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BSc (Hons) Occupational Therapy [Athens]

Validation Document 2012

General Information Name of Institution Queen Margaret University Queen Margaret University Drive Musselburgh East Lothian EH21 6UU Petra Wend Dr Fiona Coutts Ian McMillan

Principal Dean/Head of School Head of Division

Occupational Therapy Professional Lead Linda Renton AKMI METROPOLITAN COLLEGE Programme Leader Programme Team Level 1 Co-ordinator Level 2 Co-ordinator Level 3 Co-ordinator Level 4 Co-ordinator Admissions Tutor Aikaterini Bourika Polixeni Skaltsi Eliza Maglari Panagiotis Siaperas Tatiana Xenou Dr. Panagiotis Siaperas (p/t)

Academic Disabled Student Co-ordinator TBC Professional Practice Tutor Lecturer Technical Support School Office Team Eliza Maglari TBC Ilias Verros TBC

Degree Programme Title of the programme Type of programme SHE level 4 BSc(Hons) Occupational Therapy Modular Eligibility to apply for registration with Health Professions 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 Academic year 2013-14 Academic year 2014-15 15-20 20-25 30

Date of commencement October 2012

Contentsall pages will need re numbered Programme Specification Section A 1.0 Context for the BSc(Hons)Occupational Therapy 2.0 Current status of the Subject of Occupational Therapy 2.1 Postgraduate Diploma (Pre-registration) in Occupational Therapy 2.2 Masters in Occupational Therapy 2.4 Relationships with other programmes within the University 3.0 Rationale for Change 4.0 Market Research 4.1 Meetings with professional practice educators 4.2 Meetings with current students 4.3 Other opportunities for market research 4.4 Involvement of practitioners and others on the course planning process 4.5 Evidence from first destination statistics 5.0 Philosophy 6.0 Programme Aim 6.1 Programme aims and learning outcomes 6.2 Educational aims for the BSc(Hons) Occupational Therapy 6.3 Learning outcomes for the BSc(Hons) Occupational Therapy 6.4 Level 1 BSc(Hons)Occupational Therapy 6.5 Level 2 BSc(Hons)Occupational Therapy 6.6 Level 3 BSc(Hons)Occupational Therapy 6.7 Level 4 BSc(Hons) Occupational Therapy 7.0 Curriculum model 7.1Curriculum structure 8.0 Student Support 8.1 Academic Tutor Support 8.2 Widening Access 8.3 Equal Opportunities 9.0 Student Experience and Progression through the programme 9.1 Philosophy 9.2 Induction 9.3 Level 1 9.4 Level 2 9.5 Level 3 9.6 Level 4 10.0 Professional Practice Placement Framework 10.1 Practice Placement Philosophy 10.2 Introduction 10.3 Timing and Duration of Professional Practice Placements 10.4 Professional Practice Placement Locations 10.5 Major Themes for each level 10.6 Practice Placement Aims 10.7 Integration of Theory and Practice 10.8 Learning Agreement 10.9 Reflective Diary 10.10 Practice Placement Portfolio 10.11 Student Preparation for Practice Placement 10.12 Support for Students on Professional Practice Placements 10.13 Development and Quality Control of Practice Placements 10.14 Support for Practice Placement Educators 10.15 The Role of the Practice Placement Educator 10.16 The Role of the Practice Placement Tutor 10.17 Assessment of Practice Placements 10.18 Practice Placement Appeals Procedures 11.0 Entry to the Programme 11.1 Principles of Recruitment 11.2 Equal Opportunities 11.3 Criminal Convictions 11.4 Protecting the Public 11.5 Disability and Mental Health Issues 11.6 Disabled Students 11.7 Entry Requirements for the BSc(Hons) Occupational Therapy 11.8 Selection procedures for the BSc(Hons) Occupational Therapy 12.0 Learning, Teaching and Assessment 12.1 Learning

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12.2 Teaching 12.3 Assessment 12.4 Assessment Pattern Level 1 12.5 Assessment Pattern Level 2 12.6 Assessment Pattern Level 3 12.7 Assessment Pattern Level 4 13.0 Programme Management 13.1 Teaching Team 13.2 The Role of the Programme Leader 13.3 The Role of the Level Co-ordinator 13.4 The Role of the Module Co-ordinator 13.5 The Role of the Practice Placement Tutor 13.6 The Role of the Academic Tutor 13.7 Academic Disabled Student Co-ordinator 13.8 Personal and Professional Development Portfolio 13.9 Management of Student Support 13.10 Programme Committee 13.11 Student/Staff Consultative Committee 13.12 Board of Examiners 13.13 Sub-committee of Board of Examiners 14.0 Quality Assurance Taught Module Quality Mechanisms 14.1 Quality Assurance of the Programme 14.2 Programme Management 14.3 Staff Support and Supervision 14.4 Internal Verification 14.5 Feedback Mechanisms 15.0 Staff Research and Development 16.0 Resources 16.1 Leith 16.2 Corstorphine 16.3 Student Facilities 16.4 New Developments 16.5 Academic Staff 16.6 Support Staff 16.7 Professional Practice Placements 16.8 Professional Practice Placement Implications 17.0 Regulations and Progression of Students 17.1 Admission Regulations 17.2 Course Specific Regulations 17.3 General Assessment Regulations 17.4 Progression Regulations for BSc(Hons)Occupational Therapy 17.5 Reassessment 17.6 Provision for Conferment of Awards 17.7 Professional Suitability 17.8 Tufts Exchange 18.0 References used to inform the validation document Section B Proposed Calendar Module descriptors Level 1 Level 2 Level 3 Level 4 Appendix1

45 46 48 49 50 51 52 52 52 53 53 54 54 55 55 55 56 57 57 58 59 60 60 61 61 62 64 65 65 65 65 65 66 66 67 67 68 68 70 71 73 74 75 76 78 80 81 82 98 112 139

1. Context for the BSc(Hons) Occupational Therapy From its very inception, Queen Margaret University has focused on addressing societys needs. Today, with all the economic and social problems facing society, this focus on relevance is all the more important. As well as preparing our graduates for useful careers through providing them with a thoroughly relevant education, our teaching and research is designed to address the social 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 Margaret University as an independent university and to enable us to maximise our positive impact on society. Mission Queen Margaret Universitys mission is to enhance the well-being of individuals and the communities we serve through socially and economically relevant education and research. This mission is enhanced by our strong commitment to economic, social and ecological sustainability. Vision Statement We will be increasingly known for demonstrating economic and social relevance in the following ways: We will be known for delivering inter-professional education and research that has the well-being of the person in mind at all times. This will be achieved through interdisciplinary working and research. Our inter-professional education and research will allow us work within and across academic and practice areas, cross-fertilising thinking and facilitating the development of joined-up solutions. Our inter-disciplinary approach will help encourage 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 development opportunities 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 the needs of society for high quality and socially responsible industry, the professions we serve, the local community and society as a whole. Our international 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 a rigorous focus within the university on measuring and improving our performance We will continue ongoing review and evaluation of our teaching and learning to ensure that it meets societys changing needs. Within the context above, this document outlines the BSc (Hons) in Occupational Therapy. 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 PreRegistration 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 Influencing factors 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 is resourced, quality assurance mechanisms and how it is managed. Arrangements for admission, progression and the regulatory framework are included. However, the bulk of the document is concerned with specifics about the programme including its overarching philosophy, curriculum design, specifics about content, learning, teaching and assessment strategies. AMC AS PART OF A LARGER EDUCATIONAL ORGANISATION AKMI Metropolitan College is a member of the AKMI Educational Organisation, the largest private postsecondary organisational group in Greece with over 7500 students nationwide. AKMI Educational Organisation is the largest education organisation in Greece. AKMI Metropolitan College is a private college of higher education, a constitutive member of the AKMI Educational Organisation. Founded in 1982, AMC enjoys the reputation of the top independent higher education institution in Greece. Since then, AMC has established a number of collaborations with UK and other European Universities aiming at delivering of a number of undergraduate and postgraduate programmes. AMC BRIEF PROFILE AKMI Metropolitan College (AMC) founded in 1982, is well equipped to excel in the provision of private higher education in Greece. The gradual liberalization of higher education and the alignment of the Greek legislation to the one introduced by the European 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 and postgraduate courses of well established higher institutions. AKMI Metropolitan College is located in a privately owned area of 8,000 square meters in Maroussi (a northern suburb of Athens) while the Thessaloniki branch is located in a site of 2,500 square meters in the heart of the city. Since the beginning of last academic year (2010-2011) colleges in Greece have received official governmental recognition, a process that has required their thorough organization and structure inspection according to specific quality standards. This development has been both a challenge and an opportunity, since it facilitated the institutionalized cross-border collaboration within a very clearly defined framework. AMC has received its operating license by the Greek Ministry for Education and its institutional status in line with the newly introduced legislation. AMC is also accredited by the British Accreditation Council and a member of the Hellenic Colleges 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 and professional disciplines by delivering high quality programmes in a nurturing atmosphere where quality is always dictated by the drive for excellence and the commitment to the principles and promises of transformational education. The mission of the College is to provide transformational education to its students intended to instill in them strong academic skills and discipline, built professional character ethos and create life-long intellectual passion. Equipping them with the knowledge, habits and leadership attributes that would enable them to become happy individuals, successful professionals and productive citizens in a globalized world is the core mission of the College. The structure of AMC has differentiated in order to better reflect the new challenges ahead, and a number of enthusiastic, high caliber professionals and executives are already part of the AMC team. Being well equipped, AMC can establish its presence and promote its courses and the collaboration jointly with its partners, while at the same time, it can further enhance the quality of provided education. AMC focuses on developing programmes which blend theory with practice, thus preparing graduates for professional development. The College acknowledges the importance 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 the fields 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 to the requirements both of students and of an ever-changing and more diverse employment market. At the international level, AMCs expansion plans include the establishment of new academic collaborative agreements with British Universities and the undertaking of research projects. In terms of collaborations, AMCs strategy shifts the focus from undergraduate to postgraduate courses, while the aim is to increase the number of courses and the areas of specialization. It is anticipated that more emphasis will be placed on consolidating the number of collaborations in order to rationalize administration and other 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 square meters in Maroussi (a northern suburb of Athens) while the Thessaloniki branch is located 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 and corresponds to the ever-increasing student needs. It is located in a prime location in the municipality of Maroussi, with easy access from the centre of Athens. The space is 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 similar provisions as at the Athens campus. As of November 2011, according to our Business Plan, construction works have begun for our brand new building in our Athens campus. The new building is expected to be completed by the end of summer 2011 in order to be fully functional for the academic year 2012-2013.

GOVERNING BOARD
ACADEMIC COUNCIL

ATHENS METROPOLITAN COLLEGE

ACADEMIC STRUCTURE

DIRECTOR

REGISTRY ARCHIVE

ADMISSIO NS

INTERNATIONAL OFFICE & DEVEL/ME NT

CAREERS OFFICE & STUDENT WELFARE

FINANCE

ADMINIST -RATION & HUMAN RESOURC ES

I.T. SERVICES

TECHNIC AL SUPPORT

LIBRARY

DIRECTOR OF ACADEMIC AFFAIRS

HEAD OF DEPARTMENT SECRETARY DEPARTMENT OF NEW TECHNOLOGIES

HEAD OF DEPARTMENT SECRETARY DEPARTMENT OF ECONOMICS & BUSINESS STUDIES

HEAD OF DEPARTMENT SECRETARY DEPARTMENT OF SOCIAL SCIENCES & HUMANITIES

HEAD OF DEPARTMENT SECRETARY DEPARTMENT OF HEALTH SCIENCES

HEAD OF DEPARTMENT SECRETARY DEPARTMENT OF CULTURE & COMMUNICATION STUDIES PROGRAMMES

PROGRAMMES

PROGRAMMES

PROGRAMMES

PROGRAMMES

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 life satisfaction through participation in occupation COT (2004). Recent research identifies occupational therapy as a complex intervention. It is one of the fastest growing health and social care disciplines and its main aim is to maintain, restore, or create a match, beneficial to the individual, between the abilities of the person, the demands 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 Therapies The Division currently incorporates the following disciplines: Nursing, Occupational Therapy, 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 was validated at Queen Margaret University. The programme produced the first BSc graduates in 1989, and in 1993 the course was revalidated to include an honours option. This was also the first honours degree within Scotland. Queen Margaret University was also the first higher education establishment to appoint a Professor of Occupational Therapy. Occupational Therapy & Art Therapy gained a Highly Satisfactory grade in the 1998 SHEFC Quality Assessment exercise and has actively contributed to the last two Research Assessment Exercises. Many international links have been forged and established between the course team and other universities in United States of America, Canada and Europe. This has taken the form of consultancies, academic partnerships and institutional exchanges for students through the ERASMUS and Leonardo initiatives. The overarching spirit of Occupational Therapy is one which encourages and supports innovation, Occupational Therapy is known for its support in enabling individuals to achieve their potential and aspirations. External examiners consistently comment upon the continual development of outcomes and standards of learning. The education of Occupational Therapists has taken place in Edinburgh for over 75 years and has built a strong reputation with an increasing portfolio of named awards and repertoire of learning opportunities. GREECE The academic status that applies in Greece is the following: studies of university education are divided into two levels, higher and highest. The educational institutions of higher level are called Technological Educational Institutions (TEI) and the duration of studies is usually three years or in some cases four. The educational institutions of the highest level are called Highest Educational Institutions (AEI), which means Universities, with studies duration of four to six or seven years. Occupational Therapy () (Ergotherapia in Greek) in Greece appeared after the end of the second world war by Greeks who were either trained in OT abroad (mainly USA & UK) or followed special seminars after completing nursing school at Greek rehabilitation hospitals and the Greek Red Cross; nevertheless, the first OT

programme was established at the TEI of Athens in 1977, awarding the first diploma in 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. The above data concur with the increased demand for studies at the academic level in the field of occupational therapy as a profession. AMC ventures to fill in one more gap that exists in the pursuit of studies in the Health Sector in Greek HE. At present, there is no legal commitment by Greek occupational therapists to undertake lifelong learning or continuing professional development similar to Britain where occupational therapists have to keep a portfolio in order to renew their professional rights. On the other hand, the demands of the profession are increased making occupational therapists need to be always up-to-date in scientific developments and the new applications in the field of occupational therapy. In 1982 the Hellenic Association of Occupational Therapists was established and became a member of World Federation of Occupational Therapists in 1985 and also a member of 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. For many years the Greek government has stated the need for the creation of a second department of Occupational Therapy in a higher educational Institution, but the circumstances and the problems in Greek economy have postponed the materialization of such a project. The need for another undergraduate programme in OT along with the development of postgraduate programmes in OT in Greece is imperative as may be attested by the numbers of young people that leave Greece to pursue undergraduate and postgraduate studies in OT abroad. Currently the Hellenic Association of Occupational Therapists has no authority to grant professional rights and there is no legislation in effect that guides the enrollment of Occupational Therapists to a register. The status of the accreditation of professional rights in Greece stands in a transitional stage. In accordance to the current Greek legislation in force and the directives of E.E. valid up to 2013, the professional guilds are granted the authority, for the first time in their history, after being established as a Legal Entity, to provide professional rights. For the time being, Greek prefectures are responsible for bestowing professional rights. The Hellenic Association of Occupational Therapists operates in such a transitional stage, as well. AMC is in contact with the Association, getting constantly updated on any future developments regarding the materialization of the particular programme and any potential collaboration towards effective academic operation. Graduates of this programme can obtain their professional rights under the directive of the EU which has been incorporated into Greek law. The European Union directive (DIRECTIVE 2005/36/EC OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 7 September 2005 on the recognition of professional qualifications), dictates that Greek legislation accept professional rights obtained from local educational institutes which are collaborating with EU recognised universities. According to the EU directive, graduates must apply to the UK Health Professions Council (HPC), and once they acquire their professional rights from HPC, then they can apply to the Greek Professional Body and transfer their professional rights from Britain to Greece. The Greek legislation has created a temporary body, the Hellenic Council for the Recognition of Professional Qualifications (SAEP) of the Ministry of

Education for the period until 2013, when all Greek organizations that will be providing professional rights will have been formed. As it is the intention of the AMC programme to closely mirror the existing QMU programme which already follows the HPC Standards of Education and Training and the British Association Occupational Therapists and College of Occupational Therapists Guidance, conferring eligibility for registration with the HPC, it is anticipated that graduates of the BSc (Hons) in Occupational Therapy, Athens programme will be eligible to apply for registration with the HPC via the international application route.

3. Rationale for Programme The collaboration between the Educational Organization AKMI and QMU started in the academic year 2001-2002. Currently (2011-2012), the programmes of studies [BSc (Hons) Physiotherapy, BSc (Hons) Dietetics, BA Mass Communication & Media Arts, BA Performing Arts in pending status] validated by the QMU are taught at AKMI Metropolitan College in Athens and Thessaloniki. After the experience and the knowledge of the educational procedures of British Higher Education that the administrative and teaching staff of AKMI Metropolitan College has gained from the above collaborations, it is firmly believed that AMC is sufficiently able to materialize in the best possible way a demanding programme of studies, which is part of the Health Sector, like the Occupational Therapy programme. This document outlines a collaborative modular programme of studies between QMU and AMC leading to the award of the BSc (Hons) in Occupational Therapy [Athens]. This is an extension of the existing collaborative relationship between AMC and QMU, the intention being to now develop and deliver a BSc (Hons) Occupational Therapy in Athens campus from September 2012. Occupational Therapy enables people to achieve health, wellbeing and life satisfaction through participation in occupation COT (2004). Recent research identifies occupational therapy as a complex intervention. It is one of the fastest growing health and social care disciplines and its main aim is to maintain, restore, or create a match, beneficial to the individual, between the abilities of the person, the demands 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 relevant programme that QMU offers since it is oriented to delivering a curriculum with the same aims, the same objectives and student assessments, adapted to Greek reality. Therefore, apart from QMU aims, the programme takes into consideration also the needs of Greek society that the prospective student of occupational therapy. The following documents provide valuable reference points, indicative content and standards which have influenced the new programmes content, assessment, teaching and learning strategies. Within the context above, this document outlines the BSc (Hons) in Occupational Therapy. It has been designed to comply with: HPC Standards of Education and Training (2009)
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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 PreRegistration 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 Influencing factors 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 Council of Occupational Therapists for the European Countries.PS 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 the Greek health system. The module is to be co-attended by the students of the following specializations: physiotherapy, dietetics, logotherapy of the relevant programmes offered 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 higher education which work in collaboration primarily with British universities in offering validated and franchised degree courses. With a European Directive in place which
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calls for the official recognition of European academic degrees offered in collaboration with private education institutions (colleges) in the form of franchised and validated agreements, the market is likely to expand considerably in the years ahead. AKMI Metropolitan College is strategically positioned to play a leading role in the private higher education market in Greece; via its presence in Thessaloniki, it will look to make an impact on the neighbouring Balkan countries and recruit students from those markets as well. The rising issue of increasing old population along with the related implications in the form of chronic diseases is well documented for Europe. Results of scientific research conducted in Greece and elsewhere demonstrate the high demand for occupational therapists required by the Greek market. The age apportionment of the Greek 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 the above apportionment in 2050 will be as following:

(Age apportionment of the Greek population in 2050)

All students have the opportunity to undertake practice-based learning in their delivering care to the older patient. With a population over 11 million, Greece has only one Higher Education department awarding Bsc. in Occupational Therapy (TEI of Athens). According to the report of the Greek ministry of Education for the academic year 2011-2012, 67 new students were registered in the first year of studies of the bachelors in OT after succeeding in national exams, while 10.199 people applied to register in the same programme of studies. These data verify the great need for an additional programme of studies in OT.(appendix Ministry of Education) The need for Occupational Therapists in Greece has been steadily rising over the past years. There are multiple cases in rehabilitation teams where the Occupational Therapist is missing, because no professional OT could be located for the post. Due to the limited number of OT in Greece the vast majority of new OT graduates is hired immediately after their graduation. The direct employment of occupational therapy graduates in public hospitals and rehabilitation institutions is not guaranteed by the health system in Greece, but is rather based on the private sector. The majority of occupational therapists in Greece work in the private sector, hospitals and rehabilitation institutions or even by visiting patients at home. Furthermore, they may work as freelance professionals in public hospitals and private clinics, the pharmaceutical industry, in education, public health, scientific research, sports organizations, groups and clubs. These facts would therefore suggest that there are further opportunities and a market for the development of another degree programme in Greece and in this instance Athens. The programme will be advertised by AMC in accordance to QMU marketing regulations, promoting the value of the collaborative programme and the strong connection with QMU; details of the programme are provided by the AMC and QMU website. 4.1 Meetings with professional practice educators Need statement about practice for you. AMC clinical placements QMU. . AMC . clinical placements : ( ) placements QMU , .

 Clinical Coordinator . Meetings of over seventy practice placement educators occur twice per year. It is an opportunity to explain any changes within the institution, subject area or curriculum. Practice placement educators are an integral component of any planning process and can speak with authority about the changes within health and social care and indeed whether our prospective graduates have met those challenges. At three points in the planning process, the emerging ideas for the new programme were discussed with them. In particular, considerable discussion occurred about the decision to withdraw the BSc Occupational Therapy route and any part-time option. While saddened by the demise of a three year option, fieldwork educators endorsed the decision to offer a four year honours programme in line with the policies on degree status issued by other Allied Health professions within the UK. As far as any part time option was concerned, the Head of Subject had investigated the funding for such a possibility with the Scottish Awards Agency and discovered that no funding exists. Until the funding situation can be resolved, no part-time route is planned. 4.2 Other opportunities for market research add something if appropriate . . . Moreover, the teaching staff of the Bsc. in Occupational therapy have already promoted their strong collaboration with the Hellenic Association of Occupational Therapists, the British Association of Occupational Therapists, the ENOTHE and the World Federation of Occupational Therapists. Besides, AMC is going to organise campaigns for public and private schools in Athens in order to present and promote the profession of Occupational Therapy. 4.3 Involvement of practitioners and others on the course planning process relate to your situation Local practitioners and managers have been directly involved in the planning of this new programme. Part of their remit was to canvas views from their area of practice and to disseminate information about the proposed course. Over the planning period, the programme team have had the benefit of the views of a Performance Review Manager, a Health Service Manager, basic grade therapists, an honours graduate who has progressed to PhD studies and a person who has used the services of occupational therapy To AMC , , , ( ) AMC AMC. . AMC charity AKMI educational organization.
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In the adaptation to the Greek needs of the programme of studies in Occupational Therapy of Queen Margaret University it was involved the programme leader who is licensed OT, holds a PhD from Cambridge University and has teaching experience from British and Greek Universities (especially the department of Occupational Therapy at TEI of Athens). In addition, the teaching team is consisted by licensed OTs with long clinical experience and teaching experience from the only Bsc. in OT that is taught in Greece at TEI of Athens. 4.5 Evidence from first destination statistics not appropriate./

5. Course Philosophy The practice of occupational therapy rests upon the belief that there is a relationship between engagement in occupation and a persons health and wellbeing. This belief has 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 also about 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 place within 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 a persons health and the promotion of wellbeing. Occupation is a dynamic, complex and challenging construct, which has led to the development of a number of discrete models of practice. A focus upon occupation as a pivotal concept has been the key feature of a renaissance in occupational therapy studies over the last decade and the development of a distinct field of scientific inquiry. New epistemologies of practice are being developed to reflect the combination of knowledge, skills and values necessary for practice and research. Occupational therapists have responded by critically reflecting upon the contexts of change and developing a broad scholarship to meet the challenges. A period of rapid political, social and technological change, as well as fundamental changes in philosophy, have characterised the development and delivery of human services over the past forty years. At a European and national level, the key ideas of social justice and social inclusion have been driving policy development. The European Charter of Fundamental Rights and the Madrid Declaration on discrimination against disabled people are seen as being central to and consistent with the professions core aims and values. This has impacted upon the philosophy and design of the proposed curriculum At service level, change has been driven by ideas of user empowerment, antidiscriminatory practice and inter-professional working. The curriculum is designed to meet these challenges by providing graduates with the knowledge, skills and values to enable them to make an effective contribution within this complex service environment. The informing disciplines in the form of biological, social and occupational science, enable occupational therapy to make a distinctive contribution to health and social care services.

As a profession that straddles the domains of health and social care, occupational therapy has demonstrated its versatility and adaptability. Therapists have engaged with the ethos of evidence-based practice, reflective practice and more recently reflexive practice. The appraisal of how knowledge is used and how it is constructed is 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 of knowing. Promoting and improving health and wellbeing through occupation is the central contribution that the profession is able to make to peoples lives. The achievement of this aim requires practising therapists to have developed core competencies and a broad, critical scholarship. The programme of study embraces the principles of lifelong learning and will offer learners the means by which they can acquire and consolidate skills. More specifically it will encourage them to develop a range of ways of thinking about occupation as a central and life defining element of peoples existence. It will seek to broaden the nature of inquiry and strengthen occupational therapists professional contribution to marginalised people, marginalised communities and the achievement of occupational justice and social justice. 6. Programme Aim The overall aim of this programme is to produce graduates who are autonomous lifelong learners and who meet the Health Professions Council Standards of Proficiency in Occupational Therapy (2007) for safe and effective practice. Students should leave the programme with a strong professional identity and with the knowledge, skills and values to work effectively with people and communities within diverse practice contexts. Central to the achievement of this aim is the students ability to articulate and apply the unique contribution of occupation to the health and wellbeing of individuals and communities. Occupational therapy students are encouraged to be curious inquiring and critical in their approach and to locate people at the heart of their practice. They will be encouraged to develop practice based upon ethical principles of social justice, social inclusion, anti-discrimination and empowerment. As future health and social care professionals working in complex environments, students will be enabled to develop the skills or reflective and reflexive practice. A key objective is to produce graduates are able to respond effectively to the rapidly changing contexts in which they will practice. 6.1 Programme Aims and Learning Outcomes The main aim of the programme is to enable prospective graduates to appreciate and acquire the combination of knowledge, professional skill and attitudes necessary for competent and safe practice. However, in a complex and changing health and social care context, occupational therapists need to have a broad scholarship and the ability to promote health through occupation. 6.2 Educational Aims of the BSc (Hons) Occupational Therapy The vision inherent in the Queen Margaret University Strategy for the Quality Enhancement of Learning, Teaching and Assessment is upheld by the course team, who aim to provide a learning experience which will maximise potential through

learning, encourage the values of lifelong learning and operate a system of transparency and continuous improvement. With particular reference to occupational therapy, the course team aim to: Produce able, competent and confident occupational therapists that can contribute positively within a continuous climate of change in health and social care Develop and promote an interdisciplinary and interagency approach to learning and practice Develop the prospective graduates ability to perceive the relationship between practice, theory, research and policy and operationalise this Enable the prospective graduate to argue cogently and draw conclusions based upon a discerning and critical approach to existing knowledge within occupational therapy To provide graded opportunities within professional practice education to develop professional knowledge, skills and attitudes To provide opportunities within the curriculum for choice in both content and assessment 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 transferable personal and professional skills To foster social responsibility and an appreciation of how a profession focussed upon the study and practice of human occupation can contribute to social justice and social inclusion 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 Council Standards of Proficiency: Occupational Therapy (2007), QAA benchmark statements for occupational therapy (2001), the World Federation of Occupational Therapists standards (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 Analyse, select and use human occupation as a therapeutic intervention across the diversity of practice Confidently use an occupational therapy process

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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 voluntary sector 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 or higher Key components in the learning experience conceptual foundations of occupational therapy, values and beliefs, skills for therapeutic intervention, professional practice education, 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 SHE level 2 (SCQF level 8) Credit definition - at least 240 credits of which a minimum of 90 are at SHE level 2 or higher Key components in the learning experience enabling occupation, the occupational therapy process, the contexts for intervention, analysis of findings and data,

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professional practice education, detailed knowledge of the underpinning sciences and 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

6.6 Level 3 BSc (Hons) Occupational Therapy 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 current epistemologies of practice, advanced skills of practice, knowledge of how occupation can contribute to health improvement, how to articulate a research question, professional practice education, interprofessional education, options and self evaluation 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 of partnership within interprofessional education in terms of working across health and 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 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

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6.7 Level 4 BSc (Hons) Occupational Therapy SHE level H (SCQF 10) Credit definition at least 480 credits of which a minimum of 180 are at SHE levels 3 and H including a minimum of 90 at SHE level H Key components of the learning experience will be advanced professional practice placement, independent study, appreciating the current state of knowledge generation and methodology, contemporary issues in occupational therapy, scholarship, advanced reflection and praxis Offer a range of solutions for improvement of practice by demonstrating higher order 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 occupation focused and the experience is reflexive, experiential, and learner centred. In designing this curriculum, the planning team were aware of the need to go beyond professional competencies towards equipping future graduates with a broader social vision. 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 effective interaction with others. It is imperative to consider future directions for the profession and deal with contextual and ideological complexity. the planning process and the design 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

Professionally, there are also important developments which have shaped the philosophy of the curriculum as urged by leaders in the profession such as Whiteford and Wilcock (2001). This is a learning experience which offers an occupation centred curriculum which will scaffold the learners understanding of this complex subject throughout the four years of study. This takes the form of a learning matrix with horizontal and vertical conceptual and content coherence.
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Level 1: Level 2: Level 3: Level 4:

establishes and proceeds from the core values and beliefs of occupational therapy is concerned with the knowledge, skills and attitudes involved in enabling occupation seeks to encourage critically reflective practitioners and provide additional tools of thinking for students in their penultimate year is concerned with developing scholarship and evaluation of occupation

It is a curriculum constructed around values and beliefs that consider people are occupational beings and that occupation is central to human existence. Those ideas also perceive occupation as consistent with the promotion of health and wellbeing. The curriculum model also embeds interprofessional education within the profession specific subject matter. Awareness of cultural issues and diversity are key components of all modular content. The curriculum will provide a learning experience whereby there is a dialectic relationship between policy, theory, research and practice. Graduates will be able to analyse and contribute to the generation of policy, research and theory and recognise where gaps exist. Wherever possible the curriculum will draw on the experience of service users and carers to facilitate partnership working. This concept extends to the educational process whereby students will be encouraged to work alongside teaching staff in the production of papers, to share research interests and increasingly teach their peers. Practice education is axiomatic to this learning experience. Students will undergo twenty eight weeks of practice education in a variety of settings. A transactional situation will exist whereby practice will inform university based studies and vice versa. The personal and professional portfolio will form a crucial part of this learning experience and this will straddle experiential 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 learning and collaboration with teaching staff. The element of choice has always been a feature of education in this subject area and this will continue specifically in level 4 where students can pursue specific interests in optional modules. From the earlier stages of the programme students will be asked directly to link practice placement experience within the modular content and assessment. This will involve individual choice of critical incidents and issues germane to their particular experience. Without question this increases the depth and meaningfulness of learning.

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Curriculum Structure AKMI Metropolitan College

Level. Themes Level 1. OT Values and beliefs. Semester 1 Level 1. OT Values and beliefs. Semester 2 Level 2 Enabling Occupation. Semester 3 Level 2 Enabling Occupation. Semester 4 Level 3 Reflecting on Occupation. Semester 5 Level 3 Reflecting on Occupation. Semester 6 OT Philosophy Theory and Practice Occupation Conceptual Interaction and Foundations of Performance. OT. 10 Professional Practice Placement 1. 6 weeks. 20 Conceptu al Foundatio ns of OT. Conceptu al Foundatio ns of OT. 30 Understanding Human Occupation in Context Participation Occupation Mind brain body and context 1. Participation Occupation Mind brain body and context 1. 30 Participation Occupation Mind brain body and context 1. Research Skills 10 Inter-professional Education MUSCULOSKELET AL ANATOMY: THEORY MUSCULOSKELET AL ANATOMY: PRACTICAL APPLICATION 20 Participation Occupation Mind brain body and context 2. National Healthcare Systems and First Aid Education National Healthcare Systems and First Aid Education 20 Participation Occupation Mind brain body and context 3. 10. Assistive technology adaptation 10 Inter-professional Education: delivering integrated care Inter-professional Education: delivering integrated care 20
120 SCQF 60ECTS Diploma in Higher Education 120 SCQF 60ECTS Certificate in Higher Education

SCQF/ ECTS Points

Total

120/60

OT as an Enabling Profession Professional Practice Placement 2. 8 weeks. 30 OT as an Enabling Profession OT as an Enabling Profession 30

Research skills 2. 10 Participation Occupation Mind brain body and context 2. 30 Research Skills 3

Participation Occupation Mind brain body and context 2.

240/120

Contemporary Epistemologies of OT. 10 Professional Practice Placement 3. 6 weeks. 30

OT Reflecting on Practice. OT Reflecting on Practice 20

Research Skills 3. 20

120 SCQF 60ECTS BSc Health Studies

360/240

Level 4 Scholarship and Evaluation of Occupation. Semester 7.

Professional Practice Placement 4. 8 weeks. 30

Research Skills 4

Research Skills 4

Counseling & Group Work in Occupational therapy

Level 4 Scholarship and Evaluation of Occupation. Semester 8.

Contemporary issues in OT

Contemporary issues in OT. 20

OPTION MODULES: 1. Pediatrics OR 2. Creative Studies 10

Research Skills 4

Research Skills 4 40

Counseling & Group Work in Occupational therapy 20

120 SCQF 60ECTS BSc(Hons) Occupational therapy

480/240

8. Student Support 8.1 Academic Tutor Support The Student services offered at AMC are as follows: Personal Academic Tutor (PAT) The BSc (Hons) Occupational Therapy [Athens] in AMC implements a personal academic tutor (PAT) system, in accordance with QMU policy. AMC will operate a system for student support in academic and pastoral matters. Each student will be assigned a member of staff from the Subject Area as a personal academic tutor within the first month of matriculating in level 1. Students are supported by their Personal Academic Tutor who is responsible for the facing of any educational problems and are encouraged to meet at least once per semester. The above tutors cooperate 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 to surpass any difficulties that the student may have. Students must at least once a semester meet their year tutors, according to the QMU philosophy and regulations, and discuss their progress. This meeting usually takes place in the middle of semester in order tutors to have a clear picture of the students and be able to guide them. Students can also contact their tutors through e-mail for a more direct communication but are also expected to respond to any request made if contacted by their PAT. It should be noted that within the OT Programme the PAT system also extends out to the Practice Setting, with the PAT being the first point of contact for any personal problems experienced by students on placement. Academic Learning Centre The Academic Learning Center is a unique friendly student-centered service that provides an intellectually stimulating approach to developmental instruction and general academic assistance to students who need extra help with their studies. At AKMI Metropolitan College, students are expected to perform well and thrive in an intellectually demanding environment. Hence, the Academic Learning Centre is designed to assist those students who lag behind in certain skills and need help in attaining academic excellence. The Academic Learning Centre offers assistance to students in many and multifaceted learning tasks, including: improving academic writing 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 AKMI Metropolitan College by appointment only. Appointments can be scheduled for one hour per day, and a student may receive up to 2 hours of tutoring per week. Students may seek academic assistance on their own, or will need to attend tutoring sessions upon the request of their teachers, personal tutors and course leaders. Counselling Centre The Counselling Centre offers individual support and advice to students who are faced with personal problems - for example anxiety, stress, depression, eating

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BSc (Hons) Occupational Therapy

disorders and bereavement. The Counselling Centre can also help students with other issues such as family problems, relationship problems, making difficult decisions or choices and problems adjusting to academic life and academic demands. The Metropolitan College Counselling Centre aims to optimise the well-being of students by providing them with support and with the opportunity to examine the issues which prevent them from maximising their full potential. It aspires to certain standards and goals, including: Having qualified psychologists and counsellors who are committed to ongoing professional development Ensuring that the services provided operate within ethical guidelines and specific 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 type of 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 kept strictly confidential and will not be revealed to any third parties, unless there is reason to believe that the student or others may be at risk. Students wishing to make an appointment can complete and submit an appointment request form, located outside the counselling centre. The counselling centre staff will contact students as soon as possible in order to schedule a meeting. Alternatively, students can also email their request at counselling@amc.edu.gr, Careers and Employability Centre The Careers and Employability Centre aims to provide high quality information, advice and guidance to AKMI Metropolitan College students and graduates. We are committed to delivering this in a professional, impartial and accessible way and aim to equip our students and graduates with the skills and knowledge to effectively choose and manage their careers. Our purpose is to increase AMC students' & graduates confidence and abilities to construct meaningful careers. We do this by delivering career development and job search support to help AMC students & graduates build success on their own terms. What we offer As a user of the Careers and Employability Centre you can expect 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 available opportunities. Assess your own potential. Choose wisely from all the options open to you. Make and implement an agreed plan of action. The Careers and Employability Centre offers information, advice and guidance in the following ways: Drop-in-Service 1) Deciding what help you need A Career Consultant will spend a few minutes with you to clarify your current stage of career planning and give guidance on how we can best help you to move forward. Where confidential matters arise, or where a student indicates a need for privacy, a private room will be used. 2) Providing the most appropriate help Beyond your initial guidance meeting the Consultant may:

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BSc (Hons) Occupational Therapy

Provide some relevant information or direct you to self help materials. Make an appointment with a Career Consultant, to discuss your career plans in more depth. Make an appointment with a Career Consultant to help you to find further relevant information or to give advice on applications and interviews. Workshops, Talks, Presentations 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 or deciding on career options. Topics covered by our workshops, talks and presentations include: You and Your Career Options. Career Choice and Your Personality. Postgraduate study and ways of funding it. Finding Work! Job Researching on the Internet. CV and Cover Letter. Interview Techniques. Workplace Etiquette. Young entrepreneurship. How to Find Summer Work. How to Find PartTime Work. Vacancies The Careers and Employability Centre has details of placements, internships and permanent vacancies of relevance to our students and graduates. The Vacancy database is updated regularly with information notified to us direct from employers. MOODLE Moodle 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 the college 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, financial advisors, academic learning centre and others are all detailed in the student handbooks. Student Handbook At the start of each year of the programme all students receive a programme-specific student handbook. This handbook includes detail the staff of the OT subject area, explanation of the role of staff members (eg module co-ordinator etc), the role of student committee representatives, the college calendar, information on student responsibility 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 programme and assessment calendar for the level, the level module descriptors, the general assessment regulations, the regulations for the BSc (Hons) Occupational Therapy programme, the attributes of performance by grade and level for undergraduate programmes, information on academic dishonesty, plagiarism and collusion, student responsibility in assessments, staff responsibility to students in assessments, information on obtaining exemption from modules. English Language support The students of the programme can attend English language classes in order to be prepared for their IELTS examinations, which certificate should be provided in the third year of studies. As mentioned above, level 1 and level 2 will be taught in Greek and assessed in Greek. Level 3 will be taught in Greek and assessed in English.

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BSc (Hons) Occupational Therapy

Level 4 will be taught and assessed in English. English language classes do not form part of the curriculum. 8.2 Widening Access Widening participation to higher education is an important part of QMU's institutional strategy and many students come from further education, access courses or with HNC and HND qualifications. QMU believes in the development of innovative educational programmes capable of responding flexibly, efficiently and effectively to increasingly diverse student needs. The Institution is committed to equality of opportunity as a guiding principle in determining policies and implementing procedures affecting students, employees and other clients of the University. The Student Disability Advisor is available for students with a disability, who are offered an accessible curriculum which can be adapted to meet their individual needs in an environment where consideration is given to enabling them to participate in all aspects of academic and social life. QMU employs a full time Student Disability, a team of departmental academic disabled student coordinators, and contacts in all support departments dedicated to the provision of information, support and guidance for students with disabilities.

8.3 Equal Opportunities Promoting and maintaining equal opportunities is the responsibility of everyone. The Equal Opportunities Committee has specific responsibility within the University for ensuring compliance with policy and relevant legislation and the promotion of good practice in relation to equal opportunities and diversity. Equality and Diversity are terms that encompass a range of commitments and responsibilities by the University in dealing with all aspects and members of its community. Equality relates to the University's commitment to the principles of equal opportunity and social justice, and to its responsibility to provide an environment that is free from discrimination and harassment. Diversity refers to the University's commitment to embrace and manage a community of increasingly diverse needs and backgrounds. To AMC QMU , , , , . . 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 climate where those who learn within it can become autonomous in their development. Principles of student centred learning are the foundations upon which the experience has 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

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BSc (Hons) Occupational Therapy

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-onaction. 9.2 Induction we are now moving to a more longitudinal induction; when induction sessions are spread over the first semester. The process of induction starts before the course commences and includes a welcome to the University by a member of the executive and explanations of support systems. Matriculation occurs with formal checking of qualifications. IT and library induction is also carried out. Part of the induction period is profession specific and begins with a session taken by staff from the programme team. This intends to provide an experience whereby students are acquainted with one another through a series of active self development exercises. Following this, an information session is provided concerning the timetable, organisation of the course, expectations of students and a reiteration of course philosophy. Explanations about different approaches to learning, teaching and assessments are emphasised. Students also meet their personal academic tutors. induction , AMC, , Moodle QMU . , PAT, . , , top up year. , . top up BA Mass Communication & Media Arts QM News 2012. 9.3 Level 1 The key themes which characterise study in Level 1 are:- occupational therapy values and beliefs, occupational behaviour in context, principles of occupational therapy, the informing sciences, normal development, introduction to principles of enquiry. During this first year the key underpinning is provided to identify and understand the values and beliefs of occupational therapy, the components of occupational behaviour and influences upon occupational performance. Each module co-ordinator will give an introduction to the subject matter, study skills which are required within it and give out relevant documentation. Meetings with the practice placement tutors occurs at the relevant time to consider options for professional practice placement 1. Academic tutor groups meet fortnightly in the first semester and within the early meetings an explanation of the personal and professional portfolio will be given.
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Programme Document

BSc (Hons) Occupational Therapy

Early in the programme students are elected to the student parliament as MSPs. They receive training in this role and for their role as members of the student staff committee or the programme committee. AMC QMU programme committee SSCC. , Programme Leader, Student 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 integrated experience. Assessments offer the opportunity to learn ways of constructing a written piece of work, to select and assimilate appropriate reference material, commence the process of analysis of material or events, integrate subject matter to inform the process 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 the basic elements of theory and practice concerning occupational therapy values and beliefs. 9.4 Level 2 The key themes which characterise study in Level 2 are: enabling occupation, theoretical approaches, development in the context of health and illness, integration of theory and practice. This level is concerned with facilitating intellectual skills of analysis, synthesis and evaluation of occupation as a enabling process. It is expected that key skills of scholarship such as reading widely, using reference material correctly and structuring assignments appropriately are established. Each module co-ordinator will give details of the expectations, assessments, development of study skills required and appropriate documentation. Meetings with the practice placement tutors will consider options for professional practice placement 2 and continue the process of offering a balanced experience in professional practice education. Academic tutors will meet groups at least once per semester and individually to consider personal and academic progression using the portfolio. Assessment Expectations of the assessment process at this stage include demonstration of the ability to problem pose and problem solve in dealing with more complicated case scenarios and the ability to differentiate rhetoric from reason. Integration of knowledge is expected with the ability to synthesize information from varying sources and expose it to analysis and evaluation. In addition, the ability to develop professional skills is required in professional practice placement 2 in relation to the occupational therapy process. The ability to work in groups is assessed both by

Programme Document

BSc (Hons) Occupational Therapy

peers 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 the second level components contributing to the understanding of enabling occupation. ;;; 9.5 Level 3 The key themes which characterise Level 3 are: reflecting on occupation, occupation and health, synthesis of information, health behaviour, investigative skills, professional practice, interprofessional education, choice, teamwork and autonomy and choice in learning. This level is concerned with sustaining previously acquired intellectual skills but also developing the ability to synthesis information and evaluates practice to a degree which will improve the experience for clients and their carers. At this stage, students will be sound consumers of research and be entirely familiar with the key literature which pertains to practice and the study of occupation and health. Each module co-ordinator will explain the increased expectations, assessments and appropriate documentation. Meetings with the practice placement co-ordinators will consider the increased reflectivity required and discuss potential elective placements. Academic tutors will meet with groups at least twice per year and individually to consider personal and professional development. Assessment Progression is expected in terms of intellectual skills to include the ability to carefully analyse and evaluate research methodology, to differentiate between value judgements, assumptions and what constitutes evidence, to separate principles from example, to show increasing reflection and clinical reasoning skills and reveal high level analysis of occupational performance. By the end of Level 3, learning outcomes should have been achieved in all the third level components contributing to reflection on occupation. 9.6 Level 4 The key themes which characterise Level 4 are: evaluation of occupation, occupation as a focus for enquiry, in-depth study of occupational performance, higher order transferable skills, choice, challenge, independence, multidisciplinary co-operation and scholarship. This level is concerned with high level analysis, synthesis and evaluation of occupation 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 with others.

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BSc (Hons) Occupational Therapy

Each module co-ordinator will give details of the expectations, assessments and appropriate documentation but dialogue and negotiation is evident in deciding upon content and topics for assignment. Meetings with the practice placement tutors have occurred at the end of Level 3 to finalise Level 4 placement. Academic tutors will meet groups at least twice per year and individually to complete references and reflect upon personal and professional development. Assessment Honours students are expected to demonstrate originality of thought and action and to acquire the skills of designing and carrying out a small research project. High level skills of oral presentation are required in a number of modules and increasing scholarship within all assignments. By the end of Level 4, learning outcomes should have been achieved in all the fourth level components contributing to the components of the evaluation of occupation.

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BSc (Hons) Occupational Therapy

Insert Diagram to show Practice Placement LINDA

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BSc (Hons) Occupational Therapy

10.1Practice Education 10.1 Introduction Practice education is an integral core element of the curriculum enabling students to integrate theory and practice in a meaningful, reflective and realistic manner. Students have opportunities to apply, practice, consolidate and transfer existing skills and, in addition, learn new skills relevant to each practice setting. Students also gain experience in practicing in a safe and ethical manner. In accordance with the World Federation of Occupational Therapists Standards (2002), students gain experience of working with a range of different people who have different needs and in different circumstances. Normally, student experiences will encompass working with people of different age groups; individuals and groups/ communities from different socio-economic and cultural perspectives; people who have recently acquired and/or long standing occupational needs and health conditions affecting different aspects of physical and psychosocial functioning. Students will also develop skills in effective service delivery within inter professional, multi agency contexts. These may include both established and emergent services within the statutory and voluntary sectors. Each professional practice placement module has a set of learning outcomes predetermined by the University. Learning outcomes articulate with prior and future university studies and previous practice placement modules. Emphasis is placed upon the process of practice. The modules encourage exploration and evaluation of practice, enhance learning and transfer of knowledge skills and instill professional values to the level of competence required of an entry-level practitioner. 10.2 Practice placement delivery pattern The Queen Margaret University BSc (Hons) in Occupational Therapy programme recognises the pivotal role of practice-based learning throughout the educational process and employs a block model in which practice placements occur in each year of the programme. The delivery pattern for practice education is depicted in the Table below : Table 11: Practice placement delivery pattern for BSc (Hons) Occupational Therapy
Year of Programme Year 1 Year 2 Year 3 Year 4 Placement PPP1 PPP2 PPP3 PPP4 Semester 2 2 2 1 Duration 6 weeks f/t 8 weeks f/t 6 weeks f/t 8 weeks f/t Placement Days 30 days 40 days 30 days 40 days Hours 217 288 217 288

In order to meet standards established and monitored by professional bodies, by the end of Professional Practice Placement 4 each student must have successfully completed a minimum of 1000 hours practice education (COT, 2008; WFOT, 2002). The exact number of hours is monitored through completion of weekly time cards, which are signed by the students practice educator. If difficulties arise with placement hours, practice educators and students are actively encouraged draw this to the attention of the professional practice tutor to develop a mutually acceptable plan of action. 10.3 Models of supervision during practice education

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BSc (Hons) Occupational Therapy

Within the context of the BSc (Hons) in Occupational Therapy, a variety of supervision models may be used throughout practice placements to provide flexible, supportive learning experiences (NHS Education for Scotland, 2007). Examples include: Apprenticeship model (1:1) One student per practice educator. The practice educator structures the student learning experiences and provides direct supervision and role-modelling to the student throughout the course of their placement. The degree of supervision and the amount of responsibility given to the student may vary, depending on the practice setting. Peer assisted learning model (2:1) One practice educator supervises two or more students. Here the emphasis is on peer and self-directed learning where the students support each other and work together and the practice educator acts as a resource, providing guidance to the student, monitoring performance and providing opportunity for the students to take increasing responsibility with service users. Benefits of this model include development of team-work skills, increased problem-solving skills and a sense of shared-ownership of the learning experience. Split/Shared Model (1:2) In this model, the education of a student may be shared between two or more members of a team within a workplace. Combinations might include an experienced practice educator and a new practice educator; two practice educators from different organisations and the placement being structured around the patient journey for example, from primary to secondary care This model may be an attractive option for practitioners who work part-time, or if the practitioners caseload is coupled with management responsibilities. Project focussed model This model is influenced by global drivers to prepare students for practice in a changing health and recognises the need for contemporary occupational therapists to possess skills and leadership for working preventatively within complex systems and whole populations (COT 2008; Scaffa 2010; Townsend & Polatajko 2007). Students are engaged to implement projects and /or undertake a key role in a developmental aspect of project work. Responding to socio-political pressures for increased democratic participation of all citizens in building cohesive societies, the profession has begun to develop constructs such as occupational justice (Townsend & Whiteford, 2005) and occupational apartheid (Kronenberg & Pollard, 2005). These are viewed as areas of critical concern to occupational therapists working as agents of social change (Whiteford, 2004). Many voluntary, private, user- led organisations or vocational services may provide rich and unique learning experiences with potential for exploration of these concepts. Professional supervision is provided by an occupational therapist, this may be on a face-face basis, by distance via telephone and/or information technologies. Throughout the placement, an identified mentor at the host site co-ordinates the learning 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 education

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This section outlines the roles and responsibilities of the various individuals involved in practice education. These are practice educator, student, personal academic tutor, practice placement co-ordinator and the professional practice tutor. Responsibilities of the practice educator Practice educators play a key role in the professional development of occupational therapy students. Their duties are: To obtain information on the Universitys expectations for the specific practice placement, course assessment requirements and regulations for practice education from the Practice-based Learning Support web site: http://mcs.qmu.ac.uk/PBL To forward pre-placement information to the student in advance of the start of the placement. This includes an overview of the service, clear directions and travel information, recommended pre-placement reading and any other information considered helpful. To offer the student an induction into health and safety at work at the start of the placement. To review materials contained in the students practice education passport. To provide a timetable outlining the overall structure of the placement and the responsibilities of the student. To negotiate a supervision structure with the student incorporating the learning agreement as part of this process. To offer individualised constructive feedback to the student on a regular basis, identifying timing of feedback sessions. To maintain records of supervision sessions. To review the students practice placement portfolio at least once during the practice placement and offer verbal comment. To sign on a weekly basis time cards verifying the number of hours completed during each practice placement. To undertake the appropriate assessment of the student on practice placement and be conversant with the guidelines provided by the University. To contact the students personal academic tutor immediately if there are concerns pertaining to the students well-being, behaviour or quality of performance over all. To take cognisance of comments made in each student evaluation of placement form and to use this as an integral part of a constructive evaluation process. To attend and participate in meetings, workshops associated with practice education. Responsibilities of the Personal Academic Tutor The personal academic tutor (PAT) is a lecturer from the programme team who acts as a named point of contact for a group of students and practice educators during a professional practice placement module. Their duties are: To offer support throughout the placement, responding to requests for advice and information from practice educators and their students, fielding any on-site problems, offering pastoral support and guidance as required. To moderate their personal tutees on-line discussion area in Moodle To arrange a three way meeting between the practice educator, student and a member of the programme team if there is a serious concern requiring to be addressed To liaise with the professional practice tutor if concerns arise about a students performance during a professional practice placement. Responsibilities of the student

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Students will work closely with their practice educators during professional practice placements. It is acknowledged that practice educators first responsibilities is to service users and that in addition to facilitating students learning they have many additional responsibilities to deal with on a day to day basis. Giving consideration and thought to practice educators needs and responsibilities should enable students to establish a good collaborative working relationship. The students are: To assume responsibility for their learning using available resources. To discuss any planned absence with the programme leader and professional practice tutor in advance of the start date of the placement. Planned absence from placement will be allowed only in exceptional circumstances. To attend and participate in all preparatory placement activities on the appointed dates specified by the University. To prepare and maintain their practice education passport. To study and become conversant with the Universitys expectations for each practice placement, course assessment requirements and regulations for the practice education component of the programme. To read any pre-placement information materials provided or recommended by the practice educator. To abide by at all times the Health Professions Council Standards of Performance, Conduct & Ethics. To abide by all health and safety at work issues and be cognisant of policies and procedures specific to the practice setting. To be responsible for any travelling and accommodation costs incurred to and from placement. To be punctual at all times and dressed appropriately as befitting for the placement setting and the work involved. To reflect the status of a team member and respectfully engage with other members of staff at the placement setting as appropriate. To inform the practice educator and University if it is not possible to attend placement for any reason. To collaborate with the practice educator to devise a learning agreement for each practice placement. To adhere to matters of patient/client confidentiality as advised by the practice placement setting and the University. To maintain a reflective diary and practice placement portfolio in accordance with the guidelines provided by the University. To be fully prepared for supervision sessions and contribute to the supervision process in a reflective manner. To contribute towards an on-line discussion forum with other students and university staff. To contribute towards and actively participate in the mid way and final evaluation of performance displaying openness to and acknowledgement of other peoples ideas. To contact the University if there are factors adversely affecting performance during practice placement. To complete the student evaluation of placement form and share this with the practice educator at the conclusion of the placement experience. To return copies of the practice placement assessment form and student evaluation of placement form to the University School Office within 5 working days of completion of placement. Responsibilities of the practice placement co-ordinator The practice placement co-ordinator (PPC) plays an essential role in fostering a culture whereby practice placements are seen as a positive activity contributing to staff continuing professional development and recruitment within the service. S/he has:

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To collaborate with the University to identify new placement opportunities alongside new service delivery developments. To co-ordinate the annual return of the Universitys health and safety form. To co-ordinate the returns for university requests for placement offers, where possible, within the timescale identified. To bring to the attention of the University as soon as possible potential difficulties arising which may result in the cancellation of a placement To co-ordinate responses to students letters of introduction/record of previous experience forms To arrange if required- a further Protection of Vulnerable Groups Scheme Check in addition to that which will have already been requested and obtained by Queen Margaret University To ensure staff acting in their capacity as practice educators have adequate training and demonstrate ongoing commitment to their professional role To offer support to practice educators taking into account the time and resources necessary for student supervision To bring to the attention of the University any issues creating difficulty on placement which may not be reported by the practice educator or student. To take cognisance of comments made in each student evaluation of placement form and to use this as an integral part of a constructive evaluation process To attend and participate in meetings, workshops and other events associated with practice education. Responsibilities of the professional practice tutor The professional practice tutor (PPT) is responsible for the development, coordination and review of practice education within the framework of the BSc (Hons) in Occupational Therapy curriculum. S/he has: To engage with local, regional, national and where appropriate, international networks to promote and facilitate the continuing sustainability of practice education within the occupational therapy curriculum and across the wider profile of allied health profession programmes offered by the School of Health Sciences To collaborate with placement providers to comply with practice education guidance and standards provided by academic, regulatory and professional bodies To plan and implement a range of mechanisms for the distribution and cascading of practice education documentation and information to practice placement coordinators, practice educators and students. To plan a comprehensive, balanced placement profile for each pre- registration occupational therapy student ensuring that as far as is possible, satisfactory notice is given to the practice placement co-ordinators network, practice educators and students. To prepare students for their roles and responsibilities during practice education To co-ordinate university contact mechanisms for students and practice educators during practice placements To work with students, practice educators and placement providers to evaluate potential/ actual challenging situations arising during placement learning and determine appropriate action plans To review each student's progress and placement grade as assessed and recommended by practice educators To contribute towards the education and training of current and potential practice educators To take cognisance of feedback from all stakeholders in practice education and use this as an integral part of a constructive evaluation process.

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10.5 Practice placement locations All of the placements are located in Scotland thus ensuring that both students and practice educators can be effectively supported by the programme team. Placements will be in a diverse range of settings providing students with the appropriate educational experience in preparation for the realities of practice. These settings include hospital, community services, voluntary, education and independent sectors. placements campus. placements AMC QMU AMC. . , . , , . 10.6 Major themes for practice placement modules Practice placement modules seek to integrate theory and practice and transfer of skills in a meaningful and reflective manner. Each placement builds on all other related studies and helps students to prepare for future studies and the realities of professional practice. Students progress from entry-level student to entry-level practitioner over the four practice placements. Year 1: Professional Practice Placement 1 Professional Practice Placement 1 (PPP1) offers students the first opportunity of learning in a practice setting. They are acquiring knowledge and a repertoire of skills for functioning in practice placements. Students observe, practice and reflect on their performance. They take an active role with clients, applying knowledge and developing professional reasoning skills The focus of PPP1 includes opportunities to: gain an understanding of occupational therapy in one practice context establish the foundations for safe, effective and ethical professional practice establish the foundations of continuing professional development establish the foundations of effective professional communication initiate the development of professional skills, attitudes and values reflect upon and evaluate personal performance exploring how the major concepts and principles of occupational therapy relate to practice gain exposure to service users with a range of health conditions and social circumstances examine the relationship between occupational performance, health and well-being Year 2:Professional Practice Placement 2 Professional Practice Placement 2 (PPP2) encourages students to draw upon and integrate knowledge from their university based studies and previous learning from PPP1. During this placement they actively contribute to the practice setting. Emphasis is on practice and experience of the occupational therapy process, problem solving and communication. The focus of PPP2 includes opportunities to: experience an area practice significantly different from that encountered in PP1 participate in safe and effective service delivery further develop appropriate professional skills, attitudes and values

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reflect on and evaluate personal performance continue to evidence professional development Year 3: Professional Practice Placement 3 (PPP3) The third practice placement provides the students with the opportunity to broaden and consolidate their knowledge of practice. Students gain a greater degree of autonomy, adopting a co-worker role with their practice educator and assume joint responsibility for active service provision. This placement will enable students to: gain a greater degree of autonomy in the work setting actively participate in all aspects of service delivery demonstrate an analytical approach to all aspects of service delivery explore how research findings might be integrated into practice reflect on and evaluate personal performance continue to reflect and build evidence of professional development observe and, where appropriate participate in work in an inter professional / multi agency setting; actively participate in inter professional and multi agency working Year 4: Professional Practice Placement 4 (PPP4) During this final placement students will be expected to demonstrate a competent level of attainment in all aspects of practice and that they have the knowledge, skills and attitudes appropriate for practice now and in the future. This placement will enable students to: work as independently as possible at pre-registration level assimilate and synthesize knowledge and skills prior to completion of studies provide evidence of independence in all aspects of learning effectively integrate research findings into practice enhance the development of an analytical approach to all aspects of practice realistically evaluate effectiveness of interventions effectively contribute to multi professional and inter agency working reflect on and evaluate professional performance 10.7 Aims for professional practice placements Each practice placement module has a unique set of aims, predetermined by the University. Aims increase in complexity as the student progresses through the programme and each placement provides one of the building blocks for future ones. Practice educators collaborate with students to identify how the University aims for each professional practice placement will be achieved and help the student to determine a clear pathway for achieving these through the development of a learning agreement. 10.8 Integrating knowledge and practice Throughout practice education the integration of knowledge and practice forms the keystone of professional development, meaningful and reflective learning and continuing professional development. Integration is facilitated by: articulation of University based and professional practice placement modules preparation of students prior to each placement debriefing of students following each practice placement strong communication links between the University and practice placement providers preparation of practice educators through short courses, presentations and workshops. discussions and meetings with individual or groups of practice educators

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Moodle discussion areas use of learning agreements on all professional practice placements use of reflective diaries use of portfolios Student representatives, placement providers and practice educators are valued members of programme planning teams and their contributions give useful insights into effective and practical ways of facilitating the embedding of knowledge within practice 10.9 Learning agreement ? For each practice placement students prepare a learning agreement in collaboration with their practice educator(s). This enables students to focus on aspects of practice in which they wish to have more experience and helps them to capitalise upon learning opportunities specific to each practice setting. Learning agreements foster the integration of theory and practice through their emphasis upon prior learning and exploration of the process and outcome of learning. Students negotiate and fulfil the learning objectives and are active partners in their own learning process. Thus there is shared responsibility for the outcome of the learning experience as students work in partnership with their practice educator(s) to try to secure a successful outcome. Students and practice educators are provided with access to the learning agreement handbook either through Moodle. or the Universitys Practice-based Learning Support web site. ? 10.10 Reflective diary Students use reflective diaries as part of the process of learning and reflection and in preparation for supervision with their practice educator(s). The diary in part, focuses on specific aspects of practice and students use it to plan and prepare for work. Students and practice educators have access to an electronic copy of the reflective diary handbook. 10.11 Practice placement portfolio As part of their professional development students compile a practice placement portfolio during practice placements using a pro- forma developed by the programme team. The portfolio is based on a range of items on the practice placement assessment form. The use of portfolios gives students opportunities to evidence and reflect on their learning. This process prepares students for using portfolios to evidence their continuing professional development after completion of their studies. Students and practice educators are provided with electronic copies of the portfolio handbook. 10.12 Preparing students for practice placements Approaches to preparation for placement are blended within this programme to allow flexibility of delivery and to accommodate students different learning styles. These include interactive workshops, group work, personal development planning, self evaluation activities, directed reading and e-learning. Key aspects of the preparation process will now be described in more detail below. Moodle Practice placement modules are supported by the Universitys virtual learning environment Moodle. This provides a useful platform for the implementation of a phased approach to placement preparation. In addition each Moodle module area houses a bank of information resources and materials including useful web links,

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BSc (Hons) Occupational Therapy

discussion areas, sources of accommodation, handbooks, assessment forms, templates for reflection and reading materials. Practice Education Passport All students maintain a practice education passport as a component of the preparatory process for placement. This is a new initiative within the framework of the Occupational therapy pre-registration curricula and was piloted with first year students entering the pre-registration programmes in September 2009. The passport has been developed in consultation with placement providers and its primary goal is to enable students to assume responsibility for aspects of the placement preparation process. The Passport acts as a site for formal assessment by the University Practice-based Learning Team in order to verify that students have completed all of the compulsory preparation tasks before being permitted to go on placement. Students collate documents, certificates and maintain records of having completed tasks required for progression to placement. They will present this evidence to their practice educator(s) during the induction phase of placement. Protection of Vulnerable Groups Scheme synexizoyn ta diskola Since students will be doing regulated work with children and protected adults during practice placements, they must apply to register with the Protection of Vulnerable Groups Scheme (PVG). It is the responsibility of each student to fill in the detailed application form provide the necessary documentation and to pay for this to be carried out prior to the first practice placement. All students must have an PVG check in place before being allowed to progress to practice placement. The students PVG certificate is retained in the practice education passport for presentation to the practice educator during the induction phase of placement. Some placements providers require additional checks before accepting students on placements and make this known to the University when making placement offers. , AMC. placements. Health Clearance Checks KI EDV MIA APO TA IDIA In 2008, the Scottish Government decided all new health care workers who have direct contact with patients must undergo a standard health clearance check before they take up post or in the case of students in the School of Health Sciences before they are permitted to go on placement (Scottish Government, 2008). This Standard Health Clearance Check takes place on site at QMU campus during induction week. Attendance is not optional. Students are screened for Tuberculosis (TB), Hepatitis B and Mumps, Measles and Rubella (MMR). . Students are offered Hepatitis B vaccine which is a course of 3 doses of vaccine over a 6 month period. It is strongly recommended that students take up this offer which is for their own protection and is provided by the University. If students do not have a BCG scar (evidence of immunity for TB) they will require further screening. In addition, students are required expected to bring evidence of having 2 doses of the Mumps, Measles and Rubella (MMR) vaccination to their appointments. As the University has limited funding for this health clearance, failure to attend or to provide the MMR information will mean that students may have to pay for any subsequent testing and immunisation required before going on placement.]

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, (, , ) . , . , AMC. Uniforms ? The official National Health Service (NHS) uniform is issued to all students by the Scottish Government prior to their first practice placement. The School Office coordinates the arrangements for the fitting for uniforms and this normally takes place during induction week. o AMC QMU , , placements. O AMC. Handbooks ? Prior to Professional Practice Placement 1 students are provided with hard copies of the: University Practice Education Handbook; Health Professions Council Standards of Conduct Performance and Ethics; Health Professions Council Guidance for Students on Conduct and Ethics; Health Professions Council Standards of Proficiency: Occupational Therapists College of Occupational Therapists Code of Ethics and Professional Conduct. NHS Education for Scotland Quality Standards for Practice Placements Workshops ? Interactive workshops facilitated by the professional practice tutor enable students to prepare for each practice placement. These tend to be incorporated into the Occupational Therapy Modules in level 1-3. Workshops focus upon topics salient to each practice placement such as: review of the aims for each placement and exploration of how these will facilitate the integration of theory and practice professional conduct during practice placements learning cycle and learning styles/preferences professional and clinical reasoning review of the assessment format for each placement preparation for and review of self evaluation on placements developing and using learning agreements on practice placements developing and using a professional development portfolio Preceptor Education Programme (PEP) for Health Care Professionals and Students ? Students must complete this interactive on-line programme of study to complement the face-face pre placement workshops. The programme consists of eight modules covering topics salient to practice placements and contains a reflective element. Students download certificates following completion of each module and retain these in the practice education passport. Web link: www.preceptor.ca/ Risk management ?

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BSc (Hons) Occupational Therapy

Students receive education and training upon a range of issues such as: Manual handling legislation Risk assessment; moving and handling of objects and people Wheelchairs Walking aids Hand Hygiene E-earning module: NHS Education for Scotland Promoting Hand Hygiene in Health Care. Web link: http://193.129.5.68/shh/index.asp Safe guarding children Sage guarding vulnerable adults

These topics are compulsory elements of the curriculum and occur prior to the first practice placement. Certificates of attendance are provided for retention in the students practice education passport. Individual meetings ? Disabled students are actively encouraged to request appointments with the professional practice tutor to discuss any support or adjustments required to enable them to practice safely and effectively and meet the learning outcomes of each practice placement. Normally, this occurs through the annual self-declaration of fitness to practice procedure via Moodle. A student who fails a practice placement will be offered individual meetings with the professional practice tutor to prepare a personal development plan for a retrieval placement. To AMC QMU , , QMU, . 10.13 Supporting students during practice education The programme team is committed to the learning experience of the student being one that facilitates an active and interactive process promoting intellectual autonomy. The value of diversity that individuals as adult learners bring to the programme is recognised. Attention is paid to the skills of the students acquired within practice education that foster their abilities to be self- directed learners. The practice education handbook, which is issued to students prior to Professional Practice Placement 1, covers a range of issue and topics relating to practice education. It also contains the e-mail addresses and contact telephone numbers for all of the programme team. Moodle provides a forum for group discussion and communication to facilitate sharing throughout the learning experience. At designated points throughout the placement students participate in on-line discussions, which are moderated by their personal academic tutors. Guidance on preparation for and participation in these online discussions is provided to students during preparatory sessions held at the University. Activities are designed to facilitate the development of self-assessment in

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learning and foster attitudes which value continuing professional development. Knowledge sharing amongst the on-line community is actively encouraged by the tutor through the use of peer-generated feedback. Practice placement debriefing workshops are normally held following each placement offering students a further opportunity to integrate the experience of practice placement context with the learning environment of the University. Within these workshops, students will be encouraged to review their personal and professional development with the professional practice tutor, discuss relevant issues and prepare for future practice placements. If a students performance is causing concern on any practice placement at the request of the practice educator and/or student, a visit can be arranged. A student may be visited on more than one occasion. 10.14. Assuring the quality of practice placements A variety of systems and mechanisms are currently in operation/being developed to ensure that the quality of practice education is monitored and reviewed thereby contributing towards enhancement of the experience for all stakeholders. At a national level, the University is forging alliances with representatives of the NES Allied Health Professions (PEF) Project thereby affording opportunities for debating and exploring issues relating to practice placements for students from the allied health professions. Presently, national strands and initiatives arising out of this project include: Development of AHP Practice Placement Agreements between HEIs and NHS placement providers (NHS Education for Scotland 2010a); Systems to support AHP student allocation, including the production of a common data set for AHP practice placements; Developing quality standards and audit tools for AHP practice placements (NHS Education for Scotland 2010b & 2008); National scoping exercise examining the preparation provided for AHP practice educators; Student stories during practice education; Expanding models of supervision in use for placements. (NHS Education for Scotland 2007) For further information visit Web link: http://www.nes.scot.nhs.uk/allied/projects/ http://www.nes.scot.nhs.uk/education-and-training/by-discipline/allied-healthprofessions/practice-education.aspx All potential placement sites are visited by the professional practice tutor. Initial visits normally involve discussions with the Head of Department and/Service Manager to consider the feasibility of locating students in the organisation for practice placements. A range of issues are explored and discussed, such as: Overview of regulatory and professional bodies standards for practice-based learning; Roles and responsibilities of all stakeholders University, students and placement providers; Health, safety and insurance issues; Equal opportunities/ anti-discriminatory policies and how these might be applied to practice education; Suitability of the location for students at various levels of the programme;

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BSc (Hons) Occupational Therapy

Staffing levels Staff expertise including experience of student supervision and attending practice educators courses. Resources available for students including library, accommodation, transport, technology, access to internet, study space, etc; The overall structure of the curriculum and the support available from the University is also discussed. Once the Head of Department/Service Manager and the PPT are both satisfied that the organisation has the potential to support student placements, a further meeting is arranged to give all staff the opportunity of discussing the matter further. At the meeting, the PPT presents information about: Roles and responsibilities Overall structure of the curriculum and its educational philosophy Brief resume of content of each programme module Aims of the various practice placements Assessment of students performance during practice placements; Contact mechanisms with the University before, during and after placements School of Health Sciences Practice-based Learning Support web site Educational opportunities available for practice educators Other internal quality assurance mechanisms include: Annual health and safety audit of placement providers New placement sites are only used when both placement providers and the University are satisfied that all of the required standards and conditions have been met. Staff and/or students with legitimate concerns about a practice placement bring the matter to the attention of the University PPT. The PPT will explore the issues raised in partnership with the placement site. The PPT may then facilitate or advise upon appropriate strategies for assessment and/or learning opportunities for example, resetting of specific objectives. Should concerns/issues remain unresolved, the placement may be withdrawn temporarily or permanently from the potential pool of practice placements. The PPT reviews all completed assessment report forms and student evaluation of practice placement forms following up any issues with either the student and/or placement provider as required. External examiners review a sample of completed assessment report forms annually and provide feedback and/or recommendations for future action to the programme team. Practice education is routinely discussed at the programme and student staff consultative committees. An inter-professional distance learning on-line preparatory course for practice educators Facilitating Practice-based Learning validated and quality assured by Queen Margaret University. Accreditation of Practice Placement Educators Scheme (COT, 2004). This national scheme is supported by Queen Margaret University and is intended for occupational therapists and other health and social care staff involved in the education of occupational therapy students. Since the inception of the scheme, the University has accredited Links with regional occupational therapy practice educators forums affording opportunities for the exchanging of information between the University and practice educators including sharing of good practice.

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10.15 Communication and support mechanisms with placement providers and practice educators Links between the university environment and the practice community underpin the design of the BSc (Hons) in Occupational Therapy at Queen Margaret University. Practice education is a dynamic phenomenon requiring innovative, flexible support mechanisms that are reflective of the rapidly changing nature of health and social care, including the growing use of information technology. NHS Education for Scotland (NES) Allied Health Professions Practice Education Facilitation (PEF) Project Through the PEF Project, links are being developed with emerging inter-professional and uni-professional practice educators forums throughout Scotland. The professional practice tutor is regularly invited to attend meetings and events organised by these forums which allows opportunities for the exchanging of information between the University and practice educators including sharing of good practice. Practice-based Learning Support web site Practice educators need clear information from the University about the aims of practice education, their roles and responsibilities, the scope of the activity involved and how responsibilities are to be fulfilled. The development of this web site arose as a direct result of increasing number requests from the practice placement coordinators network and practice educators for electronic copies of practice education documentation and forms. The web site was developed in 2008 in collaboration with colleagues from Physiotherapy and the Centre for Academic Practice. It is a school wide resource and the Occupational Therapy page sits along side other programmes in the school. This can be accessed via web link http://mcs.qmu.ac.uk/PBL. Facilitating Practice based Learning course Through the Schools Practice-based Learning Network, Queen Margaret University makes a commitment to delivering a short course Facilitating Practice-based Learning twice a year. The course aims to equip health and social care staff for the challenges of facilitating and managing the learning of health care students or personal. It is delivered entirely on-line through the Universitys virtual learning environment WebTV over a set period and provides learners access to useful links, tutor support and a discussion forum with other learners. Tutor guidance and feedback is provided throughout the course. Topics covered are: How to prepare and plan for teaching and learning in a practice-based setting How to implement teaching and learning in a practice based setting How to use assessment and feedback How to develop reflective teaching and learning

The course has been validated by Queen Margaret University at SCQF 10 and attracts SCOTCAT credits on successful completion of a written assignment. This can contribute to evidence of quality assured continuing professional development (CPD) and can also be used towards the accumulation of academic credit for future CPD. For those who are employed in the NHS the course relates to the requirements of the Core Dimension 2: Personal and People Development, levels 1 to 4 of the Knowledge Skills Framework (NHS Knowledge and Skill Framework, 2003). The

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course has also been approved for inclusion in the College of Occupational Therapists Accreditation of Practice Placement Educators Scheme. College of Occupational Therapists Accreditation of Practice Placement Educators Scheme (APPLE) This national scheme is intended for occupational therapists and other health and social care staff involved in the education of occupational therapy students. It aims to give professional recognition to the role of practice educators and support for CPD through evidence of learning and application in the work place. The University has supported the scheme since its inception in 2005 offering practice educators a pathway to accreditation initially via the fast track method and currently through the operation of the taught programme route. Individual support Students personal academic tutors and the professional practice tutor are both available via e-mail and/or telephone to answer any queries throughout practice placements. Personal academic tutors also carry out visits to placement sites at the request of practice educators and/or students. Workshops A variety of day workshops for practice educators have been developed by the programme team. Normally workshops are delivered in the workplace to a minimum of 25 participants. 10.16 Practice placement allocation process In January each year, the placement administrator forwards placement request forms to the practice placement co-ordinators network requesting placements offers for practice-learning modules for the next academic year. These forms are usually forwarded electronically to the network and returned to the University in the same way by the end of March. Offers received are collated by placement block and entered onto the occupational therapy placement offers database by the placement administrator. If there is a shortfall of offers, the University will telephone network members directly requesting additional placements. Specific allocation of students to placement sites is completed normally 12 weeks before the start date of the placement and displayed in Moodle. The practice placement co-ordinators network is notified by post/e-mail when allocations have been completed for each practice placement module. Students complete a practice placement planning form on-line and upload this to an electronic drop box in Moodle. The practice based learning team use this information to help inform the allocation process. Placements are allocated by the professional practice tutor according to the profile of students practice placement experience to date, their development needs and placement availability. Normally students would not be placed in a service where they have worked previously, for example as a community care assistant or occupational therapy support worker. Due to the wide geographical dispersal of placements, every student is expected to undertake placements involving significant daily travel and/or moving into temporary accommodation. Efforts are made where possible, to accommodate the needs of disabled students, those with family responsibilities and caring commitments or

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students with exceptional circumstances through the allocation of a practice placement within reasonable travelling distance of their place of residence. There is no provision by Queen Margaret University for accommodation whilst on placement. Students are responsible for organising suitable accommodation for the duration of their placements using the information resources available in Moodle. Students forward a record of previous experience form and introductory letter to the relevant practice placement co-ordinator or specific placement site at least six weeks advance of each practice placement. As much notice as possible is requested from the host site if an offer has to be cancelled in order that an alternative placement may be found for the student. 10.17 Assessment of students performance during practice education Students are assessed on each practice placement by the practice educator in collaboration with the student and, if appropriate, other departmental staff. The process of assessment is ongoing throughout the placement and involves both the practice educator and the student in evaluating performance, using evidence from the students practice. Students are expected to actively participate in the midway review and final evaluation. This process of self-assessment contributes towards the development of students professional judgment. There are different assessment forms one for each practice placement, which reflect the learning outcomes for the placement and expectations for professional development and practice at each level. The assessment forms focus on five areas of knowledge, skills and attitudes appropriate to each stage of professional development. Assessment report forms are graded in the range A-G in accordance with the Queen Margaret University grade to mark conversion scheme for undergraduate modules (QMU, 2010a). Students who are awarded a grade D or above will pass the placement. A student who fails a placement will be permitted one attempt only to retrieve a failed practice placement module. The hours of failed placement education will not count towards the minimum requirement of 1000 hours. If the module is ultimately failed and retrieval processes for the module have been exhausted then the student will be asked to withdraw from the programme. A student may also be denied the opportunity to retrieve the module if the failure originally occurred on grounds of professional suitability (COT, 2008). Students who are unable for legitimate reasons to undertake the placement at the allotted time or who have to withdraw from placement for such reasons as ill health will have a placement arranged at a deferred time. This will count as a first attempt. A retrieval or deferral of a practice placement will be undertaken over the summer prior to progression to the next year of the programme. This is dependent upon the availability of an appropriate placement for the student concerned. 10.18 Student evaluation of practice placements At the conclusion of each placement students complete an evaluation of placement form and share this with their practice educators. The purpose of this evaluation is offer constructive feedback to the practice educator, the placement provider and the University to enable ongoing enhancement of the learning environment.

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10.19 Appeals procedure A student wishing to appeal against a decision in practice education may do so subject to the University procedures and practices as set out in the Academic Appeals Regulations (QMU, 2010b). 11. Entry to the programme 11.1 Principles of Recruitment The Subject Area needs to recruit individuals who already possess qualities that enable them to undertake study in an appropriate manner and at the appropriate academic level. Thus the students recruited to all programmes are committed, diligent, enthusiastic, and possess the curiosity and drive to enhance their knowledge base. 11.2 Equal Opportunities This Subject Area is committed to the provision of a policy of equal opportunity in student selection. All applicants regardless of race, ethnic origins, religion, gender, sexual orientation, marital status or age can expect equal treatment. AKMI Metropolitan College is responsible for ensuring the effective implementation of the Queen Margaret Universitys Statement of Equality of Opportunity. In addition, recruitment to the programme will be informed by: HPC Standards of Conduct, Performance and Ethics (2009) HPC Guidance on Health and Character (2009) The College of Occupational Therapists Curriculum Guidance for PreRegistration Education (2009) The College of Occupational Therapists Pre-Registration Education Standards (2008) College of Occupational Therapists Code of Ethics and Professional Conduct (2010) 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.

11.3 Criminal Convictions Higher education institutions must request criminal records screening as part of their admissions procedure to pre-registration occupational therapy education. COT Curriculum Framework for Pre-Registration Education (2004) Applicants with serious criminal convictions, notably those convicted of violence, sexual or drug offences, may be excluded from programmes as they may be unable to undertake certain practice education placements or find employment on completion of the programme. Exclusion should not however be automatic. Most exoffenders are essentially law-abiding citizens and will not re-offend. In reaching a decision about an applicant, therefore, the Head of Division will take into account the age, nature and relevancy of the conviction, the applicants attitude to it and his or her achievements since the conviction.

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11.4 Protecting the Public The programme will ensure that candidates have the potential to adhere to the requirements of the Statement of Good Character, Conduct and Health (2003) as stated by the Health Professions Council. COT (2004) There is a duty to protect the public as well as the student. If an occupational health screening and discussions with the applicant reveal that they may be a danger to themselves or others either on the taught element or on practice placements, then they may be refused admittance to a programme. Students should be informed that the protection of the public is HPCs primary consideration and that There may be instances when it is necessary for the HPC to make decisions about peoples registration that are based on a disability of health issue because a disability of health issue impairs their fitness to practice. (HPC 2004,p2) 11.5 Disability and Mental Health Issues Self-evaluation If an applicant makes it clear at the admissions stage that they wish to apply for registration upon completion of the programme, they should be advised to consider the HPCs Standards of Proficiency and determine for themselves, as far as this is possible, whether or not they are likely to meet them at the end of the programme. This process of self-evaluation should be available to any applicant. This process of self-evaluation will help to prepare the individual for judging their own suitability to practice should they choose to apply for registration. COT 2004 Mental Health Issues Students with a history of mental health issues will be carefully and fairly considered for admission. 11.6 Disabled Students The Queen Margaret University is firmly committed to the Widening Access to Higher Education, and Teachability agendas, and the applications from disabled individuals are welcomed. Successful completion of the B.Sc.(Hons) Occupational Therapy course conveys eligibility to apply to the Health Professions Council for State Registration as an Occupational Therapist in the U.K. Individuals considering applying for this course are advised to note that the Health Professionals Council (HPC), is the sole judge of who can, and cannot, become a Registered Occupational Therapist in the UK. Therefore all potential applicants who are disabled will be advised to contact the HPC at; Park House, 184, Kennington Park Road, SE11 4BU. All applicants who disclose a disability on their application form, or who choose to make the Team aware of their disability, will be informed of the contact details of the

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designated Subject Area Academic Disabled Student Co-ordinator, should they wish further advice and information. 11.7 Entry Requirements for the B.Sc. (Hons) in Occupational Therapy The typical educational qualifications for each category of student are listed below. Nature of Collaboration: Host School: Language of Instruction: Validated programme, four years Health Sciences Levels 1 and 2 in Greek; Level 3 taught in Greek but assessed in English; Level 4 taught and assessed in English

The typical educational qualifications for each category of student are listed below: Standard Entrants Entry Requirements: Candidates must meet the following criteria: Academic qualifications one of: Greek Lyceum graduates: applicants should have a Lyceum certificate with a final grade above baseline (10 out of 20). Admissions staff will focus on Physics, Chemistry, Biology and Essay Writing grades as more relevant to the course. vocational qualifications recognised by the Greek Ministry of Education as equivalent to the Lyceum successful completion of the AMC Preparatory (Foundation) programme Two academic references. Evidence of competence in English of IELTS (score 5) at the point of entry. This can be achieved by providing an IELTS certificate or equivalent or through satisfactory performance (equivalent to IELTS level 5) in AMCs own language placement test. Applicants must confirm they are aware of the need to provide an IELTS certificate with score 6 before the third year of studies. Attending the preparative English Language classes is mandatory since IELTS score 6 is a QMU prerequisite. A written statement by the applicants referring to the reasons that led them to choose occupational therapy studies. Information about their state of health. A signed criminal declaration form Written consent to act as a model in practical classes and in practice-based learning. In addition, an interview will be held with the Department Head and two members of the Programme Committee. Greek Language Requirements for International Students International students will be expected to be able to communicate in Greek to the standard equivalent to Band 6 of the International English Testing System, in both the reading and the writing sections. Students with Criminal Records Students should indicate on their UCAS form whether they have a criminal record. In addition, in making an offer the Occupational Therapy Subject Area requires students to provide a satisfactory Enhanced Disclosure (or an appropriate international

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equivalent). Information on the procedures for obtaining such checks is available from QMU Admissions Office 11. 8 Selection Procedures for the B.Sc. (Hons) in Occupational Therapy Introduction The first applications arrive in the Department in late September with the flow peaking between early November and January. The closing date for applications is published by UCAS each year but was the 15th Jan in 2003 for UK and EU applicants. UCAS Timescales and Deadlines The Occupational Therapy Subject Area aims to adhere to the UCAS timescales and deadlines that are published by UCAS each year (appendix 7). Selection of applicants Decisions on the selection of applicants are normally made on the basis of information they have supplied in their UCAS form. Each form is scrutinised by two members of academic staff. Criteria used in the selection of applicants are Minimum age requirement. Evidence of a commitment to occupational therapy as a positive career choice. Evidence of contact with an client group in a personal, paid or voluntary capacity. Evidence of academic potential to successfully complete a degree course of study. Satisfactory reference. Applicants will be made an Unconditional Offer, a Conditional Offer or rejected. Unconditional offers will be made where the applicant has satisfied the selection criteria. Conditional offers will be made where the applicant where the applicant satisfies selection criteria but lack the appropriate academic qualifications. Applicants who do not satisfy selection criteria will be rejected. Please note that all offers made are conditional on production of a satisfactory Disclosure Scotland Criminal record report (or International Equivalent). QMU Registry officers administer this process not the Subject Area. Mature and international applicants whose applications indicate a potential to complete a course of study but who may have special circumstances may be offered an interview. The purpose of the interview will be to resolve any issues involved in enabling them to meet course entry requirements e.g. APEL. All applicants who are made either a conditional or unconditional offer will be invited to attend an Open Day. The purpose of the Open Day is to enable them to make an informed choice about studying occupational therapy at Queen Margaret University. Information will be provided on the course structure, curriculum, professional practice placements, the student experience, student support and the content of selected modules offered on the course 12. Learning, Teaching and Assessment 12.1 Learning

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Underpinning ideas for learning, teaching and assessment in the BSc (Hons) Occupational Therapy programme are provided by: Strategy for Quality Enhancement of Learning, Teaching and Assessment Curriculum Framework for Occupational Therapy Education 20 Health Professions Council Standards of Education and Training Principles of lifelong learning

Those documents provide the parameters and guiding principles for the learning experience that students will encounter over four years at AKMI Metropolitan College. In this programme of study, learning is understood as a change in the way that prospective occupational therapists understand and interact with the world around them. Occupational therapy is a people centred discipline and the prime objective is to ensure that students interact with the people who require their services, their families and other agencies in respectful, facilitating and effective ways. The curriculum that is offered will provide: An atmosphere of support for this changing process of thinking, conceptualising and generating new ideas Continuous opportunities for feedback and discussion about how learning does change A reflexive approach to personal learning which critically locates the learner within that process of change Learning which integrates experiences of practice education and acknowledges the importance of praxis A culture of integration of policy, research, theory and practice and the ability to analyse gaps that exist in this complex relationship A critical and reflexive approach to the contribution of an occupation focused perspective on health, social care and society

Learning experiences, which will specifically operationalise those values and principles, are: Personal and Professional Portfolio The portfolio is based on course modules and the professional practice placement portfolio and provides evidence of the students personal and professional development. It records how learning evolves over the four years and includes informal and non-formal experience as well as details of an increase in professional knowledge and skills. Students will constantly reflect upon their learning, self evaluate and record the changes that occur. The content of the portfolio in addition is intended to: promote the concept of lifelong learning, facilitate reflective practice and deep learning, help students develop personally relevant support networks and strategies, encourage students to take responsibility for their own personal and professional development. This has been used successfully within the existing programme and will now assume a greater significance within the assessment process. Experiential work In all modules, the opportunity to promote inductive learning occurs in groups, in project teams and with the local community. Enquiry based learning, which uses real life situations to theorise and understand complexity, and subsequently rework possible interventions is at the core of this learning strategy. This has been shown to maximise potential in nursing, medicine and psychology due to its ability to raise

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motivation and empower learners to recognise their own learning preferences and take charge of their own learning processes. Interprofessional education will also encourage interactive learning of this nature. Concept mapping This technique assists learners in connecting knowledge and understanding the links between theories, policy and research. Teaching and learning opportunities In all modules within the curriculum there will be possibilities for learners to contribute to their own and others learning. This will take the form of brief presentations to peers, provision of group information using the intranet or teaching other students on other levels of the course in informal situations such as explanations about overseas placements or help with academic conventions such as referencing. Practical skills will be largely offered in this format. Peer feedback will be formalised through peer interactive feedback sheets to which staff contribute. Those feedback sheets will be included in the learners personal and professional portfolio. A buddy system is already in operation in AMC between level two students and level one students in similar programmes and will be implemented in OT as well. Helping learners become confident in clinical reasoning This is intrinsic to all modules: learners will be encouraged to detect the relationship between knowledge, cognition and metacognition. A considerable body of knowledge has developed within occupational therapy on this topic and this will infuse the curriculum at different points with attention to different types of reasoning, combination of reasoning and critical appreciation of how students and practitioners reason. Learning through technology This includes the full range of technology and is a constantly changing phenomenon. Learners will encounter the use of the Intranet and Internet from the first week on the programme so as to become increasingly confident in search strategies for literature and use Moodle for direct learning of some modular content. This is to be an integrated experience, contributing to the totality of the learning experience over the four years. Overall, the learning experiences offered on the programme intend to value the history and developments which have shaped the new curriculum. It intends to celebrate the present with all concomitant uncertainties and fluctuations in resources and contexts. The learning vision of the team is of a community of learners within the subject area who strive for joint responsibility towards high quality learning. 12.2 Teaching Sound teaching, learning and assessment are intrinsically linked. Taking into account the needs of the market in Greece and the specifications of the Occupational Therapy programme of Queen Margaret University a licensed OT was sought for the Programme Leader post, holding a PhD and teaching experience. Dr Pangiotis Siaperas has a Phd in OT from Cambridge University and wide teaching experience both in British and Greek Universities (mainly the department of Occupational Therapy at TEI of Athens). In addition, the teaching team consist of licensed OTs with long clinical experience and teaching experience from the only other Bsc. programme in OT taught in Greece, TEI of Athens. Members of staff are guided by

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the Centre for Academic Practice. Awareness exists about the consensus in research concerning teaching in higher education which stresses the following: Those who teach are most successful when they demonstrate a passion for their subject There is respect for learners and recognition of different levels of understanding Learning thrives when there is good quality feedback built into the learning process Teaching, which is well prepared, caters for different learning preferences and is delivered in a climate of jointly learning from students produces successful results Teaching which establishes key principles and critical discussion of those rather than covering copious material is preferred by students Teaching that fosters critical inquiry, independence in learning and professional autonomy produces sought after graduates

. The team endeavour to provide experiences which scaffold understanding and conceptualise learning as a joint responsibility over the four years. Efforts to continually engage in a dialogue about the contribution of teaching towards learning on the programme are offered by: Peer teaching Constant feedback through module monitoring which specifically highlights teaching Overview of each module and the provision of an internal markers proforma which includes critical evaluation of teaching on the module Activity planning which considers assessment loads, innovations and evaluation External examiners views about teaching which they detect from the student feedback, performance and other performance indicators

Those who teach on the programme are required to be versatile and skilled in a wide range of approaches. The full range of experiences is offered including interactive lectures, seminars, workshops, role play situations, practical skills, Moodle and group debates. To foster lifelong learning there must be a culture which encourages personal and professional development. ? 12.3 Assessment This programme believes that assessment is part of the entire learning process. Assessment has always been conceived of as a way to get to know students and the quality of their learning. With the advent of anonymous marking this now is less personalised and linked more to cohort attributes. It is a complex and dynamic process which involves learning from the students response to a particular form of assessment. As such, it informs about teaching in a powerful manner. With this in mind, the way that assessment strategies have been planned in this programme is to: Ensure that the mode of assessment is appropriate for the learning outcomes Design of assessments cater for different learning styles and preferences Assessment offers the opportunity for formative as well as summative measures Assessments are accompanied by comprehensive feedback which has the possibility of transferring into other learning situations Students have the opportunity for self assessment and peer assessment as part of their learning

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Choice of assessment methods is informed by the nature of the module and this leads to an eclectic mix of strategies including reports, essays, critical incident focused work, tests, group work, oral presentations, poster presentations, reviews of literature, research proposal and experiential learning on practice placements. This results in versatile learners who can negotiate different expectations. Such expectations are made clear to students within the module and at various times in the curriculum, students are invited to offer a reflective piece on the experience. The procedure for assessment is to follow a clear trajectory in compliance to QMU methodology. In the summer of each academic year, the programme team will meet to review the year, the performance of students, the external examiners reports and the staffs own view of the success or otherwise of the modules. Design of the next academic years assessments will follow and careful attention is to be taken to offer a range of assessment, to consider assessment load and pressure points in the curriculum. An assessment schedule will be designed, with corresponding assessments which is then to be forwarded to the external examiners for comment. When the assessments are returned, any changes or modifications that the external examiners make will be effected. The assessment schedules will be posted in September of each academic year for the entire year to enable students to plan ahead. Consideration of assessment is at the heart of learning and assessment. Small changes in the assessment of a module can significantly increase the quality of learning. The philosophy of assessment on this programme is that it should be part of personal and professional development as a move towards becoming an autonomous practitioner. Students therefore must have an opportunity to comment on the nature of this event and for that to be transparent and subsequently acted upon. This happens with individual academic tutors, with module co-ordinators or with the programme leader when student representatives undertake reviews of the academic year. Learning, teaching and assessment are part of a dynamic process. Critical reflection needs to be built into the event at all levels to ensure a quality experience for learners. Assessment Feedback Students also take feedback on their assessment and progress through the assessment feedback sheets whose form vary according to the kind of the assessment (theoretical, practical, written, and oral). The choice of the form aims at the fuller and more analytical presentation of the marks explanation and the points which students need to improve.

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Insert Assessment Schedule.

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13 Programme Management 13.1 The Teaching Team The programme of studies is based within the Subject of Occupational Therapy and Arts Therapies and the resources to support the course are the responsibility of the Head of Subject. The day to day administrative arrangements for the course is the remit of the course leader, responsible ultimately to the head of subject and supported by occupational therapy staff. The structure of the team is as follows:Occupational Therapy Staff Professional Lead Course leader Occupational therapy lecturers Professional Practice Tutor Visiting lecturers/experts Physiology 1 1 6 + 3 p/t 1 200 hours + Approx

including

With increasing rationalisation of staff time and energy, plus the new configuration of modules into mainly 20 point units but with a number of 30 point modules and one 40 point module, the course team have decided to opt for a system of teaching teams to manage large complex modules. Each theme which pervades the programme will be the responsibility of a named member of staff. This is designed to monitor progression of subject matter throughout the four years in terms of knowledge and intellectual attributes. Level co-ordinators will work closely with teaching teams to ensure integration of subject matter across a level of study. In this way the curriculum matrix is closely monitored to ensure a coherent learning experience. Students are encouraged to be involved in the organisation and development of modules from the onset and have been part of the planning process. They also have representation on committees concerned with the curriculum and the total learning experience. 13.2 The role of the programme leader shall include: 1. Participating in the recruitment, selection and admission of students in conjunction with the head of subject, admissions team and other staff as required. 2. Promoting a supportive attitude towards students and dealing with matters of student welfare referred by academic tutors, subject or module co-ordinators or students. 3. Negotiating through the head of subject to ensure that the necessary staff and resources are available in order to meet the requirements of the course. 4. Delegating staff to be responsible for different components of, and tasks associated with the course through the annual roles and responsibilities exercise. 5. Informing and advising staff and students on all aspects of the course. 6. Maintaining regular and effective contact with all level and module co-ordinators. 7. Preparing the assessment schedule for the Course Committee, organising the preparation of assessments, collation of marks from module assessments and presentation of evidence to the Board of Examiners. 8. Liaising with the External Examiners, concerning assessment and programme development issues. 9. Convening and chairing the Programme Committee, the Sub Committee of the Examination Board and Programme Planning meetings

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10. Liaising with students to prepare the Student Staff Consultative Committee agenda and attending this meeting. 11. Initiating overall course planning, development and evaluation of the programme. 12. Preparing the annual course report. 13.3 The role of level co-ordinator shall include: 1. Taking responsibility for the experience of students throughout a particular year/level. 2. Negotiating with the course leader and individual module co-ordinators well in advance of the commencement of the modules, to ensure that the necessary resources are available and in order. 3. Receiving from individual module co-ordinators, draft assessments, marking schemes and collated marks timeously for the course leader for the Board of Examiners approval. 4. Identifying budgetary requirements to the head of subject. 5. Working closely with programme leader concerning timetabling 13.4 The role of module co-ordinator shall include: 1. Being responsible for a specific module. 2. Negotiating with the subject and level co-ordinator well in advance of the commencement of the module to ensure that the necessary resources are available and in order. 3. Making arrangements as required to meet the teaching pattern, learning and assessment strategies of the particular module. 4. Marking and collating marks from module assessments for presentation to the programme leader at the appropriate time. 5. Seeking student evaluations regarding the efficacy of the module and incorporating feedback into subsequent modules as appropriate 6. Completing the internal markers proforma concerning the health of a module 13.5 The role of practice placement tutors shall include: 1. Determining, in conjunction with other staff, the suitability of departments continuing, or commencing to offer professional practice placements 2. Ascertaining the potential number of places available and dealing with administrative matters between students, departments and University staff. 3. Planning a comprehensive programme of experience for each student throughout the three-year or four-year courses. 4. Co-ordinating visits by other lecturers to students on placement. 5. Checking each student's progress and grade as assessed and recommended by practice educators 6. Planning and developing courses for practice educators especially committed to the BSc/BSc(Hons) Occupational Therapy course at Queen Margaret University. 7. Chairing meetings of practice educators normally held in the University once each semester 8. Running workshops and other professional development experiences 9. Providing support for students, practice educators before, during and after practice placements 13.6 The role of the academic tutor shall include:

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1. Arranging meetings of the group at least four times in level 1, semester 1 and at least twice per year thereafter. 2. Acting as facilitator and mentor. 3. Encouraging students to optimise learning outcomes. 4. Providing guidance for students in their choice of elective modules. 5. Reviewing the progress of each student in the group, each semester, using a personal and professional development profile system. 6. Giving advice and assistance with any difficulties which may arise in connection with a student's studies. 7. Keeping a brief record of matters discussed and action agreed at specific meetings with individual students on particular issues. 8. Identifying any student in the group who may be at risk in relation to achieving course requirements. 9. Directing students to other sources of help within the University. (The University Counsellor is available to talk with students and provides a confidential service.) 13.7 Academic Disabled Student Co-ordinator A member of staff has been appointed to this role within the subject area and he acts as a key contact throughout the student experience. Co-ordinators help in the development and monitoring of individual Learning Plans and liaise with colleagues to ensure that students are supported effectively. This is a vital role within the team and the co-ordinator communicates any issue concerning disability to the programme leader, module co-ordinators and visiting lecturers. Any needs are discussed under the reserved business section of the programme committee and at the sub committee of the course examination board if alternative assessments are required. Part of this role is communicating any issues about disability to practice placement tutors. 13.8 Personal and Professional Development Portfolio The programme team believes in the necessity to reflect upon affective as well as cognitive features in any educational experience and this portfolio is an important record of achievements, goals and aspirations for each student Purpose and Process 1. To enable student and academic tutor to consider the development of transferable skills, examine organisation of time, ability to interact with others, to cope with stress and respond to constructive criticism. 2. To consider and complete the personal development portfolio prior to discussion with the academic tutor. 3. To compare tutor's and student's perceptions within the portfolio in the last week of each semester. 4. To enable the student to demonstrate development of knowledge, skills and attitudes appropriate to professional practice placements 5. To set goals for the subsequent block of study. 13.9 Management of student support This is organised in a number of ways, and designed to enable students to develop powers of self-assessment and/or mechanisms for peer support. On entry to the programme each student is allocated to an academic tutor group along with approximately nine other Level 1 students. Direct entrants to Level 2 are

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allocated to existing academic tutor groups. Under normal circumstances students retain their academic tutor throughout their time on the course. The academic tutor is responsible for monitoring the personal well-being and academic development of the student. By contrast, the academic tutor group offers a forum for the development of group interactions outwith the normal modular programme. This creates opportunities for the prompt exploration of current issues of concern to the students, which may be of a resource nature, educational or professional, associated with University or topical professional events. Students learn to take active roles and debate concepts and practicalities within a supportive un-assessed environment. Subject group guidelines exist which detail recommended minimum number of meetings which should be held during each level, and suggested topics to be covered. Students and staff share responsibility for ensuring group and individual meetings are held as required. Individual meetings are held as close as possible to the end of each semester to review the students personal and professional development portfolio. The portfolio is based on the practice education accreditation portfolio and provides evidence of the students personal and professional development. The documentation is held by the student and will contain evidence collected from course modules and FWP. The content of the portfolio will reflect the aims for each level of the course and in addition is intended to: promote the concept of lifelong learning facilitate reflective practice and deep learning help students develop personally relevant support networks and strategies encourage students to take responsibility for their own personal and professional development

Academic tutors draft job references for the student for whom they are responsible. References are constructed according to departmental guidelines and sent out under the name of the head of subject. 13.10 Programme Committee Programme Committee (PC) Student representatives and academic staff from the OT programme will meet formally at the PC to address issues of mutual interest, discuss and propose programme changes; discuss programme reports and other documentation. The Programme Committee is the major decision-making body and is the forum for policy concerning conduct, review and development of the course and students on it. The Programme Committee for the BSc(Hons) Degree in Occupational Therapy is chaired by the Course Leader. Its membership includes all of the full-time academic staff who teach or assess on the course, or representation from the relevant department, and students from each year of the course. The chairman may invite any non-member to attend a meeting and participate in the discussions. Terms of Reference:

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a) To keep under review the subjects of study within modules, the integration of subjects, curricula, syllabi and assessment arrangements (consonant with any requirements of relevant external bodies) in respect of the programme. b) To be responsible for the maintenance of academic standards in the programme and for the conduct of the programme including the work and progress of students c) To monitor the operation of the programme and to report annually on such operation and on possible improvements to the course to the School. Future proposals are included within an action plan as part of this annual report. d) To keep under review the regulations for the course. e) To establish a Student/Staff Consultative Committee for the course and to consider the minutes of meetings of the Consultative Committee. f) To plan for the re-approval of existing programmes and to prepare appropriate documents for consideration by the Course Approvals Committee. g) To receive, consider and take action as appropriate on external examiners' reports. The reports and an account of action taken shall be included in the annual report. h) To appoint such ad-hoc sub-committees as may be required from time to time. i) To make available the minutes of its meetings to the School Academic Board. 13.11 Student/Staff Consultative Committee Student Staff Consultative Committee (SSCC) Student Staff meetings will be organised by the Programme Leader and Administration of AMC at time mutually convenient to staff and students. Students & Staff Consultative Committees are scheduled per semester during which the educational progress and probable problems are discussed by the year tutors, the course leader and the students representatives. These will enable issues from module, placement delivery and other general University-wide issues to be discussed. Student representatives are encouraged to participate in these meetings where practical ways of resolving problems are openly discussed. They are also encouraged to make suggestions on how to improve their individual. In cases of urgent issues, extra meetings take place. The minutes of these meetings are attached in the Annual Monitoring Report and discussed in the Joint Board of Studies. In cases of urgent issues, extra meetings take place. Will be chaired by one of the student representatives and meets once per semester. A Student/Staff Consultative Committee will operate for each programme or scheme for the purpose of ensuring an adequate and effective opportunity for discussion between students and staff, in the context which allows wide student participation. Function The function of the Committee is to provide a forum for constructive discussion of the programme or scheme in general terms, of the demands of the programme or scheme on students and of possible developments. Remit To consider any matters directly related to the programme or scheme and to report or make recommendations, as felt necessary to the Course Committee. Membership The membership of the Committee is to be drawn from the staff that teach on the course scheme and student representatives there should be more students than

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staff. The student membership should cover the main subject areas and activities of the course. It is appropriate for a student to convene the Committee and a member of staff to act as secretary. These SSCC and PC committees will be serviced by the AMC Registry of the Programme who will circulate documentation for meetings and record minutes of meetings to members. AMC will strongly encourage students to become student representatives pursuant to AMC guidelines it is a valuable experience and, in addition to them influencing programme issues, it contributes to their CV and employment references later. Students will have access to the QMU Class Representative Handbook in order to be able to fully engage in this additional role. 13.12 Board of Examiners Membership of the Board of Examiners shall be: Chairman: the Head of Divisionconcerned and appointed by the Academic Council. Members ex-officios: external examiners Normally two external examiners shall be appointed to the course, in accordance with Queen Margaret University procedures and practices. The external examiners will normally be involved in all assessments for an exit award. The rights, responsibilities and duties of the external examiners shall be in accordance with Queen Margaret University procedures and practices. Internal assessors: All full-time academic staff who teach or assess on the course and such part-time staff as determined by the Board of Examiners. Others with a right to attend as non-voting observers: No student may be a member of a Programme Assessment Board or attend an assessors meeting other than as a candidate for assessment. Secretary to the Board of Examiners: Academic Council shall ensure that arrangements are made to appoint a secretary to the Board of Examiners and shall require the secretary to maintain detailed and accurate records of the Programme Assessment Board's proceedings. The rights, responsibilities and conduct of the Board of Examiners shall be in accordance with Queen Margaret University procedures and practices. The Board of Examiners has delegated to it by the Academic Council, executive powers to deal with matters concerned with examinations and the assessment of students. 13.13 Sub-committee of Board of Examiners Membership A sub-committee of the Board of Examiners meets once per year to consider proposed assessments for the forthcoming academic year. Upon scrutiny and agreement within the course team, the assessments plus assessment schedules are sent to the two external examiners. Upon return of the comments from examiners, the programme leader makes any necessary amendments in discussion with the respective module co-ordinator. The assessments are then sent to Reprographics and upon return are distributed to module co-ordinators and officially signed off by the programme leader for that semester.

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Membership includes: Chairman of Board of Examiners Course leader Practice placement tutors All Lecturers and a representative from the School Office to take minutes 13.14Joint Board of Studies The Boards terms of reference are: overseeing the overall administration, general operation and monitoring of the Agreement; ensuring there is adequate ongoing communication between the University and SMSH Composition of the Board will normally include: Dean of host School at the University or the Deans representative (in practice this is likely to be the International Academic Leader or the Head of Division) International Academic Leader from the University (if not convening) Secretary (member of staff from the University) Programme Leader at SMSH Staff involved in teaching and marking at SMSH Other key staff involved in providing support at SMSH (eg programme administrator) Student representation (normally two students from each cohort). The Board will meet at least once a year on a date to be determined at least six months in advance. The University will be responsible for arranging meetings of the Board. Meetings may take place in Kathmandu or by video-conferencing (or similar mechanism). The terms of reference of the Board will be the oversight of the operation of the Agreement, including: Admissions and recruitment Marketing Student support Administration Communication Identification of staff development needs Identification of resource needs 14.1 Quality Assurance of the Programme The Division aims to provide the highest level of quality provision and to review and enhance its quality procedures on a regular basis. Quality will be consistent with University policies, procedures and codes of practice. Quality Assurance will also reflect external reference points: The Health Professions Council, College of Occupational Therapists and the Scottish Credit and Qualifications Framework. The Division delivers its programmes within the context of the QMU Governance and Regulations and Quality Assurance Handbook available from the Quality website:
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http://www.qmu.ac.uk /quality.htm The Quality at QMU website is designed as a central and authoritative reference source for the regulations, policies and procedures governing the academic life of Queen Margaret University. This comprehensive resource is designed to assist staff, collaborative partners, external examiners and others in a range of academic related activities to maintain standards and assure the quality of programmes delivered and awarded by QMU. It is also a source of advice for students on regulations governing performance and conduct. The named award of BSc (Hons) Occupational Therapy is subject to the Queen Margaret University quality assurance procedures on behalf of Senate. Modules have been developed in line with the QMU QELTA strategy (2006) and the Centre for Academic Practice (CAP). This process has also been informed by QAA guidelines regarding the code of practice for assurance of academic quality and standards in higher education, and the Scottish Credit and Qualifications Framework (SCQF 2007). 14.2 Programme Management The University management structure ensures that all programmes are delivered, monitored and evaluated in a systematic and rigorous manner. The committee system ensures a close relationship between external examiners, the programme team and the student body as well as providing a structural framework for communication of information to University wide committees. Annual programme monitoring takes place at both programme level, school level and institutional level through the Student Experience Committee and Quality Enhancement Unit. Annual monitoring of programmes ensures that learning aims and outcomes are being met and that the curriculum and assessment strategy continue to be effective. The annual monitoring report is produced by the Programme Leader and team and considered by the Programme Committee. Issues raised in the report draw on external examiners reports, student and staff views, module evaluations and any feedback from other stakeholders, such as employers and professional bodies. The report informs changes for the next academic session. The Annual Monitoring report is required for each programme leading to an award of the University. The content of the report is approved by the Programme Committee, after which a copy is provided to the Dean of School. This ensures issues are brought to the attention of senior staff and incorporated, where appropriate, within the composite School report. The composite report is considered by the School Academic Board, Student Experience Committee and Senate. The School Academic Board acts as guarantor of academic standards and quality of curricula, programmes, promotion of best practice and general educational matters. Fuller details can be found on the QMU quality website (http://www.qmu.ac.uk/quality). Students are involved in the quality process in a number of ways. These range from informal mechanisms to more formal representation. Informal involvement includes discussion with academic tutors; reflective mechanisms in assessments; and Moodle discussion postings. Formal mechanisms include feedback through module evaluation forms which includes an evaluation of visiting lecturers (see appendix 6); discussions with external examiners; contributions to the annual report; representation through the Student Staff Consultative Committee, Programme Committee; and School Academic Board; and representation on QMU Student Parliament. In addition, feedback from level 4 students is included in the National Student Survey.
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Responsibility for the operation of the programme including quality assurance and enhancement rests with the Programme Committee which includes representation from the programme team and student cohort. It is the role of this committee to oversee the operational management and development of the programme, to promote best practice, to make changes and improvements, to respond to student feedback and to respond to external examiners reports. External examiners views of the programme are valued and recognised as significant benchmarks of quality against peer institutions and/or similar programmes offered in the higher education sector. External examiners comments are relayed into the system via the Programme Committee and formal responses are provided to maintain the annual audit loop. The Examination Board is responsible for the conduct of examinations and assessments, the assessment of student academic performance, progression of students and award decisions. This Board comprises members of the Programme Team, Registry, School Office and external examiners. All Committees function according to standard procedures determined by the Senate of the University. The programme is regularly and continually monitored by the Programme Leader. The Programme Leader is responsible for the day-to-day health and well being of the programme and its student cohort, and through the Programme Team and Head of Division, ensures compliance with University procedures and maintenance of quality. Whilst the Programme Committee has overall responsibility for the quality and development of the curriculum, individual Module Co-ordinators have responsibility for the content, delivery and assessment of specific elements of the curriculum. The Programme Committee is responsible for ensuring the balance of student workloads, the appropriateness of learning and teaching approaches and assessment tools and the adequacy of resources to support the programme as part of its annual quality assurance monitoring. As part of its enhanced quality mechanisms the Programme Committee also submits individual module assessments to the External Examiner for their scrutiny. The External Examiner is invited to comment on the nature of the assessment as well as the overall balance of assessments for each level.

14.3 Staff Support and Supervision. A variety of formal and informal procedures are in place to ensure adequate staff support and supervision. All new members of staff attend a short learning, teaching and assessment course offered by the Centre for Academic Practice and receive regular mentoring for a period of two years from experienced members of staff (normally the Senior Lecturers or Programme Leader). Training and development needs for experienced members of staff are considered as part of the Institutions Activity Planning process. 14.4 Internal Verification Quality Assurance through internal verification is essentially a two-stage process Stage 1 is Assessment Verification and Stage 2 is Marks Verification. 1. Assessment Verification

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Assessment verification ensures the appropriateness of intended assessment tools and provides internal scrutiny of all assessments, both course work and exams, prior to external scrutiny. This process is undertaken by a Sub-Committee of the Programme Exam Board. It provides a means of ensuring consistency of expectation across elements of the programme and appropriateness of assessment at each level. Assessments for both first and second diets, together with marking guidelines and expected content, are considered at the same time to ensure consistency of practice. The assessment verification process is scheduled to be completed prior to the commencement of the academic year. 2. Mark Verification Mark verification enables the marker, the Programme Team and students to have confidence that work has been marked fairly, consistently, in conformance with stated assessment criteria and that it reflects the institutional marking criteria framework. Mark verification also ensures that marks awarded are a true reflection of the students performance in the assessment set. All Honours Dissertations are double marked in a manner consistent with University procedures. Detailed mark and feedback forms are completed by each marker for presentation to External Examiners. All other assessments are sample second marked consistent with University procedures. The sample frame includes all failed and merit assignments (70+%) and a sampleof each mark band. Where agreement on the mark to be awarded cannot be reached between two markers a third internal marker is engaged to enable an agreed mark to be allocated to the work. The programmeis compliant with the institutional policy on anonymous marking. All work is submitted in an anonymous manner wherever possible and marked/moderated anonymously. Work that cannot be subjected to anonymous marking is clearly documented on the relevant module descriptor. 14.5 Feedback Mechanisms. Formal feedback to students on their work is provided through feedback pro formas, which are returned to the student electronically and available to the student through the student portal. This provides students with a quantitative evaluation of their performance together with qualitative comments/advice on how their work could be improved. Feedback from formative assessment is provided throughout the academic year and is intended to enable students to reflect on their learning and to prepare them for summative assessment. In addition each Module Co-ordinator is required to complete a Internal Markers Pro forma which provides an overview of student performance within a module and notes any issues which require consideration by the programme team. Internal Markers Pro formas are also submitted for scrutiny by External Examiners. Feedback from students is obtained in a variety of ways. 1. Module evaluation forms are distributed to individual students in each module. This provides both quantitative and qualitative commentary on the student s view of each module including an evaluation of visiting lecturers (see appendix 6). This data is collated and referred for consideration by the Sub-Committee of the Programme Exam Board.
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2. Feedback from students is gathered through institution wide questionnaires and surveys including the National Student Survey. Whilst these may not all immediately relate to an individual programme, issues of the learning resource centre and IS support do impact on the totality of the student educational experience. 3. The Student/Staff Consultative Committee and the Academic Tutor Group system provide further formal and informal mechanisms for receiving substantive feedback from students and taking their views into account in future planning. 4. Student representatives for each level on the Staff/Student Committee are also invited to comment on the Programme Annual Report in a substantive way

15. StaffResearchandDevelopment AMCappliesaseriesofprocedures, regardingthedevelopmentandtheupgradingoftheteachingstaffskills, bothinthefieldofpedagogicalmethodologiesandintheirscientificgrounding. Staff Development within AMC is defined as: all those processes and procedures which enable both administrative and teaching staff to further develop knowledge, skills and capabilities required to successfully support both institutional goals as well as personal career development. This policy is firmly grounded in the Colleges Equal Opportunity policy, therefore all staff, full time, part time and contract, are therefore entitled to and expected to undertake developmental activities, whatever their position. The AMC Staff Development Programme aims at developing an appreciation of the academic culture, of the traditions and values of AMC and the organisations and institutions it collaborates with, and of the roles of colleagues at all levels and in all sites of AMC. The AMC Staff Development Programme includes general induction events to welcome new staff to the College and enables staff to develop throughout their careers by implementing a comprehensive staff development programme and promotion of the appraisal to ensure all staff are engaged in this process. It thus ranges from staff induction for the new colleagues to on-going continuous development and appraisal. Staffinductionseminarsareorganizedduring the first two weeks of the academic year. Such seminars include sections on the use of the electronic platform Moodle, administrative procedures pertinent to the operation of the College, basic methods of assessment and marking, determent of plagiarism, the use of Turnitin, basic educational and teaching methodologies, etc. In addition to the seminar held by AMC, special seminars on an recurrent, annual basis are conducted by the academic staff in charge of the relevant departments of learning and teaching enhancement, originating from the collaborative British Institutions of Higher Education. Thecontentoftheseseminarspertainstogeneralteachingmethods, specialteachingapproaches, and the particular demands of the programmes of studies on offer. Duringtheacademicsession 2008-2009, Dr. Veronica Bamber and her team from the QMU Centre of Academic Practice organised and presented two series of seminars to the teaching teams of the programmes run by AKMI Educational Organisation. The first series took place in mid January and the second in early March. The main topics that were discussed during the seminars were:
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Course Structure Learning UK philosophy, theory, styles, approaches to learning Levels of learning (Bloom, SCQF) Factors which influence learning Student-centred learning Constructive alignment of learning, teaching, assessment L&T: Methods and Approaches (1) Teaching methods to encourage deep learning / student engagement Lecturing for learning L&T: Methods and Approaches (2) Teaching methods to encourage deep learning / student engagement Small group learning Evaluating your teaching and student learning Assessment principles and practices The Assessment Cycle (define, plan, communicate with students, formatively assess, adapt L&T, summatively assess, double mark, record achievements, External Examiner, Exam Board, evaluate) Assessment for learning - using formative assessment - feedback for learning Criteria-based marking activity On February of the academic year 2009-2010 Dr Veronica Bamber organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented: Roles and Responsibilities of Programme Leaders (PLs) Leading with Responsibility but no Authority Leading and Motivating Staff Managing Difficult Situations Running Meetings Inducting new teaching staff Evaluating L&T on your Programmes Time and crisis management

Throughout the academic period 2010-2011 no seminars for the educational development and upgrade of methods of academic staff were held, as the former course of seminars was recent. Additionally, the programme is to undergo the revalidation process in 2012, and as a result it has been deemed more efficient that the relevant seminars be given during the academic year 2011-2012. DrVeronicaBamberalso organized and presented a day long seminar preparing the academic team for therevalidationevent on the 6th and 7th of March 2012. Moreover, theCollegesupportsthepublicationsandtheparticipationoftheteachingstaff, potentially in collaboration with their students, in national and international meetings and conferences.

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The Educational Organisation AKMI owns two lifelong learning educational institutions, KEK AKMI & EEO GROUP which materializes programmes by E.U. for the adult education. In the frameworks of these programmes materialization, the organizations tutors have attended programmes delivered by the Greek Ministry of Education and E.U. whose aim was to educate and familiarize them with the latest pedagogic methods of adult education. 16. Resources Learning Resource Centre (LRC) Electronic services are available to students via the library web pages off- campus, via Remote Access. AMC support the academic procedure via the electronic learning platform Moodle. This facility also allows access to their desktop to provide the program access they would have on campus. Educational Resources Since 2004-05, AKMI Metropolitan College (Athens campus) has been housed in its campus in Maroussi. Teaching facilities The space is distributed as follows in the Maroussi campus: 1 library and adjoining reading room and internet access area 2 specialised clinical practice laboratories for SLT studies 1 computer engineering laboratory (for Computer Engineering students) 2 computer laboratories offices for staff and administrators registries for each different programme 1 auditorium (capacity 200 students) 8 teaching rooms with overhead projectors that seat between 25 & 30 students each

The auditorium is supplied with a multimedia projector and further advanced audiovisual facilities. Each teaching room is equipped with one multimedia projector and one PC, while mobile multimedia and overhead projectors are availiable to tutors upon request. In addition, all PCs have access to internet. The computer labs are equipped with state-of-the-art computers (31 PCs in total) with the following characteristics: Hardware information: 13 PCs Intel Pentium D 3.4 GHz 2 GB (DDR 2) 160 GB SATANVIDIA Ge Force 6600 GTNetwork Adaptor 100 Mbps On Board Internal DVD/CD RW MON CAPTIVA TFT 17' E1701 DVI/BLACK (with speakers) DLP View Sonic PJ402D 18 PCs Intel Core 2 Quad Q9400 (2.66GHz,1333MHz,12MB) 4 GB DDR3 1333MHz 500 GB Serial ATA GIGABYTE VGA N240OC-1GI Network Adaptor 1 Gbps On Board Internal DVD/CD RW MON CAPTIVA TFT 17' E1701 DVI/BLACK (with speakers) DLP View Sonic PJ402D

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Note: Due to the general upgrading of the College infrastructure the IT equipment is going to be upgraded as well. Software information All computers are equipped with all necessary software applications (e.g. application development packages, database development packages, CASE Tools, multimedia development applications etc.) and a high-speed internet connection. Specialist Rooms/ Laboratory Facilities AMC houses one library and study room, which are located on campus. The library is stocked with a large variety of books, journals, magazines, and reference reading material in relation to the programmes offered by the College. Students may borrow books from the library for study purposes. The stock of the library is currently designed principally to meet the specific needs of the courses currently offered. Thus it cannot properly be compared to a full library in an established British tertiary education institution. There are considerable shortcomings in the areas of general literature and there is limited provision of academic journals and periodicals. However, serious attempts are being made towards the enrichment of the library stock, so that students can have substantial learning support from library material on campus. The current stock of the Athens campus Library is: Approximate number of titles 4879 Periodicals and Journals 90 CD ROMs 50

Note: Multiply copies of the majority of the titles are also available raising the total number of the volumes to 6030. The CD ROMs refer to students dissertations. The AMC library is open from Mondays to Fridays, from 9a.m. till 9p.m and every Saturday from 10a.m to 2p.m. Study Room facilities: The main body of the library includes study areas with Internet accessto accommodate student needs. A number of specialist resources such as professional tests, audio/visual equipment, and relevant educational material are available to teaching staff and students in order to support the needs of the programmes. The library operation regulations are included in the Students Handbook; they adhere strictly to the current Greek Statutes on Copyrights. Specialised computer software: SPSS 17.0 (for statistical analyses) e-Diet and Nutritionist Pro Diet Analysis/Diet Analysis Plus 16.3 NewDevelopments

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Duringthecurrentacademicyear, theCollegeisintheprocessofconstructinganadditionalbuildingwithinits premises, targetting at starting its operation for the academic year 2012-2013, thereby facilitating the needs and the demands of the constant developmental progress of AMC. 16.4 Student Facilities Student facilities include 1 student coffee lounge. Sport facilities have been provided for in the plans for the new infrastucture which are under construction. 16.5 Academicstaff Staff development and research are included in Section 2, and the structure of the programme team under Programme Management in Section 7. Through carefully managed strategies, the AMC is sufficient to deliver the curriculum. The multi-faceted nature of the programme requires a wide range of staff with varied experience. All staff have more than one degree and / or professional qualification. All have wide ranging experience either in research or clinical settings, in industry including private work, in other academic institutions. Research, publications and external activities all ensure that the staff are well informed and experienced in contributing to the curriculum. The mix of staff, complemented by staff from other subject areas and visiting lecturers, provides an effective team for the delivery of the curriculum. Roles of the administrative and teaching team are defined in job descriptions and through consensus. There is regular consultation through formal meetings and informal networks. Peer support and the mentoring of new staff are critical to producing complementary and supportive attitudes. Induction study days within AMC and regular academic staff development seminars organised by the Centre Academic Practice of QMU are considered as integral part of the process. Thisworks towards a balance of teaching, developmental and administrative activities between staff. 16.6 Support staff Administrativesupportisprovidedcentrallybythe AMC schooloffice. Specializedpersonnel, inductedinandfullyawareoftheadministrativeprocessesineffectcurrentlyatQMU, alsooffersadministrativesupportfortheprogramme, asithasbeenworkingforothercollaborativeprogrammesaccredited by QMU for a number of years . Throughout the whole period of operation of the College and delivery of classes, technical support is offered by theITdepartment of AMC. Thespecializedlibrarystaffoffers assistance and guidance both to the teaching staff and the students. The AMC director, career advisor, student welfare officer, members of registry all contribute to provide support and guidance as and when necessary.

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Academic Staffing Complement The Athens programme will be delivered by 3 ...............Each tutor will be available to see students at pre-determined office hours for at least 2hrs per week. Key people have been appointed as an interim measure and as years progress more tutors will be involved. All subject areas will be taught by staff with relevant subject and specialist knowledge and expertise. Relevant aspects of teaching are carried out by occupational therapists and other healthcare professionals who are active in practice, relevant to the area being taught (see Teaching Staff CVs document). AMC staff is in constant communication with QMU colleagues in order to deliver the programme in the best possible way and in accordance to QMU educational philosophy. Staff will be up-to-date with QMU educational procedures and the relevant required actions (including any necessary forms or pro-formas) that staff and/or students need to take in order to ensure that these procedures are indeed being followed. Learning and Teaching The AMC Programme Team have a commitment to incorporate up to date learning and teaching methods and recognising that this is essential to ensure the SCQF graduate attributes are developed and supported in a diverse student cohort. The teaching staff of Athens programme in accordance of QMU academic strategy is experienced; and will follow QMU practises. The QMU Centre for Academic Practice will provide support and schedule seminars at relevant points to ensure the Programme Team are familiar with the relevant learning, teaching and assessment methods, in addition to providing familiarisation with the role and remit of the various Programme Committees. The AMC programme Team is also cognisant of the benefits of developments in etechnology that can widen accessibility in the curriculum and which is a key strategy of QMU (QELTA). Embracing the virtual learning environments as a tool for facilitating learning also assists in supporting students on practice placement to enhance learning through their reflective discussions and this will be achieved through via AMCs e- learning platform Moodle. Specific Student Support The AMC BSc Occupational Therapy [Athens] programme will follow existing QMU guidelines in order to reassure accessibility for all students and staff to the facilities and learning materials within the subject area. Provisions will be taken from the application stage and beyond. Before entry, applicants will be invited to contact staff to discuss any needs which may require support; this includes students with disability to ascertain mobility requirements to all AMC facilities. Staff will also be proactive in approaching students at induction, whose performance in the interview with staff indicates possible undiagnosed conditions. This procedure is followed by QMU and has had very positive results; therefore AMC will be aligned with this. AMC according to QMU policy moderates the academic process of specific students needs in order to ascertain whether itis required to extend additional time in examinations, permission to record lectures etc

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AMC requires that all lecture/tutorial materials will be available on Moodle at least one week before the relevant sessions. This is considered to be of tremendous benefit to all students, as well as enhancing the learning environment for those with specific support needs and AMC will continue this policy. 16.7 Professional Practice placements The programme team have many years of experience in managing and developing this excellent component of the course. Expectations of the student, practice placement educator, practice placement tutors and other University staff are clearly defined. There is an extensive network of practice placement educators. All are supported through documentation, personal and telephone contact, midway visits on the majority of student placements, additional visits as necessary, and workshops/meetings in the University at least twice per year. Induction sessions by practice placement tutors are offered to all new practice placements. New practice placement educators are helped in their understanding of what is required for each placement. Practice placement educators courses are run as an interdisciplinary web based module. As a CPD activity, courses on portfolio development have been provided for practice placement educators which has resulted in a number now seeking accreditation through assessment of portfolios Placements are selected and students allocated, on a range of criteria reflecting the area of work and needs and aspirations of individual students and students are given the opportunity to state preferences in relation to area of work and geographical location. Elective placements, often abroad, are selected by individual students in collaboration with the practice placement tutors.

16.8 Professional Practice Placements implications It is difficult to accurately predict what the consequences of the student increase will have on placements. The number of overall placements required at the moment is 1185 with each student having five placements. In future when all four years are operational we will require 1140 as each student will have four placements, one per year but of a longer duration than previously. This will be closely monitored

17. Regulations and Progression of Students 17.1 Admission Regulations The University shall have a reasonable expectation before admission that an individual applicant will be able to fulfil the objectives of his/her proposed programme of study. 17.1.1 Minimum Entry Requirements A summary of the admission criteria is given below. Typical entry: Admissions to the course are carried out by a selection committee consisting of the Director of the College, the Programme Leader and selected course tutors. Final decisions are made by the selection committee.

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Candidates must be at least 18 years of age in the year of entry. This is the age of graduation from secondary education. All Applicants should have a Lyceum certificate. Admissions staff will focus on Physics, Chemistry, Biology and Essay Writing grades as more relevant to the course. They also have to provide two references by two Lyceum tutors concerning their performance and diligence in the above modules. Recognition of Prior Learning (RPL) All other candidates who do not come from secondary education, like professionals without undergraduate studies or other special cases, will be evaluated by the Director of the College, the Course Leader, the members of the Course Committee and final approval will be given by QMU. We explicitly state that other qualifications and including the IVT diploma qualification will be mapped against the SCQF framework and curriculum content of the Dietetics programme and as such will be dealt with on a case by case basis with credit being given if relevant. All applicants should submit the proposed BSc (Hons) Occupational Therapy [Athens] application form (see Appendix ) completed to the Admissions Office of AMC in order to be sent to the QMU Records. Equal Opportunities AMC is committed to the provision of a policy of equal opportunity in student selection. All applicants regardless of race, ethnic origins, religion, gender, sexual orientation, marital status or age, can expect equal treatment. Queen Margaret University is firmly committed to the Widening Access to Higher Education, and Teach ability agendas, and welcomes applications from disabled individuals. The Athens programme will be in line with this philosophy and aims to improve the support in more cases of disabled than today in the next few years.

English language requirements. On admission to the programme Applicants must be able to communicate in English to the standard equivalent of level 5.0 of the International English Language Testing System (IELTS) Criminal Conviction Checks Applicants with serious criminal convictions, notable those convicted of violence, sexual or drug offences, may be excluded from programmes as they may be unable to undertake certain clinical education placements or find employment on completion of the programme. Exclusion should not however be automatic. Most ex-offenders are essentially law-abiding citizens and will not re-offend. In reaching a decision about an applicant, therefore, programme teams are asked to take into account the age, nature and relevancy of the conviction, the applicants attitude to it and his or her achievements since the conviction. Dependent on the case students may be admitted to the programme, but would be informed that, subsequent progression to practice placements and successful registration with the HPC via the International route cannot be guaranteed. Students will be responsible for and required to declare any criminal convictions during their period of registration.

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All applicants will be obliged to complete and sign the criminal convictions sector in the application form. Health Screening All students admitted to the programme will undergo a formal Health Screen underpinned by an official medical certificate signed by a physician clarifying that they do not suffer from an infectious disease. Students are also advised that any changes in health that occur during the programme between these time points should be notified to the Programme Leader. NB Students will be made aware on admission that where necessary and relevant any such information regarding health or criminal records may be disclosed to relevant third parties e.g. Practice Providers. The first two years of the programme will be taught and assessed in Greek and that the 3rd and 4th year of the programme will be taught and assessed in English. Students competence in English should be of IELTS (score 6) or equivalent, in order to progress into the 3 rd year. Students will not be able to attend level 3 and 4 modules unless they provide a valid IELTS certificate with a minimum score of 6.0 at the beginning of academic year 3. (Note IELTS certificates are only valid for 2 years from the exam date).

Students are obliged to attend the preparative English Language classes and since IELTS score 6 or equivalent certificate is a QMU prerequisite: 17.1.2. Regulations Programme specific academic regulations:

The HPC Standards of Proficiency for Occupational Therapists (2007) for entry to the profession (HPC, SOP 1b.3) state that at the point of entry to the register applicants must be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5. Students are required to normally attend at least 80% of the teaching hours for each academic module. Otherwise, students will not be allowed to sit for the examination of the respective module. Students who are registered for the BSc (Hons) in Occupational Therapy [Athens] and whose first language is not English and/or Greek, are not permitted the allocation of extra time in examinations. All students whose first language is not English and/or Greek will normally be permitted to use language-only dictionaries in examinations. Electronic dictionaries are not permitted (please refer to Exam Regulations section). Programme Specific Regulations A number of regulations are specific to the programme. These are necessary to meet the HPC and COT requirements for a professional programme. Programme regulations for progression and award are written in the context of the University.s general assessment regulations; they should be interpreted in that context and where

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they are silent the University.s general assessment regulations are taken to apply. Programme specific regulations cover the following points: The requirements for passing a module the requirements for progression the conditions and limits to the provision for re-assessment of modules the conditions and limits to the provision for repeating a module or a level the conditions under which a student shall be required to withdraw from the programme It is expected that Programme regulations will be consistent with the Universitys general assessment regulations. Any exceptions must be approved through the validation or committee approval process. Unless otherwise stated full QMU regulations apply. Relevant extracts from the QMU regulations are presented in italics below with their corresponding regulation number. However, where programme regulations supersede QMU regulations, the QMU regulation will be presented with the programme specific regulation highlighted below. The BSc (Hons) Occupational Therapy fully complies with the University Governance and Regulations (June 2010). These can be found at the following link: www.qmu.ac.uk/quality/gr/default.htm Award Regulations A students overall performance on the BSc (Hons) Occupational Therapy will be given one of seven grades as follows Grade A B C D E F G Mark 70% and above 60 69.9% 50 59.9% 40 49.9% 30 39.9% 20 29.9% 19.9% or below Corresponding level in an Honours degree classification first class upper second lower second third class fail fail fail

To gain an undergraduate award, a student must normally be a registered student at the University for at least one academic year. To qualify for the following awards the student must fulfil the subject specific requirements for the name of the award and also: Cert HE Dip HE Degree Honours Degree Programme Specific Regulation 120 credit points at SCQF Level 7 240 credit points, at least 120 at SCQF Level 8 360 credit points, at least 120 at SCQF Level 9 and 120 at SCQF level 8 480 credit points, at least 120 at SCQF Level 10 and 120 at SCQF Level 9

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To qualify for the award of BSc (Hons) Occupational Therapy, the student must: (a) Successfully complete all modules and practice based learning placements. (b) Complete a minimum of 1000 hours of facilitated practice based learning. Programme Specific Regulation Students leaving the BSc (Hons) Occupational Therapy programme after having completed level 3 successfully will be awarded a BSc Health Studies. The BSc in Health Studies award does not confer eligibility to apply for registration with the Health Professions Council as an occupational therapist. The classification of the award of the Degree with Honours will be based on the marks obtained in Level Three (20%) and Level Four (80%). Weighted aggregate scores will be rounded to one decimal place. The classification will be based upon the average mark obtained by combining the weighted results of all modules studied in Levels Three and Four. 70 and above First Class >=60% and <70% Second Class: Upper division >=50% and <60% Second Class: Lower division >=40% and <50% Third Class Programme Specific Regulation A student who has been recommended for the award of the Degree with Honours of Bachelor of Science in Occupational Therapy will be eligible to apply for registration with the Health Professions Council, and to apply for full membership of the College of Occupational Therapists and of the World Federation of Occupational Therapists. Programme Specific Regulation There can be no aegrotat degree for the purposes of registration as an occupational therapist. Programme Document BSc (Hons) Occupational Therapy Assessment Regulations 14.2. Programme Specific Regulation Students embarking on a professional programme are expected to adopt responsible attitudes for punctual attendance at all classes. Requests for leave of absence for good reason must be made to the programme leader. For absence because of illness for up to five days, a University form certifying the cause of absence must be submitted to the programme leader. Absence because of illness for more than five days or during assessments must be supported by a medical certificate. Programme Specific Regulation Students must attend all elements of the programme where their absence will be detrimental to their professional development, and may also affect that of fellow students, e.g. in an interactive group and work which is subject to group assessment. Attendance is monitored and students who have less than 80% attendance will be deemed to have an unacceptable level of absences and may be prevented from going on Practice Placement or continuing on the programme and may be referred to the Fitness to Practise Panel. Programme Specific Regulation Students are required to abide by the ethics of the profession as encompassed by the Health Professions Council Standards of Conduct Performance and Ethics. A failure in this respect will bring into question a student.s suitability as a future member of the profession and discontinuation of studies may be required

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Programme Specific Regulation At least one external examiner who is a member on the HPC Occupational Therapy register will be appointed. 16.9 Undergraduate programmes of study are designed on four levels corresponding with Scottish Credit and Qualifications Framework levels 7, 8, 9 and 10, with conceptual and material progression being designed into the structure from level to level. Thus it is expected that students will progress from level to level, and the structure of the programme and the timetables are developed accordingly. Although the above regulations may allow a full time student to stay in full time registration albeit without a completed level of study, it may not be possible to construct a programme around the timetable available which is academically coherent and which makes best advantage of the students time. In most cases students will be expected and advised but not required to complete a level of study before progressing to the next level. 16.9.1 Programme-Specific Regulation To complete a level and hence progress to the next level a student will normally be required to successfully complete that level. 16.9.2 Programme-Specific Regulation In order to progress to practice placement, students must have a Protection of Vulnerable Groups certificate and must complete training in infection control and manual handling. 16.9.3 Programme Specific Regulation The College of Occupational Therapists sets the maximum time in which students should normally complete the programme and gain the professional qualification. Programme Document BSc (Hons) Occupational Therapy This is to ensure that those qualifying have currency of professional knowledge for safe practice and protection of the public. The BSc with Honours Occupational Therapy degree should normally be completed within six years. 16.9.4 Programme Specific Regulation In order to comply with the requirements for approval by the World Federation of Occupational Therapists, there is a requirement for students to successfully complete a minimum of one thousand assessed hours of practice education. Normally students will work with a variety of people across the life span, with different needs and in a wide range of settings covering health and social care as well as new and emerging areas of practice. Areas of practice may include both established and emergent services within the statutory, independent and voluntary sectors and may include physical, mental health and community settings and/ or a combination of these. 16.9.5. Programme Specific Regulation With regards to practice placement, where a student is deemed to have demonstrated unsafe practice, students can be required to withdraw from the programme on the grounds of professional unsuitability irrespective of academic achievement. This should be investigated under the University.s Fitness to Practise policy. 17.1 Reassessment is permitted in order to allow a student to make good an initial failure. This affords the student an opportunity to demonstrate the standard required to pass modules, and ultimately to gain an award. 17.1.1. Programme Specific Regulation

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With regards to practice placement modules a student may be denied the reassessment if the failure originally occurred on grounds of professional unsuitability. 17.6 All reassessments shall take place before the commencement of the next session of the programme. They should be late enough to allow the students time to prepare themselves, and to avoid overload of assessment shall normally take place in the autumn diets. 17.6.1 Programme Specific Regulation With regard to practice placement modules, the programme team will endeavour to enable the student to be re-assessed before the commencement of the next session of the programme; however this is dependent on practice placement availability and cannot be guaranteed. 18.2 In the event of a failure after reassessment in a module, the Board of Examiners may permit a student to repeat the module, with full re-assessment facilities. No parts of the previous assessment may be carried forward. The regulations for attendance shall apply to the repeated module unless otherwise specified by the Board of Examiners. A student may repeat a failed module only once. 18.2.1 Programme Specific Regulation Normally a student who has failed to satisfy the assessors at the second attempt in any level of assessment may be required at the discretion of the Board of Examiners, to repeat the failed module(s) once only, or to repeat the level, provided that successful completion is within the maximum period for completion of the programme. Programme Document BSc (Hons) Occupational Therapy 18.2.2 Programme Specific Regulation No student shall be permitted to repeat any level more than once. 18.2.3. Programme Specific Regulation A student who has failed to satisfy the assessors in the second attempt in one or more modules in the academic year in which he/she has repeated a level of the programme shall be required to withdraw from the programme. 18.2.4. Programme Specific Regulation A student shall only be allowed one re-assessment of a practice placement module. If the module is failed after re-assessment, the student is required to withdraw from the programme. 19.2.2 Except where a programme is specifically exempt, all students in undergraduate Levels 1 and 2 whose first language is not English will be eligible for 25% extra-time in examinations. Details of all such students to be allocated extratime must be submitted by Divisions to the Records Administration Section of Registry in conjunction with exam papers. 19.2.3 Programmes may apply for exemption from allocating extra-time in examinations to students in undergraduate Levels 1 and 2 whose first language is not English. Proposals should be submitted to the School Board for approval. All relevant programme documentation, particularly student handbooks, must make this exemption explicit. The following programmes are exempt: BSc (Hons) and Graduate Diploma Speech and Language Therapy; BSc (Hons) Physiotherapy.

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19.2.4. Programme Specific Regulation The BSc (Hons) Occupational Therapy programme is exempt from allocating extra .time in examinations to students in undergraduate Levels 1 and 2 whose first language is not English. 10.2. Procedures for Dealing with Professional Unsuitability and Fitness to Practice. 10.2.1 University Fitness to Practice Panel The University has an obligation to ensure that graduates from its undergraduate and pre-registration healthcare programmes are fit to practise. This means the University needs to consider whether students: have a long-term health condition or disability which could prevent them from practising safely without supervision; have any criminal convictions or cautions which could make them unsuitable for registration; have demonstrated that they can maintain the standards of conduct expected of a health professional. Students studying to become a professional in a regulated profession have certain responsibilities and they are expected to meet high standards of conduct and ethics throughout their studies. They are advised that their behaviour in university, placement and in private life has the potential to affect their eligibility for registration with the Health Professions Council. Programme Document BSc (Hons) Occupational Therapy If the University becomes aware of an issue regarding a student.s behaviour it may initiate Fitness to Practise proceedings. Where there are serious concerns, a Fitness to Practise Panel may be convened by the University. The Fitness to Practise Panel has the authority to impose a range of sanctions including requiring student to suspend study or even leave the programme (QMU, 2009). 10.2.2 Monitoring students fitness to practice on the BSc (Hons) Occupational Therapy Fitness to practise is monitored through the following procedures: On Application 1. Each applicant must sign a health declaration. 2. Each applicant must comply with the Protection of Vulnerable Groups Scheme regards criminal convictions and/ or cautions During the programme 1. Students are required to declare whether or not they have a conviction or caution as part of the annual matriculation process. 2. Students are required to work within the framework of the Health Professions Councils Standards of Conduct, Performance and Ethics. 3. Students are required to complete an annual self-declaration of fitness to practise form. 4. Records of absence will be kept for each student noting the duration and the reasons for absence. Students must inform both the practice educator and University of any absences from University and placement. A supporting medical certificate must be obtained to cover absences of five working days or more from placement. 5. All students are expected to adopt a responsible attitude towards attendance at classes and practice placements. Punctuality is essential. 10.2.3 Disability and health issues Students should keep their personal academic tutor or programme leader and practice educator informed of any changes to their health and disability status. The University will seek to put in place measures to support students with health

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problems so far as is practical. It is essential that students discuss any concerns they might have with staff as early as possible. When a student goes to the University Disability Adviser to have an Individual Learning Plan agreed, they must consent to their information being passed on to the Programme Team. Disabled students are actively encouraged to meet with the PPT to discuss their Individual Learning Plan including any necessary support or adjustments which may be necessary to enable them to meet the learning outcomes of each practice placement. Normally, requests for a meeting are initiated through the annual selfdeclaration of fitness to practice procedure via WebCT. To protect service users. safety, students must inform their practice educators and the University immediately if they contract a communicable disease. Any concern raised by practice educators related to fitness to practice - which may manifest as adverse reactions to clients/situations and may be related to health problems, .will be investigated by the Programme Leader in liaison with the Head of Division. If the University Student Counsellor becomes aware that a student.s medical condition may pose a risk to patient safety, the Programme Leader will be informed. Students may develop short-term health conditions that affect their fitness to practise. If the student is unable to commence or complete academic studies or a practice placement due to a short term health condition (e.g. bone fracture) the placement will deferred and the student will undertake a placement once she/he is in sound health, as a first attempt. The Programme Leader will discuss a revised programme of study to allow students to catch up on work, it may be necessary to defer studies. Mental health conditions may be short or long term. The University has a responsibility to support the student to ensure the best chance of recovery. A decision may be taken to postpone the practice placement and academic studies, until the student.s condition has stabilised. If it is judged by the programme team that the student may not be safe to commence placement, or if a practice educator raises such a concern during placement, a referral will be made to the Fitness to Practise Panel. In the interests of a student.s and/or service users. safety, the University may act to suspend a student temporarily pending the outcome of Fitness to Practise proceedings in order to remove the student from placement or prevent him or her from starting a placement. A student, who appears to have developed a health related problem during the programme that could affect fitness to practice, may be required to provide an independent medical report and /or occupational health assessment regarding his/her fitness to practise. 10.2.4 Professional unsuitability Professional unsuitability refers to observable behaviours and/or attitudes inferred from behaviour which makes students unfit to enter, continue with or qualify from a professional programme of study: If certain behaviours and/or attitudes are exhibited during practice placement by students then concerns may arise about their suitability for the profession. These may include: Actions that are likely to constitute an unacceptable risk to the student and others; Actions that are harmful to service users, staff or members of the public; Use of abusive language, obscene comments, verbal harassment, and comments or

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remarks that discriminate on the basis of sex, race or any other irrelevant distinction; Conduct that could bring into disrepute the reputation of the occupational therapy profession and is prejudicial to the best interests of service users; Breach of confidentiality, misuse of confidential material relating to a service user; Boundary violations with service users; Incapacity for work due to the influence of alcohol or use or possession of illegal drugs; Theft, deliberate misuse of or damage to equipment or materials; Being persistently unpunctual for placement; Inadequate standards of record keeping; Persistent absenteeism without good cause; Attitudes such as disloyalty, dishonesty, insensitivity, intolerance, irresponsibility, lack of commitment, lack of initiative, poor motivation, unreliability If a concern arises about a student.s behaviour and or attitudes during practice placement, the processes outlined below will be followed: 1. The practice educator should contact the student.s personal academic tutor immediately. Normally a meeting will be arranged and discussions will take place with both the practice educator and student. A summary of the meeting will be recorded on the link lecturers report form by the university member of staff. Copies of the link lecturer.s report will be forwarded to the programme leader, practice educator and the student. A copy of the report will also be retained in the student.s University file. 2. 3. The students practice educator should identify and document areas causing concern and requiring improvement from the student within the supervision record. The student should be referred to the relevant sections of the Health Professions Council Guidance on Conduct and Ethics for Students (HPC, 2009) and the College of Occupational Therapists Code of Ethics and Professional Conduct (COT 2010)

3. In order that students are given reasonable opportunity for improvement the improvement period should be determined, taking into account: the time by which the student can reasonably effect an improvement; the practice educator.s need to make a suitable assessment of the improvement; the likelihood of any reoccurrence; any other factors relevant to the individual situation. 4. Any improvement must be sustained otherwise further action will be taken. If a concern arises about a student.s behaviour and or attitudes within the University, the process outlined below will be followed: The students' personal academic tutor will arrange a meeting with the student. A summary of the meeting will be documented and retained in the student.s University file. The student.s personal academic tutor should identify and document areas causing concern and requiring improvement from the student within the supervision record. The student should be referred to the relevant sections of the Health Professions Council Guidance on Conduct and Ethics for Students (HPC, 2009) and the College of Occupational Therapists Code of Ethics and Professional Conduct (COT 2010) In order that students are given reasonable opportunity for improvement the improvement period should be determined, taking into account: the time by which the student can reasonably effect an improvement;

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the personal academic tutor.s need to make a suitable assessment of the improvement; the likelihood of any reoccurrence; any other factors relevant to the individual situation. In some circumstances specific action may be required, for example production of a medical certificate. This will be recorded on the student academic file and signed by the academic tutor and student. Any period defined for the purposes of improvement will operate on the basis that the improvement must be sustained thereafter. The ending of the improvement period will be noted, the student either being informed that the improvement is satisfactory or that further action will be taken. Formal stage This stage is for those behaviours that have not been resolved through the system described previously. 1. The issues that have arisen and consequent actions taken are referred to the Programme Leader. 2. The Programme Leader will discuss the current situation with the student and the practice educator and review the evidence available in collaboration with the Head of Division. 3. If the allegation cannot be resolved locally by the Programme Leader and Head of Division, the matter will be referred to the Dean of School who will arrange an interview with the student. At this point in the interests of service user safety the University may take action to suspend the student temporarily in order to remove them from the placement 4. The Dean of School will then consult with the Academic Registrar on whether or not the matter should be dealt with summarily or referred to a Fitness to Practise Panel 5. In cases where the conduct giving rise to concern is linked to a mental health condition the student.s case will normally be referred to the Fitness to Practise Panel as health matter 6. The Fitness to Practise Panel has the delegated authority to reach the following decisions listed below: The student continues on the programme; The student continues on the programme but is cautioned, meaning that if any further fitness to practise issues arise in the following twelve months, the student will be dealt with for both matters; The student continues on the programme subject to fulfilment of certain conditions as specified by the Panel; The student is required to suspend study to allow time for medical investigations (for cases where unacceptable behaviour is linked to a mental health condition); The student is required to suspend study for up to twelve months; The student is advised to transfer to an alternative programme; The student is required to withdraw. 10.3 Appeals Procedure A student wishing to appeal against a decision on progression may do so subject to the university procedures and practices as set out in the Academic Appeals Regulations (QMU, 2007). These can be found at the following link: http://www.qmu.ac.uk/quality/qm/AZindex.htm#a

17.References

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A Strategy for the Quality Enhancement andAssessment(2004) Queen Margaret University

of

Learning,

Teaching

Creek J. (2003) Occupational Therapy as a Complex Intervention College of occupational Therapists. London College of Occupational Therapists (2004) registrationProgrammes in Occupational Therapy College of Occupational Therapists OccupationalTherapy Education (2009) Accreditation of Prefor

Curriculum

Framework

College of Occupational Therapists (2002) Position Statement on Lifelong Learning Health Professions Council (2003) Standards of Proficiency: Occupational Therapists (2003) Health Professions Council (2004) Standards of Education and Training Health Professions Council ((2003) Standards of Conduct, Performance and Ethics Higgs J. Edwards H (1999) Educating Beginning Practitioners: challenges for healthprofessional education Butterworth Heinemann Oxford Higgs J. Hunt A. (1999) Ch 2 Rethinking the beginning practitioner: introducing the Interactional Professional in Higgs J and Edwards H. Educating BeginningPractitioners; challenges for health professional education Butterworth Heienmann. Oxford Quality Assurance Agency Higher Statementsfor Occupational Therapy Education (QAA) Subject Benchmarks

Queen Margaret University (2003- 2007) Strategic Plan The National Health Services (2003) Knowledge and Skills Framework and Developmental Review Whiteford G. Wilcock A.A. (2001) Centralising Occupation in Occupational Therapy Curricula: imperative of the new millennium Occupational Therapy International 8 81- 85 World Federation of Occupational Therapy (2002) Revised Minimum Standards forthe Education of Occupational Therapists

References Barnes, D., Carpenter, J., Dickinson, C. 2000. Interprofessional education for community mental health teams: attitudes to community and professional stereotypes. Social Work Education, 19, 565-583. Barr H., Koppel, I., Reeves, S., Hammick, M., Freeth, D. 2005. Effective interprofessional education: Argument,assumptions and evidence . Oxford: Blackwell Publishing.

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Biggs, John B. 2007. Teaching for quality at university [electronic resource]: what the student does. 3rd ed. [On-line book] Maidenhead: McGraw-Hill/Society for Research into Higher Education and Open University Press. Available from: http://site.ebrary.com/lib/qmuc/docDetail.action?docID=10229859. [Accessed 20 July 2009]. Boud, D. 2007. Rethinking assessment in higher education. London: Roultedge. Bruner, J. 1960. The Process of Education. Cambridge, Massachusetts: Harvard University Press. CAIPE. 1997. Interprofessional education -a definition. Caipe Bulletin 13, 19. Centre for Academic Practice, Queen Margaret University. 2009. Student Guide to WebCT. Edinburgh: Queen Margaret University. Eurpoean Congress on People with Disabilities (ECPD). 2002. Madrid Declaration on discrimination against disabled people [online] Available at: http://www.edf-feph.org [Accessed 15 March 2011] Eurpoean Union. 2000. Charter of Fundamental Rights of the European Union. Available at: http://www.europarl.europa.eu/charter/default_en.htm [Accessed 15 March 2011] Creek, J. 2003 Occupational Therapy defined as a complex intervention . London: COT College of Occupational Therapists. 2010. Code of Ethics and Professional Conduct. London: COT College of Occupational Therapists. 2009. Curriculum Framework for Occupational Therapy Education. London: COT College of Occupational Therapists. 2009. Curriculum guidance for pre-registration education. London: COT College of Occupational Therapists. 2008. College of Occupational Therapists preregistration education standards. 3rd ed. London: COT College of Occupational Therapists. 2004. Accreditation of Pre-registration Programmes in Occupational Therapy. London: COT Disability Discrimination Act 1995. London: HMSO. Programme Document BSc (Hons)
Occupational Therapy 89

Department of Health. 2004. Knowledge and Skills Framework (NHS KSF) and

Development Review. London: The Stationery Office. Disclosure Scotland. 2010. Protection of Vulnerable Groups Scheme. [on-line] Available from: www.disclosurescotland.co.uk/guidance/index.html [Accessed 6 January 2011]. Entwistle, N., Hanley, M. and Hounsell, D. 1989. Identifying distinctive approaches to studying. Higher Education, 8, pp.365-380

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Feletti, G., Dinan, J., Trent, F. and Maitland, B. 1988. Students approaches to learning and satisfaction with problem-based curricula for four different professions Assessment and Evaluation in Higher Education, 13 (2) pp.163-176. Health Professions Council. 2009. Standards of Education and Training. London: HPC. Health Professions Council. 2009. Standards of Conduct, Performance and Ethics. London: HPC. Health Professions Council. 2009. Guidance on Health and Character. London: HPC. Health Professions Council. 2008. Position statement for education and training providers on age discrimination. London: HPC Health Professions Council. 2007. Standards of Proficiency (Generic). London: HPC. Health Professions Council. 2006. A disabled person's guide to becoming a health professional. London: HPC Higgs, J. & Edwards, H. 1999. Educating Beginning Practitioners: challenges for health professional education. Oxford: Butterworth Heinemann Hocking, C. & Ness, N,E. 2002. Revised minimum standards for the education of occupational therapists. Sidney: World Federation of Occupational Therapists. Information Services Division (ISD) Scotland. 2009. NHSScotland Workforce Information [online] Available at: http://www.isdscotland.org/isd/5332.html [Accessed 8 March 2011] Kahn, P. & ORourke, K. 2004. Guide to curriculum design: enquiry-based learning. [online] York: Higher Education Academy. Available at: http://www.campus.manchester.ac.uk/ceebl/resources/guides/kahn_2004.pdf [Accessed 15 March 2011] Kronenberg, F. & Pollard, N. 2005. Overcoming occupational apartheid: a preliminary exploration of the political nature of occupational therapy. In: Kronenberg, F., Algado, S.S. & Pollard, N. eds. Occupational therapy without borders: learning from the spirit of survivors. Edinburgh: Elsevier Churchill Livingstone. Knowles, M.S., Elwood, F.H. and Swanson, R.A. 2005. The adult learner; the definitive classic in adult education and human resource development . 6th ed. London: Elsevier. Lave, J. and Wenger, E. 1991. Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. Maslow, A.H. 1966. The psychology of science [online book] Maurice Bassett Publishing. Available at: http://www.abrahammaslow.com [Accessed 15 March 2011] Nicol, D.J. and Mcfarlane-Dick, D. 2006. Formative assessment and self-regulated learning; a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2) pp. 199-218. NHS Education for Scotland. 2010a. Stakeholder statement in support of practice placements for allied health professions in Scotland . [on-line] NHS Education for Scotland. Available from:

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http://www.nes.scot.nhs.uk/media/690620/stakeholder_statement.pdf September 2010]

[Accessed 5

NHS Education for Scotland. 2010b. Quality standards for practice placements audit tool. [on-line] NHS Education for Scotland. Available from: http://www.nes.scot.nhs.uk/about-nes/publications/quality-standards-for-practiceplacements-audit-tool [Accessed 8 November 2010]. NHS Education for Scotland. 2008. Quality Standards for practice placements. 2nd ed. [on-line] NHS Education for Scotland. Available from: http://www.nes.scot.nhs.uk/media/503691/qspp_leaflet.pdf [Accessed 5 June 2010] NHS Education for Scotland. 2007 Models of practice placement for the allied health professions: a guide. [on-line] NHS Education for Scotland. Available from: http://www.nes.scot.nhs.uk/media/2863/models_version2apr07.pdf [Accessed 5 July 2010] Protection of Vulnerable Groups (Scotland) Act 2007. Scottish Government Quality Assurance Agency for Higher Education. 2001. Benchmark statements for Occupational Therapy, Code of Practice (2001-2007). Gloucester: QAA Quality Assurance Agency for Higher Education. 2007. Code of practice for the assurance of academic quality and standards in higher education: placement learning. Gloucester: QAA. Queen Margaret University. 2010a. Assessment regulations. [on-line] Available from: http://www.qmu.ac.uk/quality/qm/AZindex.htm. [Accessed 3 September 2010] Queen Margaret University. 2010b. Academic appeals regulations. [on-line] Available from: http://www.qmu.ac.uk/quality/qm/AZindex.htm. [Accessed 3 September 2010] Queen Margaret University. 2009. Fitness to practise policy. [on-line] Available from: http://www.qmu.ac.uk/quality/gr/default.htm#pol. [Accessed 20 January 2010] Queen Margaret University, 2009. Equality and diversity strategy. Edinburgh: Queen Margaret University. Queen Margaret University. 2006. The strategy for quality of learning, teaching and assessment (QELTA) . Edinburgh: Queen Margaret University. Scaffa, M.S., Reitz, M.S. & Pizzi, M.A. 2010. Occupational therapy in the promotion of health and wellness. Philadelphia: F.A.Davis Co. Scottish Executive. 2004. A Curriculum For Excellence: the Curriculum Review Group. Edinburgh: Scottish Executive. [online] Available at: http://www.scotland.gov.uk/Publications/2004/11/20178/45862 Scottish Government. 2010. Wider planning for an ageing population - housing and communities: consultation on the Workstream Report and its suggested actions [online] Available at: http://www.scotland.gov.uk/Publications/2010/06/25130641/3 [Accessed 8 March 2011]

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Scottish Government. 2008. Health clearance for Tuberculosis, Hepatitis B, Hepatitis C and HIV for new health care workers in direct contact with patients. Edinburgh: Scottish Government. Scottish Credit Qualification Framework. 2009. The SCQF Handbook. [on-line] Available at: http://www.scqf.org.uk [Accessed 7 June 2009] Scottish Credit Qualification Framework. 2007. The SCQF Handbook. [on-line] Available at: http://www.scqf.org.uk/AbouttheFramework/LevelDescriptors.aspx [Accessed 7 June 2009] Scottish Credit Qualification Framework. 2003. The SCQF Handbook. [on-line] Available at: http://www.scqf.org.uk [Accessed 7 June 2009] Special Educational Needs and Disability Act 2001. London: HMSO Townsend, E.A. & Polatajko, H.J. 2007. Enabling occupation II: advancing an occupational therapy vision for health and well being. Ottowa: Canadian Association of Occupational Therapists Townsend, E. & Whiteford, G. 2005. A participatory occupational justice framework. In: Kronenberg, F., Algado, S.S. & Pollard, N. eds. Occupational therapy without borders: learning from the spirit of survivors. Edinburgh: Elsevier Churchill Livingstone. Trowler P. and Wareham, T. 2007. Reconceptualising 'the teaching-research nexus': proceedings of the Annual HERDSA Conference: Enhancing Higher Education Theory and Scholarship. Adelaide, Australia, 8-11 July 2007. Tuning Educational Structure in Europe. 2008. Reference points for the design and delivery of degree programmes in occupational therapy. [online] Available at: http://tuning.unideusto.org/tuningeu/ [Accessed 14 March 2011] University of Manchester. 2010. Centre for Excellence in Enquiry Based Learning [online] Available at: http://www.campus.manchester.ac.uk/ceebl/ebl/ [Accessed 8 March 2011] University of Strathclyde, 2005. Creating accessible course or programme design and structure for disabled students [online] Available at: http://www.teachability.strath.ac.uk [Accessed January 5th 2010]. Vygotsky, L.S. 1978. Mind and Society. Cambridge, MA; Harvard University Press WHO. 2009. Framework for Action on Interprofessional Education and Collaborative Practice. Geneva: World Health Organisation. Wenger, E. 1998. Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press. Whiteford, G. 2004. Occupational issues of refugees. In: Molineux, M. ed. Occupation for occupational therapists. Oxford: Blackwell Publishing. WFOT. 2002. Revised minimum standards for the education of Occupational Therapists. World Federation of Occupational Therapists

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BSc (Hons) Occupational Therapy Validated Programme Modules

2012

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Programme Modules Occupational Therapy

BSc (Hons) Occupational Therapy

BSc (Hons)

Profile of Student Experience: Level One Theme: Occupational Therapy: Values and Beliefs Level One Coordinator Associate Coordinator
Alister Landrock Maria Giatsi-Clausen 12 weeks 11 hours 10 weeks 10 hours 216 hours

Semester One University contact weeks Average contact hours per week Semester Two University contact weeks Average Contact hours per week Professional Practice Placement 1 (6 weeks @ 36 hours, minimum, per week)

Learning Experience and Assessment

Semester One Modules Occupation, Interaction & Performance Assessment Report/Evaluation Self assessment Conceptual Foundations of Occupational Therapy Unseen Timed Test Participation in Occupation Mind-Brain-Body & Context 1 Essay Interprofessional Education Group Poster Semester Two Modules Conceptual Foundations of Occupational Therapy Portfolio Participation in Occupation Mind-Brain-Body in Context 1 Oral Presentation Interprofessional Education Essay Research 1 Essay Professional Practice Placement 1 Assessment Report

Student Support
Academic Tutor Groups Group Size8 9 Students Meetings Semester 1: 2 meetings (both individual and group meetings) Semester 2: 1 meeting (both individual and group meetings)

Student Representation
Level One students will be represented on the following committees Student Staff Consultative Committee (4 representatives)

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