Bachelor of Science in Occupational Therapy

The purpose of the qualification is to provide a graduate with

• Wide range of highly specialised knowledge and skills, and
• Advanced knowledge and skills to enable research in occupational science, occupational therapy and disability issues.

The qualification enables the graduate to register as an occupational therapist with the Health Professions Council of South Africa, so as to be able to practice a variety of roles as an occupational therapist in a state institution, private health institution or educational institution, in private practice, in a company or community, or any place where people are at risk, or have occupational dysfunction.

Further, the purpose of the qualification is that the skills learned can be used in complex, variable and highly specialised rehabilitation situations in South African health, welfare, education and labour sectors of service delivery, and are comparable to the international standards of occupational therapy.

The purpose of the qualification is to enable the graduate to plan, resource and manage the occupational therapy process for clients (where clients are individuals, families, organisations and communities) so that the client is educated about activities health and prevention of impairment, and so that the client is enabled to become occupationally functional in all spheres of life.

The purpose of the qualification is also to enable the graduate to plan, resource and manage accessible, efficient and cost effective occupational therapy practice or service. A client-centred approach is used, showing empathy and caring towards the client. Accountability is shown to the client or employer for achieving client Occupational Therapy OT practice/service, and personal goals and work load.

The learner requires the ability to study independently according to timetables and deadlines, to interpret information using basic analysis, to work in a group and to show some innovative responses to problems. A firm grounding in oral and written English, Mathematics and a science subject, preferably at the Higher Grade, provides the learning base for the achievement of the qualification.

FORMALLY ACCREDITED LEARNING

The typical learner has a matriculation with full exemption and with certain subjects (e.g. see above), achieved at a certain level of competence, or equivalent University-approved qualification, or a mature age exemption or equivalent - consult the application information for the year of study for which application is being made.

OTHER QUALITIES

Qualities other than academic achievement are taken into account e.g. through biographical questionnaires or interviews which address aspects such as leadership qualities, participation in cultural and sporting activities, membership of clubs and societies, languages spoken, community service and employment or voluntary work.

Recognition of Prior Learning (RPL)

Learners who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Learners who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary qualifications prior to admission or parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Occupational Therapy, NQF Level 7.

1) Problem solving

The qualifying learner is competent in the use of problem-solving techniques based on problem-based learning, clinical reasoning, and qualitative and quantitative research techniques.

2) Application of fundamental and specialist knowledge

The qualifying learner is competent to apply knowledge acquired to identify and solve a client's or community's problems in Activities Health or Occupational Dysfunction.

3) Investigations, experiments and data analysis

The qualifying learner is competent to initiate, investigate, analyse and revise investigations.

4) Therapy Programme Design

The qualifying leaner is competent to manage aspects of the therapy process such as the design, implementation, evaluation and modification of the programme.

5) Therapy methods, skills, tools and information technology

The qualifying learner is competent to use occupational therapy principles, methods, skills and tools to promote occupational performance, social interaction, adapt to impairment and disability.

6) Professional and general communication

The qualifying learner is competent to communicate effectively.

7) Awareness of the impact of occupational performance and therapy on society and the environment

The qualifying learner works with responsibility towards and sensitivity to the social and environmental context.

8) Team Work

The qualifying learner is able to work in a team and understands the value of not working in isolation.

9) Lifelong Learning

The qualifying learner understands the need for lifelong learning.

10) Professional Ethics and Practice

The qualifying learner understands the value of adherence to professional ethics in her/his practice.

1. The qualifying learner is able to

a) Identify, assess, formulate and solve complex concrete and abstract problems related to the development of activities-health, occupational dysfunction, impairment and disability.

b) Solve problems of an individual, organisation or community in a creative and innovative way, especially within the context of health in South Africa.

c) Deal with contingencies as well as with routine work.

d) Cope with uncertainty and adopt a flexible approach.

2. With the available evidence, the qualifying learner identifies and solves problems by applying

a) Knowledge of subjects such as occupational science, occupational therapy process and models of treatment, disability, medicine, surgery, psychiatry, neurology, psychology, sociology, anatomy, physiology, physics and ethics.

b) Knowledge of the context of the client's environment, impairment or disability.

c) Knowledge of the health system and its management.

d) Knowledge gained through the critical evaluation of medical literature and the use of a modern library effectively in order to keep up-to-date with new developments.

3. The qualifying learner is competent to

a) Keep systematic and accurate client, personal, departmental and service records relating to occupational therapy assessment, intervention and service.

b) Establish a data base in order to provide intervention based on demographic data and knowledge of professional theory and skills.

c) Critically evaluate relevant professional literature relating to health, disability and the management of health service issues.

d) Apply quantitative and qualitative research to disability, clients, professional and service issues.

e) Plan and conduct investigations and experiments relevant to occupational science, occupational therapy and disability, using appropriate research methodology.

f) Gather, analyse, interpret and derive information from data in order to identify and manage problems relating to activities health, impairment, disability and service delivery.

g) Collaborate in the research of other health professionals and contribute to their research findings.

4. The qualifying learner is competent to

a) Complete screening and specialised comprehensive assessments relevant to occupational therapy, 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.

b) Plan and implement an occupational therapy programme, with the client, based on the client's socio-cultural background, environment, therapy needs, pathology and appropriate theoretical model of therapy.

c) Evaluate and modify occupational therapy qualification based on client progress, pathology, theoretical model of treatment and socio-cultural background and environment.

d) Develop new treatment methods based on the cause of occupational dysfunction and occupational therapy theoretical models.

e) Supervise treatment implemented by support staff.

f) Co-ordinate the occupational therapy programme with those offered by other health professionals, or other service providers.

g) Complete a basic analysis of the cost effectiveness, relevance and viability of the treatment programme.

h) Identify community health needs relating to activities health and occupational dysfunction, and plan and implement a health promotion and dysfunction prevention programme.

5. The qualifying learner

a) Uses the following occupational therapy principles, methods, skills, and tools to promote occupational performance: Activities of Daily Living, (Assistive Devices and Specialised Equipment, Stress Management, Vocational Training, Task centred groups, Activity Analysis).

b) Uses the following principles, methods, skills, and tools to promote awareness of self and promote social interaction: Social Skills Training, Assertiveness Training, Task Groups, Discussion Groups, Socio-emotional Groups, Therapeutic use of Self, facilitation of communication, counselling.

c) Uses the following principles, methods, skills, and tools to enable clients to adapt to impairment and disability in order to participate in all areas of occupational performance: Biomechanics, Neurotechniques, Psychosocial techniques, Sensory-Perceptual-Motor Techniques.

d) Uses the following principles, methods, skills, and tools to plan effective intervention qualifications: Clinical Reasoning, Problem Based Learning, Individual Therapy Qualifications, Chronic Care Qualifications, Community Appraisal, Community Development, Community Based Rehabilitation.

6. The qualifying learner is competent to

a) Communicate effectively with clients, health team, peers and members of the community using appropriate communication styles, methods and structure.

b) Conduct a professional relationship with clients.

c) Develop a therapeutic relationship with clients.

d) Facilitate interaction among people of differing backgrounds, in a range of situations.

e) Teach skills to clients, their families, the community, other members of the health team and peers using a wide variety of teaching methods ranging from repetitive familiar to complex specialised.

f) Counsel clients on occupational therapy related issues.

7. The qualifying learner is competent to

a) Be critically aware of the need to consider personal, social, cultural values and needs of those affected by impairment, disability and the occupational therapy service.

b) Be critically aware of the impact of social, cultural, economic, political and ecological factors on the impairment, disability and the occupational therapy service.

c) Lobby for change to benefit people with disabilities.

d) Understand and use occupational therapy policy statements on issues of public interest.

e) Initiate and participate in provision of information on health care for the public and other health workers.

f) Be aware of the need to advocate for people with disability, and disabled people's organisations about rehabilitation issues and disability rights.

g) Use community resources and co-operate with community organisations.

h) Have a caring attitude towards clients.

8. The qualifying learner is competent to

a) Work effectively as an individual and a team member.

b) Understand management issues in a rehabilitation service and support all staff using appropriate policies, procedures and quality control.

c) Appreciate and respect the essential role of other health workers.

d) Recognise the importance of a multidisciplinary team approach, and help develop and maintain such team.

e) Be accountable to clients, team, employer, profession and the community.

f) Be a team leader.

9. The qualifying learner is competent to

a) Learn effectively from a range of situations, and understands the value of having an enquiring mind and a desire to learn.

b) Understand the importance of maintaining professional competence and keeping up-to-date with professional knowledge and skills.

c) Evaluate his/her own performance in order to identify her/his own professional development needs and ways to fulfil these needs.

d) Contribute to professional knowledge by disseminating professional knowledge and research findings.

e) Recognise the importance of lifelong learning for others such as support staff, and can identify their learning needs in the context of their support role.

f) Provide in-service training for support staff.

10. The qualifying learner is competent to

a) Value people's worth as individuals.

b) Act morally, professionally and ethically and to take responsibility within his/her own limits of competence and the scope of professional practice.

c) Exercise judgement commensurate with knowledge and practice.

d) Understand and respect clients' rights.

e) Practice safely within the professional scope defined by The Act.

f) Understand the importance of promoting and developing the profession.

g) Keep up to date with the professional code of practice and legislation relating to rehabilitation.

Integrated Assessment

Integrated assessment occurs especially in the clinical years (years of study 3 and 4) of the degree when learners undertake continuous assessments when working with clients, as well as written tests and examinations. The formal assessment methods used are a contribution of those introduced in earlier years.