Bachelor of Science in Occupational Therapy

1. The purpose of the qualification is to provide qualifiers with a wide range of specialised knowledge and skills in occupational therapy to enable them to plan, implement and evaluate realistic and appropriate occupational therapy services. Qualifiers will be able to work with individuals, groups, families and communities who have been affected by illness, trauma, developmental, psychosocial and environmental problems to the extent that they are no longer able to perform their everyday occupations (work, leisure, self-care and play) satisfactorily. This will be done through assessing, implementing and managing the occupational therapy intervention process.
2. The qualification will equip qualifiers with knowledge and skills to enable research into occupational therapy and related fields.
3. The qualification will enable qualifiers to register as occupational therapists with the Health Professions Council of South Africa to be able to practice as an occupational therapist at all levels of care with the Health Care System and the private sector.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Bachelor's studies.

The learner is competent in

1. Problem-solving

• In using solving techniques, clinical reasoning, and qualitative and quantitative research techniques in order to identify, assess, formulate and solve complex concrete and abstract problems related to occupational function and dysfunction creatively and innovatively in collaboration with clients.

2. The application of fundamental and specialist knowledge

• Apply knowledge of Human Development and Human occupation, Occupational Performance, Performance Components, Dysfunction, Occupational Therapy Process and Models of Treatment, Disability, Primary Health Care Principles, Medicine, Surgery, Psychiatry, Neurology, Psychology, Anatomy, Physiology and Physics in order to identify and solve a client 's or community 's problems in Occupational Performance areas (work, leisure, selfcare and play) within the context of the clients environment.

3. Investigations, experiments and data analysis

• Keep accurate client, personal, departmental and service records relating to occupational therapy assessment, intervention, and service.
• Critically evaluate professional literature relating to health and management of health service issues.
• Apply quantitative and qualitative research to disability, clients, professional and service issues, communities and families.
• Gather, analyse, interpret and derive information from data.

4. Therapy Programme Design

• Complete screening and specialised comprehensive occupational therapy assessments, and interpret the assessment in order to formulate an occupational therapy programme which is appropriate to the client's needs, the profession's.

codes of practice, and current legislation.

• Plan and implement an occupational therapy programme, with the client and family, based within client 's context and appropriate theoretical model of therapy.
• Evaluate and modify occupational therapy programme based on progress, and theoretical models of intervention.
• Develop new intervention methods based on the cause of occupational dysfunction and occupational therapy theoretical models.
• Supervise intervention implemented by support staff.
• Co-ordinate the occupational therapy programme with programmes offered by other health professional or other service providers and community based organisations.

5. Therapy skills, methods, tools and information technology

• Use the following Occupational Therapy tools: Occupation, Activity Analysis, Assistive Devices and Specialised Equipment, Stress Management, Social Skills, Life Skills Training, Assertiveness Training, and Vocational Training.
• Use the following Occupational Therapy methods: Task Groups, Discussion Groups, Socio-emotional Groups, Individual Therapy Programmes, Community Based Rehabilitation, Bio-mechanics, Neuro-developmental techniques, Psychosocial techniques, Perceptual-Motor Techniques and Health Promotion.
• Use the following skills: the Therapeutic use of Self, facilitation of communication, counselling, Activity analysis and advocacy skills.
• Use appropriate information technology.

6. Professional and general communication

• Communicate effectively with clients, health team, peers, and the community using appropriate communication styles, methods, and structures.
• Have a therapeutic relationship with clients and their families.
• Facilitate interaction.
• Facilitate skills learning to clients, their families, caregivers, the community, other members of the health team and peers using a wide variety of teaching methods ranging from repetitive, familiar to complex and specialised.
• Counsel clients, families and care givers on occupational therapy related issues.
• Act and consult with other professions and disciplines.

7. Awareness of the impact of therapy on society and the environment

• Be critically aware of the need to consider personal, social, cultural values, and needs of those affected by the Occupational Therapy service.
• Be critically aware of the impact of Occupational context on the Occupational Therapy service.
• Facilitate development on Occupational Therapy policy statements on issues of public interest.
• Advocate with people with disability, and Disabled People 's Organisations about rehabilitation issues and disability rights.

8. Team/Multi-disciplinary working

• Work effectively as an individual and a team member.
• Manage a department and support staff using appropriate policies, procedures and quality control.
• Recognise the importance of multi-disciplinary team work and help develop and maintain such a team.
• Be accountable to clients, team, employer, profession, and the community.
• Be a team leader.
• Collaborate on an inter-sectoral basis.

9. Lifelong Learning

• Learn effectively.
• Understand the importance of maintaining professional competence and keeping up-to-date with professional knowledge and skills.
• Identify your own professional development needs and ways to fulfil these needs.
• Keep up-to-date with developments in the field of work.
• Contribute to professional knowledge by disseminating professional knowledge and research findings.
• Recognise the importance of lifelong learning for support staff and can determine own needs.
• Provide in-service training for support staff.

10. Professional ethics and practice

• Act professionally and ethically and to take responsibility within limits of competence.
• Exercise judgement commensurate with knowledge and practice.
• Understand and respect client's rights.
• Practice safely within the professional scope defined by the Professional Board.
• Promote and develop the profession.
• Portray the beliefs and values of the profession.

Integrated Assessment

• Formal end of course assessment (summative);
• Continuing formal assessment (formative and summative);
• Continuing informal assessment (formative).

The learner must succeed in all modules to be eligible to receive the qualification.

Each module will be divided into several units. Assessment of units will be done on a continuous assessment basis and will consist of assignments, tests, examinations, practicals, case studies (written and oral), fieldwork projects, research projects and presentations, journaling, open-book tests, take-home tests, small group and individual presentations (oral and written), self-evaluation, peer evaluation and clinical therapist evaluations. Assessments will be designed to monitor the learner 's level of theoretical knowledge and critical thinking, and the learner 's practical skills and clinical reasoning.