BACHELOR OF SCIENCE (HONOURS) IN OCCUPATIONAL THERAPY 職業治療學理學士(榮譽) Programme Definitive Document 2018 Cohort Last updated on 4 June 2018 Table of Contents 1 General Information about the Programme 2 Programme Objectives and Learning Outcomes 3 Programme Structure and Content 4 Learning and Teaching 5 Admission Requirement 6 Assessment Scheme 7 Graduation Requirements 8 Course Description Forms 1 1 General Information about the Programme Name of Programme Bachelor of Science (Honours) in Occupational Therapy (English and Chinese) 職業治療學(榮譽)理學士學位 Exit Award Bachelor of Science (Honours) in Occupational Therapy (English and Chinese) 職業治療學(榮譽)理學士學位 QF Level Level 5 Award Granting Body Tung Wah College (English and Chinese) 東華學院 Hosting School School of Medical and Health Sciences Mode of Delivery and Full-time 4 Years Programme Length Medium of Instructions English Venue of Class Meetings King’s Park Campus: 31 Wylie Road, Homantin, Kowloon, Hong Kong Mongkok campus: 90A & 98, Shantung Street, Mongkok, Kowloon, Hong Kong Programme Length of Max. no. of years: 6 Exit Award Min. no. of years: 4 Number of notional learning hours: 6,250 Number of QF credit: 625 Contact hours required for the above QF credits: 2,746 hours plus 83 examination hours Ratios of contact hours to self-study hours for various learning and teaching activities: 1:2 (exclude Clinical Practicum and Capstone Project) Number of TWC credits required for graduation: 136 Programme 1 September 2018 Commencement Date 2 2 Programme Objectives and Learning Outcomes Programme Objectives 2.1 The objectives of the Programme are as follows: (a) To equip students with the ability to integrate theory and practice in occupational therapy. (b) To practise occupational therapy in different health care and educational settings. (c) To enable students’ eligibility to apply for registration as Registered Occupational Therapists with the Occupational Therapists Board, The Supplementary Medical Professions Council of Hong Kong. (d) To advocate health and wellness for all people in the community (e) To enhance students’ interpersonal skills, including teamwork and communication skills. (f) To foster students’ awareness and appreciation of cultural diversity. (g) To develop students’ critical and creative thinking as well as analytical and problem solving skills. 3 Programme Intended Learning Outcomes (PILOs) 2.2 Upon completion of the Bachelor of Science (Honours) in Occupational Therapy programme, graduates will be able to achieve the following PILOs (Table 1): Table 1 PILOs of the BSc(OT) programme Master the ethical, legal and professional standards of occupational therapy PILO 1 profession Provide competent and safe occupational therapy services through assessment, PILO 2 planning, implementation and re-evaluation for people of all ages and in diverse health care settings Apply appropriate foundation knowledge in theory and practice of occupational PILO 3 therapy according to approved standards Demonstrate critical understanding and knowledge of person-environment- PILO 4 occupation relationship and its relationship to health Apply basic knowledge and skills in integrating research studies, evaluating PILO 5 and utilising research findings in practice Apply critical and creative thinking and analytical skills in problem solving and PILO 6 decision making Demonstrate communication skills, in both Chinese and English, as well as good social and interpersonal skills and the teamwork spirit required for effective and PILO 7 professional interaction with individuals, families and members of other disciplines Demonstrate understanding of the community value of non-profit organisations PILO 8 in terms of their significance in Hong Kong and build a solid foundation in general studies to meet the requirements of the fast-changing environment 4 Table 2 Mapping of PILOs against Programme Objectives Programme Objectives PILOs a b c d e f g 1. Master the ethical, legal and professional standards of occupational therapy profession 2. Provide competent and safe occupational therapy services through assessment, planning, implementation and re-evaluation for people of all ages and in diverse health care settings 3. Apply appropriate foundation knowledge in theory and practice of occupational therapy according to approved standards 4. Demonstrate critical understanding and knowledge of person-environment- occupation relationship and its relationship to health 5. Apply basic knowledge and skills in integrating research studies, evaluating and utilising research findings in practice 6. Apply critical and creative thinking and analytical skills in problem solving and decision making 7. Demonstrate communication skills, in both Chinese and English, as well as good social and interpersonal skills and the teamwork spirit required for effective and professional interaction with individuals, families and members of other disciplines 8. Demonstrate understanding of the community value of non-profit organisations in terms of their significance in Hong Kong and build a solid foundation in general studies to meet the requirements of the fast-changing environment 5 3 Programme Structure and Content Programme Philosophy 3.1 Occupational Therapy is a profession concerned with promoting health and well-being through occupation (Kielhofner, 2009). Occupations refer to the everyday activities that people do as individuals, in families and with communities to occupy time and bring meaning and purpose to life (WFOT, 2012). The primary goal of occupational therapy is to enable people to participate in the activities of everyday life. Occupational Therapists achieve this outcome by enabling people to do things that will enhance their ability to participate or by modifying the environment to better support participation (Brown et al, 2014). 3.2 The Bachelor of Science (Honours) in Occupational Therapy (BSc(OT)) programme asserts that knowledge in health and medical sciences provides solid knowledge for studying the discipline-based occupational therapy courses which would enable students to carry out occupational therapy assessment and intervention independently in any settings after graduation. The programme curriculum embraces a progressive and integrative learning model where students begin to build up the foundation knowledge about health and occupational therapy in their first year of study. General education and languages, professionalism and communication, understanding of interplays of person, occupation and environment, and the knowledge of health and medical sciences are considered the basic components of knowledge in occupational therapy. Through problem-based learning and solid training in clinical reasoning, students learn to integrate the health and medical knowledge with the theoretical proposition of Occupational Therapy. Through experiential learning in the realistic contexts during the Community Teaching Scheme and Clinical Education, students are anticipated to achieve a mastery of the professional practice of occupational therapy with awareness of cultural relevance and diversity. 3.3 The following are the basic philosophy of the programme in terms of Health, Occupation, Education, and their interweaving relationship. Philosophy of Health 3.4 Health is more than the absence of disease (World Health Organization, 2002). Health is strongly influenced by having choice and control in everyday occupations. Health has dimensions associated with spiritual meanings and life satisfaction in occupations and social dimensions associated with fairness and equal opportunity in occupations (Molineux et al, 2011). 3.5 In line with the definitions advocated by the World Health Organization (2002), we regard health as the foundation to the economic, social, and cultural well-being of a society. Various determinants contribute to the health of individuals, communities, and populations within society, including biological, cultural, developmental, economic, environmental, psychological, social, and spiritual factors. These determinants of health should be fully understood in terms of their interrelationships and their influences on health and illness. Health, therefore, is committed to well-being through the promotion of health, the enhancement of participation, and the prevention of adverse consequences 6 related to illness and disabilities (World Health Organization, 2012; Wilcock, 2006). We believe in a client-centered and community approach to health and health care, and individuals should have the right to participate in decisions about their own health (Law, 1998; Sumsion, 1999). 3.6 The concept of health among Chinese people with disabilities echoes with some of the above philosophy. Hwu et al (2002) described the following six components which are the expected outcomes of health programs in Chinese communities. The six components are (a) Chinese sense of independence, which is “not being sick enough for hospitalization” and “no bothersome symptoms” (Hwu et al., 2002, p.297); (b) Chinese sense of physical functioning, which denotes vitality and physical comfort; (c) Chinese sense of contentment in social interaction, which denotes “a contentment with self, have cohesive family relationship, able to fulfill one’s responsibility” (Hwu et al., 2002, p.297); (d) Chinese zest for life, which denotes “face each day with zest and enthusiasm”, feeling well and happy; (e) Chinese sense of serenity, which is the peace of mind and thought, inspiration from illness and the