Occupational Therapy

The students • are made familiar with learn to apply the CMOP assessment "Canadian Occupational Performance Measure (COPM)". • are able to understand biomechanical, sensorimotor, psychosocial and cognitive skill components using (standardised) diagnostic methods and structure observation in the context of action. • are familiar with quality criteria of tests and assessments.

The students • acquire detailed knowledge of human communication and the related psychological mechanisms • practise them intensively in small groups and in role play • reflect on them • apply different communication styles • recapitulate the importance of social groups and their significance in a therapeutic setting • take on and analyse several roles within a social group through self-experience • learn to use the 4 phases of group building and group treatment in occupational therapy practice and derive a therapeutic benefit therefrom • learn to deal with and analyse therapy groups taking into account different factors such as group dynamics, formal and informal structures, group cohesion and group norm, conflict and negotiation, and group management • 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

The students • know model and theories of occupational therapy and their applications • can compare them and relate them to the ICF. • are familiar with the frame of reference of occupational therapy and can assess resources and problems of clients on this basis. • can develop model-based case examples and describe their considerations in a transparent manner

The students •carry out parts of the occupational therapy process under supervision. • are made familiar with forms of documentation and reporting • are familiar with data protection provisions and confidentiality rules. • are able to draw up progress and final reports.

The students • are familiar with terminology used in pathology • are familiar with pathological changes in cells and tissue • know about pathological changes of selected body structures and body functions as well as organ systems • are familiar with the fundamentals of immunology • acquire knowledge of causes, symptoms, diagnosis and medical treatment of selected internal and rheumatological diseases

The students can assess and analyse difficulties in occupational performance - learn to design and vary activities (e.g. effort, degree of difficulty) geared to the children's developmental stage considering individual interests - explore age-specific activities, e.g. what is the 'normal' development process, e.g. cutting – connection to Human Development module - gather experience in the role of instructor and apply treatment principles of occupational therapy for the first time - apply their knowledge about cognitive and behaviour therapy theories to support (motor) learning, use empowerment principles and engage in 'motor learning' through self-experience - document selected activities based on specific criteria - further develop professional key qualifications and core competences, especially problem solving strategies, teamwork, cooperation and communication skills and proximity/distance behaviour …

The students - can assess and analyse difficulties in occupational performance. - learn to perform selected activities themselves; - learn to design and vary activities (e.g. effort, degree of difficulty) geared to the target group. - gather experience in the role of instructor and apply treatment principles of occupational therapy . - apply their knowledge about cognitive and behaviour therapy theories to support (motor) learning, use empowerment principles and engage in ‚motor learning‘ through self-experience. - document selected activities based on specific criteria. - further develop professional key qualifications and core competences, especially problem solving strategies, teamwork, cooperation and communication skills and proximity/distance behaviour. - learn to assess motor, process-related and social interaction skills based on specific criteria.

The students • acquire knowledge about core competences of occupational therapy and treatment principles. • apply these skills in performing age-specific activities and instructing children and adolescents. • learn to apply their knowledge in projects.

The students • recapitulate and consolidate their knowledge of the occupational therapy process for people with musculoskeletal disorders and their consequences on action competence in terms of self-care, productivity and leisure. This is done in direct client contact under supervision using modern media. • develop, plan, analyse and reflect on the occupational therapy process in groups based on selected client examples. They can define client objectives and are able to formulate and document them appropriately. They practise various methodological procedures as part of the interventions and relate them to the daily lives and occupation-oriented goals of the clients. • are able to draw up, present and reflect on client reports. They learn to take the role of therapist and to jointly reflect on the measures taken, their own behaviour and that of the client. The students can provide constructive feedback.

The students • acquire knowledge of causes, symptoms, diagnosis and medical therapy and rehabilitation of selected disorders

The students learn to perform the occupational therapy process (diagnosis, goal definition, planning and intervention) based on selected disorders of the musculoskeletal system considering occupation-relevant components in different therapy settings; learn to identify and analyse the main problems and resources of clients in terms of their action competence in daily life in the areas of self-care, productivity and leisure considering physical, institutional, cultural and social factors, draw conclusions and formulate occupation-oriented goals together with the client; are made familiar with the relevant diagnostic instruments and methods and can use, evaluate and interpret them in principle; are made familiar with the measures and methods relevant for the disorder, understand how they work and can relate them to the client's occupations in daily life and apply them adequately in the occupational therapy process; learn to analyse functional games, …

The students • recapitulate and consolidate their knowledge of the occupational therapy process for paediatric diseases and disorders and their consequences on action competence in terms of self-care, productivity and leisure. This is done in direct client contact under supervision using modern media. • develop, plan, analyse and reflect on the occupational therapy process in groups based on selected client examples. • can define client objectives and are able to formulate and document them appropriately. They practise various methodological procedures as part of the interventions and relate them to the daily lives and occupation-oriented goals of the clients. • are able to draw up, present and reflect on client reports. • learn to take the role of therapist and to jointly reflect on the measures taken, their own behaviour and that of the client. • can provide constructive feedback.

The students • acquire knowledge of disorders of body structures and functions concerning the musculoskeletal system (in the field of paediatrics, neuropaediatrics and paediatric oncology) and their effects at the structural, functional, activity and participation level. • acquire knowledge of causes, symptoms, diagnosis and medical treatment and rehabilitation of selected disorders.

The students learn to perform the occupational therapy process (diagnosis, goal definition, planning and intervention) based on selected diseases and disorders of paediatric clients (wider definition of term 'client')considering occupation-relevant components in different therapy settings in interprofessional teams; learn to identify and analyse the main problems and resources of clients in terms of their action competence in daily life in the areas of self-care, productivity and leisure considering physical, institutional, cultural and social factors, draw conclusions and formulate occupation-oriented goals together with the client; are made familiar with the relevant diagnostic instruments and methods and can use, evaluate and interpret them in principle; are made familiar with various relevant measures and methods for the effects of different diseases and disorders and can relate them to the client's occupations in daily life …

The students • understand the steps of EBP and their significance in occupational therapy practice. • can formulate research questions relevant for occupational therapy. • can carry out a systematic literature search in databases and analyse and assess the literature found based on special quality criteria and assessment instruments. • can categorise the results of the literature search, relate them to the question at hand and answer the question by consulting sources • understand the functions of the individual parts of a scientific paper and can present the results of a research project accordingly. • learn to understand statistical terms and can carry out simple calculations themselves.

The students • practise and consolidate their skills of reading scientific texts efficiently based on scientific journal articles. • practise search strategies and search terms in English • can research and read an English professional article efficiently and present it orally and in writing. • learn linguistic and communicative strategies for professional presentations in English; give and receive feedback on their own presentations. • can describe the healthcare system and hospital routines (structures, equipment, processes, medical staff) in English • learn to describe complex disorders and diseases relevant for occupational therapy practice in English, based on selected examples of relevant content from semester 2. • can describe and explain the occupational therapy process and its individual steps in English.

The students • are made familiar with the fundamentals of the physical environment, which include all non-human aspects of the context. • learn to identify and analyse physical environmental factors using specific diagnostic instruments and observation. • learn to minimise barriers in the physical environments through individual adjustments such as the provision of aids or adaptive procedures. • are made familiar with the working principles and use of conventional aids for different areas of life and for overcoming environmental barriers, including assisted communication and provision of aids improving mobility, including but not limited to the wheelchair. • learn to use and apply aids such as the wheelchair from the perspective of both the user and therapist based on theoretical input and self-experience. • acquire fundamental knowledge of key institutions of the Austrian health and social sectors.

The students • learn to produce static and dynamic splints for different problems of hand therapy using different materials.

The students learn to perform selected steps of the occupational therapy process within the relevant frame of reference; observe, analyse and evaluate the performance of diagnostic systems and interventions in occupational therapy; practise and learn occupational therapy assessments, therapy concepts and treatment methods relevant to the specialist field; combine fundamentals of occupational therapy with specialist background knowledge with the aim to perform the steps of problem identification, goal definition and treatment planning under supervision; learn to document the progress of treatment; practise conducting consultations with clients and relatives; document at least 3 of 20 occupational therapy processes according to the specifications of the degree programme and FH-MTD-AV, Annex 14; are made familiar with working in interdisciplinary teams and become aware of their own role and the associated responsibilities; …

The students • apply models of supervision based on their own experiences during the internship in groups and are supported in this process. • acquire knowledge about themselves and future therapeutic practice. • present and reflect on their experiences from the perspectives of professional methodology, social communication and professional ethics in writing and within the group • learn to deal with different issues from therapeutic practice in order to develop a professional identity. • learn to use the learning portfolio as an instrument for monitoring development and competence acquisition.

The students - perform activities themselves. - learn to design and vary activities (e.g. effort, degree of difficulty) geared to the target group - gather experience in the role of instructor and apply treatment principles of occupational therapy . - are familiar with selected occupational therapy concepts and can apply them in example scenarios. - document selected activities based on specific criteria. - further develop professional key qualifications and core competences, especially problem solving strategies, teamwork, cooperation and communication skills and proximity/distance behaviour. - are able to assess motor, process-related and social interaction skills based on specific criteria.

The students - learn to perform activities themselves. - learn to design and vary activities (e.g. effort, degree of difficulty) geared to the target group considering specific context factors in different settings - gather experience in the role of instructor and apply treatment principles of occupational therapy . - are familiar with selected concepts and can apply them in example scenarios. - document selected activities based on specific criteria. - further develop professional key qualifications and core competences, especially problem solving strategies, teamwork, cooperation and communication skills and proximity/distance behaviour. - are able to assess motor, process-related and social interaction skills based on specific criteria.

The students • deepen their knowledge about core competences of occupational therapy and treatment principles. • apply these skills in performing age-specific activities and instructing adults and old people.

The students • are able to analyse the occupational therapy process and its phases using patient examples (case examples, videos, therapy observations,…) and derive therapeutic priorities. • can define client objectives and are able to formulate and document them appropriately. • are able to draw up and reflect on patient reports as well as providing constructive feedback on observations/documentation.

The students • know about causes, symptoms, course, pathophysiology, pathomechanics, medical intervention (conservative and surgical) and application of occupational therapy in the treatment of diseases and disorders of the central and peripheral nervous system of different genesis. • are made familiar with neurological condition (e.g. stroke, Parkinson's, MS, craniocerebral injury, paraplegia,…) and neurosurgical injuries and conditions (spinal injuries, brain tumours, vascular diseases,…).

The students • gain an overview of selected key topics of clinical neuropsychology (e.g. neglect, pusher, unawareness, memory disorders, attentiveness disorders, apraxia, spatial and visual disorders, …) • acquire knowledge about neuropsychological diagnosis and treatment of disorders of higher brain functions following acquired brain damage. • gain an overview of practical activities of clinical neuropsychologists in prevention, treatment and rehabilitation and can link them to occupational therapy.

The students learn to perform the occupational therapy process (diagnosis, goal definition, planning and intervention) based on selected neurological conditions (e.g. stroke, Parkinson's, MS, craniocerebral injury, paraplegia,…) and neuropsychological conditions (e.g. neglect, awareness, pusher syndromes, disorders of visual perception, apraxia, disorders of executive functions, disorders of spatial perception and cognition, attentiveness disorders, memory disorders,…) considering occupation-relevant components; are made familiar with specific assessments and can perform, evaluate and interpret them in principle; are able to describe the acquired therapeutic concepts (e.g. Bobath, Affolter, Perfetti, forced-use, mirror therapy,…) and apply them in principle; develop practical learning content (e.g. positioning, transfer, trunk mobilisation, shoulder mobilisation, fine motor training, sensitivity training, secondary prophylaxis, communication,…) …

The students • are made familiar with different quantitative and qualitative methods of (occupational therapy) research. • apply these as part of a small research project. • learn to generate simple hypotheses and verify them using a suitable research design. • conduct empirical work to generate the required data. • learn to evaluate the generated data using appropriate methods, present them in writing in scientific form, discuss them and relate them to occupational therapy. • present the results in an adequate form

The students • learn appropriate and effective linguistic strategies for discussions held in English (polite to decisive agreement/disagreement, conveying messages, obtaining opinions, involving others, chairing a discussion, etc.). • apply these communicative skills in discussions on professional topics and in fictitious case discussions in multiprofessional teams. • learn to react to clients in English in relevant communicative situations (obtaining information, building trust, calming, giving instructions and recommendations in a polite manner, describing motor activities and bodily sensations, etc.) of the occupational therapy process in an appropriate and supportive manner • can name and describe occupational therapy aids in English

The students learn to perform the occupational therapy process within the relevant frame of reference; observe, analyse and evaluate the performance of diagnostic systems and interventions in occupational therapy; practice and learn occupational therapy assessments, therapy concepts and treatment methods relevant to the specialist field; combine fundamentals of occupational therapy with specialist background knowledge with the aim to perform the steps of problem identification, goal definition and treatment planning under supervision; learn to document the progress of treatment; practise conducting consultations with clients and relatives; document 4 of 20 occupational therapy processes according to the specifications of the degree programme and FH-MTD-AV, Annex 14; are made familiar with working in interdisciplinary teams and are aware of their own role and the associated responsibilities; analyse their therapeutic behaviour …

Students learn to perform the occupational therapy process within the relevant frame of reference; observe, analyse and evaluate the performance of diagnostic systems and interventions in occupational therapy; learn occupational therapy assessments, therapy concepts and treatment methods relevant to the specialist field and apply them appropriately; combine fundamentals of occupational therapy with specialist background knowledge with the aim to perform the steps of problem identification, goal definition and treatment planning under supervision; document the course of treatment; document at least 4 of 20 occupational therapy processes according to the specifications of the degree programme and FH-MTD-AV, Annex 14; conduct consultations with clients and relatives under supervision; represent their role in an interdisciplinary team and are aware of the associated competences; analyse their therapeutic behaviour …

The students • apply models of supervision based on their own experiences during the internship in groups and are supported in this process. • acquire knowledge about themselves and future therapeutic practice. • present and reflect on their experiences from the perspectives of professional methodology, social communication and professional ethics in writing and within the group • learn to deal with different issues from therapeutic practice in order to develop a professional identity. • learn to use the learning portfolio as an instrument for monitoring development and competence acquisition.

The students • are made familiar with supervision models • apply models of supervision based on their own experiences during the internship in groups and are supported in this process. • learn to deal with different issues from therapeutic practice in order to develop a professional identity

The students • recapitulate and consolidate their knowledge of the occupational therapy process for disorders in child, adolescent and adult psychiatry and their consequences on action competence in terms of self-care, productivity and leisure. This is done in direct client contact under supervision using modern media. • develop, plan, analyse and reflect on the occupational therapy process in groups based on selected client examples. This is done in direct client contact under supervision using modern media. • can define client objectives and are able to formulate and document them appropriately. • practise various methodological procedures as part of the interventions and relate them to the daily lives and occupation-oriented goals of the clients. • are able to draw up, present and reflect on client reports. • learn to take the role of therapist and to jointly reflect on the measures taken, their own behaviour and that of the client. • can provide constructive feedback.

The students: • acquire basic medical knowledge about the major disorders in adult psychiatry, their diagnosis according to ICD 10 criteria, typical symptoms and medical therapy. • gain an understanding of mentally ill people and learn to handle crisis situations. • acquire knowledge about how to maintain their own mental health. • acquire knowledge of causes, symptoms, diagnosis as well as medical treatment and rehabilitation of selected diseases and disorders

The students: • acquire basic medical knowledge about the major disorders in child and adolescent psychiatry, their diagnosis according to ICD 10 criteria, typical symptoms and medical therapy. • gain an understanding of mentally ill people and learn to handle crisis situations. • acquire knowledge about how to maintain their own mental health. • acquire knowledge of causes, symptoms, diagnosis as well as medical treatment and rehabilitation of selected diseases and disorders.

The students learn to plan, perform and evaluate the occupational therapy process based on major disorders in adult psychiatry in different therapy settings as part of an interprofessional team; learn to identify and analyse the main problems and resources of clients in terms of their action competence in daily life in the areas of self-care, productivity and leisure considering physical, institutional, cultural and social factors, draw conclusions and formulate occupation-oriented goals together with the client; are made familiar with the relevant diagnostic instruments and methods and learn to apply them; learn evidence based measures and methods related to selected disorders and therapy settings from the perspective of occupation and resources with regard to self-care, productivity and leisure; are made familiar with methods to reflect on their own role as therapist and on the roles of others; are made familiar with several measures, …

The students learn to plan, perform and evaluate the occupational therapy process based on major disorders in child and adolescent psychiatry in different therapy settings as part of an interprofessional team; learn to identify and analyse the main problems and resources of clients in terms of their action competence in daily life in the areas of self-care, productivity and leisure considering physical, institutional, cultural and social factors, draw conclusions and formulate occupation-oriented goals together with the clients and/or relatives; are made familiar with the relevant diagnostic instruments and methods and learn to apply them; learn evidence based measures and methods related to selected disorders and therapy settings from the perspective of occupation and resources with regard to self-care, productivity and leisure; are made familiar with methods to reflect on their own role as therapist and on the roles of others; …

The students • work together with students, lecturers, occupational therapists or other professionally relevant persons at partner universities and/or relevant institutions abroad to compare the quality and implementation of occupational therapy services in different countries in terms of basic attitudes and roles in the occupational therapy process, fields of work and interventions as well as political, health, economic and institutional framework conditions.. • prepare a literature based overview on a relevant topic, including in-depth literature and source research. • engage in cross-border and cross-institutional exchange. • reflect on similarities and differences of occupational therapy at international level. • use modern media and e-learning. • apply their English skills in both oral and written communication.

The students learn creative approaches to the writing process; are familiar with the linguistic requirements of a Bachelor's thesis; are able to write a concept/outline for the topic of the Bachelor's thesis; repeat and consolidate the formal requirements of academic writing and apply these to their own Bachelor's thesis; learn to convey the results of their research to a specialist audience using different presentation techniques; receive scientific support throughout the planning process and in writing the synopsis; are supported in analysing, delimiting and substantiating a topic relating to a research questions relevant to occupational therapy; receive support in developing a structure for their Bachelor's thesis; identify study designs and projects that require the submission of an ethics application; are familiar with the requirements for ethics applications; write an ethics application, if necessary, with assistance; …

The students • apply strategies of solution-oriented, independent learning by formulating, elaborating and presenting learning goals. • acquire basic knowledge and action strategies concerning concrete occupational therapy procedures in daily practice. • learn to implement individual steps of the occupational therapy process in theory by learning to collect information, analyse problems, find and critically examine solutions. • consolidate their knowledge of clinical reasoning processes in occupational therapy and are able to apply and reflect on them in case studies.

The students • learn to understand culture as a special characteristic of the social environment which can be seen as commonalities or differences in people’s lives and the extent and interaction of individual, cultural and global values within the individual.. • are made familiar with basic models for describing and comparing cultural values and behavioural patterns. • are supported in creating awareness of their own culture and in developing respect for the cultures of others. • are sensitised to potential intercultural misunderstandings between Central Europeans and other people living in Austria, analyse cultural incidents and apply the acquired knowledge to occupational therapy practice. • experience and practise this content based on theoretical input, practical examples and self-experience.

The students • recapitulate the importance of social groups and their role in a therapeutic setting and can relate them to occupational therapy practice. • assume different roles within a social group and analyse this role through self-experience. • learn to use the 4 phases of group building and group treatment in occupational therapy practice and derive a therapeutic benefit therefrom. • learn to deal with and analyse therapy groups taking into account different factors such as group dynamics, formal and informal structures, group cohesion and group norm, conflict and negotiation, and group management. • learn to understand the clients as social beings and understand their problems in participation.

The students perform the occupational therapy process within the relevant frame of reference; independently observe, analyse and evaluate the performance of diagnostic systems and interventions; are made familiar with occupational therapy assessments, therapy concepts and treatment methods relevant to the specialist field and apply them independently; combine fundamentals of occupational therapy with specialist background knowledge with the aim to perform the steps of problem identification, goal definition and treatment planning under supervision; document the progress of treatment; document at least 4 of 20 occupational therapy processes according to the specifications of the degree programme and FH-MTD-AV, Annex 14; conduct consultations with clients and relatives; present and substantiate their own therapeutic decisions to an interdisciplinary team in a professional way; independently analyse their therapeutic behaviour …

The students • apply models of supervision based on their own experiences during the internship in groups and are supported in this process. • acquire knowledge about themselves and future therapeutic practice. • present and reflect on their experiences from the perspectives of professional methodology, social communication and professional ethics in writing and within the group. • learn to deal with different issues from therapeutic practice in order to develop a professional identity • learn to use the learning portfolio as an instrument for monitoring development and competence acquisition.

The students • analyse the topics of previous semesters and their contribution to the development of occupational therapy skills. • systematically reflect on their personal learning process and individual learning success. • visualise their learning development. • identify facilitating and inhibiting factors in their personal learning process. • are supported in their skills and personality development by their personal tutors (members of teaching staff). •enhance and improve their feedback culture.

The students • recapitulate and consolidate their knowledge of the occupational therapy process for age-related diseases and disorders and their consequences on action competence in terms of self-care, productivity and leisure. This is done in direct client contact under supervision using modern media. • develop, plan, analyse and reflect on the occupational therapy process in groups based on selected client examples. This is done in direct client contact under supervision using modern media. • are able to formulate and document client objectives adequately. • test various methodological procedures as part of the interventions and relate them to the daily lives and occupation-oriented goals of the clients. The students are able to draw up, present and reflect on client reports. They learn to take the role of therapist and to jointly reflect on the measures taken, their own behaviour and that of the client. The students can provide constructive feedback.

The students • expand their knowledge of ageing processes and associated changes in body structures and functions and their effects at the structural, functional, activity and participation level.. • are familiar with the pathophysiology of selected diagnoses and their effects on ageing people. • gain knowledge about the causes, symptoms, diagnosis and medical treatment and rehabilitation of selected diseases and disorders.

The students learn to perform the occupational therapy process (diagnosis, goal definition, planning and intervention) based on selected diseases and disorders of geriatric clients considering occupation-relevant components in different therapy settings; learn to identify and analyse the main problems and resources of clients in terms of their action competence in daily life in the areas of self-care, productivity and leisure considering physical, institutional, cultural and social factors, draw conclusions and formulate occupation-oriented goals together with the client; are made familiar with the relevant diagnostic instruments and methods and can use, evaluate and interpret them in principle; are made familiar with various measures and methods relevant for disorders and diseases, understand how they work and can relate them to the client's occupations in daily life and apply them adequately in the occupational therapy process; …

The students • learn to write abstracts in German and English for their research paper. • are familiar with the linguistic requirements of a Bachelor's thesis. • repeat and consolidate the formal requirements of academic writing and apply these to their own Bachelor's thesis. • consolidate their knowledge about different research methods and/or project management in small groups. • apply research methods and/or project management in their own Bachelor’s thesis.

The students • expand their competences with the aim to independently explore, interpret and discuss the data generated on questions relevant to occupational therapy based on and related to the first Bachelor's thesis. • can prepare a concept for answering a relevant question from the field of occupational therapy. • receive academic supervision and support throughout their Bachelor’s thesis. • critically discuss their considerations, approaches and conclusions in terms of the research question, results and presentation, thus promoting the academic development process. • can put scientific findings and phenomena to use for professional and scientific development

The students • learn about different potential applications of digital media in therapeutic settings. • develop ideas for the use of digital media for specific problems in daily therapeutic practice. • develop individual solutions for specific problems using digital media. • learn to identify the interactions between the client and assistive technologies and incorporate the user perspective in the development of such technologies, to provide advice in the selection of technical aids and support in their implementation. • understand assistive technology and the use of digital media as a multidisciplinary intervention supporting people in the development of compensatory techniques in order to enable them to participate in daily life activities that are personally significant to them. This is based on fundamentals of kinesiology and biomechanics, perception and learning theories in combination with occupational/activity analysis.

The students • are made familiar with the current national and international developments in occupational therapy at micro, meso and macro level . • explore current topics of occupational science. • combine these topics with their acquired knowledge in order to generate new knowledge.

The students perform the occupational therapy process within the relevant frame of reference; independently observe, analyse and evaluate the performance of diagnostic systems and interventions in occupational therapy; learn and independently apply occupational therapy assessments, therapy concepts and treatment methods relevant to the specialist field; combine fundamentals of occupational therapy with specialist background knowledge with the aim to adequately and independently perform the steps of problem identification, goal definition and treatment planning; document the progress of treatment; document 4 of 20 occupational therapy processes according to the specifications of the degree programme and FH-MTD-AV, Annex 14; conduct consultations with clients and relatives; present and substantiate their own therapeutic decisions to an interdisciplinary team in a professional way; independently analyse their therapeutic behaviour …

The students • apply models of supervision based on their own experiences during the internship in groups and are supported in this process. • acquire knowledge about themselves and future therapeutic practice. • present and reflect on their experiences from the perspectives of professional methodology, social communication and professional ethics in writing and within the group. • learn to deal with different issues from therapeutic practice in order to develop a professional identity. • learn to use the learning portfolio as an instrument for monitoring development and competence acquisition.

The students • receive an introduction to the Austrian healthcare and social system and the associated facilities. • obtain an overview of structures and developments in the healthcare sector, current developments in health and social policy and financing of the healthcare system. • acquire basic knowledge of performance documentation and cost accounting.

The students • are made familiar with the principles of health, labour and social law. • gain an insight into practical application of the relevant legal provisions. • are made familiar with the Federal Act Regulating High Level Allied Health Professions (MTD-Gesetz) and the associated rights and obligations.

The students • gain an overview of the overall concept of quality assurance and quality management. • are made familiar with different frameworks of reference for quality requirements in occupational therapy, especially guidelines, treatment paths, laws, benchmarking. • transfer quality assurance measures to institutions and their own actions in the occupational therapy process. • learn to evaluate and reflect on the quality of processes, structures and outcomes based on practical examples.

The students • are made familiar with the legal, ethical, structural, organisational and conceptual fundamentals for practising the profession on a freelance basis • develop concepts for specific occupational therapy services in the Austrian healthcare and social sector. • plan the required marketing strategies, implement them by way of example and evaluate the relevant benefits.

The students • know about the job profiles of occupational health practitioners and occupational psychologists and their tasks in workplace settings with the aim to illustrate the differences to occupational therapy activities in workplace health promotion.

The students • implement the project planned in the course of the “Occupational Therapy Process in Health Promotion/Prevention” in a relevant setting • apply the acquired project management skills in the phase of project implementation and evaluation. • apply their didactic skills in project implementation appropriate to the target group. • evaluate the measures carried out in the project and reflect on the entire process

The students are made aware of social and cultural diversity and varying needs; gain knowledge of effective communication with different target groups in the field health promotion and apply this knowledge in class (written, verbal, non-verbal, and ability to listen); learn to apply and reflect on different didactic methods for conveying health promotion and prevention approaches and concepts; use information technologies and other media to obtain and disseminate information about health promotion; learn and apply culturally appropriate communication methods and techniques for specific groups and settings; learn to apply known techniques of interpersonal communication and group work to support individuals, groups, communities and organisations in health promotion and in reducing health inequalities; learn to develop visions and goals for health promotion with specific target groups in different settings in the context of occupational therapy …

The students • acquire knowledge of health promotion and prevention and relate this knowledge to the basic assumptions of occupational therapy and current scientific findings • acquire project management skills and apply them in the planning and development of a health promotion project. • are made familiar with the tasks of other professions involved in health promotion and prevention • learn how to analyse problems and requirements and to develop health promotion goals and actions with different target groups and in different settings • plan a health promotion project with selected target groups in a relevant setting and implement the project under the supervision of lecturers.

The board examination is carried out in accordance with the requirements for final examinations at FH Bachelor's degree programmes pursuant to FHStG as amended.

The students • apply strategies of solution-oriented, independent learning by formulating, elaborating and presenting learning goals. • acquire basic knowledge and action strategies concerning concrete occupational therapy procedures in daily practice. • learn to implement individual steps of the occupational therapy process in theory by learning to collect information, analyse problems, find and critically examine solutions. • consolidate their knowledge of clinical reasoning processes in occupational therapy and are able to apply and reflect on them in case studies.