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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_285LQF level:Level 6
Credit Points:6.00ECTS:9.00
Branch of Science:Clinical Medicine; Sports Medicine and RehabilitationTarget 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, rkatrsu[pnkts]lv, +371 20271291
Study Course Planning
Full-Time - Semester No.1
Lectures (count)12Lecture Length (academic hours)2Total Contact Hours of Lectures24
Classes (count)22Class Length (academic hours)3Total Contact Hours of Classes66
Total Contact Hours90
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.TopicType of ImplementationNumberVenue
1Theory 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.Lectures12.00auditorium
2Model 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.Classes22.00auditorium
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
1Scaffa, M.E. 2018. Group Process and Group intervention. Chapter 38. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins
2Taylor, 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
3Forsyth, 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
4Brown, C.E. 2018. Ecological Models in Occupational Therapy. Chapter43. In: Willard & Spackman’s Occupational Therapy, 13th edition. Philadelphia, PA: Lippincott Williams & Wilkins
5Gillen, 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
6Toglia, 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
7Taylor, R. R. 2017. Kielhofner’s Model of Human Occupation: Theory and Application (Fifth edition). Philadelphia, PA: Lippincott Williams & Wilkins.
8Lin, 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.
9Buck, 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
1Fisher 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
2Iwama M. The Kawa model. Tulkojums latviešu valodā. Informācija par modeli tiešsaistē: http://kawamodel.com
3Kielhofner, G. 2009. Conceptual Foundations of Occupational Therapy. 4th edition. Philadelphia, PA: F.A. Davis. (akceptējams izdevums)
4Kanādas ergoterapeitu asociācija „Nodarbes veicināšana: ergoterapijas skatījums”, Ottawa, Ontario: CAOT Publications ACE, (1997). Tulkojums latviešu valodā. (akceptējams izdevums)
5Helfrich C., Kielhofner G. 1993. “Volitional Narratives and the meaning of therapy, AJOT, 60(3):103-110. (akceptējams izdevums)
6Tanner, 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.
7Verkerk, 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.
8Bugajska 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
1Nesterova, Z. 2013. Uz klientu vērsta prakse ergoterapijā: ergoterapeitu un pakalpojumu saņēmēju viedoklis, Bakalaura darbs, RSU.
2Cešeiko, R. 2014. Izpratne par garīguma konceptu ergoterapeita praksē. Bakalaura darbs, RSU.
3Interneta resurss par konceptuālajiem prakses modeļiem ergoterapijā
4Kanādas nodarbes veikšanas mērījuma interneta vietne
5Visocka, N. 2021. Plūdums ikdienas nodarbēs: sieviešu ar diagnosticētu un ārstētu vēzi pieredzes izpēte. Bakalaura darbs, RSU.
6Monreālas kognitīvo funkciju novērtēšanas skalas interneta vietne