F-OT Validation Document Draft 1-06-2012

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Bsc (Hons) Occupational Therapy [Athens]

Validation Document

2012


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General Information

Name of Institution Queen Margaret UniversityQueen Margaret University DriveMusselburghEast LothianEH21 6UU

Principal Petra Wend

Dean/Head of School Dr Fiona Coutts

Head of Division Ian McMillan

Occupational Therapy Professional Lead Linda Renton

AKMI METROPOLITAN COLLEGE

Programme Leader Dr. Panagiotis Siaperas (p/t)

Programme Team

Level 1 Co-ordinator Aikaterini BourikaLevel 2 Co-ordinator Polixeni SkaltsiLevel 3 Co-ordinator Eliza Maglari

Level 4 Co-ordinator Panagiotis Siaperas

Admissions Tutor Tatiana Xenou

Academic Disabled Student Co-ordinator TBC

Professional Practice Tutor Eliza Maglari

Lecturer TBC

Technical Support Ilias Verros

School Office Team TBC

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Degree Programme

Title of the programme BSc(Hons) Occupational Therapy

Type of programme Modular

SHE level 4 Eligibility to apply for registration with HealthProfessions Council via the International route

SCQF level 10

Number of weeks: 120 weeks over four years

Number of practice placement weeks 28 weeks

Mode of attendance: Full time

Number of students predicted on the programme:

Academic year 2012-13 15-20

Academic year 2013-14 20-25

Academic year 2014-15 30

Date of commencement October 2012

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Contentsall pages will need re numberedProgramme SpecificationSection A1.0 Context for the BSc(Hons)Occupational Therapy 62.0 Current status of the Subject of Occupational Therapy 82.1 Postgraduate Diploma (Pre-registration) in Occupational Therapy 92.2 Masters in Occupational Therapy 9

2.4 Relationships with other programmes within the University 93.0 Rationale for Change 104.0 Market Research 114.1 Meetings with professional practice educators 114.2 Meetings with current students 114.3 Other opportunities for market research 124.4 Involvement of practitioners and others on the course planning process 124.5 Evidence from first destination statistics 125.0 Philosophy 136.0 Programme Aim 156.1 Programme aims and learning outcomes 156.2 Educational aims for the BSc(Hons) Occupational Therapy 156.3 Learning outcomes for the BSc(Hons) Occupational Therapy 166.4 Level 1 BSc(Hons)Occupational Therapy 17

6.5 Level 2 BSc(Hons)Occupational Therapy 176.6 Level 3 BSc(Hons)Occupational Therapy 186.7 Level 4 BSc(Hons) Occupational Therapy 187.0 Curriculum model 207.1Curriculum structure 228.0 Student Support 238.1 Academic Tutor Support 238.2 Widening Access 248.3 Equal Opportunities 249.0 Student Experience and Progression through the programme 259.1 Philosophy 259.2 Induction 259.3 Level 1 259.4 Level 2 269.5 Level 3 279.6 Level 4 2710.0 Professional Practice Placement Framework 2910.1 Practice Placement Philosophy 3010.2 Introduction 3010.3 Timing and Duration of Professional Practice Placements 3010.4 Professional Practice Placement Locations 3010.5 Major Themes for each level 3110.6 Practice Placement Aims 3210.7 Integration of Theory and Practice 3310.8 Learning Agreement 3310.9 Reflective Diary 3310.10 Practice Placement Portfolio 3410.11 Student Preparation for Practice Placement 3410.12 Support for Students on Professional Practice Placements 34

10.13 Development and Quality Control of Practice Placements 3410.14 Support for Practice Placement Educators 3610.15 The Role of the Practice Placement Educator 3610.16 The Role of the Practice Placement Tutor 3710.17 Assessment of Practice Placements 3810.18 Practice Placement Appeals Procedures 3811.0 Entry to the Programme 3911.1 Principles of Recruitment 3911.2 Equal Opportunities 3911.3 Criminal Convictions 3911.4 Protecting the Public 3911.5 Disability and Mental Health Issues 4011.6 Disabled Students 4011.7 Entry Requirements for the BSc(Hons) Occupational Therapy 40

11.8 Selection procedures for the BSc(Hons) Occupational Therapy 4212.0 Learning, Teaching and Assessment 4412.1 Learning 44

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12.2 Teaching 4512.3 Assessment 4612.4 Assessment Pattern Level 1 4812.5 Assessment Pattern Level 2 4912.6 Assessment Pattern Level 3 5012.7 Assessment Pattern Level 4 5113.0 Programme Management 52

13.1 Teaching Team 5213.2 The Role of the Programme Leader 5213.3 The Role of the Level Co-ordinator 5313.4 The Role of the Module Co-ordinator 5313.5 The Role of the Practice Placement Tutor 5413.6 The Role of the Academic Tutor 5413.7 Academic Disabled Student Co-ordinator 5513.8 Personal and Professional Development Portfolio 5513.9 Management of Student Support 5513.10 Programme Committee 5613.11 Student/Staff Consultative Committee 5713.12 Board of Examiners 5713.13 Sub-committee of Board of Examiners 5814.0 Quality Assurance Taught Module Quality Mechanisms 59

14.1 Quality Assurance of the Programme 6014.2 Programme Management 6014.3 Staff Support and Supervision 6114.4 Internal Verification 6114.5 Feedback Mechanisms 6215.0 Staff Research and Development 6416.0 Resources 6516.1 Leith 6516.2 Corstorphine 6516.3 Student Facilities 6516.4 New Developments 6516.5 Academic Staff 6616.6 Support Staff 6616.7 Professional Practice Placements 6716.8 Professional Practice Placement Implications 6717.0 Regulations and Progression of Students 6817.1 Admission Regulations 6817.2 Course Specific Regulations 7017.3 General Assessment Regulations 7117.4 Progression Regulations for BSc(Hons)Occupational Therapy 7317.5 Reassessment 7417.6 Provision for Conferment of Awards 7517.7 Professional Suitability 7617.8 Tufts Exchange 7818.0 References used to inform the validation document 80Section BProposed Calendar 81Module descriptorsLevel 1 82

Level 2 98Level 3 112Level 4 139

Appendix1

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1. Context for the BSc(Hons) Occupational Therapy

From its very inception, Queen Margaret University has focused on addressingsocietys needs. Today, with all the economic and social problems facing society, thisfocus on relevance is all the more important.

As well as preparing our graduates for useful careers through providing them with athoroughly relevant education, our teaching and research is designed to address thesocial and economic issues affecting Scotland, the UK and the rest of the world.Our strategic plan is designed to ensure the future sustainability of Queen MargaretUniversity as an independent university and to enable us to maximise our positiveimpact on society.

MissionQueen Margaret Universitys mission is to enhance the well-being of individuals andthe communities we serve through socially and economically relevant education andresearch.

This mission is enhanced by our strong commitment to economic, social andecological sustainability.

Vision StatementWe will be increasingly known for demonstrating economic and social relevance inthe following ways:

We will be known for delivering inter-professional education and research that hasthe well-being of the person in mind at all times. This will be achieved through inter-disciplinary working and research.

Ourinter-professional education and research will allow us work within and across

academic and practice areas, cross-fertilising thinking and facilitating thedevelopment of joined-up solutions. Our inter-disciplinary approach will helpencourage professional groups to work better together for the benefit of others.Research will be central to our work. Our research will inform our teaching,enhancing the student experience, and it will create career developmentopportunities for our academics, enabling us to attract and retain the very best staff.The education and research that we provide will be industry-relevant, guided by theneeds of society for high quality and socially responsible industry, the professions weserve, the local community and society as a whole.

Ourinternational approach - in terms of our student body, curriculum and research will ensure the relevance of our work, and avoid narrow, cultural-specific

approaches to the issues that affect our world.

Our international approach will strengthen our reputation across the world, as will arigorous focus within the university on measuring and improving our performanceWe will continue ongoing review and evaluation of our teaching and learning toensure that it meets societys changing needs.

Within the context above, this document outlines the BSc (Hons) in OccupationalTherapy. It has been designed to comply with:

HPC Standards of Education and Training (2009)

HPC Standards of Proficiency: Occupational Therapists (2007)

HPC Standards of Conduct, Performance and Ethics (2009) HPC Guidance on Health and Character (2009)

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The College of Occupational Therapists Curriculum Guidance for Pre-

Registration Education (2009)

The College of Occupational Therapists Pre-Registration Education

Standards (2008)

College of Occupational Therapists Code of Ethics and Professional Conduct

(2010) Tuning Occupational Therapy Group Reference points for the design and

delivery of degree programmes in Occupational Therapy (2008)

World Federation of Occupational Therapists Revised Minimum Standards for

the Education of Occupational Therapists (2002)

Quality Assurance Agency Higher Education (QAA) Subject Benchmark

Statement: Health care programmes: Occupational Therapy (2001)

QAA (2007) Codes of Practice for the Assurance of Academic Quality and

Standards In Higher Education: 9. Work Based and Placement Learning

Scottish Credit and Qualification Frameworks (2003, 2007, 2009)

The NHS Knowledge and Skills Framework (2004)

This document explains the nature and purpose of the programme. The Influencingfactors for the design of this programme have been:

QMU Strategy for Enhancement of the Quality of Learning, Teaching and

Assessment QELTA (2006)

The lifelong learning agenda

COT document Occupational Therapy as a Complex Intervention (Creek

2003)

This document outlines the context for this programme, the means by which it isresourced, quality assurance mechanisms and how it is managed. Arrangements foradmission, progression and the regulatory framework are included. However, thebulk of the document is concerned with specifics about the programme including itsoverarching philosophy, curriculum design, specifics about content, learning,teaching and assessment strategies.

AMC AS PART OF A LARGER EDUCATIONAL ORGANISATIONAKMI Metropolitan College is a member of the AKMI Educational Organisation, thelargest private postsecondary organisational group in Greece with over 7500students nationwide. AKMI Educational Organisation is the largest education

organisation in Greece.

AKMI Metropolitan College is a private college of higher education, a constitutivemember of the AKMI Educational Organisation. Founded in 1982, AMC enjoys thereputation of the top independent higher education institution in Greece. Since then,AMC has established a number of collaborations with UK and other EuropeanUniversities aiming at delivering of a number of undergraduate and postgraduateprogrammes.

AMC BRIEF PROFILEAKMI Metropolitan College (AMC) founded in 1982, is well equipped to excel in theprovision of private higher education in Greece. The gradual liberalization of highereducation and the alignment of the Greek legislation to the one introduced by theEuropean Union in all member states in 2010, has created the framework within

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which AMC plans to become a leading provider of high quality undergraduate andpostgraduate courses of well established higher institutions. AKMI MetropolitanCollege is located in a privately owned area of 8,000 square meters in Maroussi (anorthern suburb of Athens) while the Thessaloniki branch is located in a site of 2,500square meters in the heart of the city.

Since the beginning of last academic year (2010-2011) colleges in Greece havereceived official governmental recognition, a process that has required their thoroughorganization and structure inspection according to specific quality standards. Thisdevelopment has been both a challenge and an opportunity, since it facilitated theinstitutionalized cross-border collaboration within a very clearly defined framework.AMC has received its operating license by the Greek Ministry for Education andits institutional status in line with the newly introduced legislation. AMC is alsoaccredited by the British Accreditation Council and a member of the HellenicColleges Association.

The vision of the College is to become, in collaboration with well established British

universities, a leading provider of higher education in a broad range of academic andprofessional disciplines by delivering high quality programmes in a nurturingatmosphere where quality is always dictated by the drive for excellence and thecommitment to the principles and promises of transformational education.The mission of the College is to provide transformational education to its studentsintended to instill in them strong academic skills and discipline, built professionalcharacter ethos and create life-long intellectual passion. Equipping them with theknowledge, habits and leadership attributes that would enable them to becomehappy individuals, successful professionals and productive citizens in a globalizedworld is the core mission of the College.The structure of AMC has differentiated in order to better reflect the new challengesahead, and a number of enthusiastic, high caliber professionals and executives are

already part of the AMC team. Being well equipped, AMC can establish its presenceand promote its courses and the collaboration jointly with its partners, while at thesame time, it can further enhance the quality of provided education.AMC focuses on developing programmes which blend theory with practice, thuspreparing graduates for professional development. The College acknowledges theimportance of intellectual, vocational, professional and ethical development,community service, cultural involvement and social responsibility.

RATIONAL FOR COLLABORATIVE DEVELOPMENT INSTITUTIONAL PLANS

AMC aims at maintaining and further enhancing its well-established position in thefields of study it has been offering since 1982. At the same time, it is gradually

expanding at both national and international level. With respect to the national level,AMC introduces new programmes of study in high-demand areas, thus responding tothe requirements both of students and of an ever-changing and more diverseemployment market. At the international level, AMCs expansion plans include theestablishment of new academic collaborative agreements with British Universitiesand the undertaking of research projects.In terms of collaborations, AMCs strategy shifts the focus from undergraduate topostgraduate courses, while the aim is to increase the number of courses and theareas of specialization. It is anticipated that more emphasis will be placed onconsolidating the number of collaborations in order to rationalize administration andother activities and create a unique identity to capitalize commercially.

LOCATION - BUILDING FACILITIES INFRASTRUCTURE

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AKMI Metropolitan College is located in a privately owned area of 8,000 squaremeters in Maroussi (a northern suburb of Athens) while the Thessaloniki branch islocated in a site of 2,500 square meters in the heart of the city.In Athens the AMC campus was built following rigorous architectural guidelines andcorresponds to the ever-increasing student needs. It is located in a prime location inthe municipality of Maroussi, with easy access from the centre of Athens. The spaceis distributed as follows:

Library and adjoining Reading Room equipped with computer facilities

Purpose-built Computer Laboratories

Auditorium

Observation laboratories, Studios, labs,

Teaching Rooms

Offices for members of academic staff (grouped by subject) and administrators

Students Coffee Lounge

AMC has recently inaugurated its new facilities in Thessaloniki, offering similarprovisions as at the Athens campus.

As of November 2011, according to our Business Plan, construction works havebegun for our brand new building in our Athens campus. The new building isexpected to be completed by the end of summer 2011 in order to be fully functionalfor the academic year 2012-2013.

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ATHENS METROPOLITAN COLLEGEACADEMIC STRUCTURE

GOVERNING BOARD

ACADEMIC COUNCIL

DIRECTOR

DIRECTOR OF ACADEMICAFFAIRS

HEAD OF DEPARTMENT HEAD OF DEPARTMENT HEAD OF DEPARTMENT HEAD OF DEPARTMENT HEAD OF DEPARTMENT

SECRETARY SECRETARY SECRETARY SECRETARY SECRETARY

DEPARTMENT OF NEWTECHNOLOGIES

DEPARTMENT OFECONOMICS &

BUSINESS STUDIES

DEPARTMENT OFSOCIAL SCIENCES &

HUMANITIES

DEPARTMENT OFHEALTH SCIENCES

DEPARTMENT OFCULTURE &

COMMUNICATIONSTUDIES

PROGRAMMES PROGRAMMES PROGRAMMES PROGRAMMES PROGRAMMES

ADMINIST-RATION &

HUMANRESOURC

ES

INTER-NATIONALOFFICE &DEVEL/ME

NT

ADMISSIONS

FINANCECAREERSOFFICE &STUDENTWELFARE

LIBRARYI.T.SERVICES

TECHNICAL

SUPPORT

REGISTRYARCHIVE


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2. Current status of AMC in collaboration with the OT Department of QMU/Division of Nursing, Occupational Therapy and Arts Therapies

Occupational Therapy enables people to achieve health, wellbeing and lifesatisfaction through participation in occupation COT (2004). Recent researchidentifies occupational therapy as a complex intervention. It is one of the fastestgrowing health and social care disciplines and its main aim is to maintain, restore, orcreate a match, beneficial to the individual, between the abilities of the person, thedemands of his/her occupations in the areas of self care, productivity and leisure,and the demands of the environment (Creek 2003:5)

The Division of Nursing, Occupational Therapy and Arts TherapiesThe Division currently incorporates the following disciplines: Nursing, OccupationalTherapy, Art Psychotherapy, Music Therapy and Dance Movement Psychotherapy.The area of Nursing and the area of Occupational Therapy & Arts Therapies came

together in October 2010 to form the Division.

The first degree programme in Occupational Therapy in the United Kingdom wasvalidated at Queen Margaret University. The programme produced the first BScgraduates in 1989, and in 1993 the course was revalidated to include an honoursoption. This was also the first honours degree within Scotland. Queen MargaretUniversity was also the first higher education establishment to appoint a Professor ofOccupational Therapy. Occupational Therapy & Art Therapy gained a HighlySatisfactory grade in the 1998 SHEFC Quality Assessment exercise and has activelycontributed to the last two Research Assessment Exercises. Many international linkshave been forged and established between the course team and other universities inUnited States of America, Canada and Europe. This has taken the form of

consultancies, academic partnerships and institutional exchanges for studentsthrough the ERASMUS and Leonardo initiatives.

The overarching spirit of Occupational Therapy is one which encourages andsupports innovation, Occupational Therapy is known for its support in enablingindividuals to achieve their potential and aspirations. External examiners consistentlycomment upon the continual development of outcomes and standards of learning.

The education of Occupational Therapists has taken place in Edinburgh for over 75years and has built a strong reputation with an increasing portfolio of named awardsand repertoire of learning opportunities.

The OT Status in Greece

In Greece tertiary education is divided into two levels, higher and highest. Theeducational institutions of higher level are called Technological EducationalInstitutions (TEI) and the duration of studies is usually three years or in some casesfour. The educational institutions of the highest level are called Highest EducationalInstitutions (AEI), Universities, with studies duration of four to six or seven years.

Occupational Therapy () (Ergotherapia in Greek) in Greece appeared after theend of the second world war by Greeks who were either trained in OT abroad (mainlyUSA & UK) or followed special seminars after completing nursing school at Greekrehabilitation hospitals and the Greek Red Cross; nevertheless, the first OT


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programme was established at the TEI of Athens in 1977, awarding the first diplomain OT. Few years later, in 1983, the programme was upgraded to Bachelors in OT,operating up to this day; By 2004, 780 OTs had graduated from the programme. Theabove data concur with the increased demand for studies at the academic level in thefield of occupational therapy as a profession. AMC ventures to fill in one more gapthat exists in the pursuit of studies in the Health Sector in Greek HE.

At present, there is no legal commitment by Greek occupational therapists toundertake lifelong learning or continuing professional development similar to Britainwhere occupational therapists have to keep a portfolio in order to renew theirprofessional rights. On the other hand, the demands of the profession are increasedmaking occupational therapists need to be always up-to-date in scientificdevelopments and the new applications in the field of occupational therapy. In 1982the Hellenic Association of Occupational Therapists was established and became amember of World Federation of Occupational Therapists in 1985 and also a memberof the Council of Occupational Therapists for the European Countries.

Today in Greece there is only one programme of studies in Occupational Therapy(Bsc.) delivered by the department of Occupational therapy at TEI of Athens. Formany years the Greek government has stated the need for the creation of a seconddepartment of Occupational Therapy in a higher educational Institution, but thecircumstances and the problems in Greek economy have postponed thematerialization of such a project. The need for another undergraduate programme inOT along with the development of postgraduate programmes in OT in Greece isimperative as may be attested by the numbers of young people that leave Greece topursue undergraduate and postgraduate studies in OT abroad.

The status of the accreditation of professional rights in Greece stands in a transitionalstage for some health professions such as: nursing, speech & language therapy,

physiotherapy, occupational therapy, midwifery, dietetics. In accordance to thecurrent Greek legislation in force and the directives of E.E. valid up to 2013, therelevant professional associations that did not have the authority to grantprofessional rights will be allowed to under the condition that they have beenestablished as a Legal Entity. The Hellenic Association of Occupational Therapistsoperates in such a transitional status well. For the time being, only Greek prefecturesare responsible for bestowing professional rights.

Currently the Hellenic Association of Occupational Therapists has no authority togrant professional rights and there is no legislation in effect that guides the enrolmentof Occupational Therapists to a single register. The Association has been constitutedas a union of professionals of the Subject, vindicating professional rights. There exist

two more associations of the same subject in focal points of Greece: an associationbased in Thessaloniki and an association based in Crete. In concordance to currentlegislature, these associations will have to be aggregated so at to form a unifiedprofessional body that will proceed to possess authorities and responsibilities of anassociation with legal power to grant professional licenses to its members. The lackof existence of a unified professional body can be noticed in other related specialtiessuch as dietetics and logopaedics AMC is in contact with the Hellenic Association ofOccupational Therapists which will be the main body where all the others are goingto be incorporated, getting constantly updated on any future developments regardingthe materialization of the particular programme and any potential collaborationtowards effective academic operation.

Graduates of this programme can obtain their professional rights under the directiveof the EU which has been incorporated into Greek law. The European Union directive

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(DIRECTIVE 2005/36/EC OF THE EUROPEAN PARLIAMENT AND OF THECOUNCIL of 7 September 2005 on the recognition of professional qualifications),dictates that Greek legislation accept professional rights obtained from localeducational institutes which are collaborating with EU recognised universities.According to the EU directive, graduates must apply to the UK Health ProfessionsCouncil (HPC), and once they acquire their professional rights from HPC, then theycan apply to the Greek Professional Body and transfer their professional rights fromBritain to Greece. The Greek legislation has created a temporary body, the HellenicCouncil for the Recognition of Professional Qualifications (SAEP) of the Ministry ofEducation for the period until 2013, when all Greek organizations that will beproviding professional rights will have been formed.

As it is the intention of the AMC programme to closely mirror the existing QMUprogramme which already follows the HPC Standards of Education and Training andthe British Association Occupational Therapists and College of OccupationalTherapists Guidance, conferring eligibility for registration with the HPC, it isanticipated that graduates of the BSc (Hons) in Occupational Therapy, Athens

programme will be eligible to apply for registration with the HPC via the internationalapplication route.

3. Rationale for Programme

The collaboration between the Educational Organization AKMI and QMU started inthe academic year 2001-2002. Currently (2011-2012), the programmes of studies[BSc (Hons) Physiotherapy, BSc (Hons) Dietetics, BA Mass Communication & MediaArts, BA Performing Arts in pending status] validated by the QMU are taught at AKMIMetropolitan College in Athens and Thessaloniki.

After the experience and the knowledge of the educational procedures of BritishHigher Education that the administrative and teaching staff of AKMI MetropolitanCollege has gained from the above collaborations, it is firmly believed that AMC issufficiently able to materialize in the best possible way a demanding programme ofstudies, which is part of the Health Sector, like the Occupational Therapyprogramme.

This document outlines a collaborative modular programme of studies between QMUand AMC leading to the award of the BSc (Hons) in Occupational Therapy[Athens]. This is an extension of the existing collaborative relationship between AMCand QMU, the intention being to now develop and deliver a Bsc (Hons) Occupational

Therapy [Athens] in Athens campus from September 2012.

Occupational Therapy enables people to achieve health, wellbeing and lifesatisfaction through participation in occupation COT (2004). Recent researchidentifies occupational therapy as a complex intervention. It is one of the fastestgrowing health and social care disciplines and its main aim is to maintain, restore, orcreate a match, beneficial to the individual, between the abilities of the person, thedemands of his/her occupations in the areas of self care, productivity and leisure,and the demands of the environment (Creek 2003:5)

The philosophy of this programme of studies follows the philosophy of the relevantprogramme that QMU offers since it is oriented to delivering a curriculum with thesame aims, the same objectives and student assessments, adapted to Greek reality.

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Therefore, apart from QMU aims, the programme takes into consideration also theneeds of Greek society that the prospective student of occupational therapy.

The following documents provide valuable reference points, indicative content andstandards which have influenced the new programmes content, assessment,teaching and learning strategies.

Within the context above, this document outlines the BSc (Hons) in OccupationalTherapy. It has been designed to comply with:

HPC Standards of Education and Training (2009)

HPC Standards of Proficiency: Occupational Therapists (2007)

HPC Standards of Conduct, Performance and Ethics (2009)

HPC Guidance on Health and Character (2009)

The College of Occupational Therapists Curriculum Guidance for Pre-

Registration Education (2009)

The College of Occupational Therapists Pre-Registration Education

Standards (2008) College of Occupational Therapists Code of Ethics and Professional Conduct

(2010)

Tuning Occupational Therapy Group Reference points for the design and

delivery of degree programmes in Occupational Therapy (2008)

World Federation of Occupational Therapists Revised Minimum Standards for

the Education of Occupational Therapists (2002)

Quality Assurance Agency Higher Education (QAA) Subject Benchmark

Statement: Health care programmes: Occupational Therapy (2001)

QAA (2007) Codes of Practice for the Assurance of Academic Quality and

Standards In Higher Education: 9. Work Based and Placement Learning Scottish Credit and Qualification Frameworks (2003, 2007, 2009)

The NHS Knowledge and Skills Framework (2004)

This document explains the nature and purpose of the programme. The Influencingfactors for the design of this programme have been:

QMU Strategy for Enhancement of the Quality of Learning, Teaching and

Assessment QELTA (2006)

The lifelong learning agenda

COT document Occupational Therapy as a Complex Intervention (Creek

2003)

Greek Decree No 23/2009

At a more local curriculum level those wider influences mean:

Acknowledgement of the renaissance of occupation as the cornerstone of

occupational therapy education

Changing epistemologies of practice

Changing technologies of learning, teaching and assessment

The decision by the course team to take a stronger approach to social

inclusion, social justice and anti-discriminatory practice

Regarding the materialization of the IPE modules, BSc (Hons) in Occupational

Therapy, [Athens] has necessarily adapted the coursework to the demands of theGreek health system. The module is to be co-attended by the students of the

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following specializations: physiotherapy and dietetics, of the relevant programmesoffered by AMC in collaboration with QMU.

4. Market Research Show evidence for your market.

Presently, over 20,000 students in Greece enrol yearly in private colleges of highereducation which work in collaboration primarily with British universities in offeringvalidated and franchised degree courses. With a European Directive in place whichcalls for the official recognition of European academic degrees offered incollaboration with private education institutions (colleges) in the form of franchisedand validated agreements, the market is likely to expand considerably in the yearsahead. AKMI Metropolitan College is strategically positioned to play a leading role inthe private higher education market in Greece; via its presence in Thessaloniki, it willlook to make an impact on the neighbouring Balkan countries and recruit studentsfrom those markets as well.

The rising issue of increasing old population along with the related implications in theform of chronic diseases is well documented for Europe. Results of scientificresearch conducted in Greece and elsewhere demonstrate the high demand foroccupational therapists required by the Greek market. The age apportionment of theGreek population is indicated for the future.

(Age apportionment of the current Greek Population)

According to the demographic models that were analysed, it is foreseen that theabove apportionment in 2050 will be as following:

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(Age apportionment of the Greek population in 2050)

All students have the opportunity to undertake practice-based learning in theirdelivering care to the older patient.

With a population over 11 million, Greece has only one Higher Education departmentawarding Bsc. in Occupational Therapy (TEI of Athens). According to the report ofthe Greek ministry of Education for the academic year 2011-2012, 67 new studentswere registered in the first year of studies of the bachelors in OT after succeeding innational exams, while 10.199 people applied to register in the same programme ofstudies. These data verify the great need for an additional programme of studies inOT.(appendix Ministry of Education)

The need for Occupational Therapists in Greece has been steadily rising over thepast years. There are multiple cases in rehabilitation teams where the OccupationalTherapist is missing, because no professional OT could be located for the post. Dueto the limited number of OT in Greece the vast majority of new OT graduates is hiredimmediately after their graduation. The direct employment of occupational therapygraduates in public hospitals and rehabilitation institutions is not guaranteed by thehealth system in Greece, but is rather based on the private sector, hospitals andrehabilitation institutions or even visiting patients at home. Furthermore, OTs maywork as freelance professionals in public hospitals and private clinics, thepharmaceutical industry, in education, public health, scientific research, sportsorganizations, groups and clubs.

These facts would therefore suggest that there are further opportunities and a marketfor the development of another degree programme in Greece and in this instanceAthens.

The programme will be advertised by AMC in accordance to QMU marketingregulations, promoting the value of the collaborative programme and the strongconnection with QMU; details of the programme are provided by the AMC and QMUwebsite.

4.1 Meetings with professional practice educators Need statement aboutpractice for you.

All the members of the teaching team for the programme including the ProgrammeLeader are active professionals, occupational therapists, some of whom maintain

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private health centers for the treatment of autism and other relevant cases, haveeducational experience at the TEI (Maglari, Skaltsi, see Staff CVs document). Thisfact provides to the programme the asset of combining in its educational procedureprofessional experience and academic approach.

AMC runs a well established network of private and municipal clinical placements forthe materialization of the clinical practice placements of the programmes of studiesPhysiotherapy and Logotherapy in collaboration with QMU. The particular workenvironments have the potential to satisfy the demands of the occupational therapyprogramme as well. The management team of AMC has communicated with theparticular collaborations regarding the expansion of the Memorandum of Agreement.The clinical placements are:

Private rehabilitation center (Philoctetes)

Private rehabilitation center (Anaplasi)

Cerebral Palsy Greece

The private Psychiatric Clinic (Galene); a new collaboration especially

for the occupational therapy programme)

The specialized in autism private center of pediatric occupational therapy (Pediatric Institute)

Boarding School for children with autismAgios Nicolaos ( )

Private Psychiatric Clinic (Sinouris)

The practice educators (see pg. 38) for the placements adhere to the educationalprocesses provided for by QMU regarding these educators in particular, facilitatingtheir meeting the demands of the programme and their educational responsibilities.The educators are in constant collaboration with the tutors, educators, and thePractice Placement Coordinator of the programme.

Practice placement educators form an integral component of our programmes andare essential for any planning process for the occupational therapy programme inparticular; they can speak with authority about the changes within health and socialcare; they will also offer opinion and advice whether our prospective graduates aremeeting those challenges.

4.2 Other opportunities for market research

As has already been stated, occupational therapy is a recent field for the Greek JobMarket with great developmental potential. It is a well established fact that the recentfinancial crisis afflicting the country forcing young people to seek innovative solutions

for their professional future. The particular occupational field covers a wide range ofrehabilitation and therapies offering a diverse spectrum of possibilities for thegraduates. The number of Occupational Therapists in Greece is very limited soyoung people who like to follow a career in healthcare or in paediatrics choose tostudy occupational therapy knowing that it will be easier to find a job after graduation.Moreover, the teaching staff of the Bsc in Occupational therapy have alreadypromoted their contact with the Hellenic Association of Occupational Therapists, theBritish Association of Occupational Therapists, the ENOTHE and the WorldFederation of Occupational Therapists. Besides, AMC is going to organisecampaigns for public and private schools in Athens in order to present and promotethe profession of Occupational Therapy.

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4.3 Involvement of practitioners and others on the course planning processrelate to your situation

Local practitioners and managers have been directly involved in the planning of AMCHealth programmes Part of their remit has been to canvas views from their area ofpractice and to disseminate information about the courses. AMC has already createdand established a network of interconnections with institutions such as (OpenCare Centres for the Elderly), and other relevant municipal organisations, but alsowith private patients that are being monitored and treated by the students of the AMCHealth programmes (Logotherapy) supervised by the teaching team at the AMClaboratories. The very same model is going to be applied to the occupational therapyprogramme, as well. The curative support of patients from vulnerable social groupswithin the framework of student practice placements constitutes part of the charitypolicy of AKMI educational organization.

4.5 Evidence from first destination statistics

/ as the programme has not started operating yet.

5. Course Philosophy

The practice of occupational therapy rests upon the belief that there is a relationshipbetween engagement in occupation and a persons health and wellbeing. This beliefhas informed the profession since its inception in the early part of the 20 th Century.Occupation is the professions contribution when people experience illness,impairment, disability, social problems or loss. It is not only about doing but alsoabout being and thus is central to a persons individual identity and self-hood. A

person can engage in doing either individually or with others. Being takes placewithin a social context and is dependent upon relationships, personal networks,contacts and the extent to which a person is included within the community.Occupational therapy can make a restorative and therapeutic contribution to apersons health and the promotion of wellbeing.

Occupation is a dynamic, complex and challenging construct, which has led to thedevelopment of a number of discrete models of practice. A focus upon occupation asa pivotal concept has been the key feature of a renaissance in occupational therapystudies over the last decade and the development of a distinct field of scientificinquiry. New epistemologies of practice are being developed to reflect thecombination of knowledge, skills and values necessary for practice and research.

Occupational therapists have responded by critically reflecting upon the contexts ofchange and developing a broad scholarship to meet the challenges.

A period of rapid political, social and technological change, as well as fundamentalchanges in philosophy, have characterised the development and delivery of humanservices over the past forty years. At a European and national level, the key ideas ofsocial justice and social inclusion have been driving policy development. TheEuropean Charter of Fundamental Rights and the Madrid Declaration ondiscrimination against disabled people are seen as being central to and consistentwith the professions core aims and values. This has impacted upon the philosophyand design of the proposed curriculum

At service level, change has been driven by ideas of user empowerment, anti-discriminatory practice and inter-professional working. The curriculum is designed to

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meet these challenges by providing graduates with the knowledge, skills and valuesto enable them to make an effective contribution within this complex serviceenvironment. The informing disciplines in the form of biological, social andoccupational science, enable occupational therapy to make a distinctive contributionto health and social care services.

As a profession that straddles the domains of health and social care, occupationaltherapy has demonstrated its versatility and adaptability. Therapists have engagedwith the ethos of evidence-based practice, reflective practice and more recentlyreflexive practice. The appraisal of how knowledge is used and how it is constructedis considered to be an educational imperative for future entrants to the profession.Graduates will be encouraged to recognise that they are engaged in the politics ofknowing.

Promoting and improving health and wellbeing through occupation is the centralcontribution that the profession is able to make to peoples lives. The achievement ofthis aim requires practising therapists to have developed core competencies and a

broad, critical scholarship. The programme of study embraces the principles oflifelong learning and will offer learners the means by which they can acquire andconsolidate skills. More specifically it will encourage them to develop a range of waysof thinking about occupation as a central and life defining element of peoplesexistence. It will seek to broaden the nature of inquiry and strengthen occupationaltherapists professional contribution to marginalised people, marginalisedcommunities and the achievement of occupational justice and social justice.

6. Programme Aim

The overall aim of this programme is to produce graduates who are autonomouslifelong learners and who meet the Health Professions Council Standards of

Proficiency in Occupational Therapy (2007) for safe and effective practice. Studentsshould leave the programme with a strong professional identity and with theknowledge, skills and values to work effectively with people and communities withindiverse practice contexts. Central to the achievement of this aim is the studentsability to articulate and apply the unique contribution of occupation to the health andwellbeing of individuals and communities.

Occupational therapy students are encouraged to be curious inquiring and critical intheir approach and to locate people at the heart of their practice. They will beencouraged to develop practice based upon ethical principles of social justice, socialinclusion, anti-discrimination and empowerment. As future health and social careprofessionals working in complex environments, students will be enabled to develop

the skills or reflective and reflexive practice. A key objective is to produce graduatesare able to respond effectively to the rapidly changing contexts in which they willpractice.

6.1 Programme Aims and Learning Outcomes

The main aim of the programme is to enable prospective graduates to appreciate andacquire the combination of knowledge, professional skill and attitudes necessary forcompetent and safe practice. However, in a complex and changing health and socialcare context, occupational therapists need to have a broad scholarship and the abilityto promote health through occupation.

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6.2 Educational Aims of the Bsc (Hons) Occupational Therapy [Athens]

The vision inherent in the Queen Margaret University Strategy for the QualityEnhancement of Learning, Teaching and Assessment is upheld by the course team,who aim to provide a learning experience which will maximise potential throughlearning, encourage the values of lifelong learning and operate a system oftransparency and continuous improvement.

With particular reference to occupational therapy, the course team aim to: -

Produce able, competent and confident occupational therapists that can contributepositively within a continuous climate of change in health and social care

Develop and promote an interdisciplinary and interagency approach to learning andpractice

Develop the prospective graduates ability to perceive the relationship betweenpractice, theory, research and policy and operationalise this

Enable the prospective graduate to argue cogently and draw conclusions based upona discerning and critical approach to existing knowledge within occupational therapy

To provide graded opportunities within professional practice education to developprofessional knowledge, skills and attitudes

To provide opportunities within the curriculum for choice in both content andassessment which cater for different learning styles

To enable students to develop an ethical framework for practice

To support and guide the prospective graduate in the development of transferablepersonal and professional skills

To foster social responsibility and an appreciation of how a profession focussed uponthe study and practice of human occupation can contribute to social justice and socialinclusion

6.3 Learning outcomes of the BSc(Hons) Occupational Therapy

Upon successful completion of the programme, students will fulfil the societal,professional and educational standards outlined in the Health Professions CouncilStandards of Proficiency: Occupational Therapy (2007), QAA benchmark statementsfor occupational therapy (2001), the World Federation of Occupational Therapistsstandards (2004) and the College of Occupational Therapists Curriculum Guidance(2009).

Graduates will be able to: -

Demonstrate professional competency leading to eligibility for a license to

practice

Use and critically evaluate contributory sciences and disciplines necessary for

practice within changing contexts

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Analyse, select and use human occupation as a therapeutic intervention

across the diversity of practice

Confidently use an occupational therapy process

Demonstrate a high level of understanding of the human condition and the

potential constraints upon function and wellbeing

Demonstrate competency in interpersonal skills

Apply competent levels of reflective and reasoning skills concomitant with

systematic inquiry

Demonstrate knowledge of anti-oppressive, cultural sensitivity and social

responsibility

Be able to collaborate and work in partnership with other professions, other

agencies concerned with public service, carers, self-help and the voluntarysector

Demonstrate the capacity for engagement in continued professional

development and lifelong learning

6.4 Level 1 BSc(Hons) Occupational Therapy

SHE level 1 (SCQF level 7)Credit definition at least 120 credits of which a minimum of 90 are at SHE level 1 orhigher

Key components in the learning experience conceptual foundations of occupationaltherapy, values and beliefs, skills for therapeutic intervention, professional practiceeducation, underpinning sciences and critical appraisal, contexts of practice.

By the end of level one, the learner will: -

Demonstrate knowledge of the philosophy, theory and practice of occupational

therapy

Show an appreciation of the reasoning skills necessary for respectful and ethical

practice

Demonstrate the ability to meet the level one competencies required within

professional practice placement

Show competency in basic risk assessment Demonstrate competence in basic verbal, written and presentation skills

Reveal elementary skills of critical appraisal

Demonstrate an understanding of contributory sciences and disciplines to the

practice of occupational therapy

Accept personal responsibility for learning through the use of their personal, and

professional portfolio

6.5 Level 2 Bsc (Hons) Occupational Therapy [Athens]

SHE level 2 (SCQF level 8)

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Credit definition - at least 240 credits of which a minimum of 90 are at SHE level 2 orhigher

Key components in the learning experience enabling occupation, the occupationaltherapy process, the contexts for intervention, analysis of findings and data,professional practice education, detailed knowledge of the underpinning sciencesand disciplines

By the end of level two the learner will: -

Synthesise knowledge of the underpinning sciences with the practice of

occupational therapy

Evaluate the theories, paradigms and models of practice used by occupational

therapists

Articulate the rationale for anti-oppressive practice and the values of social

inclusion

Demonstrate the ability to recognise and analyse the different/complementary

approaches to systematic inquiry Demonstrate core competencies within practice education

Show evidence of personal reflectiveness about learning needs and strengths

within the personal and professional portfolio

Demonstrate confidence in presenting information to peers and engaging in

discussion


SHE level 3 (SCQF 9)

Credit definition at least 360 credits of which a minimum of 60 are at SHE level 3

Key components in the learning experience critical reflection on currentepistemologies of practice, advanced skills of practice, knowledge of how occupationcan contribute to health improvement, how to articulate a research question,professional practice education, interprofessional education, options and selfevaluation

By the end of level three the learner will: -

Be able to defend the contribution of occupational therapy through cogent

argument

Demonstrate critical evaluation of current practice within occupational therapy

and how to contribute towards change

Consolidate transferable skills of gathering information, interpersonal skills and

management skills

Analyse the theoretical value of inter-professional education and the practical

gains within professional practice placement. Demonstrate an appreciation ofpartnership within interprofessional education in terms of working across healthand social care, between disciplines and between agencies.

Be able to work confidently and proactively with appropriate levels of support

within practice education

Critically analyse and debate issues within occupational therapy concerning

evidence based practice, reflective practice and reflexive practice

Demonstrate the values, skills and beliefs of anti-oppressive practice and cultural

sensitivity in relation to the practice of occupational therapy

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Work with clients, carers and communities towards health improvement using

occupation as the key construct

Demonstrate an increasingly reflexive ability within their personal and

professional portfolio


SHE level H (SCQF 10)Credit definition at least 480 credits of which a minimum of 180 are at SHE levels 3and H including a minimum of 90 at SHE level H

Key components of the learning experience will be advanced professional practiceplacement, independent study, appreciating the current state of knowledgegeneration and methodology, contemporary issues in occupational therapy,scholarship, advanced reflection and praxis

Offer a range of solutions for improvement of practice by demonstrating higherorder reasoning and decision making

Offer a range of solutions for improvement of practice by demonstrating higher

order reasoning and decision making

Systematically evaluate the current state of knowledge development within the

profession of occupational therapy

Demonstrate the ability to critique methodology and concurrent philosophies of

systematic inquiry within occupational therapy

Show innovation within professional practice placement and the contribution of

occupational therapy to principles of social inclusion

Develop and implement their personal development portfolio in readiness for their

first post Demonstrate autonomous learning

Demonstrate an ability to synthesis and evaluate aspects of interprofessional

education in relation to practice

7. Curriculum Model

The content of learning for occupational therapy students is specifically occupationfocused and the experience is reflexive, experiential, and learner centred.

In designing this curriculum, the planning team were aware of the need to go beyondprofessional competencies towards equipping future graduates with a broader socialvision. As Higgs and Hunt (1999:17) state to be competent is no longer enough.Prospective graduates are required to work as agents of change in effectiveinteraction with others. It is imperative to consider future directions for the professionand deal with contextual and ideological complexity. the planning process and thedesign of the educational experience have been shaped by:

The University Strategy for Quality Enhancement in Learning, Teaching and

Assessment (QELTA) which sets out strategic educational goals.

Increased technological possibilities for learning and teaching

Wider participation issues and a greater diversity of learners

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Professionally, there are also important developments which have shaped thephilosophy of the curriculum as urged by leaders in the profession such as Whitefordand Wilcock (2001). This is a learning experience which offers an occupation centredcurriculum which will scaffold the learners understanding of this complex subjectthroughout the four years of study. This takes the form of a learning matrix withhorizontal and vertical conceptual and content coherence.

Level 1: establishes and proceeds from the core values and beliefs ofoccupational therapy

Level 2: is concerned with the knowledge, skills and attitudes involved inenabling occupation

Level 3: seeks to encourage critically reflective practitioners and provideadditional tools of thinking for students in their penultimate year

Level 4: is concerned with developing scholarship and evaluation ofoccupation

It is a curriculum constructed around values and beliefs that consider people are

occupational beings and that occupation is central to human existence. Those ideasalso perceive occupation as consistent with the promotion of health and wellbeing.The curriculum model also embeds interprofessional education within the professionspecific subject matter. Awareness of cultural issues and diversity are keycomponents of all modular content.

The curriculum will provide a learning experience whereby there is a dialecticrelationship between policy, theory, research and practice. Graduates will be able toanalyse and contribute to the generation of policy, research and theory andrecognise where gaps exist. Wherever possible the curriculum will draw on theexperience of service users and carers to facilitate partnership working.

This concept extends to the educational process whereby students will beencouraged to work alongside teaching staff in the production of papers, to shareresearch interests and increasingly teach their peers.

Practice education is axiomatic to this learning experience. Students will undergotwenty eight weeks of practice education in a variety of settings. A transactionalsituation will exist whereby practice will inform university based studies and viceversa. The personal, the practice education accreditation portfolio and professionalportfolio will form a crucial part of this learning experience and this will straddleexperiential learning and also be the site of summative assessment.

This is therefore an integrated curriculum in terms of the relationship of practice

education to university based studies, the focus on content and process in learningand collaboration with teaching staff. The element of choice has always been afeature of education in this subject area and this will continue specifically in level 4where students can pursue specific interests in optional modules. From the earlierstages of the programme students will be asked directly to link practice placementexperience within the modular content and assessment. This will involve individualchoice of critical incidents and issues germane to their particular experience. Withoutquestion this increases the depth and meaningfulness of learning.

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Curriculum Structure AKMI Metropolitan College

Level. Themes OT Philosophy Theory and Practice Understanding Human Occupation in ContextInter-professional

EducationSCQF/ECTSPoints

Total

Level 1.OT Values and

beliefs.Semester 1

OccupationInteraction and

Performance. 10Ioanna Tsipra

Polixeni Skaltsi

ConceptualFoundations of

OT.Polixeni SkaltsiIoanna Tsipra

ConceptualFoundations

of OT.

ParticipationOccupation Mind brain

body and context 1.Eliza MaglariKateria Bourika

Dr.Panagiotis.Siaperas

ParticipationOccupation Mind brain

body and context 1.

MUSCULOSKELETALANATOMY: THEORY

Dr. G. Koumantakis

Level 1.OT Values and

beliefs.Semester 2

Professional Practice Placement 1. 6weeks. 20 Eliza Maglari

ConceptualFoundationsof OT. 30

ParticipationOccupation Mind brainbody and context 1.

30

Research Skills10

Dr. Panagiotis

Siaperas

MUSCULOSKELETALANATOMY:PRACTICAL

APPLICATION20

120 SCQF60ECTSCertificate inHigherEducation

120/60

Level 2Enabling

Occupation.Semester 3

OT as an EnablingProfessionPolixeni Skaltsi

Ioanna Tsipra

Research skills 2. 10Dr. Panagiotis

Siaperas

ParticipationOccupation Mind brainbody and context 2.

Eliza MaglariKaterina BourikaDr. Panagiotis

Siaperas

ParticipationOccupationMind brain

body andcontext 2.

First Aid andManual Handling10Dr. PaterasIoannis

Level 2Enabling

Occupation.Semester 4

Professional Practice Placement 2. 8weeks. 30 Eliza Maglari

OT as anEnablingProfession

OT as anEnablingProfession

30

ParticipationOccupation Mind brainbody and context 2.30

Health andWelfare(sociology) 10Tatiana Xenou

120 SCQF60ECTSDiploma inHigherEducation

240/120

Level 3

Reflecting onOccupation.Semester 5

Contemporary

Epistemologies ofOT. PolixeniSkaltsi 10

OT

Reflecting onPractice.Ioanna

Tsipra

Research Skills 3

Dr. PanagiotisSiaperasKaterina Bourika

Participation

Occupation Mind brainbody and context 3.10.

Eliza Maglari

Inter-professional

Education: deliveringintegrated care

Level 3Reflecting onOccupation.Semester 6

Professional Practice Placement 3.6 weeks. 30 ElizaMaglari

OTReflecting onPractice

20

Research Skills 3.20

OPTION MODULES:1. Assistive

technology

adaptation

Inter-professionalEducation: deliveringintegrated care 20Nicolas Mazis

120 SCQF60ECTSBSc HealthStudies

360/240


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Dr. PanagiotisSiaperas

2. Wor ki ng w it hChildren10

Katerina Bourika

Level 4Scholarship and

Evaluation of

Occupation.Semester 7.

Professional Practice Placement 4.8 weeks. 30 Eliza Maglari

Res ear ch Ski ll s 4 Res ear ch Sk il ls 4 Counseling & GroupWork in Occupationaltherapy

Level 4Scholarship and

Evaluation ofOccupation.Semester 8.

Contemporaryissues in OTPolixeni SkaltsiDr. Panagiotis

Siaperas

Contemporaryissues in OT.

20

OPTION MODULES:1. Childhood

studies OR2. Creative

Studies 10Ioanna TsipraKaterina Bourika

Res ear ch Ski ll s 4 Res ear ch Sk il ls 440Dr. Panagiotis

Siaperas

Counseling & GroupWork in Occupationaltherapy 20Katerina Bourika

Polixeni Skaltsi

120 SCQF60ECTSBSc(Hons)Occupationaltherapy

480/240

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8. Student Support

8.1 Academic Tutor SupportThe Student services offered at AMC are as follows:

Personal Academic Tutor (PAT)The Bsc (Hons) Occupational Therapy [Athens] in AMC implements a personalacademic tutor (PAT) system, in accordance with QMU policy. AMC will operate asystem for student support in academic and pastoral matters. Each student will beassigned a member of staff from the Subject Area as a personal academic tutorwithin the first month of matriculating in level 1. Students are supported by theirPersonal Academic Tutor who is responsible for the facing of any educationalproblems and are encouraged to meet at least once per semester. The above tutorscooperate with the course leader for carrying out their duties.

Each student can refer to the Personal Academic Tutor who is responsible for the

projects to discuss and appraise his/her progress as well as to mutually find ways tosurpass any difficulties that the student may have. Students must at least once asemester meet their year tutors, according to the QMU philosophy and regulations,and discuss their progress. This meeting usually takes place in the middle ofsemester in order tutors to have a clear picture of the students and be able to guidethem. Students can also contact their tutors through e-mail for a more directcommunication but are also expected to respond to any request made if contacted bytheir PAT.

It should be noted that within the OT Programme the PAT system also extends out tothe Practice Setting, with the PAT being the first point of contact for any personalproblems experienced by students on placement.

Academic Learning CentreThe Academic Learning Center is a unique friendly student-centered service thatprovides an intellectually stimulating approach to developmental instruction andgeneral academic assistance to students who need extra help with their studies. AtAKMI Metropolitan College, students are expected to perform well and thrive in anintellectually demanding environment. Hence, the Academic Learning Centre isdesigned to assist those students who lag behind in certain skills and need help inattaining academic excellence. The Academic Learning Centre offers assistance tostudents in many and multifaceted learning tasks, including: improving academicwriting skills improving study skills understanding research projects and research

procedures one on one paper consultation academic honesty plagiarism,paraphrasing and citation

Individual and small group tutoring is available to currently enrolled AKMIMetropolitan College by appointment only. Appointments can be scheduled for onehour per day, and a student may receive up to 2 hours of tutoring per week. Studentsmay seek academic assistance on their own, or will need to attend tutoring sessionsupon the request of their teachers, personal tutors and course leaders.

C ounselling CentreThe Counselling Centre offers individual support and advice to students who arefaced with personal problems - for example anxiety, stress, depression, eating


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Valdiation Document BSc (Hons) Occupational Therapy

disorders and bereavement. The Counselling Centre can also help students withother issues such as family problems, relationship problems, making difficultdecisions or choices and problems adjusting to academic life and academicdemands.The Metropolitan College Counselling Centre aims to optimise the well-being ofstudents by providing them with support and with the opportunity to examine theissues which prevent them from maximising their full potential. It aspires to certainstandards and goals, including:

Having qualified psychologists and counsellors who are committed to ongoingprofessional development

Ensuring that the services provided operate within ethical guidelines andspecific codes of behaviour for psychologists and counsellors

Maintaining a professional focus that is free of bias and discrimination

Establishing sound student feedback procedures in order to improve the typeof support services offered

The Counselling Centre aims to offer students:

Free, voluntary and confidential counselling

The opportunity to receive support and advice from trained professionals Opportunities to attend structured group settings over a variety of counselling

related themes and topics

Any information that students provide to staff at the Counselling Centre will be keptstrictly confidential and will not be revealed to any third parties, unless there isreason to believe that the student or others may be at risk. Students wishing to makean appointment can complete and submit an appointment request form, locatedoutside the counselling centre. The counselling centre staff will contact students assoon as possible in order to schedule a meeting. Alternatively, students can alsoemail their request at [email protected].

Careers and Employability CentreThe Careers and Employability Centre aims to provide high quality information,advice and guidance to AKMI Metropolitan College students and graduates. We arecommitted to delivering this in a professional, impartial and accessible way and aimto equip our students and graduates with the skills and knowledge to effectivelychoose and manage their careers.Our purpose is to increase AMC students' & graduates confidence and abilities toconstruct meaningful careers. We do this by delivering career development and jobsearch support to help AMC students & graduates build success on their ownterms. What we offer as a user of the Careers and Employability Centre you canexpect guidance and support to help you: Make realistic decisions about your next

steps. Explore comprehensive information about occupations, employers,postgraduate training and vacancies. Understand and assess the availableopportunities. Assess your own potential. Choose wisely from all the options open toyou. Make and implement an agreed plan of action.The Careers and Employability Centre offers information, advice and guidance in thefollowing ways:Drop-in-Service1) Deciding what help you need: A Career Consultant will spend a few minutes withyou to clarify your current stage of career planning and give guidance on how we canbest help you to move forward. Where confidential matters arise, or where a studentindicates a need for privacy, a private room will be used.

Workshops, Talks, Presentations

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They are one or two hours in length and can help you clarify your career questions,connect with other students who share the same concerns and build lifelong skills.These sessions address specific aspects of the process of looking for work ordeciding on career options. Topics covered by our workshops, talks andpresentations include: You and Your Career Options. Career Choice and YourPersonality. Postgraduate study and ways of funding it. Finding Work! JobResearching on the Internet. CV and Cover Letter. Interview Techniques. WorkplaceEtiquette. Young entrepreneurship. How to Find Summer Work. How to Find Part-Time Work.

VacanciesThe Careers and Employability Centre has details of placements, internships andpermanent vacancies of relevance to our students and graduates. The Vacancydatabase is updated regularly with information notified to us direct from employers.

MOODLEMoodle is the colleges e-learning facility, through which you can access the material

taught in your course as well as useful information regarding your program and thecollege in general. Moodle provides you with:

Information regarding the college and the faculty of your studies

Learning material which is used in the modules of your program

The ability to communicate with your lecturers and fellow students.

The many support services for students, including the counseling service, financialadvisors, academic learning centre and others are all detailed in the studenthandbooks.

Student HandbookAt the start of each year of the programme all students receive a programme-specificstudent handbook. This handbook includes detail the staff of the OT subject area,explanation of the role of staff members (e.g. module coordinator etc), the role ofstudent committee representatives, the college calendar, information on studentresponsibility to maintain contact information, the rationale of the programme,programme aims and learning outcomes, programme structure for the level,programme design, methods of teaching and learning, the assessment programmeand assessment calendar for the level, the level module descriptors, the generalassessment regulations, the regulations for the BSc (Hons) Occupational Therapy[Athens] programme, the attributes of performance by grade and level forundergraduate programmes, information on academic dishonesty, plagiarism andcollusion, student responsibility in assessments, staff responsibility to students in

assessments, information on obtaining exemption from modules.

English Language supportThe students of the programme can attend English language classes in order to beprepared for their IELTS examinations, which certificate should be provided in thethird year of studies. As mentioned above, level 1 and level 2 will be taught in Greekand assessed in Greek. Level 3 will be taught in Greek and assessed in English.Level 4 will be taught and assessed in English. English language classes do not formpart of the curriculum.

8.2 Widening AccessWidening participation to higher education is an important part of QMU's institutional

strategy and many students come from further education. QMU believes in thedevelopment of innovative educational programmes capable of responding flexibly,

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efficiently and effectively to increasingly diverse student needs. The Institution iscommitted to equality of opportunity as a guiding principle in determining policies andimplementing procedures affecting students, employees and other clients of theUniversity. AMC following the principles of QMU welcomes all candidates fromvarious educational backgrounds that meet the admission requirements.

8.3 Equal Opportunities

AMC adheres to QMU guidelines regarding promoting and maintaining equalopportunities. It welcomes all students regardless of race, gender, religion,nationality, age, sexual orientation e.t.c. without superseding the necessaryacademic admission criteria set for the particular programme.Equality and Diversity are terms that encompass a range of commitments andresponsibilities by the College in dealing with all aspects and members of itscommunity. Equality relates to the College's commitment to the principles of equalopportunity and social justice, and to its responsibility to provide an environment thatis free from discrimination and harassment. Diversity refers to the University's

commitment to embrace and manage a community of increasingly diverse needs andbackgrounds.

9. Student Experience and Progression through the Programme

9.1 Philosophy

The experience of learning and teaching on this course is based upon collaboration,mutual reflection on the educational experience, and the intention to create a climatewhere those who learn within it can become autonomous in their development.

Principles of student centred learning are the foundations upon which the experiencehas been designed and include:

Transparency in teaching through dialogue and feedback to students

Facilitation of learning and attention to the quality of learning

Opportunities for reflective/reflexive learning

Meaningful learning, in teaching and assessment experiences

Choice in learning and assessment

Attention within the design of assessment to different learning styles

The course is viewed as one episode in life long learning where students are

encouraged to become confident in the ability to reflect-in-action and reflect-on-action.

9.2 Induction

The process of induction starts before the course commences and includes awelcome to the College by the programme leader and members of the teaching teamin order to introduce the new students to their new academic environment. On linematriculation procedure occurs in this stage. IT and library induction is also carriedout.

In the course of the induction week, students attend informational classes on the

academic procedure, comprising of general guidelines on the collaborativeinstitutions and AMCs regulations, assessment regulations, the use of the Moodle,

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electronic access to QMUs library e.t.c. Students are delivered the programmeregulations and all the relevant documentation, meet their PATs, and elect theirrepresentatives. Extra tutorials on academic writing and bibliographic referencing arearranged throughout the duration of the first semester of their freshman year.Explanations about different approaches to learning, teaching and assessments areemphasised. The particular tutorials are incorporated within the annual classschedule, based on samples of actual written projects and assignments, so as torender the process more attractive and interactive for the students. The particularprocess followed by the top-up programme BA Mass Communication & Media Artshas yielded excellent results and was commended upon at the QM News installmentof February 2012.

9.3 Level 1

The key themes which characterise study in Level 1 are:- occupational therapyvalues and beliefs, occupational behaviour in context, principles of occupational

therapy, the informing sciences, normal development, introduction to principles ofenquiry. During this first year the key underpinning is provided to identify andunderstand the values and beliefs of occupational therapy, the components ofoccupational behaviour and influences upon occupational performance.

Each module co-ordinator will give an introduction to the subject matter, study skillswhich are required within it and give out relevant documentation. Meetings with thepractice placement tutors occurs at the relevant time to consider options forprofessional practice placement 1.

Academic tutor groups meet fortnightly in the first semester and within the earlymeetings an explanation of the personal, the practice education accreditation

portfolio and professional portfolio will be given.

Early in the programme students representatives are elected. AMC adheres to theprocedures as defined by QMU regarding student representation in the programmecommittee and the SSCC. Students are inducted by the Programme Leader on theprocess, their duties and responsibilities as representatives, as mentioned in theStudent Handbook.

Assessment

The rationale for this range of assessments within level 1 is based upon the wish to

cater for different styles of learning and to make assessments an integratedexperience. Assessments offer the opportunity to learn ways of constructing a writtenpiece of work, to select and assimilate appropriate reference material, commence theprocess of analysis of material or events, integrate subject matter to inform theprocess of occupational therapy and develop core skills of activity analysis.

By the end of the first year, learning outcomes should have been achieved in all thebasic elements of theory and practice concerning occupational therapy values andbeliefs.

9.4 Level 2

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The key themes which characterise study in Level 2 are: enabling occupation,theoretical approaches, development in the context of health and illness, integrationof theory and practice.

This level is concerned with facilitating intellectual skills of analysis, synthesis andevaluation of occupation as a enabling process. It is expected that key skills ofscholarship such as reading widely, using reference material correctly and structuringassignments appropriately are established. Each module co-ordinator will give detailsof the expectations, assessments, development of study skills required andappropriate documentation.

Meetings with the practice placement tutors will consider options for professionalpractice placement 2 and continue the process of offering a balanced experience inprofessional practice education.

Academic tutors will meet groups at least once per semester and individually toconsider personal and academic progression using evidence from their portfolios.

Assessment

Expectations of the assessment process at this stage include demonstration of theability to problem pose and problem solve in dealing with more complicated casescenarios and the ability to differentiate rhetoric from reason. Integration ofknowledge is expected with the ability to synthesize information from varying sourcesand expose it to analysis and evaluation. In addition, the ability to developprofessional skills is required in professional practice placement 2 in relation to theoccupational therapy process. The ability to work in groups is assessed both bypeers and staff and key skills of logic, reason and how to decide between different

research methodologies is required.

By the end of Level 2, learning outcomes should have been achieved in all thesecond level components contributing to the understanding of offering effective,client-centred services that enable people to engage in occupations of life i.e.Enabling Occupation.

9.5 Level 3

The key themes which characterise Level 3 are: reflecting on occupation, occupationand health, synthesis of information, health behaviour, investigative skills,

professional practice, interprofessional education, choice, teamwork and autonomyand choice in learning.

This level is concerned with sustaining previously acquired intellectual skills but alsodeveloping the ability to synthesis information and evaluates practice to a degreewhich will improve the experience for clients and their carers. At this stage, studentswill be sound consumers of research and be entirely familiar with the key literaturewhich pertains to practice and the study of occupation and health.

Each module co-ordinator will explain the increased expectations, assessments andappropriate documentation.

Meetings with the practice placement co-ordinators will consider the increasedreflectivity required and discuss potential elective placements.

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Academic tutors will meet with groups at least twice per year and individually toconsider personal and professional development.

Assessment

Progression is expected in terms of intellectual skills to include the ability to carefullyanalyse and evaluate research methodology, to differentiate between valuejudgements, assumptions and what constitutes evidence, to separate principles fromexample, to show increasing reflection and clinical reasoning skills and reveal highlevel analysis of occupational performance.

By the end of Level 3, learning outcomes should have been achieved in all the thirdlevel components contributing to reflection on occupation.

9.6 Level 4

The key themes which characterise Level 4 are: evaluation of occupation, occupationas a focus for enquiry, in-depth study of occupational performance, higher ordertransferable skills, choice, challenge, independence, multidisciplinary co-operationand scholarship.

This level is concerned with high level analysis, synthesis and evaluation ofoccupation in the lives of service users, carers, policy makers and researchers.

It is also a place to foster more originality of ideas, practice and co-operation withothers.

Each module co-ordinator will give details of the expectations, assessments andappropriate documentation but dialogue and negotiation is evident in deciding uponcontent and topics for assignment.

Meetings with the practice placement tutors have occurred at the end of Level 3 tofinalise Level 4 placement.

Academic tutors will meet groups at least twice per year and individually to completereferences and reflect upon personal and professional development.

Assessment

Honours students are expected to demonstrate originality of thought and action andto acquire the skills of designing and carrying out a small research project. High levelskills of oral presentation are required in a number of modules and increasingscholarship within all assignments.

By the end of Level 4, learning outcomes should have been achieved in all the fourthlevel components contributing to the components of the evaluation of occupation.

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Within the context of the BSc (Hons) in Occupational Therapy [Athens], a variety ofsupervision models may be used throughout practice placements to provide flexible,supportive learning experiences according to QMU policy. Examples include:

Apprenticeship model (1:1)One student per practice educator. The practice educator structures the studentlearning experiences and provides direct supervision and role-modelling to thestudent throughout the course of their placement. The degree of supervision and theamount of responsibility given to the student may vary, depending on the practicesetting.

Peer assisted learning model (2:1)One practice educator supervises two or more students. Here the emphasis is onpeer and self-directed learning where the students support each other and worktogether and the practice educator acts as a resource, providing guidance to thestudent, monitoring performance and providing opportunity for the students to takeincreasing responsibility with service users. Benefits of this model include

development of team-work skills, increased problem-solving skills and a sense ofshared-ownership of the learning experience.

Split/Shared Model (1:2)In this model, the education of a student may be shared between two or moremembers of a team within a workplace. Combinations might include an experiencedpractice educator and a new practice educator; two practice educators from differentorganisations and the placement being structured around the patient journey forexample, from primary to secondary care. This model may be an attractive option forpractitioners who work part-time, or if the practitioners caseload is coupled withmanagement responsibilities.

Project focussed modelThis model is influenced by global drivers to prepare students for practice in achanging health and recognises the need for contemporary occupational therapists topossess skills and leadership for working preventatively within complex systems andwhole populations (COT 2008; Scaffa 2010; Townsend & Polatajko 2007). Studentsare engaged to implement projects and /or undertake a key role in a developmentalaspect of project work.

Professional supervision is provided by an occupational therapist, this may be on aface-face basis, by distance via telephone and/or information technologies.Throughout the placement, an identified mentor at the host site co-ordinates thelearning outcomes. Students may work in pairs or groups during these placements

affording opportunities to realise the benefits of peer assisted learning.

10.4. Responsibilities during practice educationThis section outlines the roles and responsibilities of the various individuals involvedin practice education. These are practice educator, student, personal academic tutor,practice placement co-ordinator and the professional practice tutor.

Responsibilities of the practice educatorPractice educators play a key role in the professional development of occupationaltherapy students. Their duties are:To obtain information on the QMUs expectations for the specific practice placement,course assessment requirements and regulations for practice education from thePractice-based Learning Support web site: http://mcs.qmu.ac.uk/PBL

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To forward pre-placement information to the student in advance of the start of theplacement. This includes an overview of the service, clear directions and travelinformation, recommended pre-placement reading and any other informationconsidered helpful.To offer the student an induction into health and safety at work at the start of theplacement.To review materials contained in the students practice education passport.To provide a timetable outlining the overall structure of the placement and theresponsibilities of the student.To negotiate a supervision structure with the student incorporating the learningagreement as part of this process.To offer in

F-OT Validation Document Draft 1-06-2012

Documents

Transcript of F-OT Validation Document Draft 1-06-2012