Assessment of occupational performance components and areas 1Laajuus (7 ECTS)

Objective

Students are able to define the stages of the occupational therapy process. They are able to explain the role of assessing occupational performance components and areas as the starting point for planning intervention. Students master the foundations of assessing occupational performance. They are familiar with one theoretical conceptual model of occupational therapy and a few frameworks that guide assessment. Students know how to apply knowledge from biological, medical and behavioural sciences to assessment of occupational performance. Students are able to assess individual clients’ participation in occupations that are important to them and factors contributing to their occupational performance. They understand the significance to assessment of using occupation and learn new occupational forms. Students know how to apply a few assessment methods credibly and appropriately. Students are able to interpret results reliably, to report them understandably to the client and partners and to make recommendations to promote the client’s occupational performance. Students command the principles of safety in patient transfers.

Content

• Canadian Practice Process Framework (CPPF)

• Significance of assessing occupational performance components and areas in the occupational therapy process
• Assessment process
• Foundations of assessment: credibility, confidentiality and client-centred approach
• Frameworks guiding assessment

• Assessment of clients of different ages
• Creating the framework for a therapeutic situation (integrated with therapeutic relationship studies)
• Clients as active participants in assessment (integrated with therapeutic relationship studies)

• Occupational performance components, areas and participation as concepts

• Assessment of occupation and participation
• Assessment of skills and abilities
• Assessment of the environment

• Occupational forms and occupational analysis in assessment of performance
• Standardised and structured assessment methods; interview, observation, self-assessment and testing in assessment of skills and capacities

• Evaluation, results summary, interpretation and recommendations
• Discussion of results with the client
• Sharing assessment results and working in teams
• Documentation of assessment by means of occupational therapy nomenclature

• Assisting safe transfers

Assessment criteria, satisfactory (1)

Students use the appropriate core concepts as well as make choices using the knowledge base of their own professional field. They recognise the prerequisites and consequences of their own actions.

Students’ actions follow the rules and instructions given, and they use working methods appropriately and safely.

Students work according to the professional ethics of their own field, and they act responsibly as group members.

Assessment criteria, good (3)

Students analyse the relationships between appropriate core concepts as well as justify their choices using the knowledge base of their own professional field. They analyse the prerequisites and consequences of their own actions.

Students act according to the rules and instructions given in their operating environment, and they use working methods appropriately and safely.

Students work according to the professional ethics of their own field, and they act flexibly as group members.

Assessment criteria, excellent (5)

Students analyse and assess the relationships between appropriate core concepts as well as make choices using the knowledge base of their own professional field. They assess the prerequisites and consequences of their own actions.

Students act initiatively and goal-orientedly in diverse operating environments, and they apply working methods appropriately and safely.

Students work according to professional ethics in varied situations, and their functioning enhances group activities.