a specific community setting.
Knowledge and Understanding (LO 1,2,3,4) ; Cognitive/Intellectual Skills (LO1,2,3,4,);

Key/Transferable Skills(LO1,2,3,4)

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Autumn/
XX/XX/XXXX
module overall.

128

Psychosocial constructs of health and wellbeing
Role of occupation in health, wellness and wellbeing
Impact of current policy and legislation
The role of Occupational Therapy in Public Health
Cultural, political and ethical issues

PBL sessions
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129

The Contemporary Practitioner


This module provides students with the opportunity to critically explore current and
emerging trends in practice. Enabling effective and confident transition to emerging areas of
practice.
.
Pass/Fail
MODULE AIMS:
To enable students to critically explore and evaluate the changing environment of
Occupational Therapy from a regional, national and international perspective.
To enable students to explore and critically analyse emergent and peripheral areas
of practice
Identify the challenges and opportunities of these new areas of practice and select
and justify strategies for successful transition.
Enable students to explore and apply organisational strategies in relation to
emergent practice.
To enable students to prepare for practice in changing professional contexts

1. Identify emergent and on-going changes to local, national and international occupational
therapy practice.
2. Demonstrate the ability to critically evaluate and integrate theoretical knowledge and
relevant policy drivers into predicting potential emergent/ peripheral/ entrepreneurial
areas of practice.
3. Critically analyse, evaluate and synthesis the challenges and opportunities of
developing areas of professional practice.
4. Explore and apply organisational strategies in relation to emergent practice.
130
5. Critically reflect and evaluate own strengths and limitations in relation to emergent and
on-going professional practice and identify areas for future self-development.


Education & Society
Professions
XX/XX/XXXX
module overall.

131

Innovative practice examples
Contemporary government drivers and policies (particularly focussing on non-NHS
drivers)
Business planning and costing,
Professional practice issues, ethics and governance (non-statutory)
Career development and progression
Practice based definitions/qualities of entrepreneurship


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132
MODULE CODE: OCT312 MODULE TITLE: Practice Placement 3

Successful completion None programmes in notes box below)
of previous
placements

required of a competent entry level practitioner. The student will develop increasing
autonomy, working at times independently demonstrating professional reasoning skills
and decision making relevant to clients needs and contexts of practice
.
scheduled)
Pass/Fail
MODULE AIMS:
1) To enable students to further develop and evaluate own professional and
therapeutic skills within the practice setting
2) To enable students to implement the occupational therapy process for a small
caseload of individuals, with minimum supervision and direction
3) To enable students to communicate and interact effectively with people accessing
and delivering the service including clients, carers, colleagues and other
professional team members within a health, social care, third sector or independent
setting
4) To enable students to experience and evaluate inter-professional/multi-agency and
collaborative teamwork within a different practice setting and work effectively across
professional and organisational boundaries
5) To consolidate students understanding of underpinning principles in terms of the
expectations of occupational therapists, the skills required for application to practice
and the knowledge and understanding required.

133
1. Demonstrate comprehensive understanding and evaluation of the expectations of
an Occupational Therapist in terms of autonomy and accountability; and legal,
ethical and safe practice.
2. Demonstrate and evaluate own skills in communication and the ability to establish
and maintain appropriate and effective professional relationships with people
accessing the service and people providing a service within the practice setting.
3. Work autonomously, independently and safely within policies and organisational
structures, to deliver therapeutic interventions for a small caseload of individuals
4. Work independently and safely with other professionals to ensure the most
effective and safe delivery of care
5. Use critical reflection and supervision to effectively assess, plan, implement and
evaluate treatment programmes.
6. Critically apply knowledge and skills, professional reasoning and ethical principles
at an appropriate level to ensure rigorous decision making within specific areas of
practice.
7. Evaluate their practice and the provision of care through frameworks of quality
assurance, risk management and governance.
8. Demonstrate and evaluate own understanding of the occupational therapy process
within the placement setting and the skills required for the application of practice,
including assessment, planning, intervention and evaluation.
9. Demonstrate understanding of and evaluate the underpinning knowledge required
for practise including the occupational nature of individuals and the factors that
have an impact on function.
10. Work collaboratively and proactively with the practice educator(s) to develop
weekly learning objectives to meet their own learning needs through an effective
learning contract and reflection.
11. Complete an academic case study assignment which is marked in the university
setting, based on work with a person accessing the occupational therapy service
in the placement.

Key/Transferable Skills (LO 2,3,4,5,6) Practical Skills (LO 2,3,5,6)

Education & Society
Professions
DATE(S) OF APPROVED CHANGE: TERM: Summer
XX/XX/XXXX
Students are required to achieve all elements of the module assessments to pass the
module overall.
134
135

Application of the occupational therapy process within the context of legislation,
policy, and care pathways
Proficiency in professional reasoning skills, reflective practice, self evaluation and
problem solving skills
Application of occupational therapy professional and therapeutic skills
Client centred practice
Ethical issues relating to health and social care
Risk management, occupational needs assessment, health promotion and
governance
Management of self, resources and case load
Professional responsibilities, COT: Code of Ethics and Professional Conduct for
Occupational Therapists, HCPC standards and codes of ethics
Inter-professional working
Continuing Professional Development through critical self appraisal and reflection

mandatory training

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exam T_ %
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136
137
Appendix 2
GUIDELINES FOR STUDENTS AS LONE WORKERS
Guidance for educators in practice/mentors and students when carrying out

unaccompanied home visits and for the use of students own cars for placement
activity including escorting service users/clients.
Purpose
The following principles and check- list (appendix 1) are set out as guidance to ensure that
educators in practice/mentors, as well as students understand their roles and
responsibilities relating to home visit activity and the use of students own transport whilst
undertaking practice placements.
In is imperative that all learners adhere to the relevant Trust policies and specifically the
sections relating to students. It also needs to be clear that activities undertaken by students
are within their level of competence. There must always be an identified supervisor, but if
not acting under direct supervision, the student and mentor will need to be clear what the
scope and purpose of the lone activity is and that the student has explicit, clear
understanding of
the current care plan for the patient
the purpose of the activity
planned action in the event of a crisis or untoward event
how to contact the base, mentor and key workers
The check list as detailed in Appendix 1 will need to be completed by the educator in
practice/mentor in partnership with the student prior to the student undertaking
unaccompanied home visits and/or escorting patients/clients
The Educator in Practice/mentor must undertake a risk assessment to include the

following:
Educators in practice/mentors should use their own judgement and involve the
student in the selection of appropriate home/community visits for the student to carry
out alone. Educator/mentor and student should take into account the ability and
experience of the student, the nature of the visit and the level of responsibility
required.
Ensure the delegated activity/ home visit is clearly integral to the students learning
needs for the placement.
Before making unaccompanied visits, the student should have the opportunity to
experience home/community visits with the educator/mentor and/or other staff.
Before the visit, student and educator should discuss the visit and explore
anticipated issues so that the student is aware of the level of responsibility he/she is
138
required to take. Before the visit, student and educator/mentor should discuss the
visit and explore anticipated issues so that the student is aware of the level of
responsibility he/she is required to take. Ensure the student clearly understands
when and who to ask for assistance to whom to report when working under indirect
supervision and has the means to do so.
Ensure the student discusses and reflects on the experience with the
educator/mentor following the visit.
If the student has to use their own car for this activity the Educators/mentors should
give the student details of how a car is to be used in their earliest communication
with the student. i.e. escort or visiting clients
Insurance if using their own transport to either escort patients or to carry out home
visits ensure that the student is currently insured to use their car for this sort of
business use.
The base and educator/mentor must have the contact number of a working mobile
carried by the student.
Students must:
Work only within their level of understanding and competence.
Not participate in any procedure for which they feel they have not been fully
prepared or without adequate supervision.
Not administer any prescribed medication or substance without direct supervision.
Be conversant with their Trust/Placements Health and Safety and Risk and Lone
worker Policy. Ensure the patient agrees to receive care from a student without
direct supervision.
Insurance if using their own transport to carry patients the student must confirm
that they have current additional motor insurance to cover this purpose i.e. business
insurance
Under no circumstances must a student carry clients/patients or their relatives in

their vehicle unless a comprehensive risk assessment has been carried out with their
educator in practice/mentor. It is preferable that students do not carry clients/patients
at all but exceptional circumstances and local policies may require that they do this
in order to complete an intervention process.
Students must refer to their educator in practice/mentor and local departmental

policies regarding the use of vehicles on placement
Students must always notify their educator in practice/mentor when going out on a
visit in their vehicle, where they are going to, and when they expect to return.
139
Students must always carry the departmental telephone number with them in case of
breakdown and emergencies. The student must inform the base and the
educator/mentor of the contact number of a working mobile that will be carried at all
times by the student. The student should leave the mobile phone on at all times.
Acknowledgements
Adele Kane. PDT Academic Lead, Cornwall NHS
Sharon Jones PDT Academic Lead, Devon Primary Healthcare Trust
Francis Russell, Lecturer, Occupational Therapy
Bernhard Haas, Deputy Head of School, School of Allied Health Professionals
John Rawlinson, Programme Lead, BSc (Hons) Mental Health
These Guidelines have been informed by the following sources:
CIOSPCT GGOV/HS/043/003/CPT/2002 Lone Worker Policy.
Health and Care Professions Council (2005) Standards for Education and training.
Nursing and Midwifery Council (2005) An NMC guide for students of nursing and
midwifery.
Nursing and Midwifery Council (2007) Essential Skills Clusters for Pre-registration
Nursing programmes.
Nursing and Midwifery Council (2008) Standards to support learning and assessment in
practice
Nursing and Midwifery Council (2008) Standards for Medicines Management.
Nursing and Midwifery Council (2008) Advice on delegation to non-regulated healthcare

staff for nurses and midwives.
Royal College of Nursing (2007) Guidance for Mentors of Nursing students and
midwives, An RCN Toolkit.
SouthWest Strategic Health Authority (April, 2008) Statutory & Mandatory Training For
Undergraduate Programmes (Plymouth University, University Of Exeter And University
College Plymouth, Marjon.
Department of Health (2006) Schedule 2 of the Benchmark pricing and national

standard framework contract for professional health training: Learning and
Development Agreement
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuida
nce/DH_4133085
Plymouth University (2007) Code of Practice: Students on Placement/Work experience

Health and Safety.
140
Plymouth University, Faculty of Health and Human Sciences: Student Programme
Handbooks 2008-2009.
141
Check list for educators in practice/mentors and students when carrying out
unaccompanied home visits and for the use of students own cars for placement
activity including escorting service users/clients.
To be used in conjunction with the policy document attached
Date Signature of responsible

Mentor/Supervisor
Valid Business Insurance for vehicle

to be used checked
Risk Assessment completed
Care plans of any patients involved

and purpose of activity discussed
with student
Student provided with contact

details of base and responsible
supervisor
Responsible supervisor provided

with students contact details
including mobile phone number
Student:
Name___________________________________________
Programme______________________________________
Cohort__________________________________________
Mobile Phone no__________________________________
Responsible Educator in Practice in Practice/Mentor/Supervisor
Name___________________________________________
Base/placement___________________________________
Contact no at base_________________________________
Mobile Phone no__________________________________.
142
Appendix 3
Assessment Guidelines
1. You are required to comply with the University Rules and Regulations in the
preparation of your summative coursework and for all other forms of assessment.
The following link will take you to the page which will give you access to the main
rules and regulations of the university
http://www1.plymouth.ac.uk/ouruniversity/teachlearn/Handbook/A-
C/Pages/default.aspx#AcademicRegulations .
Your attention is drawn in particular to the sections on Examination and Assessment
Offences and Late Submission and extenuating circumstances
It is your responsibility to ensure that you understand
a. What constitutes plagiarism and other academic offences and the potential
penalties for proven offences; and
b. How a coursework submission is deemed to be late and the consequences
of submitting work late
c. The requirements to reference your work
(http://ilsselfhelp.plymouth.ac.uk/default.asp?id=512&SID=&Lang=1)
2. Support from academic staff for the preparation of assignments will normally be
available up to one working week prior to the identified submission date.
You can also contact Learning Development for support to improve your skills in
areas such as:
essay writing
presentations
revision and exams
time management
reading and note making
To access resources please go to http://www.plymouth.ac.uk/learn
3. It is your responsibility to seek academic support and guidance as required. Module

Teachers will provide formative feedback on an outline of the proposed structure
and content of your coursework. They will keep a record of the advice they give you.
You are strongly advised to seek guidance and feedback on your draft outline of
your coursework at an early stage before you have invested too much time in
preparation. Experience suggests that students who seek such advice are more
successful than those who do not.
4. Anonymity and confidentiality must be maintained with regard to all service user /
patient details and names of workers. If work is submitted that, in the judgement of
the marker(s), appears to breach anonymity or confidentiality it will be awarded a
mark of zero. Further guidance as to what constitutes breaches of confidentiality is
available from your programme team.
143
You must also ensure that your work complies with current copyright regulations.
Leaflets are available from Learning Development and information is available on the
student portal. See http://intranet.plymouth.ac.uk/copyrt/ for further information.
5. An accurate word count must be given with the coursework - you will be penalised by
a 5% reduction of the overall % mark if one is not included. If an inaccurate word
count is given that misrepresents the true word total this will be treated as Academic
Dishonesty.
6. Exceeding the word limit may lead to a penalty. Individual programmes and the
module teams will decide how they will operate this academic judgement on word
count. This will be made clear in the module handbook.
7. Normally, no more than five additional items should be included as appendices

where required except where indicated in the assignment brief.
8. Coursework submission should include referencing and a reference list
9. (http://ilsselfhelp.plymouth.ac.uk/default.asp?id=1338&SID=&Lang=1). Failure to
submit a reference list will be penalised.
10. The referencing convention used in the School of Health Professions is based on the
Harvard system and is called Cite Them Right. Detailed guidance on how to
reference using Cite Them Right can be found at:
http://ilsselfhelp.plymouth.ac.uk/default.asp?id=1338&SID=&Lang=1
The style is taken from the following book by Pears and Shield (although the Faculty
does not require url or date accessed for electronic books and journal articles):
Pears, R. & Shields, G. (2010) Cite them right: the essential guide to referencing and
plagiarism. 8th.edn. Basingstoke: Palgrave Macmillan.
Copies of the book can be found in the library at Shelfmark 808.02 PEA or you can
purchase a copy from most bookshops for around 8.99.
You may wish to use the Endnote Web reference management system where you
can store your references centrally and automatically create bibliographies in a
chosen style which can save you a lot of time. The Cite them right style can be found
as a style choice on Endnote Web. Training on using Endnote Web will be offered
throughout the academic year and you should contact your subject librarian for
further details. Further info can also be found here:
http://endnoteuop.wordpress.com/
144
School of Health Professions - Assignment feedback form
Student No: Module Code: Submission*: 1st 2nd 3rd
Assessment criteria/outcomes/sections# 1 2 3 4 5
Strengths of the assignment:
Areas which need improvement:
Additional comments:
Word count included: Yes /No* Confidentiality/Anonymity maintained or consent

Note: 5% reduction if omitted included: Yes/No*
STAFF USE ONLY
Name or e-signature Date Agreed Mark
First Marker **
Second Marker
#Refer to assessment information in your programme handbook/module handbook for detailed criteria for each section.
*Please delete response which does not apply or circle appropriate response
**Provisional Mark: Subject to confirmation by Assessment Board.
145
FACULTY OF HEALTH AND HUMAN SCIENCES
Summative Assignment Feedback Form

Name/Exam No: Registration No: Submission
Deadline date:
Programme: Site: Academic Level:
Module Title: Module Code:
Cohort: Submission: 1st 2nd 3rd Module Teacher/Marker:

(please circle)
COURSEWORK DECLARATION: This work was prepared entirely by myself in accordance with the University of Plymouth
Prevention of Academic Dishonesty Code of Practice. It also complies with guidelines on confidentiality and with the instructions
issued by the Module Teacher.
Signed (Student): Date:

Markers Comments. Feedback and Advice to Student
Module and Assignment Specific Criteria*
Knowledge Base#*
Use of Literature#*
Analysis#*
Presentation#* (includes comment regarding adherence to word limit)
Overall Comments on First Marker#*
Second Markers Comments#*
#Refer to assessment information in your Programme Handbook for detailed criteria for each section.
*Refer to your Module Assignment Guidelines for Module specific criteria and the weighting of marks for each section
Word count included: Yes / No* Confidentiality/Anonymity maintained or consent included:

Note: 5% reduction if omitted Yes/No*
Note: Work awarded zero if breached
*Please delete response which does not apply
STAFF USE ONLY
Please print name Signature Date Agreed Mark
First Marker #
Second Marker*
External Examiner*
*where appropriate #Provisional Mark: Subject to confirmation/modification by Subject Assessment Panel.

Please attach a copy of continuation sheet if used to provide additional feedback.
146
Generic marking criteria
grade LEVEL 4 - Certificate LEVEL 5 - Diploma LEVEL 6 - Degree
86-100% Comprehensive coverage of relevant Consistently logical and critical analysis Critical analysis and synthesis of the
issues. throughout. possibilities and limitations of methodology
Extremely well informed knowledge base Exemplary linkage of recent research to and theory.
relevant to assignment. practice. Extremely well constructed and logically
Very clearly written, logically structured and Demonstrates consistent independent presented argument throughout.
presented. thought on contemporary issues. Sound ethical reasoning consistently
Critical discussion of current issues and Extensive and wide-ranging knowledge of demonstrated.
their influence on practice. relevant theory and contemporary issues. Able to select and apply specific theories to
Excellent application `of theory to practice. Incorporates evidence of the highest generate innovative solutions to complex
Evidence of consistently safe and standards of, and consistently safe practice. situations.
exemplary standard of practice. Incorporates a reasoned ethical dimension Outstanding comprehension of
throughout the work. contemporary issues.
Excellent application of recent research to
practice.
Incorporates evidence of consistently safe
and highest standards of practice.
Leadership and assertive advocacy for
clients and colleagues demonstrated where
appropriate.
Excellent Thorough coverage of relevant issues. Well argued presentation and critical Identifies limitations of methodology, theory
70-85% Well informed knowledge base relevant to analysis throughout. and scope of practice.
assignment. Identifies and discusses relevant ethical Well constructed and logically presented
Clearly written, logically structured and issues. argument.
presented. Excellent relationship of recent research to Sound ethical reasoning demonstrated.
Discussion of current issues and their practice. Able to select and apply specific theories to
influence on practice. Evidence of independent thought on complex situations.
Excellent application of theory to practice. contemporary issues. Excellent comprehension of contemporary
Evidence of consistently safe and high Comprehensive and wide-ranging issues.
standards of practice. knowledge base of relevant theory. Excellent relationship of recent research to
Incorporates evidence of consistently safe practice.
and high standards of practice. Incorporates evidence of consistently safe
Advocacy and sensitivity for clients and and best standards of practice.
colleagues demonstrated. Assertive advocacy for clients and
colleagues demonstrated where
appropriate.
147
Very Good Descriptions based upon a broad range of Balanced arguments and presentation. Evidence of ethical reasoning.
60-68% relevant knowledge and reading. Accurate application of relevant theory to Evidence of wide knowledge base and critical
Theory consistently applied to practice. practice issues. reading.
Describes relevant issues. Evidence of safe and good practice. Evidence of critical reasoning to solve
Awareness of current issues and their Provides a sound rationale for interventions. problems.
influence on practice. Evidence of ability to critically analyse Critical understanding of relevant issues and
Clearly and logically presented and information. processes (e.g. Research process).
structured Advocacy for clients and colleagues Argument founded on the basis of evidence.
Incorporates evidence of safe and demonstrated. Safe and evidence-based practice consistently
consistently well-applied practice. Well structured and logical presentation. described or executed.
Good range of sources used appropriately.
Very well written and engaging
Good Utilises appropriate and relevant theory. Sound knowledge of subject matter. Well referenced and cited.
50-58% Consistent application of appropriate theory Evidence of ability to apply knowledge to Applies relevant research to current practice
to practice. new situations. issues.
Incorporates evidence of safe practice. Analysis of current issues. Capacity to analyse concepts and balance
Well structured and developed Some argument introduced. arguments.
presentation. Demonstrates (understanding of) safe Selects specific and appropriate theory to
Clearly expressed clinical / professional practice. enhance arguments.
References and/or supporting material Sensitive empathy with clients, carers and Sensitive and insightful empathy
generally accurate. colleagues demonstrated. demonstrated.
Correct citation of references & literature Consistent safe practice (described) with some
used effectively and/or relevant supporting reference to evidence based rationale
material generally accurate. Structured and clear presentation.
Structured and clear presentation. Clearly expressed and well structured
148
Satisfactory Meets the criteria and requirements of the Meets the criteria and requirements of the Meets the criteria and requirements of the
40-48% module assessment assignment/examination. assignment/examination.
Meets module specific criteria. Meets module specific criteria. Meets module specific criteria.
Meets relevant Learning Outcomes for Meets relevant Learning Outcomes for Meets relevant Learning Outcomes for module.
module. module. Some appropriate and relevant theory
Some appropriate and relevant theory References, bibliography and/or supporting described.
described. materials generally accurate. Scope for deeper arguments and issues.
References and/or relevant supporting Some appropriate and relevant theory Safe practice (described) with some reference
material generally accurate. utilised. to evidence-based underpinning.
Some relevant knowledge applied to Some evidence of understanding and References, bibliography and/or supporting
practice. discussion. material generally accurate, but limited
Evidence of safe practice (described). Safe and relevant practice described. Structure and presentation not always clear.
Structure and presentation not always Structure and presentation not always clear.
clear.
Failure to Does not fully meet the criteria and Does not meet the criteria and requirements Does not meet the criteria and requirements of
Achieve a requirements of the module assessment of the module assessment the assignment/examination.
pass grade Does not meet module specific criteria or Does not meet module specific criteria or Does not meet module specific criteria or
30-38% relevant learning outcomes. relevant learning outcomes. relevant Learning Outcomes.
Not a pass Limited range of relevant theory. Limited evidence of reading and Limited analysis or synthesis.
Frequent referencing errors and/or underpinning knowledge. Poorly developed argument.
inappropriate use/selection of supporting Frequent referencing errors and /or Restricted range and understanding of
materials. inappropriate use/selection of supporting underpinning theory.
Inappropriate description and application of materials. Inappropriate application of theory to practice.
theory to practice. Poor understanding of practice issues. Frequent referencing errors.
Poor understanding of practice issues. Almost completely descriptive. Poor understanding of practice issues.
Lacking in logical structure and Misconceptions and basic errors of Poorly written/presented.
sequencing. underpinning theory. Poorly structured.
Evidence of unsafe practice Lacks structure and difficult to follow. Evidence of unsafe practice
Clear Unreferenced and/or no supporting Limited and inaccurate referencing and /or Few or no source references used.
Failure material. supporting materials. Lacking in analysis and synthesis.
to achieve Lacking any relevant theoretical content. Lack of understanding. Poorly informed knowledge base.
a pass Poorly organised presentation. Lacking structure and difficult to follow. Limited and inappropriate links between theory
grade Difficult to read and follow. Serious misconceptions and basic errors of and practice.
29% and Unsafe practice underpinning theory. Large number of grammatical and spelling
below Unsafe practice errors
Unsafe or ineffective practice
149
Not a pass
1. The following attributes indicate that the work would not meet the required standard for a pass grade across all academic levels:
Unsafe and insensitive practice by student; incoherent, illegible, discriminatory and judgmental content; unreferenced throughout;
anonymity/confidentiality breached.
2. In cases of Proven Academic Dishonesty and Late Submission specific penalties apply. Consult the current University of Plymouth
Student Handbook.
150
Masters Level (level 7) Marking Classification
Classification Comments
Distinction Comprehensive mastery of the specialist area demonstrating exceptional insight and awareness. Presents extensive evidence of critical and
(70%+) deep knowledge of the specialist and related areas. Shows ability to challenge and develop existing theory and/or professional practice within
the specialist area. Demonstrates outstanding originality in the application of knowledge and development of theories, policies and practice.
Displays outstanding potential to be a leading practitioner or researcher within the specialist area. Work would be of a publishable standard.
Pass A substantial range of evidence of critical and deep knowledge related to a specialist area but lacking in depth in some areas. A substantial
(60-69%) range of evidence of advanced, current and complex issues at the forefront of the subject or professional area.
A substantial range of evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the
research-base supporting a specific area. A good understanding of how knowledge may be applied, with a good level of originality, to inform
judgments and develop advanced ideas, policies or practices.
Pass A good understanding of the specialist area and some evidence of deep understanding of theories, principles and concepts. Evidence of
(50-59%) critical and deep knowledge related to a specialist area demonstrated in the work. Isolated evidence of advanced, current and complex issues
at the forefront of the subject or professional area.
Some evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base
supporting a specific area. Some understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies
or practices with originality of thought limited to some areas.
Fail Insufficient understanding of the specialist-area although some evidence of understanding of theories, principles and concepts. Insufficient
(45-49%) evidence of critical and deep knowledge related to a specialist area. Limited evidence of advanced, current and complex issues at the forefront
of the subject or professional area.
Insufficient evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base
supporting a specific area but limited to accurate factual information in a number of areas. Limited understanding of how knowledge may be
applied, to inform judgments and develop advanced ideas, policies or practices with little originality of thought.
Fail Unsatisfactory standard. Limited attempt to demonstrate an understanding of the specialist area but with inadequate evidence available. Slight
(<45%) evidence of deep understanding of theories, principles and concepts. Limited evidence of critical and deep knowledge related to a specialist
area. Limited evidence of advanced current and complex issues at the forefront of the subject or professional area.
Limited evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base
supporting a specific area. Poor understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies
or practices with little originality of thought.
151
Appendix 4 study strategies
Study strategy Year 1
Structure: The first term will have 4 modules which finish at the end of the assessment period in January 2014. These will include 2
modules that launch your study with foundation sciences - these are OCT113: Functional Anatomy and Physiology for Occupation and
OCT118: Psycho-social Concepts for Occupation. You will also be studying OCT114, the first of a number of Occupational Studies
(OS) modules that go through the 3 years of your degree. This first OS module is Foundations for Occupational Therapy Practice 1
this will start your study of key areas of occupational therapy history and theory. You will also be involved with an inter-professional
module SOHP101: Preparation for Practice, this will be taught alongside all the other undergraduate students in the School of Health
Professions. These modules are designed to prepare you for your first Practice Placement that will be sited in the last 8 weeks of the
Spring term. When you return after Easter you will take 2 further OS modules OCT115: Foundations for Occupational Therapy Practice
2 and OCT116: Humans as Occupational Beings Through the Life Cycle. These final two modules will further develop your knowledge
of occupational therapy and human occupations as well as introduce you to problem based learning, an approach to study in higher
education that will also form part of your year 2 and year 3 studies.
Subject Area Our expectations of you What we will provide for you Why is this important for you?
Professional growth To be a professional emerging Modules that examine professional A sense of your new professional status
and identity student health / social care identity and professionalism will guide your commitment to your
practitioner both in university and The opportunity to engage in journey as a life-long learner in
within your wider life experiences professional activities including occupational therapy throughout your
A commitment to your study that facilitating Continuing Professional career.
shows a level of dedication and Development sessions outside the A firm awareness of professionalism will
application that can reasonably be formal teaching programme help you practice to the highest
expected of someone qualifying to A personal tutorial system to help you standards, be a positive role model to
treat vulnerable service users in the reflect on your professional growth others and help you avoid sanctions
future An introduction to the work of the under the Fitness to Practice
An awareness of the UK professional BAOT / COT and contact with COT procedures, ((imposed on students who
body: the British Association of staff sometime during the year cause reputational damage to the
Occupational Therapists and the programme because of concerns about
College of Occupational Therapists professional behaviour).
through student membership of
BAOT.
152
Attend all timetabled sessions on Key lectures to launch subject area Developing a professional knowledge
Lectures, time remember attendance leads Opportunities to develop practical and base of both academic and practical
workshops, to success. You are responsible for professional skills within a supported elements
seminars contacting reception and the module setting Developing professional understanding
team if there are any special Opportunities to question and and identity
circumstances when you are not challenge The Local Education & Training Board
able to come in. Mandatory training to allow you to be (LETB) who fund your place say you
Carry out agreed work as stated in given a placement must complete mandatory training
module handbooks, shown on Monitoring your attendance every year to have a placement and
MOODLE or given during timetabled that we must monitor your attendance
sessions.
The sorts of academic skills that we
are looking for you to develop and
show us this year are academic
description, discussion,
understanding and exploration of
topic areas.
Carry out preparatory work for Module teams will provide clear
Developing as an sessions as guided by the module guidelines for required reading and As an Occupational therapist you will be
independent learner tutors activities each week, all materials responsible for your own clients and
Read around the subjects regularly /references will be posted on their welfare. You need to be well
and consider what particularly MOODLE one week in advance informed, be able to consider a range of
interests you whenever possible options and reflect on some of the
Attend Personal Tutor sessions to Personal Tutors will meet with you difficult situations that your clients face
discuss and monitor your progress individually and can provide you with on a day to day basis. You need to be
Ask for tutorial help if you need it support and guidance both for aware of your own knowledge, skills
Develop your skills of reflective programme and wider University and abilities and how to seek help when
practice issues required.
153
Attend all your PBL groups, Staff and resources to start your Problem based learning provides an
Problem Based negotiating professionally with your learning via trigger information area opportunity to help you learn relevant
Learning (PBL) peers and undertaking your Tutor and written guidance to help professional knowledge, as well as
allocated learning in a fair manner your group steer learning in the right become more questioning and self
that is sensitive to your own learning direction and to the required depth of reliant in your study skills. This will help
needs and that of your colleagues. enquiry you develop towards your goal of
Be prepared and willing to meet with Opportunities to develop study and becoming a professional occupational
your group as required outside of the professional communication skills therapist.
timetabled sessions to complete the within a supported setting
work required of you to deadlines. Opportunities to question and
challenge in a structured learning
environment
Being part of a Learn to work in small groups and Opportunities to work in small groups Occupational Therapists work as part of
group - team work teams in a supportive manner and take on different roles within the multidisciplinary teams taking on
Understand new roles and group different roles as required. Leadership
responsibilities is an important skill that will be starting
to develop
Formative assessment opportunities Have an opportunity to practise and

Assessment Successfully undertake and will be given develop clear understanding of the
10% of your marks complete module assessment Assessment criteria & marking criteria requirements of the module
will contribute to requirements are detailed in module handbooks
your degree Guidance sessions and assessment Successful completion of module
classification queries will be addressed by the assessments will enable you to monitor
module team your development and progress through
An electronic submission site the programme to progress to year 2
MOODLE will be made available for study
you for most coursework assignments
Individual feedback will be given when
your work is marked.
154
Full time attendance is compulsory Placement opportunities in a suitable Developing your professional practice is
Practice Placement to become a HCPC registered learning environment in the South key to your skills as a practitioner. The
professional West placement contributes towards the
Preparation for all aspects of the statutory 1000 hours required by the
placement and the assessment of your World Federation of Occupational
competence (before the placement) Therapists and the College of
Support from university tutors (during Occupational Therapists as part of the
the placement) professional body accreditation of the
Practice Placement Educator assess Plymouth University programme
your competence on the placement
A presentation assignment to yield a
grade for passed placements
To engage in all elements of the Portfolio sessions, structure via To gain the skills and work up a
Professional course in a professional way pebble-pad and guidance potential resource to meet the
Development and professional requirements of a
Life Long Learning Start to keep a professional portfolio Personal tutor sessions registered Occupational Therapist in the
to collate written evidence of UK
reflective practice and develop
learning contracts with your personal
tutor (university) and a practice
educator (practice placement)
Work with and alongside other A range of opportunities during the To learn how Occupational Therapists
Inter professional professional colleagues to start to programme both in academic and work with other professionals, to be
learning understand the different roles within practice settings able to offer advice and guidance to
health and social care your clients in the future, to start to
develop a sense of the wider health and
social care environments
155
To access and read the required
Being a confident reading in preparation for sessions Access to PU paper and electronic You need to be able to access the best
academic reader, and assessments. resources quality information in order to help your
using the wider To take full advantage of the very Reading lists and recommended clients and their families in the future.
library and e wide range of electronic resources electronic resources You need to develop a sound
resources including available to you and become familiar Online resources knowledge base and also know where
the virtual learning with the widest range of appropriate Materials will be posted on MOODLE and how to access the contemporary
platform at information resources throughout one week in advance (whenever information you will require to address
Plymouth University To be a regular user of libraries at possible) your clients needs.
(PU): MOODLE. the Marjon and Drake Circus
campuses.
To buy and core text books to inform
your study
To be a regular user of your PU
email account
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Structure: The second year consists of 3 occupational studies modules (total 70 credits), a practice placement (30 credits) and research module
(20 credits). The first term will have a 3 week initial phase of OCT211 Occupational Therapy Toolbox that explores therapeutic techniques for
occupational therapists to use when working with people throughout the lifecycle who have occupational interruptions. This will be followed by
practice placement which will take you up to the Christmas break. OCT211 will then re-commence with a further 3 week block in January. The
second half of the year consists of a further 30 credit lifecycle module OCT212 (occupational Challenges in the life cycle), which will be scheduled
throughout the rest of the academic year. Developing on both OCT211 module and placement experience, the focus of OCT212 will remain on the
lifecycle and occupational interruption. The study will develop here onto more complex occupational problems and professional reasoning.
Scheduled around OCT212 are OCT213, a module facilitating a volunteering experience in a setting of your choice (Occupational Presence), and a
group research protocol (SOHP201) which will be taken into year 3 as the basis for your research project. The Toolbox and Occupational
Challenges modules will be delivered using problem based learning and are designed to help you explore, discuss and debate professional
reasoning skills in small groups. Some of the sessions for the research protocol will be shared with students from other professions.
Professional To continue to be a professional student health / Modules that examine the theory of A sense of your growing
growth and social care practitioner both in university and within professional practice and professional professional status will continue
identity your wider life experiences (including the use of skills in action. to guide your commitment to
social media) Discussion opportunities through your journey as a life-long
A clear commitment to your study that shows a Problem Based Learning, workshops learner in occupational therapy
level of dedication and application that can and seminars throughout your career.
reasonably be expected of someone qualifying to The opportunity to engage in A firm awareness of
treat vulnerable service users in the future. professional activities including professionalism will help you
A clear awareness of the UK professional body: the facilitating Continuing Professional practice to the highest
British Association of Occupational Therapists and Development sessions outside the standards, be a positive role
the College of Occupational Therapists through formal teaching programme model to others and help you
student membership of BAOT. A personal tutorial system to help you avoid sanctions under the
reflect on your professional growth Fitness to Practice procedures,
(imposed on students who cause
reputational damage to the
programme because of concerns
about professional behaviour).
157
Subject Our expectations of you What we will provide for you Why is this important for you?
Area
The sorts of academic skills that we are looking for Developing a more complex
Lectures, you to develop and show us this year are academic Key lectures to help introduce or professional knowledge base of
workshops, understanding, discussion, exploration and consolidate more complex subject both academic and practical
seminars analysis of topic areas. We expect that you will area elements. Second year study is
begin to explore both the strengths and limitations a real opportunity to develop on
of the concepts in module material to develop Indication of a baseline of helpful your knowledge and skills in
informed argument in the points of reading for your preparatory work preparation for further practice
discussion that you are putting forward. and year 3 work. As part of this
Attend on time for all your scheduled sessions Opportunities to develop group skills process, you will seriously
(including group student managed learning time) in small peer learning groups disadvantage yourself by not
remember attendance leads to success. You are keeping well ahead of your study
responsible for contacting reception and the Opportunities to develop practical and demands.
module team if there are any special circumstances professional skills
when you are not able to come in. Many students find the jump
Be prepared at this level we will assume you Opportunities to question and from year 1 to year 2 study
know & understand the basic knowledge covered in challenge challenging. Whilst module
year 1 remember this is a spiral curriculum that handbooks and tutorial support
re-visits themes with greater complexity as study Personal tutors to discuss your are offered to help ease this
progresses. You are responsible for academic progress and related transition, there are clear
ensuring you are up to speed in this respect issues. expectations on you to manage
As second year students, we will expect you to be your workload effectively and
more self directed in your learning and to read A register for your attendance be with greater independence than
around the subjects well ahead of time. We will maintained in line with our contract last year. The workload is
assume you have completed all preparatory work with the Local Education and Training designed to reflect this
asked of you and this will be a starting point for the Board of the NHS who fund your expectation.
sessions key information is found in module place.
handbooks and learning materials posted on The level of your professional
MOODLE. Kindly note: Due to time restrictions understanding and identity will
we are not able to recap basic be consolidated from last year
knowledge from last year. and further developed to
enhance your competence and
confidence in both your
theoretical and practical skills.
158
Area
Carry out preparatory work for sessions as guided Module teams will provide guidelines As an Occupational therapist
Developing by the module resources & your own academic for required reading and learning, all you will be responsible for your
as an judgement. It is not now sufficient to be solely tutor materials /references will be posted own clients and their welfare.
independent directed: during year 2, you need to be developing on MOODLE one week in advance You need to be well informed
learner the independent study skills necessary for year 3. whenever possible and at least 24 and a self directed life long
Read around subject, thinking about what hours before sessions according to learner in order to keep up to
particularly interests you, what are your areas of PU guidelines. date throughout your career.
strength as well as your current learning needs
linked to each of the modules this year. You need Personal Tutors will meet with you You will need to be able to
to outline a plan for your student directed learning individually and can provide you with consider a range of suitable
in each of the modules as they arise & then make support and guidance both for options as part of your
sure you carry out the plan. programme and wider University professional decision making
Ensure you have access to a wide range of suitable issues. Tutors may prove especially and reflect on some of the
academic resources from the libraries (as well as helpful to you when thinking through difficult situations that your
on line) in good time to support your learning decisions and queries about investing clients face on a day to day
remember that you will need to investigate some in books for your current and future basis. As a self directed life long
more specialised areas than last year & this can study. learner you need to be aware of
present challenges in securing the right level & your own knowledge, skills and
amount of learning materials. For some modules you will have an abilities and how to seek help or
Some of the additional reading you may need, will allocated support tutor (such as develop this knowledge as and
not necessarily be found in module handbooks as it SOHP201 Project Studies). when required.
is specialised / individual to your own study needs.
Arrange & attend Personal Tutor sessions to Remember your CPD portfolio
discuss & monitor your progress: you need to will form the basis of a year 3
ensure you maintain contact with your tutor & assessment, so keeping it up to
ensure s/he is kept up to date on your progress. date this year will help you in the
Develop your skills of reflective practice linked to next!
developing your learning this year. Use models of
reflection or professional reflection tools that you
are familiar with to help here.
Develop your CPD portfolio throughout this year in
preparation for finalist study.
159
Area
To access and read the minimum required reading. Access to PU paper and electronic You need to be confident in your
Enhancing This is to be supplemented throughout the year by resources developing academic skills to
your active sourcing and study of a wider range of self- Reading lists and recommended access the best quality evidence
confident directed reading suitable for level 5 learning in electronic resources and information in order to help
academic preparation for both sessions and assessments. Online resources your clients and their families in
reading. To take full advantage of the very wide range of Materials will be posted on MOODLE the future.
Using wider paper and electronic resources available to you one week in advance (whenever
library and e and develop your comprehensive use of the widest possible) You need to develop an
resources: range of appropriate information resources comprehensive knowledge base
Including throughout your study. from the foundation learning last
MOODLE Maintain regular use of libraries at the Marjon and year and know where and how
and other e Drake Circus campuses. To consider buying core to access the contemporary
resources text books to inform your study. information you will require to
including To maintain regular use of your PU email account address your clients needs
e:books held and any wikis or discussion boards on MOODLE
by PU and You will need to show a wide
the COT reading base as a foundation for
library your module course work and
assignments.
Be an active participant in all your scheduled PBL Staff and resources to start your Problem based learning provides
Problem groups, negotiating professionally with your peers learning via trigger information area opportunities to help you learn
Based and undertaking your allocated learning in a fair Tutor and written guidance to help relevant professional knowledge,
Learning and professional manner. This will be sensitive to your group steer learning in the right become more analytical,
(PBL) your own learning needs and that of your direction and to the required depth of questioning and self reliant in
colleagues. enquiry your study skills. IT will help you
Be proactive in your own learning and focused on Opportunities to further develop study develop the group working skills
how this fits with the learning needs negotiated with and professional communication skills required to be part of a
the wider group. Be and willing to negotiate with within a supported setting functional team, mirroring the
your group and meet as required outside of the Opportunities to question and demands of practice.
timetabled sessions to complete the work required challenge in a structured learning This will help you develop
of you by stated deadlines. environment towards your goal of becoming a
professional occupational
therapist.
160
Area
Learn to work in small groups and teams in a A wide range of opportunities to work Occupational Therapists work as
Being part of supportive manner produce helpful learning in small groups and take on different part of multidisciplinary teams
a group - resources for your own study and that of your peers roles taking on different roles as
team work (particularly research protocol SOHP201 & PBL required. Leadership is an
work for OCT211 & OCT212) important skill that will further
develop this year
Expand your experience by participation in a wider By extending your experience
range of roles and responsibilities in groups and beyond your preferred group
developing your understanding of the importance of roles, you will inherently expand
these. a wider range of group work
skills. This will mean you can
develop greater flexibility when
working within peer learning
groups and groups of colleagues
and service users in practice.
MOODLE will be facilitate electronic Have an opportunity to practice
Assessment Successfully undertake and complete module submission of most coursework and develop clear understanding
requirements assignments. Formative assessments of the requirements of the
NOTE: will be given to prepare & help you at modules
30% To respond to feedback from assignments in year 1 this higher level of assessment.
contribution in order to develop your academic skills Assessment criteria are detailed in Successful completion of module
to your final module handbooks. Assessments this assessments will enable you to
degree year will be staggered (in part) & vary monitor your development and
award will in style. Some will involve you working progress through the programme
be in small groups, others through to year 3
calculated presentation & questions, others have
by the reflection elements. Guidance Assignments will build on and
University sessions & assessment queries will develop assessment skills from
from your be addressed by module teams last year e.g. you will be
year 2 Feedback on your assessment skills presenting a case from
assessment and areas for future development will placement in Uni.
results be provided on all assignments
161
Area
Attendance is compulsory to become a registered Placement opportunities in a suitable Developing your professional
Practice professional this year the placement is scheduled learning environment in the South practice is key to your skills as a
Placement for 10 weeks before Christmas. West practitioner. The placement
Preparation for all aspects of the contributes towards the statutory
Whilst staff often contact you by telephone or a visit placement and the assessment of 1000 hours required by the
part way through the placement, we will expect you your competence (before the World Federation of
to contact us if you have concerns about your placement) Occupational Therapists and the
placement. We will also expect you to request a Although many preparation sessions College of Occupational
visit if one has not been arranged. Your personal will repeat areas covered last year, Therapists as part of the
tutor can let you know who covers your placement they are a mandatory requirement of professional body accreditation
area for visits if this is unclear to you. the NHS LETB funding body to allow of the Plymouth University
students on placement in the South programme
West. We will register your
attendance so we can feedback to You will add valuable additional
LETB that only students who have experience and time to that
attended these sessions have been gained last year towards your
allowed onto placement as required statutory 1000 hours
by our training contract for your place.
Placement skills are
Support from university tutors (during developmental and build on from
the placement) this may be by last year in a different setting.
telephone or through a visit. You will be required to reach a
Practice Placement Educator higher standard of achievement
in year 2, thus further preparing
A Practice Placement Educator to yourself for professional
assess your competence on the practice.
placement
A presentation assignment to yield a
grade for passed placements
162
Area
To engage in all elements of the course in a Personal tutor access To gain the skills and work up a
Professional professional way potential resource to meet the
Development To engage in all elements of the course in a Portfolio sessions, structure and professional requirements of a
and Life professional way. guidance registered Occupational
Long Therapist in the UK
Learning Maintain and further develop your professional Pebble-pad electronic portfolio
portfolio by collating more written evidence of software is an optional format that you Building skills now is needed to
reflective practice, developing learning contracts may wish to use. It will be free of future proof your development -
with your personal tutor for year 2 (university) and a charge this year & next. you will need to prove your CPD
practice educator (practice placement) ability and skills to potential
employers and the HCPC who
may choose you at random for
CPD audit.
Develop work and experience alongside other A range of opportunities during the To learn more about how
Inter professional colleagues to further understand the programme both in academic and Occupational Therapists work
professional different roles within health and social care. practice settings with other professionals, to be
learning able to offer advice and
Articulate your understanding of occupational guidance to your clients in the
therapy as a positive and valuable element of the future. To develop a firmer
inter disciplinary team service. sense of the wider health and
social care environments and
the place of occupational
therapy amongst it.
163
Structure: The first Semester will have 3 modules. These will be your research projects (SOHP301), Occupation for promoting health
and wellness of communities ( OCT310) and OCT 309 Exploration into Practice . The second Semester will consist of an inter-
professional module looking at your transition into professional practice and consolidating your pre-registration professional identity
(SOHP302) and the final occupational studies module The Contemporary Practitioner (OCT311). These theory elements are followed
by your final practice placement, OCT312.
Lectures, workshops, Attend on time for all your scheduled Key lectures to help introduce or Developing a suitable professional
seminars, peer group sessions (including group student consolidate more complex subject knowledge and skills base of both
learning sessions managed learning time) remember area together with a wide range of academic and practical elements will
attendance leads to success. You are other formal learning opportunities. prepare you as an occupational
responsible for contacting reception and These have been grouped into therapist. Third year study is a real
the module team if there are any special modules and planned sequentially opportunity to further develop and
circumstances when you are not able to into your timetable. consolidate on your knowledge and
come in. skills in preparation for graduation and
Formal learning materials via practice. Learning will be more
Be prepared to enquire & then form module handbooks and other personally demanding than what you
professional judgements that you can supplementary sources like have experienced before as much will
reason & justify with confidence, using powerpoint presentations, be led by you, just as it will be when you
theory and evidence to help support workbooks and e learning sites. are working as an occupational
you. Remember you are now on the therapist. As part of this process, you
final 2 semesters of the curriculum so Indication of a baseline of helpful will seriously disadvantage yourself by
staff have to assume you know & reading for your preparatory work not keeping well ahead of your study
understand the knowledge covered in demands.
years 1 & 2. This will now be the Opportunities to further develop
foundation to develop even more group and team work skills in small Many students find the jump from year 2
understanding & skills. You will also peer learning groups and e to year 3 study challenging but
need to critique and evaluate the discussion boards rewarding because they have more
concepts you are learning about to autonomy in the learning process.
prepare you for registration next year. Opportunities to develop practical Whilst module handbooks and tutorial
Remember as this is a spiral curriculum and professional skills sometimes support are offered to help further ease
lots of themes will be re-visited with with students from other this transition, there are clear
164
even greater complexity as study professions. expectations on you to manage your
progresses to the end of the workload effectively and with even
programme. The sorts of academic skills Opportunities to question, explore greater independence than last year.
that we are looking for you to develop complex theory and the latest The workload is designed to reflect this
and show us this year are evaluation, theory to challenge this. expectation.
critique and synthesis thinking
broadly, tying concepts together and Personal tutors and academic The level of your professional
really justifying your academic and support tutors for some modules to understanding and identity will be
professional reasoning / judgement. Of discuss your academic progress consolidated from last year and further
course this means you are responsible and related issues. developed to enhance your competence
for ensuring you are up to speed in and confidence in both your theoretical
respect of all learning that has already A register for your attendance will and practical skills. We hope this will
been covered. be maintained in line with our help you enter the workplace as a
contract with HEE. confident and competent occupational
As third year students, we will expect therapist.
you to become confident autonomous,
self directed learners, reading a wider
range of contemporary evidence and
preparing your subject knowledge in a
timely and paced way. Try to go to
original texts at this stage of your study
not the foundation text books that have
done this for you sticking to basics like
Duncan, Creek & Lougher etc is
inadequate at this level, as it will not
give you the depth you need. We will
assume you have completed all
preparatory work asked of you and this
will be a starting point for the sessions
and tutorials key information is found
in module handbooks and learning
materials posted on Moodle. Do note
this is not enough for your study needs,
and you will be expected to seek out
additional materials in areas of interest
to supplement this. Policy at a national
and local level can be fast changing
165
you will also need to ensure you focus
on the latest documents quality
websites like DoH will help you here.
Successfully undertake and complete Formative assessment Have an opportunity to practice and
Assessment module requirements opportunities will be given to develop clear understanding of the
prepare you for assessment at this requirements of the module
To respond to feedback from higher level of study and help you Successful completion of module
assignments in years 1 & 2 in order to in new forms of assessment. assessments will enable you to monitor
develop your academic skills your development and graduate.
Assessment criteria are detailed in
Many assignments at this level allow module handbooks. Assessments Assignments will build on and develop
you more choice and exploration of this year vary in style and are assessment skills from previous years
areas of personal interest. Recognise planned to give you the wide range e.g. you will be writing a paper based on
that in preparing for assignments you of skills you will need as a data collection following your research
will have to go beyond the reading given professional. Some will involve you protocol, critiquing an intervention from
in modules handbooks / taught sessions working in small groups (Research, placement linked to professional
for you to prepare a suitable breadth of exhibition groups), others have evidence.
material to the depth required, so that elements of presentation,
you will succeed in your degree. We will professional writing, portfolios and
be looking for accurate referencing reflection (Intervention critique,
using the skills as shown in the Assess research paper, CPD portfolio).
document & a real breadth of
contemporary sources from UK & Guidance sessions and
international literature, journals, books, assessment queries will be
professional www resources. addressed by the module teams
Feedback on your assessment

skills and areas for future
development will be provided on all
assignments
A 60% contribution to your final

degree award will be calculated by
the University from your year 3
assessment results.
166
Module teams will provide
Developing as an Carry out preparatory work for sessions guidelines for required reading and As an Occupational therapist you will be
independent learner as guided by the module resources and activities each week, all materials responsible for your own clients and
your own academic judgement. At this /references will be posted on their welfare. You need to be well
level of study you will not succeed if you Moodle one week in advance, informed and a self directed life long
are solely tutor directed you need to wherever possible. learner in order to keep up to date
be developing and using the throughout your career. You will need to
independent study skills necessary for Personal Tutors will meet with you be able to consider a range of suitable
year 3. individually and can provide you options as part of your professional
with support and guidance both for decision making and reflect on some of
Read around the subject and think programme and wider University the difficult situations that your clients
about what particularly interests you, issues. Tutors may prove face on a day to day basis. As a self
what are your areas of strength as well especially helpful to you when directed life long learner you need to be
as your current learning needs linked to thinking through decisions and aware of your own knowledge, skills
each of the modules this year. You need queries about investing in books for and abilities and how to seek help or
to outline a plan for your student your study & future practice. develop this knowledge as and when
directed learning in each of the modules required.
as they arise and then make sure you For some modules you will have an
carry out the plan. allocated support tutor (such as Remember your CPD portfolio forms the
Research 2). basis of a year 3 assessment.
Ensure you have access to a wide
range of suitable academic resources
from the libraries (as well as on line) in
good time to support your learning
remember that you will need to
investigate more specialised areas than
last year and this can present
challenges in securing the right level
and amount of learning materials.
Some of the additional reading you may

need will not necessarily be in the
module handbooks because it is
specialised / individual to your own
study needs.
Attend Personal Tutor sessions to

167
discuss and monitor your progress you
will need to ensure you maintain a
contact with your tutor and ensure your
tutor is kept up to date on your progress.
Develop your skills of reflective practice

linked to developing your learning this
year. Use the models of reflection that
you are familiar with to help here.
Develop your CPD portfolio throughout

this year.
Practice Placement 3 Attendance is compulsory to become a Preparation for all aspects of the Developing your professional practice is
registered professional this year the placement and the assessment of key to your skills as a practitioner. The
placement is longer and is scheduled for your competence. placement contributes towards the
12 before Christmas. statutory 1000 hours required by the
Although many preparation World Federation of Occupational
Whilst it is our staff policy to contact you sessions will repeat areas covered Therapists and the College of
by telephone or a visit, we will expect last year, they are a mandatory Occupational Therapists
you to contact us if you have concerns requirement of the LETB to allow
about your placement. We will also students on placement in the South You will gain even more time than last
expect you to request a visit if one has West. We will register your year towards your statutory 1000 hours.
not been arranged and you think this attendance so we can feedback to Extra hours above this level will be
would be helpful for you. Your personal the LETB that only students who regarded by potential employers as
tutor or the practice placement team can have attended these sessions have advantaging your experience of
let you know who covers your been allowed onto placement as practice.
placement area for visits if this is required by our LETB contract that
unclear to you. funds your place. Placement skills are developmental and
build on from last year in a different
Support from university tutors setting. You will be required to reach a
(during the placement) this may higher standard of achievement in year
be by telephone or through a visit. 3, thus further preparing yourself for
You be have an identified Practice professional practice. This often
Placement Educator to provide involves managing a small caseload
168
appropriate professional which is a helpful experience in
supervision for development of preparation for working.
your practice skills.
Professional To engage in all elements of the course Portfolio sessions, structure and To gain the skills and hold a potential
Development and Life in a professional way. guidance in the professional resource to meet the professional
Long Learning studies module. requirements of a registered
Maintain and develop your professional Occupational Therapist in the UK
portfolio by collating more written Personal tutors may advise you on
evidence of reflective practice, parts of the content for your Building skills now is needed to
developing learning contracts with your portfolio as part of your personal demonstrate your professionalism as
personal tutor for year 3 (university) and development sessions. well as future proof your development -
a practice educator (practice placement) you will need to prove your CPD ability
Pebble-pad electronic portfolio and skills to potential employers and the
software is an optional format that HPC who may choose you at random
you may wish to use. It will be free for CPD audit.
of charge whilst you are a student.
Your CPD portfolio will be required to be
comprehensive and professional for
your job seeking at the end of the year
and will form the basis of the
assignment for Professional Studies
module this year.
Being part of a group - Continue to learn to work in small A wide range of opportunities to Occupational Therapists work as part of
team work groups and teams in a supportive work in small groups and take on multidisciplinary teams taking on
manner produce helpful learning different roles different roles as required. Leadership is
resources for your own study and that of an important skill that will further
your peers (particularly research & OS develop this year both from practical
modules) group work and reflection on this.
Expand your experience by participation By extending your experience beyond

in a wider range of roles and your preferred group roles, you will
responsibilities in groups and inherently expand a wider range of
developing your understanding of the group work skills. This will mean you
importance of these. can develop greater flexibility when
169
working within peer learning groups and
groups of colleagues and service users
in practice.
To learn more about how Occupational

Inter professional Develop work and experiences A range of opportunities during the Therapists work with other
learning alongside other professional colleagues programme both in academic and professionals, to be able to offer advice
to further understand the different roles practice settings including an IPL and guidance to your clients in the
within health and social care. module. future. To develop a firmer sense of the
wider health and social care
Articulate your understanding and value environments and the place of
of occupational therapy as a positive occupational therapy in these settings.
quality contribution of the inter
disciplinary team service.
To access and read beyond the
Using the wider library minimum required reading and a wider Access to the PU paper and You need to be confident in your skills
and e resources range of self directed reading in electronic resources to access the best quality information in
Including Moodle/ DLE preparation for sessions and order to help your clients and their
assessments. Reading lists and recommended families in the future and that is less
electronic resources than 1 year away.
To take full advantage of the very wide
range of paper and electronic resources Online resources You need to develop on an even more
available to you and develop your comprehensive knowledge base and
comprehensive use of the widest range Staff try to uphold the standard of know where and how to access the
of appropriate information resources posting materials on Moodle one contemporary information you will
throughout your study these need to week in advance require to address your clients needs.
be contemporary and from reputable
academic sources.
To maintain regular use of your PU

email account and regular use of
Moodle to inform your learning
including any e discussion boards.
170
Appendix 5: Consent to participate in self development / group activities / act as a
model:
As part of your study on the programme you will be involved in a range of practical sessions that may require
your participation in self development activities or as a model to practise skills required for occupational
therapy. This consent form will form part of your student record whist you are enrolled on the programme:
Faculty of Health and Human Sciences: BSc (Hons) Occupational Therapy / MSc / PGDip Occupational
Therapy pre-registration
Consent to participate in self development

group activities / act as a model
Name:
Cohort:
Date:
Introduction for Students:
Skills are integral to your development as an occupational therapist. Participation in interactive sessions, such
as practical classes and creative self-development workshops, involving your participation in surface anatomy,
active experience in activities, observation and feedback is essential to occupational therapy education.
Each academic year, module leaders will give you an overview of the theory and practice to be covered in the
modules. You will be given time for discussion and clarification. In some practical sessions, the lecturer will
demonstrate safe procedure of practical activities, explaining also all indications, contraindications, hazards
and safety aspects. You will be given time to ask questions before commencing practice.
You are strongly encouraged to act as a model (e.g. for surface anatomy) or participant in self development
activities for the teaching and learning processes involved in the acquisition of occupational therapy skills both
in the School and on practice placements. However, you are under no obligation to agree to be a participant in
such activities or a model (e.g. for anatomy), and your refusal is in no way a barrier to your continued eligibility
to participate in skills learning exercises. Please discuss this with your personal tutor and/or session tutor, so
that we may be aware of your situation and can offer further information and support if necessary.
You are responsible for your own health and safety and it is very important that you understand this. If you
have any medical problem that might be made worse or otherwise prevent you from agreeing to participate in
self development activities or as a model, it is your responsibility to inform the lecturer and/or practice
educator.
As standard practice, people who are not able to participate in practical activities are encouraged to see the
Occupational Health team who are always pleased to help.
By signing the declarations below you are consenting for the entire period of your study with the
School of Health Professions. However you are able to withdraw your consent at any time by emailing
your Programme Lead.

BSc (Hons) Occupational Therapy / MSc / PGDip
Occupational Therapy pre-registration
Statement of Consent
I understand the range of practical activities, and I agree to participate in creative self development activities
or as a model in classes and on practice placements in a variety of settings.
171
I understand that the term model can be applied to practical skills sessions, role-play and other self
development or practical based sessions on placement.
I understand that unless health issues have been disclosed I am at present in good health.
I understand that should any information regarding my health status be discovered during a practical
procedure, it is my responsibility to seek appropriate advice. This may include referral to my General
Practitioner or other appropriate health professional. Wherever possible, such information will
remain confidential.
I understand that it is my responsibility to inform my Department of any change in health status

occurring since completion of this consent form and any subsequent change during the next academic
session. (Failure to do so may have implications on you continuing the programme). The
University nor the Department cannot be liable where there has been incomplete or non-declaration of
any change in health status.
I understand that it is my responsibility to inform the Department of any disability/special needs. The
University or the Department cannot be liable where there has been incomplete or non-declaration of
any changes.
I understand that a practitioner holding a recognised qualification, which is deemed appropriate by the
Department and the University, will introduce practical skills in a teaching environment.
I understand all lecturers will discuss indications, contraindications and hazards of any technique to be
performed.
I understand all lecturers will demonstrate, using safe practice, all skills that may be performed on me.
I understand that information in respect of the known risks and limitations of the practical procedure(s)
will be made available to me prior to experiencing the practical procedure for the first time.
I understand that I can ask questions and discuss all techniques with the appropriate lecturer at any
time.
I understand that it is my responsibility to ensure that I have undertaken adequate self-study prior to
undertaking the practical procedure.
I understand that it is my responsibility to be aware of the precautions and contraindications for each of
the practical skills.
I understand it is my responsibility to inform either the Module Leader or a member of staff who is
teaching that particular skill if I feel unable to undertake any of the skills for whatever reason.
I fully understand that it is my responsibility to inform the practitioner should I experience any untoward
symptoms during the procedure. I acknowledge that it is the responsibility of the practitioner to stop the
procedure immediately should I indicate such symptoms or request that it should be stopped.
I understand that I have the right, at any time, to withdraw from the procedure, or part thereof.
If consenting to take part in a practical procedure such as surface anatomy, I understand that I may be
required to remove clothing, which may prevent observation and / or examination in order to undertake
some practical skills effectively.
I understand that it is my responsibility to inform my Department of any change of my status with regard
to criminal convictions since completion of my Disclosure and Barring Service check and any
subsequent change during the next Academic Session. (Failure to do so may have implications on
172
you continuing the programme). The University or the Department cannot be liable where there has
been incomplete or non-declaration of any changes.
I understand that I am free to refuse to participate in acting as a model in practical classes.
I understand that if I give consent at this time, I may withdraw it at any later time. Should I choose to
do so, I will ensure the matter is discussed with the appropriate member of staff.
I understand that should issues of concern arise I will discuss them with an appropriate member of staff
(this may be the module lecturer and/or personal tutor).
I declare that I have read and fully understand that the above are important aspects of undertaking
the Occupational Therapy programme.
Signature of Student: Date: ...
Student Name and Number:
Year of Study: .
Declaration of Confidence
I, hereby declare that I will hold in strict confidence any personal information concerning students, service users / clients/
patients which may become known to me during my studies (for example divulged during the classroom, PBL groups or
practical sessions) and duties in any of my practice placements and that I will not divulge such information to any
unauthorised person nor discuss it with my colleagues in any public place.
I understand that such confidential or personal information includes students/ service users / clients/ patients
diagnosis, treatment, personal experiences and other particulars relating to his or her condition, contact with services or
life circumstances.
I understand also that the disclosure to unauthorised persons of confidential information concerning service users / clients
/ patients is classified within the disciplinary rules as conduct that may warrant the Fitness to Practise procedures of the
programme to be evoked, including dismissal from the programme.
Signed: .. Date:
173
Appendix 6
PLYMOUTH UNIVERSITY
ACADEMIC REGULATIONS SUB-COMMITTEE
GUIDANCE FOR STUDENTS: MILITARY DUTIES
Context
During a review of Modified Assessment Provision Faculty Registrars reported that they
were increasingly getting requests for extenuating circumstances for religious observance
and active military duties. At present there is no Plymouth University guidance on these
issues.
The two draft guidance notes enclosed have been developed in consultation with the Pro-
Vice Chancellor Teaching and Learning, Faculty Registrars, Quality Support and
Chaplaincy.
The guidance notes are written for students and are also valid as guidance for staff.
Guidance for Students: Undertaking Military Duties

1. University Officer Training Corps:
Officers or officer cadets serving with a University Officer Training Corps (UOTC) cannot be
called up into full time active military duty.
Military training events must be organised around your timetable. Extensions are not
available for training events.
2. UK students: Territorial Army, Royal Navy or Air Force Reserves
If you are called up for full time Army, Navy or Air Force military service you should
immediately talk to your Personal Tutor, Programme Leader or Faculty Registrar. They can
advise you on applying for an extension to course work, a delay or a suspension of studies.
Military training events must be organised around your timetable. Extensions are not
available for training events.
3. International students:
If you are called up for military service you should immediately talk to your Personal Tutor,
Programme Leader, Faculty Registrar and the International Office. Where appropriate the
University can suspend your studies for a temporary period.
174
Appendix 7
Guidance for Students: Religious Observance
1. This guidance covers aspects of religious observance that occur at times known in
advance. Unforeseeable events, such as the death of a close relative when there are
specific forms of mourning are handled under the arrangements for considering
extenuating circumstances.
2. Plymouth University staff endeavour to avoid timetabling assessments or other

compulsory activities on major religious festivals but this is not always possible.
3. If you have strict religious requirements that may affect your attendance at examinations
you must notify the Faculty Registrar in writing within the first four weeks of the
academic year. Examination periods are published in advance on the important dates
for students webpage. (Please note that the major Christian festivals occur during
vacations and examinations are scheduled to avoid these dates.)
4. If religious observance could affect your attendance at teaching, learning & assessment
activities during an academic year (in term time, Monday to Friday, usually between 9am
6pm). You should discuss this with your Personal Tutor, Programme Leader or Faculty
Registrar in the first four weeks of the academic year and/or the first week of each term.
The School will give the matter sympathetic consideration and try to make reasonable
adjustments. You should understand however that adjustment may not always be
possible.
5. If religious observance affects your attendance at a lecture, seminar or other class you
can access the session resources on the module website and obtain any further notes
from a student colleague. In addition if you miss a session it is advised that you organise
a peer to peer discussion on the subject.
6. If religious observance affects your attendance at an assessment organised by your

School (e.g. presentations, in-class or practical tests) please inform your Personal Tutor,
the Module Leader and Faculty Registrar immediately in writing. The School will try and
make reasonable adjustments. Your School also needs to be notified immediately in
writing of any conflicting dates when the assessment dates are published.
7. Deadlines for handing in coursework are published in advance and will not be extended
to allow for religious observance. You must manage your time and workload accordingly.
8. If no reasonable alternative can be found, the University reserves the right to hold
examinations on any day and time during the examination period. If that means you miss
an examination, you will be required to take the examination when it is next held. This
may involve an interruption of a programme or an extension to your period of study.
175
Appendix 8
Guidance on recording of lectures
The University expects all students to participate fully in the learning opportunities offered
by their programme of study and encourages all students to take advantage of additional
opportunities for development, both personally and academically. As part of this,
attendance at lectures is an expectation. (We also believe that note-taking (as in lectures) is
itself a valuable skill.)
Should you wish to record a lecture (in any format, whether audio or audio-visual)
you must seek the permission of the lecturer before the lecture begins.
It is important that you respect your lecturer's work and their right to manage the manner in
which it is distributed. Lectures and learning materials are the intellectual property of the
University and the staff who develop them and who deliver teaching through a variety of
methods. Any recording that is made with the lecturer's permission must not be
distributed in any format (including through posting the recording or a transcription on the
internet e.g. Facebook, blogs, Google+ etc). The information may only be used in support
of your own learning or others' registered on the programme. Any offences under the Policy
may be dealt with under the Code of Conduct and Disciplinary Procedure for students.
The University recognises that recording can form a reasonable adjustment for students
with disabilities. If you wish to record lectures or other learning opportunities in order to
make the information more accessible to you due to a disability, please contact Disability
Assist for advice on ways the University can support you.
If Disability Assist have notified your school that recording lectures will support your
learning, you will not need to seek the permission of the lecturer before the lecture
begins, but recordings must not be distributed in any format.
176
Apppendix 9 Students as partners
Students and staff are members of the academic community and are all partners with complementary roles and
responsibilities in the learning process. Students and staff have jointly developed an agreement that sets out key
principles that underpin this partnership. Through this partnership, we are enhancing academic standards and achieving
the Universitys vision, mission and values.
We are already an ambitious, world-class university. By placing enterprise at the heart of everything we do, we will
develop an innovative and creative culture that empowers people. Key principles of this partnership are below.
PLYMOUTH UNIVERSITY'S
STUDENTS' COMMITMENT TO THE UNIVERSITY COMMUNITY
COMMITMENT TO STUDENTS
Working and learning together
Encouragement to be part
of an inclusive community in
which everyone is treated Recognising the partnership between members of the University by
respectfully and showing mutual respect and working together
independently to ensure
equality of opportunity
Teaching and learning
A stimulating learning
environment, with high
quality research-informed
teaching and academic
support using methods

Taking responsibility for your own learning, with regular attendance and
appropriate to your subject
active participation in all learning activities
High quality tutorial support

Making the most of all opportunities for development of skills and
for your well-being and
knowledge and constructive use of contact time with tutors
personal development,
enhancing lifelong learning Submitting assessed work on time in accordance with academic
skills for future success regulations and reflecting on feedback to inform your continued learning
Fair and impartial
assessment of your
coursework, returned with
appropriate constructive
177
feedback within 20 working
days
Quality
Internal and external
monitoring, review and
improvement of the quality

Helping to improve the experience for current and future students by
of courses, providing regular
making your views known at the earliest opportunity through active
opportunities for students to
feedback, the course representative system, and your Students Union
comment on the provision of
academic and service

support
Sustainability and community
Education in a diverse
community, with
opportunities to study
internationally
Appreciating your potential as an informed global citizen who can apply

Commitment to
knowledge in a diverse society
sustainability and social
responsibility in all our Being aware of economic, environmental, social and ethical issues
activities
Recognising that you are a member of wider local communities, with
Promoting a culture of appropriate responsibilities and opportunities
active, co-operative
citizenship through
involvement with our

communities
Employability
Providing varied
opportunities to gain
Recognising opportunities to enhance your employability prospects through
enterprising skills and
programme-related and extra curricular activities
attributes that are highly
valued and sought by
178
employers
Health, safety and security
Providing a safe, secure

Being proactive to ensure your own and others health, safety and security
and healthy learning
both on- and off-campus
environment
Services and facilities
Access to a wide range of
services and facilities with
trained and qualified staff
who will provide information,
assistance and advice

Making effective use of facilities and services provided and planning your
before and after graduation
use of resources responsibly and in accordance with published codes of
Clear information about practice
course fees, payment

Making prompt payment of any charges due to the University
options and deadlines,
including an estimate of any
optional extra costs for
specific facilities and

services
179
THE STUDENTS UNION PLAYS AN ESSENTIAL ROLE IN ENHANCEMENT OF THE STUDENT XPERIENCE
UPSU undertakes to:
Ensure that the Students Union is run for students, by students
Encourage and support students' participation in quality

enhancement activities especially through the election,
development and training of course representatives
Communicate students' views to the University
Assist students with academic and welfare problems either via

UPSU advice or by sabbatical support via representation or
campaigns
Represent the interests of students at both local and national level
Support active student/community engagement and proactively

work with students and external agencies in encouraging positive
social behaviour
Provide a range of student led societies, sports clubs, and

volunteering opportunities to enhance personal and professional
development
180
Addendum - National Health Service (NHS) Funded Programmes
Important Information with regard to tuition fees and interrupt/repeat years.
If you are a student registered on an NHS funded programme, you need to be aware that
the tuition fee associated with your training is paid to Plymouth University by Health
Education South West; they are in effect your sponsor.
Health Education South West is the NHS organisation responsible for the planning,
development, education and training of the healthcare and public health workforce in the
region.
Students required to Repeat
Where a student is required to repeat failed modules in the following academic year due to
academic or clinical failure without valid extenuating circumstances, you are advised that it
is unlikely that the NHS will pay tuition fees associated with a repeat year. For clarity in
such situations the responsibility for the payment of tuition fees where the NHS sponsor
declines payment is with the student.
This means that any students enrolled for the 2016 academic year who are required to
repeat in the 2017/18 academic year as a second or third attempt, will be personally liable
for tuition fees associated with that repeat year. Standard University fees (pro rata per
credits repeated) will be charged in such circumstances.
Interruptions to Study
Where a student requests to interrupt or is required to interrupt their programme, in some

cases, the return to training after this interruption will mean that students will be required to
complete an additional period of study. Any additional training in this circumstance will also
attract tuition fees. Where the period of interruption is not therefore covered by valid
extenuating circumstances, students will be personally liable for any additional tuition fees
associated with this further period of training.
Students are therefore strongly advised to discuss requests for interruption of study with
either the Programme Lead and/or Personal Tutor to enable full awareness of potential
consequences of interruption.
You are therefore strongly encouraged to ensure that you are aware of and familiar with the
University academic regulations and any exceptional regulations relating to your particular
programme of study. These can be found at
https://staff.plymouth.ac.uk//acregsc/acadregs/intranet.htm , in your Programme Handbook
and in the relevant Programme Specifications available on the University website. Further
information and clarification regarding regulations can be provided by your Programme
Lead or Programme Administration.
181
Feedback on the Student Programme Handbook
Your comments are welcome.
If you have any comments to make on the contents of this booklet, please detach this page
and send with any remarks, either negative or positive to: Andrea Evans, Programme
Administrator, Plymouth University, Faculty of Health, Education and Society, Peninsula
Allied Health Centre, Derriford Road, Plymouth, PL6 8BH. If these arrive at least two
months prior to the student intake in September it should be possible to incorporate
suggestions into the next edition of this handbook.
Thank you for your help.
182

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Faculty of Health and Human Sciences

School of Health Professions

BSc (Hons) Occupational Therapy

Leading to eligibility to apply for registration with the

Faculty of Health and Human Sciences

Faculty of Health and Human Sciences

Faculty of Health and Human Sciences

Engagement and Attendance Monitoring:

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 2

Important please note

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 3

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 4

The assessment process measures student achievement against the intended

Our awards are comparable in standard to awards conferred by other UK HE

The external examiners for this programme are:

Claire Brewis Subject & Award External Examiner

Julie Taylor Subject External Examiner

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 5

Special Needs Notice .................................................................................................... 3

1. Information about the Programme .................................................................. 16

2. Entry Requirements .......................................................................................... 20

3. Programme Overview ....................................................................................... 24

4. Programme Policies and Guidelines ............................................................. 59

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 6

5. Student Involvement ......................................................................................... 70

Addendum - National Health Service (NHS) Funded Programmes

Feedback on the Student Programme Handbook....182

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 7

All the information in this handbook is correct at the time of publication.

Update of Records (Disclosure and Barring Service and Occupational Health)

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 8

University Registration Number

Personal Tutor Name:

Programme Administration office Reception

Telephone: 01752 588800

Office Hours: 09.00-16.00 for students

Programme Leader Name: Patricia Eyres

Office: PAHC SF23

Telephone: 01752 587589

Senior Management representative Name: Lyn Westcott

Telephone: 01752 588819

Plymouth University Library contact Telephone: 01752 588588 (General Enquiries)

Computing Services contact Telephone: 01752 588900

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 9

Student Counselling 01752 587701

Occupational Health 01392 405800

Disability Assist, 3 Portland Mews 01752 587676

Learning Development and 01752 587456

Financial Help 01752 587680

The Anytime Advice Line (24/7) 0800 042 0134

Examination & Academic Offences Regulations

Marking and Moderation Policy

Academic Regulations Undergraduate programmes

Code of Conduct and Disciplinary Procedures

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 10

Dear Occupational Therapy Student

The School of Health Professions is committed to inter-professional collaboration in both

Professor Graham Sewell

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 12

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 13

BSc (Hons) Occupational Therapy Programme Handbook 2016-2017 14

Occupational Therapists view people as occupational beings. As occupational beings,

The purpose of occupational therapy is to enable people to fulfil, or to work towards

Occupational therapy is a client-centred health profession concerned with promoting