.
Conceptual Models of Practice
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:15.03.2024 15:09:40
| Study Course Information | |||||||||
| Course Code: | REK_285 | LQF level: | Level 6 | ||||||
| Credit Points: | 6.00 | ECTS: | 9.00 | ||||||
| Branch of Science: | Clinical Medicine; Sports Medicine and Rehabilitation | Target Audience: | Rehabilitation; Medical Technologies; Medical Services; Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Ieva Jēkabsone | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, rk rsu[pnkts]lv, +371 20271291 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 22 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 66 | ||||
| Total Contact Hours | 90 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Knowledge about human anatomy and physiology, about human occupations, occupational analysis, environment, development of society, paradigma of occupational therapy. | ||||||||
| Objective: | To introduce students with the main conceptual models of occupational therapy practice. To develop basic skills for occupational therapy practice. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Theory about: Motor control practice model. Cognitive – perceptual practice model. Model of human occupation. Occupational promotion – Canadian Model of Occupational Performance. Person centred practice. "Flow" theory, its practical application in occupational therapy practice. Canadian Practice Process Framework. Sensory integration theory. Group work practice model. Biomechanical model of practice. Person – environment – occupation model. Kawa model of practice. Intentional relationship model. | Lectures | 12.00 | auditorium | |||||
| 2 | Model of human occupation. Occupational promotion – Canadian Model of Occupational Performance. Person centred practice. "Flow" theory, its practical application in occupational therapy practice. Motor control practice model. Cognitive – perceptual practice model. Sensory integration theory. Group work practice model. Biomechanical model of practice. Person – environment – occupation model. Kawa model of practice. Intentional relationship model. Canadian Practice Process Framework. | Classes | 22.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Individual work – to get ready for tests and quizzes, to acquire assessment skills by using measurements in connection with models of practice. Group work – presentations for seminars, case analysis. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | • Active and productive participation in practical sessions; • Quality of verbal answers; • Timely, high-quality completed written assignments and presentations; • Passed written tests; • Active and productive participation in seminars; • At the end of the course – exam. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | As the result of study course student will acquire the basic knowledge to name and describe the conceptual practice models of occupational therapy; sequentially arrange the structure to define the phenomena in each practice model; to describe the therapeutic use and practical utility of models. | ||||||||
| Skills: | As the result of study course acquisition student will be able to use different, appropriate to the situation conceptual models of practice to collect information and data, analyze findings and draw up a treatment plan and begin its implementation, evaluate the results. | ||||||||
| Competencies: | As the result of study course student will be able to practically apply the acquired basic knowledge and basic skills of conceptual practice models and associated phenomena during occupational therapy. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Scaffa, M.E. 2018. Group Process and Group intervention. Chapter 38. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins | ||||||||
| 2 | Taylor, R.R. 2018. Therapeutic Relationship and Client Collaboration: Applying the Intentional Relationship Model. Chapter 37. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins | ||||||||
| 3 | Forsyth, K, Taylor, R.R, Kramer, J.M, Prior, S, Ritchie, L, Melton, J. 2018. Model of Human Occupation. Chapter 42. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins | ||||||||
| 4 | Brown, C.E. 2018. Ecological Models in Occupational Therapy. Chapter43. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins | ||||||||
| 5 | Gillen, G., Nilsen, D.M. 2018. Motor Function and Occupational Performance. Chapter 57. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins | ||||||||
| 6 | Toglia, J.P., Golisz, K.M, Goverover, Y. 2018. Cognition, Perception, and Occupational Performance. Chapter 58.In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins | ||||||||
| 7 | Taylor, R. R. 2017. Kielhofner’s Model of Human Occupation: Theory and Application (Fifth edition). Philadelphia, PA: Lippincott Williams & Wilkins. | ||||||||
| 8 | Lin, T. T., & Fisher, G. 2020. Applying the Model of Human Occupation During the Pandemic Stay-atHome Order. The Open Journal of Occupational Therapy, 8(4), 1-7. | ||||||||
| 9 | Buck, C, Martindale, B, Braden, H.J. 2019. Goniometry Apps: Do They Measure Up? Exploring the Accuracy of Mobile Device Apps. Gerontol & Geriatric stud.5(2) | ||||||||
| Additional Reading | |||||||||
| 1 | Fisher A. G. 1998. “Uniting Practise and theory in an occupational framework”, AJOT, 52(7):509-521. Tiešsaistē: http://ajot.aotapress.net/content/52/7/509.full.pdf | ||||||||
| 2 | Iwama M. The Kawa model. Tulkojums latviešu valodā. Informācija par modeli tiešsaistē: http://kawamodel.com | ||||||||
| 3 | Kielhofner, G. 2009. Conceptual Foundations of Occupational Therapy. 4th edition. Philadelphia, PA: F.A. Davis. (akceptējams izdevums) | ||||||||
| 4 | Kanādas ergoterapeitu asociācija „Nodarbes veicināšana: ergoterapijas skatījums”, Ottawa, Ontario: CAOT Publications ACE, (1997). Tulkojums latviešu valodā. (akceptējams izdevums) | ||||||||
| 5 | Helfrich C., Kielhofner G. 1993. “Volitional Narratives and the meaning of therapy, AJOT, 60(3):103-110. (akceptējams izdevums) | ||||||||
| 6 | Tanner, L. R., Grinde, K., & McCormick, C. 2021. The Canadian Occupational Performance Measure: a Feasible Multidisciplinary Outcome Measure for Pediatric Telerehabilitation. International journal of telerehabilitation, 13(1), e6372. | ||||||||
| 7 | Verkerk, G. J. Q., van der Molen-Meulmeester, L., & Alsem, M. W. 2021. How children and their parents value using the Canadian Occupational Performance Measure (COPM) with children themselves. Journal of pediatric rehabilitation medicine, 14(1), 7–17. | ||||||||
| 8 | Bugajska K, Brooks R. 2021. Evaluating the use of the Model of Human Occupation Screening Tool in mental health services. British Journal of Occupational Therapy. 2021;84(9):591-600. | ||||||||
| Other Information Sources | |||||||||
| 1 | Nesterova, Z. 2013. Uz klientu vērsta prakse ergoterapijā: ergoterapeitu un pakalpojumu saņēmēju viedoklis, Bakalaura darbs, RSU. | ||||||||
| 2 | Cešeiko, R. 2014. Izpratne par garīguma konceptu ergoterapeita praksē. Bakalaura darbs, RSU. | ||||||||
| 3 | Interneta resurss par konceptuālajiem prakses modeļiem ergoterapijā | ||||||||
| 4 | Kanādas nodarbes veikšanas mērījuma interneta vietne | ||||||||
| 5 | Visocka, N. 2021. Plūdums ikdienas nodarbēs: sieviešu ar diagnosticētu un ārstētu vēzi pieredzes izpēte. Bakalaura darbs, RSU. | ||||||||
| 6 | Monreālas kognitīvo funkciju novērtēšanas skalas interneta vietne | ||||||||
