Introduction to enabling occupationLaajuus (5 cr)

Objective

Students learn how to explain and adopt the theoretical concepts underpinning occupational therapy, specifically the occupational nature of human beings and their performance of occupations. They are able to separate different kinds of interventional approaches for the client to enable occupation and participation. They synthesize and apply relevant knowledge from biological, medical, human, psychological, social, technological and occupational sciences, together with theories of occupation and participation. They are able to justify occupation-centered intervention in a multiprofessional context.

Content

-occupation-centered and client-centered intervention approaches to enable clients’ occupations to support health and well-being
-multiprofessional co-operation
-evidence-based occupational therapy
-clinical reasoning
-occupational goal setting during the processes of multiprofessional co-operation and occupational therapy

Qualifications

-

Assessment criteria, satisfactory (1)

5: The student’s ability to choose and justify chosen intervention approaches for the client to enable occupation and participation is excellent. He/she is able to compare broadly different kinds of intervention approaches critically and can apply knowledge from biological, medical, human, psychological, social, technological and occupational sciences to justify their clinical reasoning. The student is able to write written assignments according to the rules of JAMK reporting.
4: The student is able to choose and justify chosen intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches and can apply knowledge from biological, medical, human, psychological, social, technological and occupational sciences to justify their clinical reasoning. The student writes their written assignment mostly in accordance with JAMK reporting rules.

3: The student chooses and justifies chosen intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches. He/she has used knowledge from biological, medical, human, psychological, social, technological and occupational sciences to justify his/her clinical reasoning but there are some disadvantages. The student writes their written assignment mostly in accordance with JAMK reporting rules.

2: The student chooses intervention approaches for the client to enable occupation and participation. He/she compares different kinds of intervention approaches and justifies their clinical reasoning via clinical experiences. It is difficult to notice how he/she uses knowledge from biological, medical, human, psychological, social, technological and occupational sciences to justify their clinical reasoning. The student writes their written assignment mostly in accordance with JAMK reporting rules.

1: The student chooses intervention approaches for the client to enable occupation and participation. He/she has some problems comparing different kinds of intervention approaches. He/she justifies their clinical reasoning only via previous clinical experiences. How he/she uses knowledge from biological, medical, human, psychological, social, technological and occupational sciences to justify their clinical reasoning is unclear. The student writes their written assignment mostly in accordance with JAMK reporting rules but there are moderate disadvantages.