SayPro Online Course SAQA 1151663497

Description

a).1. The BSc OT graduate will demonstrate this competence by being able to:

Develop, maintain and work in collaborative professional relationship with colleagues, clients, carers and members of the public.
Interacts (consults, liases, negotiates, delegates) appropriately based on the understanding of the value and function of the different role players in a given set of related systems or contexts.
Affirm diversity and be culturally competent and sensitive across a range of social and interpersonal contexts.
Identify the location of influence and power within organisations and groups and the impact that socio-political factors have on health, wellness and quality of life.
Develop networks for support, advice and information to promote interdisciplinary and intersectional collaboration.

2. Being able to:

Formulate ideas taking all relevant information into consideration.
Express own opinion, defend a position and solve problems through critical inquiry, negotiation and conflict management.
Select, present, record and transmit information accurately and appropriately.
Accept, utilise and offer constructive feedback.

3. Being able to:

Prepare and organise work according to priorities.
Think critically, predict problems, seek creative solutions, anticipate trends, plan for the future and evaluate actions.
Manage time effectively and productively.
Evaluate self, take personal accountability for opinions given, decisions taken and plans implemented.
Take responsibility and handle responsibilities with maturity.
Use materials / tools / resources judiciously and responsibly.
Monitor own health and manage personal stress creatively.

b).The BSc OT graduate will demonstrate this competence by being able to:

1. Apply knowledge from a range of foundational sciences and arts to enhance his/her interpretation and responses to individuals / groups / community health needs.

2. Use the internet and electronic and paper databases for information retrieval.

Use an information system to evaluate health or clinical services.

3. Select, draft and implement a research protocol.

1. Utilise appropriate quantitative and / or qualitative research methodology

2. Analyse and interpret data, assess, report and disseminate the significance of research findings.

3. Validate practice through use of available evidence.

c).The BSc OT graduate will demonstrate this competency by being able to:

1).
Identify how engagement in occupations can restore and promote health and assist re-adaptation to life circumstances.
Explain individual and environmental restrictions that result in occupational deprivation, alienation, isolation and imbalance.
Explore meaning and purpose that individuals and groups attach to occupations.
Identify when occupational imbalance, deprivation and alienation compromises the health and wellness ends of individuals, groups and communities.
Measure and interpret limitations in activity participation due to impairments.
Apply the principles and adapt the methods that promote occupational engagement and competence across the life span.
Achieve a match between individual and group occupational needs and the environments in which people live, work, play and socialise.
Assess and adapt / eliminate environmental and / or attitudinal barriers that restrict occupational engagement competence and participation in value life goals.
Apply activities, tasks and occupations as means for the achievement of health objectives in promotive, preventative, curative, rehabilitative and community development programmes.
Apply a life cycle and holistic approach to human development and function in health and illness.
Describe the aetiology / pathology of disease and illness processes in terms of human structure, function and behaviour using a range of explanatory models (medical, social, occupational).
Describe the illness and disability experience based on a phenomenological understanding of the client’s narrative with, due to consideration of socio-cultural nuances, barriers and opportunities.

2). Act according to the rules and codes of conduct for professional behaviour.
Exercise sound professional judgement and reason, ethically commensurate with knowledge and experience.
Recognise and contribute to the resolution of ethical, medio-legal and human rights dilemmas.
Practice safety within the scope of the profession as legislated.
Display virtues of professionalism such as integrity, honesty, reliability, adaptability, altruism and caring.
Endorse the values of the profession such as human dignity, autonomy, justice, co-determination and freedom of choice.
Markets and promotes the profession by disseminating knowledge and supporting professional organisations and interest groups.
Contribute to professional policy statements on issues of public interest.
Access and utilise resources for confirmed professional development.

3). Reflect-in and on-action in a tacit, highly imaginistic and deeply phenomenological way
Use a range of clinical reasoning skills throughout the occupational therapy process.
Use the self as therapeutic / change agency through skilled application of interpersonal relationships with individuals and groups.
Apply adult education principles and methods in exchange of information with clients, carers, mid level workers, groups and communities.
Theoretically justify and practically select, apply and adapt a wide range of neuro-developmental, bio-mechanical, perceptual cognitive, skeletal, physiological, visceral and psychosocial technologies.
Motivate others and act as advocate for client rights, disability rights and human rights.
Apply creativity in the construction or conceptualisation of practical solutions, new products and novel ideas to solve problems.

4).PLAN
Network extensively and follow appropriate community entry and/or client/case management protocols.
Develop human capacity by engaging relevant role players as partners throughout the occupational therapy process.
Apply; the occupational therapy process in direct (hands on) and indirect service provision.
Utilise available data to determine realistic short and long-term objectives.
Select appropriate principles for promotive, preventative, therapeutic/care, rehabilitative interventions and/or programmes.
Prepare, adapt, modify the context /environment / materials / equipment for optimal capacity.

SCREEN / ASSESS
Identify type of information needed to determine occupational therapy priorities.
Interpret and make referrals.
Select, use and interpret screening / assessment methods.
Record results accurately and compare to norms / other evidence.
Extract and state priority problems.
Identify the scope of occupational therapy and recognise its strengths and limitations in context.

ACT / IMPLEMENT / EVALUATE
Act skilfully in response to the dynamics of the context and the emerging needs of the participants i.e. modify / adapt-in-action.
Determine when / why to terminate occupational therapy or refer.
Provide a rationale for professional actions and actions based on knowledge of the precipitating, perpetuating and predisposing factors that impact the health status of individuals, groups and communities.
Integrate continuous evaluation or participatory action research methods throughout all planning and action.
Identify and monitor precautions.
Identify and monitor critical success factors in particular, those that affirm the principle of primary health care and community development i.e. affordable, accessible, appropriate, acceptable, equitable, available and sustainable services.

MANAGE
Deal effectively and efficiently with administrative tools.
Guide, support and supervise a range of human resources (O.T.n’s) mid-level workers, volunteers.
Participate in the recruitment, selection and development of staff.
Follow contextually relevant grievance and disciplinary procedures.
Set standards, protocols and systems in place that ensure the efficient and effective co-ordination and quality control of services.
Identify and comply with relevant legislation that informs services, conditions of employment.

INTEGRATED ASSESSMENT

The applied competence of learners at the exit point of the BSc Occupational Therapy programme are ascertained through a variety of integrated formative and summative assessment methods. These are designed to continuously determine the emerging practical, foundational and reflective competencies of learners throughout the programme and to identify exit level outcomes at the summation of the programme.

Marking schemes and criteria and weighting are synchronised across assessment methods to minimise inconsistency and maximise objectivity. Students are given the criteria and encouraged, where flexible, to self evaluation.

Formative Assessment Methods:

Reflective interpersonal skills journals
Fieldwork portfolios – learners logs and reflections
Fieldwork evaluations – overall performance / consistence over periods of time in a specific context
Clinical demonstrations – presentation of case / group studies – community education
Assignments and essays
Tutorials – peer evaluation
Research and major protocol and project
Written tests and examinations
Open book / prepared written tests / examinations
Practical examinations – objective standardised methods

Summative Assessment Methods:

Two x three hour written examinations
Ten minute video recording and discussion of applied competence. This entails a one hour presentation by the learner of an example of reflexive and competence by him / her in the field during the final year of training
Graphic display of optimal intervention. This entails a poster and verbal presentation depicting a particularly successful incident / cycle of events / product or strategy (made by or precipitated by the learner) during fieldwork. It offers opportunities to assess the depth of applied competence in a single frame.
O.S.P.E. – 10 x 10 minute stations of objective, standardised, practical examinations to assess foundational and practical competence.