Postgraduate Diploma in Occupational Therapy

Purpose

The purpose of the qualification is for the qualified learner be competent to apply specialised knowledge, tools and techniques in advanced Occupational Therapy so contributing to the need in our country for skilled Occupational Therapists with specialist knowledge. Further, the purpose of the qualification is to produce qualified learners who may proceed to a master's level.

Recognition of Prior Learning

Learners who fall outside of the regular admissions process who can demonstrate to the satisfaction of the institution 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 need further academic development, may be required to broaden their curriculum to include preliminary qualifications before admission or parallel programmes after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Science NQF Level 8.
• Register with Health Professions Council of South Africa (HPCSA)

1. Problem-Solving Ability.

The qualifying learner is competent to perform high order problem- solving techniques (collecting, researching, analysing, organising and critically evaluating information at an advanced level) and to apply specialised techniques in the field of Occupational Therapy to recognise, investigate, treat and prevent conditions in the field of Occupational Therapy.

2. Specialist Knowledge of Occupational Therapy Practice and the Application Thereof

The qualifying learner is competent to apply specialist knowledge to determine the causes of functional problems and to solve and manage those problems through Occupational Therapy.

1. Attitudes and Values.

The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects of specialist Occupational Therapy practice, both in relation to the individuals and the community.

1. Self Development.

The qualifying learner will have acquired and will demonstrate self -direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

1. Understanding the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

In the contexts of the whole individual and his or her place in the family, society the population and the environment, the qualifying learner will have knowledge of health and its promotion, disease and disability and its prevention and management in these contexts.

1. Working with others as members of a team, group, organisation, community.

The qualifying learner will be competent to work with others as a member of a team, group, organisation and community.

1. Professional and General Communication.

The qualifying learner will be competent to communicate and teach effectively both orally and in writing with peers, colleagues, clients, members of the health care team and the public.

1. The qualifying learner demonstrates

• Analyse information from history, physical, psychological, Occupational performance examination, and diagnostic tests to arrive at a management qualification
• The ability to select, apply, evaluate and/or develop the most appropriate specialised approach to the solution of problems.
• Learner of diverse knowledge to development of appropriate solutions of problems, recognising wide-ranging factors including financial, environmental, health and technological aspects.
• Appropriate decision making regarding management and treatment or referral based on the above and on current evidence.
• Enterprise in problem- solving.

2. The qualifying learner demonstrates

• Both knowledge and application of that knowledge in a specialised field.
• Competence as a specialist practitioner in the field of Occupational Therapy which includes.
• Demonstration of leadership in advanced problem-solving.
• Ability to work with others in a team.
• Showing initiative and ability to work independently with professional responsibility in a specialised field being critically aware of one's own limitations.
• Appropriate referral to another practitioner.
• Effective communication in any appropriate medium.
• Effective and critical use of specialist techniques of Occupational Therapy.

3. The qualifying learner

• Shows respect for clients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture.
• Where applicable, refers clients to practitioners who are more appropriately qualified than he or she is to treat certain conditions.
• Demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual client intervention and the provision of service to communities.
• Considers both the impact of health care on the environment as well as the impact of the environment on health.
• Strives to improve client care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to the community as well as to individual client welfare by the practise of specialist techniques and methods particular to occupational therapy.
• Incorporates the ethical and legal issues of the profession into the practice of occupational therapy.

4. The qualifying learner

• Uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both as a specialist occupational therapist and as a responsible citizen.
• Acknowledges responsibility for continuing professional development (CPD) in order to keep up to date with new developments and to maintain accreditation and meet statutory CPD requirements.
• Identifies personal limitations and develops the capacity of self- audit and participates in the peer review process, showing a willingness to seek help when necessary.

1. In the context of the individual client the qualifying learner will show the ability to integrate basic science and clinical skills with an understanding of the consultative process and will demonstrate the ability to:

• Obtain an appropriate history and understanding of the client's reason for seeking the service.
• Perform a complete Occupational Therapy examination.
• Interpret the findings to reach an assessment of the client's problems and formulate with the client plans for management, including opportunistic health promotion.
• Maintain a therapeutic relationship with the patient.
• Appropriately and effectively record and report all the above.

In the context of family and population health

• Collect and record health-relevant information in a systematic and reliable way; use this information to identify occupational performance problems and apply it to manage these problems.
• Analyse the burden of disease and disability within the family, the community and the environment, socio-economic, political, ecological and behavioural determinants of disease and disability.
• Apply the principles of disease and disability prevention and health promotion within the context of promoting a healthy environment.
• Play a role in the organisation, management and provision of health care both in the community and in acute and chronic health care settings, taking into consideration the economical and practical constraints within which it is delivered, and the audit process to monitor its delivery.

6. The qualifying learner will

• Recognise the nature and scope of the various professional health disciplines.
• Work effectively with others in the health-care team, understanding the need to have managerial, communicative, research and educational skills for this purpose.
• Demonstrate respect for the essential roles which other health workers play in health care and show a willingness to work effectively within a team.

1. The qualifying learner will demonstrate the ability to communicate effectively, orally and in writing, with the client, the family, the health-care team and the community at large using appropriate structure and style.

Integrated Assessment

Formative assessment is undertaken continuously, incorporating seminar presentations and papers, coursework assignments and tasks. Such methods assess learners' progress towards the professional and academic competencies set out in the exit level outcomes listed above. The assessment instruments are designed to integrate practical, theoretical and reflective competence. Furthermore in order to pass a course, and, finally, in order to qualify, the learners must demonstrate the specialised knowledge acquired. The formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty. Summative assessment may be conducted using oral and written examinations and examination equivalent assignments. These assessment instruments are designed to integrate practical, theoretical and reflexive competence.