Occupational Therapy

Profession and Ethics of Occupational Therapy

Lecture, 1.00 ECTS

 

Course content

Students
• know about the job profile, history and fields of activity of occupational therapy.
• are able to recognise the responsibilities of other health professions and other professions and are able to work in multiprofessional teams.
• are made familiar with the occupational therapy competences specified by ENOTHE (European Network of Occupational Therapy in Higher Education)
• reflect on general and personal actions based on the principles of professional ethics.
• learn about occupational therapy in the international context.
• are made familiar with the ethical codex of occupational therapy and discuss ethical issues from the occupational therapy perspective

Learning outcomes

Students are familiar with the steps of the occupational therapy process based on the Federal Act Regulating High Level Allied Health Professions (MTD-Gesetz), which is based on the Canadian Practice Process Framework CPPF. They understand the goal of occupational therapy to enable clients to participate in activities they want to do as the main significance of client focus in occupational therapy. Clinical reasoning and principles of professional ethics are taken into account in therapy planning. Students are familiar with the job profiles and fields of activity of occupational therapists. They know the ethical codex of occupational therapy and are sensitised to ethical issues. They know the responsibilities of other health professions and other professions and are able to work in multiprofessional teams. Students are also prepared for communication and reflection in a therapeutic setting.
Cognitive level:
Students
• are familiar with the steps of the occupational therapy process
• are familiar with the occupational therapy competences specified by the FH-MTD-AV (Ordinance on Degree Programmes providing Education for High Level Allied Health Professions at Universities of Applied Sciences) and ENOTHE (European Network of Occupational Therapy in Higher Education)
• know about the organisational and administrative processes in different health care facilities and the roles and duties of individual professional groups
• are familiar with processes of clinical reasoning in occupational therapy
• know their rights and duties according to the MTD-Gesetz
• are familiar with the ICF (International Classification of Functioning, Disability and Health) model to ensure a common language in interprofessional teams
• are aware of their own communication skills
• are familiar with methods to reflect on learning and actions
• are familiar with the ethical codex of occupational therapy and are sensitised to ethical issues
Psychomotor level:
Students
• can apply the occupational therapy process according to the Canadian CPPF process model in case studies.
• can adjust the occupational therapy process to the situation at hand.
• develop adequate communication strategies for the therapist/client relationship, interdisciplinary teams, and the general public and apply these strategies in group tasks.
• can reflect on their own experiences gained from other modules/courses and integrate them in the occupational therapy process.
Affective level:
Students
• understand the significance of client focus and take the client’s individual history into account in developing a therapy plan.
• are proficient in interprofessional communication, can define their role as a team member and are familiar with the associated duties.
• develop skills of academic reflection and discussion of therapeutic actions based on the principles of professional ethics
Students
• learn the fundamentals of human communication and the related psychological mechanisms
• practise these in small groups and in role play
• reflect on their own communication
• are made aware of different communication styles and potential misunderstandings resulting therefrom
• learn the fundamentals of academic reflection
• learn to detect the strengths and weaknesses of their own thinking and action processes
• develop their reflective capabilities in discussion processes and in writing a learning portfolio
• experience critical reflection as empowering them in their development as an occupational therapist

Contribution to the acquisition of competences according to FH-MTD-AV Annex 5, 8, and 9: FMK 1-7, FMK 9, FMK 11, FMK 12, FMK 14, SKS 1-5

Recommended or required reading and other learning resources / tools


Books, journals and relevant primary literature will be announced by the lecturers at the start of the course or are included in the relevant syllabus

Mode of delivery

Lecture

Prerequisites and co-requisites

No

Assessment methods and criteria

oral or written exam at the end of the course