Employability in Occupational Therapy

The NHS Constitution Values

The School of Health and Social Care (HSC) is committed to embedding the NHS Constitution values (which are reflected in the University values) and behaviour into all we do. There is recognition that not all students and staff will work within the NHS, however these values are applicable to many areas of work and activities.

The aspiration for those within HSC to involve students, patients, service users, carers and NHS /non NHS professionals in the delivery of all programmes should be the norm. All staff within HSC will demonstrate respect for persons; property and life choices and students are expected to do the same. All staff have a commitment to excellence in education and teaching which invites and acts on student and our partners’ feedback. We expect high levels of professionalism from staff and students at all times. 

The full NHS England Constitution can be viewed at: 

https://www.gov.uk/government/publications/the-nhs-constitution-for-england

The University Values

The new university strategy requires that the stated behaviours and values of the university are exhibited throughout your course – these values are similar to the guiding constitution values.

In pursuing teaching, research and support of students within the activity, behaviours and decision making of all members of the academic community are underpinned by clear expectations. These values and behaviours make it clear that the academic community have a responsibility to:

• Aspire to excellence in teaching and research
• Maintain integrity, honesty and openness working within ethical bounds
• Exercise Academic freedom
• Maintain and strengthen the student community
• Demonstrate inclusivity, equal opportunity, respect and dignity.
• Innovate to meet the challenges of a rapidly changing world.
• Maintain a global outlook and ensure that we draw on a rich diversity of perspectives
• Work in mutually beneficial partnerships which are based on trust and respect.
• Be accountable for decisions made and provide transparency in all.

Background / Context

Employability encompasses not only the knowledge, understanding and skills of an Occupational Therapist, but also the attitudes and attributes that allow you to gain employment, function effectively within the role, and be able to move between jobs, thus remaining employable throughout your life. This module will provide you with the opportunity to identify and develop skills that can directly contribute to your own employability.
Module Aims

This module aims to prepare you for employment within occupational therapy settings. You will draw upon and utilise transferrable and core skills to prepare for employment as an Occupational Therapist. The module provides self-directed and autonomous learning opportunities, which will aid you in identifying further areas of development that will contribute to your CPD.

Overview

Within this module you will explore the concepts of employability through personal reflection and identify strengths and areas for further development that will contribute to your continuing professional development.

Indicative Content

• Introduction to module and assessment
• Employability, including:
o preferred areas of practice
o reflection for further development
o core occupational therapy skills transferrable across diverse settings
o specialist practice and context dependent skill development
o professional, regulatory and organisational standards and competencies
• Gaining employment, including:
o development of curriculum vitae (CV)
o personal statements
o CPD portfolios
o employment application forms
o interview skills
o advanced communication skills
o personal skills, ie. assertiveness, self-confidence
o marketing yourself as a future Occupational Therapist
Detailed session content (if available)

Learning and teaching methods
Overview: This module emphasises the importance of self-directed and autonomous learning. There will be opportunities to negotiate the content of the module based on learner-identified areas of development

Lectures: Due to student-directed nature of this module key-note lectures will not be utilised. Clinician and service user involvement will be negotiated between learners and module tutors.

Independent: Drawing on previous experiences of EBL learners will explore content supported by small group and individual study.

Placement: You will draw upon your placement experiences, in order to further develop your learning within this module.

Online: E-resources and library facilities will support your learning within this module.

Tutorials: There will be opportunities to meet with personal tutors to discuss CPD portfolios.

Skills: Throughout this module learners will draw on their current occupational therapy skills to consider their readiness for employment as an Occupational Therapist. Learners will also identify the skills that they need to further develop as identified within regulatory, professional and organisational standards and competencies.

Module Outcomes

On successful completion of this module, you will be able to:

 Demonstrate a critical awareness of the employment criteria in a variety of settings
 Align your skills, behaviour and knowledge to regulatory, professional and organisational standards and competencies
 Critically analyse and evaluate your contribution to relevant organisations, service users and carers

Mapping to Programme Outcomes

Mapping to Programme Outcomes
A1: Demonstrate an advanced understanding of the theoretical underpinnings and core tenets of the occupational therapy profession
A4: Appraise the relevance and impact of legislation, guidance and evidence-based practice on occupational therapy provision
B1: Identify and critically appraise relevant aspects of practice, sources of information and issues which shape contemporary occupational therapy

B3: Engage in critical dialogues to initiate and develop effective, creative and innovative ideas for, and perspectives, on occupational therapy practice and research

B4: Synthesise different elements of learning to refine further questions, make judgements and reach appropriate conclusions
B6: Develop cognitive skills to demonstrate adaptability, flexibility and transferability of knowledge with the aim of remaining current within the ever-changing climate of practice
C4: Use reflection and professional reasoning to draw on professional knowledge, skills and understanding, benefitting service users, services and communities
D1: Communication-
a) Employ and adapt advanced communication skills to effectively engage with a range of audiences across a variety of contexts

D2: Information Technology-
a) Effectively use appropriate e-resources to develop own practice in order to support and demonstrate own learning
b) Engage with technological advances to the benefit of others

D4: Problem solving-
a) Recognise and analyse problems emerging from theory and practice, using sound reasoning processes to identify appropriate outcomes

D5: Working with others-
a) Develop effective working approaches and relationships in order to facilitate multidisciplinary collaboration and positive engagement with others
b) Respect the rights, needs and preferences of others
c) Respect diversity and acknowledge the richness that this can bring to the learning experience
d) Recognise and work within personal limitations

D6: Improving own learning and performance-:
a) Develop skills of prioritisation and organisation in order to manage workloads
b) Demonstrate statutory and programme requirements for fitness to practise
c) Use critical reflection to identify, plan and engage in activities that will contribute to continuing professional development and future employment

Mapping to Regulatory Body Standards
Mapping to Health and Care Professions Council (2013) Standards of Proficiency – Occupational Therapists
1 be able to practise safely and effectively within their scope of practice
2 be able to practise within the legal and ethical boundaries of their profession
3 be able to maintain fitness to practise
4 be able to practise as an autonomous professional, exercising their own professional judgement
5 be aware of the impact of culture, equality and diversity on practice
6 be able to practise in a non-discriminatory manner
7 understand the importance of and be able to maintain confidentiality
8 be able to communicate effectively
9 be able to work appropriately with others
10 be able to maintain records appropriately
11 be able to reflect on and review practice
12 be able to assure the quality of their practice
13 understand the key concepts of the knowledge base relevant to their profession
14 be able to draw on appropriate knowledge and skills to inform practice
15 understand the need to establish and maintain a safe practice environment

Assessment

Assessment Strategy
Overview

Submission of CPD Profile based on a modified version of the HCPC audit requirements
(100% weighting)

Please see Undergraduate Handbook for further general information on guidance and support. This handbook can be found on the MOODLE page Health & Social Care – Information for Current Students

Formative

You will have the opportunity to receive written formative feedback, for 1 piece of evidence and a list of other supporting evidence to be used for the CPD profile. This should be submitted via FASer by 5pm on Tuesday 16th November 2021. To prepare for this formative, you may find it useful to discuss your CPD portfolio with your personal tutor.

Summative

Using the CPD profile proforma, demonstrate how you have engaged with the continuing professional development process to meet the following HCPC standards of CPD:

1. Maintain a continuous, up-to-date and accurate record of CPD activities.
2. Demonstrate that your CPD activities are a mixture of learning activities relevant to current or future practice.
3. Seek to ensure that your CPD has contributed to the quality of your practice and service delivery.
4. Seek to ensure that your CPD benefits the service user.
5. Upon request, present a written profile (which must be your own work and supported by evidence) explaining how you have met the standards for CPD. The profile comprises of 3 sections:
    A reflective summary of your learning over the last 2 years (500 words)
    A statement of how you have met the HCPC standards of CPD (1500 words)
    Evidence to support your statement should include (appendices):
    chronological list of CPD activities
    maximum of 5 individual examples of your CPD evidence (see HCPC CPD evidence of examples for guidance)
    personal development plan

 Hand in date –
 Hand in via FASer
 All assessed work will be returned to the student within 20 working days, considered as Monday to Friday; this period excludes Bank Holidays and the University’s Christmas closure. We will always endeavour to meet the feedback deadline, but if there is any delay to release of feedback you will be advised of the reason for the delay via email by the Programme Lead in advance of the feedback date and the revised release date.

Essential

Alsop A (2013) Continuing professional development in health and social care: strategies for lifelong learning Chichester: Wiley Blackwell

Atwal A and Jones M (2009) Preparing for professional practice Chichester: Wiley-Blackwell

Cottrell S (2010) Skills for success: personal development and employability London: Palgrave

Recommended

Journals

Electronic
RCOT (2021) Professional standards for occupational therapy practice, conduct and ethics Online at:
https://www.rcot.co.uk/practice-resources/rcot-publications/downloads/rcot-standards-and-ethics

Health and Care Professions Council (updated 2016) Standards of Conduct, Performance and Ethics Online at:
https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/

Health and Care Professions Council (2013) Standards of Proficiency – Occupational Therapists Online at: https://www.hcpc-uk.org/standards/standards-of-proficiency/

*The site addresses are correct at the time of submission but are subject to change.