Occupational Therapy

Integration of biomechanical, sensorimotor, cognitive, intrapersonal and interpersonal skill components.

Instruments for performing activity and performance analysis.

Implementation of activity and performance analyses from different areas of life for both healthy people and people with disabilities, taking cultural aspects into account.

Basics of adaptation and grading.

• Students can perform activity analyses.

• Students can perform performance analyses on both healthy people and people with disabilities.

• Students can explain the meaning of adaptation and grading.

• Students can apply and justify adaptation and grading in practice situations.

presenting, elaborating, explorative
self-awareness

Continuous assessment: Portfolio work, presentations, knowledge review, practical examination

Fundamentals, functioning and analysis of biomechanical, sensorimotor and cognitive ability components

Characteristics of physiological posture and movement

Analyses of everyday movements

Motor learning

Basics of mobilization

Basics of patient* handling and transfer

• Students can name and observe the ability components biomechanics, sensorimotor skills and cognition and describe their influence on human actuation performance.

• Students can combine basic anatomical knowledge with biomechanical, sensorimotor and cognitive ability components.

• Students can use their basic anatomical knowledge to analyse problems in the fields of biomechanics, sensorimotor and cognition.

• Students understand the significance of movement behaviour and cognition for everyday life and are able to observe and describe this and to carry out selected interventions based on this.

Lecture, practical exercises, self-awareness

Final exam: written test for knowledge retrieval, practical test

Basic anatomical terms, functionally oriented contents of anatomy and physiology of the locomotor system and neuroanatomy relevant to occupational therapy

• Students name the basic terms of anatomy and can describe the structure and function of the human body.

Lecture, practical exercises on anatomical models

Final exam: written test, oral examination

Knowledge of the phases of life (developmental psychology) and age-typical activities

Game: Basics, phases

Lifestyles/styles and routines with a view to variants of performance

Interdisciplinary view on critical life events and transitions

Activity profiles in different phases and situations of life with reference to social determinants (e.g. child poverty, single parents, minimum pensioners, )

"Learning from experts": contact with affected people (with disabilities, caring relatives, ...)

• Problem solving, resistance, self-regulation, decision
• Coping with everyday challenges in different countries areas of life
• Models of Change
• Identity and activity

Concepts of Occupational Science (Balance, Equity, Transitions) in connection with health, quality of life and Life Balance

Macro, meso and micro levels

Social determinants of health, social capital and social support

Get to know and practice COPM

• Students can identify needs for activity and developmental tasks in different phases of life.

• Students can create client-centered and culturally sensitive activity profiles and recognize the variability of performance and coping with everyday life.

• Students can carry out a standardized procedure for ascertaining actuation concerns in practice situations.

• Students can describe principles of the game and its therapeutic, didactic and creative possibilities.

• Students will be able to contrast the concepts of inclusion, participation and social determinants with everyday challenges in different social contexts.

Discussion, feedback, lecture with activating methods, group exercises, peer feedback, practical case studies, interviews, observations

Continuous assessment: elaborations, reflections

Ergotherapy-relevant content from (positive) psychology with regard to psychosocial and personality factors and the understanding of mental well-being and quality of life.

Occupational therapy relevant content from sociology with regard to social groups, society and culture as well as social action and theories of action.

Person: cognitive, physical and affective performance components with emphasis on psychosocial and personality factors: communication, cooperation, emotion, affects, frustration tolerance, critical faculties, motivation, volition, values, self-efficacy, self-confidence, spirituality, identity, commitment

Environmental factors: life situations, social role and social position, social group, social norms and deviations, gender status, power and authority, values and culture at the level of the individual, family, community and geographical region and their influence on action, diversity, physical, natural and technological environment (e.g. housing adaptation, person-environment-fit)

Action: taxonomies and different complex actions/activities/activities; routines, (in different cultures), theories of action, behaviour - action - social action, types of action; autonomy and self-reliance

Dimensions of doing: doing, being, becoming, belonging (Wilcock)

the contribution of physical activity to health and well-being:

• Bio-psycho-social concept of health
• Health models
• Positive Psychology, Flow, Resilience, Wellbeing
• Activity patterns: engagement, meaning, balance, control/choice, routine
• Individual significance in all areas of life including family and sexuality
• ICF

Knowledge about the connection between climate change and health aspects

Importance of the areas of life for the individual; discussion of the categorisation of the areas of life

Immersion in a selected occupational therapy model of activity

Dealing with creative media

Dynamic system theories

• Students can comprehensively present the aspects of the dimensions person, action, environment that are relevant for carrying out an activity in a specific context.

• Students can grasp the complex interaction of the three dimensions person, action and environment in culturally and life-historically diverse case studies as well as in self-awareness and derive hypotheses for the individual significance of activity in the examination of these areas of life.

• By referring to health concepts, students can explain the contribution of activity to health, quality of life and well-being and show understanding for autonomy and participation.

• The students can explain the ICF model and explain the importance of the ICF for inter-professional cooperation.

Group work, discussion, lecture with activating methods, case solutions, self-awareness with creative media

Continuous assessment: Portfolio work, elaborations, presentations

Overview of current models of occupational therapy

European conceptual framework: Explanation of subject areas (activity, performance, participation, action roles, autonomy, self-reliance, routines, habits, environment, context, motivation, volition, abilities, skills, ...) and their mutual impact

Complex and linear thinking, pragmatism in connection with the history and paradigms of occupational therapy

Client*centricity

• The students know the history of occupational therapy and can deduce the importance of client centricity from this.

• They can explain the concept of exercise using current models of occupational therapy and establish a relationship to everyday coping, exercise needs and areas of life.

• You can use occupational therapy terminology to explain the occupational therapy profession.

discussion, lecture with activating methods, work assignments (individual or group) with feedback

Final exam: written test for knowledge retrieval, written elaborations

Definition and steps of evidence-based practice

Research in scientific databases and documentation of research processes

Basic concepts of qualitative and quantitative research methods

Research Ethics

Level of evidence (EBP pyramid)

Tools for the critical evaluation of studies

Guidelines: Meaning, forms, search for guidelines

Correct citation and creation of bibliographies

Barriers to EBP in therapeutic practice and strategies for implementing EBP in practice

Forms of documentation/publication of critical assessments (e.g. systematic review, CAT)

• Students can name the definition and steps of EBP and apply the basic elements of EBP.

• Students can research in scientific databases, library catalogues and guideline databases and document this research.

• Students are able to quote correctly and can compile a bibliography.

• Students can explain the basic concepts of qualitative and quantitative research and describe the different levels of evidence.

• Students can discuss ethical questions in research.

• Students Students can name tools for critical evaluation and apply a tool.

• Students can name barriers to EBP in therapeutic practice and discuss strategies for implementation in practice.

lecture, discussion, (group) exercises, presentations

Continuous assessment: Working out EBP in group work

Contents and parts of scientific journals

Search for articles

Development of studies

Reading technology

Consolidate study designs and scientific terms

Application of tools for critical appraisal

Repeat and determine EBP level

Presentation techniques

Position Paper, Statements (WFOT, COTEC, ...)

• The students can critically evaluate and discuss studies.

• Students can recognise and justify the evidence level of studies.

• Students can present the contents and results of a study in English in a structured and comprehensible way.

• Students can apply a reading technique.

Lecture, presentations, discussions

Continuous assessment: Presentations and participation in discussions

Basics of guided self-reflection

Importance of values/basic values/spirituality for professional personality development

Basics of learning (learning zones, learning levels)

Basics of communication and conversation management (including giving and taking feedback)

Specific basics of narrative conversation management - generation-specific

Basis for actuation profile

• Students can describe the significance of objectives and reflection processes and can name criteria for goal formulation and critical reflection.

• The students can explain the basics of learning.

• Students can describe the basics of constructive and person-centred conversation and apply elements of this in practice situations.

• Students can explain the importance of narrative conversation and apply elements of it in practice situations.

• Students can give and take feedback rules explain and apply feedback regularly for their professional development.

self-experience, practical exercises, (peer)feedback, discussions, portfolio

Module exam

legal framework conditions relevant to the profession: Overview of patients' rights and measures to secure these rights; basic principles of the DSGV)

Fundamentals of ethics and diversity

Fundamentals of change management in relation to personal development

Develop and formulate individual goals, design and reflect on own change processes (professional competence development), reference to own values, inner team, ZRM, SMART, GAS

Introduction to networked (cross-module) portfolio work.

• Students can explain and constructively discuss professionally relevant concepts of ethics and diversity. They can critically analyse and discuss the significance of ethical, cultural, gender and generational aspects using examples of exercises.

• The students can describe selected patient rights and show the connection to basic and human rights. They can explain measures to secure patients' rights (e.g. patient advocacy, representation network, ....).

• The students know the basic features of the DSGV and can describe them.

• Students know the importance of change processes and can explain models of change processes.

• Students can describe methods of goal development and formulation as well as selected strategies for shaping their own change processes.

Portfolio, individual mentoring (competence development talks), lecture, group work, discussions, (peer) feedback

Module exam

Types of diagnostic procedures (findings, diagnostics, prognosis, evaluation), quality criteria, content and quality assurance differentiation (body function, activity, participation, environment), survey methods (interview, questionnaire, observe, measure)

Selected assessments to collect data on body functions, activity, participation, environmental factors

• Students can assess the strengths and limitations of various diagnostic procedures on the basis of the theoretical principles.

• Students can name different methods of diagnosing bodily functions and structure, activities, participation and the environment, and can carry out selected methods in practice.

• Students can describe how standardized assessments are correctly used, performed and evaluated.

• The students can name the quality criteria and explain their significance for diagnostic and evaluation procedures.

• Students can select a suitable assessment for a specific case. They can perform and evaluate the assessment correctly, interpret the results, and observe the quality criteria.

• Students will be able to select a suitable instrument for conducting a performance analysis, perform it and assess the quality of analyses.

• Students are able to make differentiated observations and interpret them on the basis of different frames of reference.

• Students can analyse and interpret the collected results of diagnostic procedures and relate them to operational needs.

Group work, discussion, lecture with activating methods, work assignments with feedback, peer feedback, work with core case studies, practical exercises

Final exam

Overview of the ET process, using a process model, e.g. CPPF, OTIPM

different tools for the collection of actuation concerns or participation e.g. Activity Card Sort, COSA/OSA, OPHI - II, BIDOC, PEAP,IPA, PEM-CY

Practice a COPM

Goal setting and goal formulation

SMART - Criteria

Criteria of good documentation

Evaluation

Basic knowledge for quality assurance

Basic forms of professional reasoning

• Students can describe the phases of the occupational therapy process and explain the significance of the individual process steps.

• Students can raise actuation concerns, taking into account the basics of communication, and correctly carry out a corresponding standardised procedure.

• Students can collect information in a structured way according to the areas of person-action-environment.

• In practice situations, students can establish contact and conduct an initial interview and justify their approach in terms of professional reasoning.

• Students can formulate client-centered therapy goals in practice situations in a verifiable way and recognize forms of professional reasoning.

• Students can describe the criteria of good documentation and analyse the quality of documentation.

Group work, discussion, lecture with activating methods, work assignments with feedback, peer feedback, work with core case studies, practical exercises

Final exam

Based on clients of different age and diagnosis groups: ADL training, I-ADL training

Strategies for compensation and adaptation of everyday activities or courses of action

Strategies for learning and practicing everyday activities or action sequences

Use of tools and technologies including online activities of everyday life

Mobility, transfer, handling

Acting in everyday life without damaging the joints

Fall prevention in everyday life

• Students can carry out or apply selected measures/methods/means to promote everyday skills.

• The students can train activities of daily life adapted to the respective impairment, develop compensation strategies and make appropriate environmental adaptations.

• Students can research appropriate aids and ensure that the aid/adaptation will improve the task performance.

• The students can handle technologies in the context of environmental controls and everyday activities (e.g. official channels).

• The students can instruct patients on compensation strategies and the use of aids.

Practical exercises, lecture with activating methods, group exercises with

(Peer) feedback, problem-based learning based on core case studies

Case Studies

Module exam

Processing of selected case studies on the basis of existing findings and operation concerns.

Application of the measures, methods and means learned in the other LVs of the module.

Application of the different forms of professional reasoning.

• Students can select interventions (measures, methods and means) for concrete case studies that are geared to everyday life and skill components and demonstrate their application.

• Students can reflect and argue the planning and selection of occupational therapy interventions in terms of professional/clinical reasoning.

Case work

Module exam

Focus on evidence-based programmes for training specific skills

Basics in terms of:

Biomechanical functional training, application of physical measures (cold, heat)

Sensomotoric training (coarse/fine and postural motor skills, sensitivity, balance, coordination training, ball skills)

Perception training

Cognitive training (memory, attention, visuo-spatial W.)

Training of psychosocial skills (e.g. training of social competences)

Basics of the production of hand splints

• Students can carry out measures/methods/means to promote motor, sensory, cognitive and psychosocial ability components and skills in selected exercise situations.

• Students can adapt measures/methods/methods/means to individual needs in the sense of adaptation and grading.

• Students reflect on the measures/methods/measures/means selected and adapted by them in terms of professional reasoning and evidence-based practice.

Work with (core) case studies, lecture, demonstration, practical exercises

Module exam

Basic knowledge of technical and creative techniques with a focus on expression, structuring and planning ability

Dealing with digital media in the sense of creative expression

Guiding and instructing in the use of materials and (digital) tools with individuals and groups

Self-appropriation of techniques

Adapting a craft/creative technique to people with different skills and in different contexts

• Students are able to develop craft/creative techniques independently and to guide others.

• Students can use their skills in activity analysis to assess the therapeutic potential of various creative techniques and adapt them in terms of adaptation and grading.

• Through their own experience, students can analyse and reflect on the effects of artistic and craft techniques in terms of structuring, expression and planning skills.

• Students can analyse and reflect on artistic and manual techniques from an occupational therapy point of view with regard to self-efficacy, health and well-being.

• The students can explain and demonstrate the creative use of digital technologies as therapeutic media in therapy.

Group work, discussion, feedback, peer feedback, case solutions, practical exercises, portfolio work

Module exam

Evidence-based and client-centred occupational therapy interventions (entire occupational therapy process)

selected assessments; selected concepts; settings; measures

Remotivation Process; ZEPS; Recovery; Enabling action

Analysis and processing of selected case studies with regard to person/ environment/ activity

Mental disorders from an occupational therapy perspective

Selected communication concepts in the context of mental health promotion

Client*inside contact

Main features of work with relatives

• The students can plan and justify the occupational therapy process for selected cases of the department in different settings, based on evidence and client-centred.

• Students can select, describe and justify a selected range of relevant intervention options of the department and carry out the interventions in a client-centred manner.

• The students can describe relevant diagnostic instruments and perform them exemplarily.

• The students can classify, describe and apply selected occupational therapy concepts in an exemplary manner.

• Students can reflect, represent and present their learning contents and their learning progress in an e-portfolio.

Inverted classroom method, portfolio, team teaching, activating methods, group work, case studies, discussions, role plays with self-experience (peer) feedback, work assignments

Module exam

attitudes and values, ethical issues and societal positions related to mental health/illness

Definitions of terms

Determinants of mental health / illness and area-related occupational therapy offers in the health care system; client-centeredness and its limits in the work area

10 steps for mental health; recovery process

Selected communication instruments

General psychopathology and classification tools

Cause, clinic, diagnostics and therapy of selected occupational therapy relevant clinical pictures (F1-F6)

Interdisciplinary team in psychiatry

Forms of mental health care

Introduction to portfolio work

• Students can discuss questions of their own attitudes and ethics regarding mental health/illness and relate them to social aspects and explain the limits of client-centeredness.

• Students can describe determinants of mental health and analyse and explain the influence of mental disorders on person/environment/action.

• Students can research, differentiate and explain different forms of psychiatric care and explain therapeutic and rehabilitative interventions in a multidisciplinary team.

• Students are able to name and describe terms, clinical classification tools and their application as well as describe, analyse and present the psychiatric basics of selected disorders in a case-related manner.

• Students can reflect, present and explain their learning content and their learning progress in an e-portfolio.

Lecture, group work, discussion, (peer) feedback, activating methods, work assignments, case work, practical exercises, team teaching

Module exam

Reflection of individual practical experiences with special consideration of the theory-practice transfer

Presentation of occupational therapy processes from the internship

Free topics from the areas: professional relationship building, therapeutic attitude, self-care

• In their interaction with clients and colleagues, students recognise cultural, gender and generational aspects and reflect on their attitudes.

• Students analyse and reflect on their practical experience in working with clients and explicitly apply different forms of professional reasoning.

• Students recognize aspects of interprofessional work and discuss them in the context of a reflection.

• Students develop solution strategies for professional, communicative and ethical challenges in the current internship context in situations accompanying the internship with teachers and/or peers.

• Students recognise the need for self-care, develop strategies for their daily work and implement them step by step.

(Peer)feedback, portfolio, discussion, (case) presentations, peer group

Continuous assessment

Introduction to occupational therapy work under guidance and supervision with special emphasis on the following points:

Work with clients: Planning, implementation and reflection of the occupational therapy process

Work in intra- and interprofessional teams

Work organisation

Establishing professional relationships with clients and colleagues

Documentation

Applied evidence-based practice and professional reasoning

• Students are able to recognise dimensions of evidence-based practice and are able to independently acquire and apply knowledge and skills relevant to the conduct of individual therapy sessions.

• The students can reflect on all steps of the therapeutic process according to concrete guidelines in the sense of clinically professional reasoning and document them conclusively and professionally correct.

• Students can create a professional relationship through interaction with clients and colleagues.

• Students act in accordance with professional ethics and use reflection and feedback to further develop their therapeutic actions and professional attitude.

• The students show personal responsibility and self-organisation in the design of the internship

• Students can describe the main areas of responsibility of those professional groups they get to know during their internship.

guided internship

Continuous assessment

Theory and practice of patient-centered conversation (among other things according to each), therapist as leading element

Fundamentals of pedagogy and didactics, forms of learning and teaching

Basics of adult education

Design of teaching/learning processes for the acquisition of knowledge and for working with clients

Shaping and reflecting your own change processes (professional competence development), reference to your own values, use of self, shaping peer feedback

• Students can explain the structure of a client interview (according to the Calgary Cambridge Guides), describe the individual steps and recognize them in a conversation.

• Students can identify communicative skills and explain their benefits.

• In practice situations (with acting patients), students show effective empathic reactions to the client's emotions.

• Students can select communication skills appropriate to the situation and apply them in the initial occupational therapy consultation (in practice situations with acting patients)

• The students can explain the basics of learning and teaching.

• Students can explain didactic and pedagogical principles and explain their benefits for their own knowledge acquisition and for working with clients.

• Students can describe different forms of guidance.

• Students can select appropriate forms of activity guidance for people in practice situations and carry out the guidance taking into account didactic and pedagogical principles.

• Students can regularly reflect on their development process (with peers and/or teachers) and evaluate the goals for their professional development. They document this in a descriptive and more in-depth reflexive form in a cross-module development portfolio.

Lecture, practical exercises with and without acting patients*, group work, discussions, peer feedback/mentoring, portfolio

Module exam

Getting to know organizational and administrative processes, internship manuals (incl. task pool)

Interdisciplinary tasks and exercises on e.g.: ET process documentation, dealing with serious fates (illness/death/death)

Professional reasoning

Basic knowledge of interprofessional cooperation (within the framework of moviemornings)

Hygiene in the occupational therapy setting: Introduction to practical hygiene measures with special emphasis on nosocomial infections, hygiene guidelines and standards

Department specific tasks and exercises (incl. specific patient rights)

Use of Self, Therapeutic Modes

Accompany free topics in the areas of communication and cooperation with clients* and team, including change processes

• Students can describe administrative-organisational procedures for internships.

• The students can describe subject-specific patient rights.

• Students can describe and apply professionally relevant hygiene guidelines and measures.

• Students can discuss internship-related topics (subject-related, interdisciplinary and interprofessional) with regard to their professional competence.

• Students can analyse and reflect on their internship expectations regarding communication and cooperation with clients* and teams and develop strategies for dealing with expected challenging situations.

Lecture/presentation, practical exercises, portfolio, discussions, (peer)feedback, case discussions, group work

Module exam

Instruments for the survey of quality of life/style

Consulting concepts and programs for the management of pain, fatigue

Dealing with suicidal tendencies

Importance of sexuality and spirituality for the quality of life

Occupational therapy in palliative care (including dealing with dying and death)

Advice on how to achieve a healthy lifestyle, health coaching on the basis of Motivational Interviewing

• Students can describe the harmful effects of NCD on physical and mental health.

• Students can identify individual needs for everyday coping of clients with NCD and select appropriate evidence-based measures.

• Students can advise clients in both preventive and therapeutic contexts on how to organise their everyday life and lifestyle and thus enable them to improve their quality of life.

• Students can reflect on their own view and experience of the reciprocal effects of illness and lifestyle on everyday life as well as on health and well-being, and discuss them on the basis of selected problems.

• Students can reflect on their own attitudes towards suicidality and palliative care and discuss professional behaviour and procedures in the occupational therapy process.

Focus topic days, knowledge transfer, practical exercises, discussion, reflection

Final exam

Basics of pathology, selected KH images of internal medicine

Effects of NCD on health and well-being and individual daily life

The importance of lifestyle and health determinants

• Students can define the term Non Communicable Deseases (NCD).

• The students can describe the basics of pathology as well as selected clinical pictures of internal medicine.

• Students can describe the mutual impact of illness and lifestyle on everyday life and on health and well-being.

Lecture

Final exam: Written test

the occupational therapy process with people in different age groups in the old age phase of life (including aspects of multimorbidity, frailty, ...) with regard to activation, participation and autonomy

Basics of diagnostic/evaluation methods and occupational therapy measures for selected problems in old age (e.g. people with dementia, falls in old age, hearing and visual impairments ...)

Prevention of falls

Basic knowledge of work/counselling for relatives and multi-professional cooperation in working with older people

selected geriatric basics of reablement and mobile acute geriatrics

• The students can plan the occupational therapy process on an evidence-based and client-centred basis for selected problems of older people.

• The students can select a selected spectrum of occupational therapy interventions in the field of work on a case-by-case basis, describe them, justify them on the basis of evidence and carry them out in practice situations.

• The students can describe, carry out, evaluate and correctly interpret client-centred diagnostic/evaluation options relevant to occupational therapy work with older people.

• The students can describe medical basics of selected clinical pictures from the field of geriatrics and analyse them from an occupational therapy perspective.

• Students can illustrate the complexity of the client's internal system in working with older people and the relevance of multi-professional cooperation.

Case study work, lecture, practical exercises with feedback, peer reflection, group work, discussions

Module exam

Gerontology with special consideration of differentiation of age groups in the old age stage of life, social determinants of health of old people, ageism, multimorbidity, old people as experts,

instant aging

Learning in old age, geragogy, psychological aspects of the old age stage of life

Work contexts with older people (incl. interprofessional team; from GF and PHC to long-term; support offers for older people such as social services, care allowance, ...)

specific communication with older people (individually and in groups), possible validation, biographical approaches, hearing and vision impairment,

Understanding the age stage (specific issues, diversity, challenges, etc.)

• Students can describe gerontological basics, social determinants of health of elderly people as well as multimorbidity and can explain their importance for occupational therapy work with elderly people.

• The students can research and describe different work settings with older people and analyse the tasks of occupational therapy and the interprofessional team.

• The students reflect on their own view/attitude regarding age, can relate it to social aspects and discuss the influence of their own attitude on therapeutic work with older people.

• Students can describe communicative basics for occupational therapy work with older people and apply specific communication techniques in exercise situations.

Lecture, self-awareness, practical exercises, peer reflection, group work, discussions, portfolio

Module exam

Diversity of life situations and realities of children and young people

Reflection of own experiences and attitudes towards childhood and adolescence

Development models, developmental pathways of childhood skills and everyday skills

Humanistic and constructivist conception of man

Fields of work, settings, objectives and role of occupational therapy with children and young people

Effects of selected disease and disorder patterns on activity and participation.

the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation with children and adolescents in standard situations

ascertain the concerns of children and young people, parents and other relevant persons

Basics of diagnostic findings and therapeutic measures for selected developmental disorders and clinical pictures of childhood and adolescence (e.g. attention deficit and hyperactivity syndrome, circumscribed developmental disorder of motor functions, autism spectrum disorder, infantile cerebral palsy, cognitive impairment)

Guidelines and evidence relevant to occupational therapy

Practical practice of selected parts of the occupational therapy process

The importance of play in the development of the child and in occupational therapy

Basics of parental work and counselling (reflection on different family systems, parenting styles, ...)

• Students reflect on their own experiences, attitudes and social developments during the period of childhood and adolescence. They discuss aspects of diversity/interculturality.

• Students can describe the field of occupational therapy with children and adolescents, the different settings and objectives, and the role of occupational therapy in interprofessional teams.

• Students can present developmental psychological and pedagogical basics for occupational therapy with children and adolescents and explain their significance for the therapeutic process.

• Students are able to plan the occupational therapy process for children and young people in standard situations in a client-centred and evidence-based manner and to justify and critically reflect on their choice.

• The students can carry out selected occupational therapy measures for diagnosis and intervention in children and young people.

Lecture, discussion, group work, work assignments, case studies, practical exercises

Final exam

Development of the child (incl. prenatal development)

Cause, clinic, diagnostics, therapy, rehabilitation and prognosis of the most relevant congenital and acquired diseases, disabilities and malformations in childhood and adolescence relevant for occupational therapy:

Premature birth with risks and consequences, circumscribed developmental disorders, autism spectrum disorder, ADHD, infantile cerebral palsy, cognitive impairment, sensory disabilities and perceptual disorders, syndromes, muscle diseases, arm plexus paresis, dysraphism, tumours, multiple disabilities, etc.

Selected child and adolescent psychiatric problems

Raising awareness of rare diseases

Emergency measures and child protection, duties in the event of suspected threats to the welfare of children

• Students can explain the cause, clinic, diagnostics, therapy and rehabilitation of selected occupational therapy relevant diseases and disorders of childhood and adolescence.

• Students can name emergency measures, child protection guidelines and duties in case of suspected child welfare risks and know how to react.

Lecture, discussion, case studies, videos

Final exam

Overview of the departments of neurology, traumatology, orthopaedics, rheumatology

Selected diagnostic procedures:
free initial diagnosis, subject-specific assessments, hand findings, sensitivity findings, functional examination, examination of balance, tone, neuropsychological functions, etc.

Selected treatment methods:
joint protection, functional training, tone regulation, sensitivity training, physical methods,
specific ADL training and supply of aids,
basics of splint fabrication

• Students can reflect and discuss their own experiences and attitudes towards physical illness and disability and related aspects of interculturality and diversity.

• The students can describe a selected spectrum of diagnostic possibilities relevant to the fields of work mentioned.

• The students can select and correctly perform client-centered diagnostic procedures for the above-mentioned fields of work.

• The students can describe a selected spectrum of therapeutic measures relevant to the fields of work mentioned.

• The students can select therapeutic measures for the above-mentioned fields of work in a client-centred manner and carry them out correctly in different work settings.

lecture, practical exercises, group work, videos, accompanied self-study

Final exam: Knowledge retrieval and practical test

Basics of neurology

Basics of neuropsychology

Implementation and modification of the occupational therapy process in the context of health promotion, prevention, therapy and rehabilitation for selected neurological and neuropsychological diseases and disorders such as insult, craniocerebral trauma, multiple sclerosis, neglect syndrome, apraxia, etc.

• Students can describe neurological and neuropsychological basics of selected disease patterns.

• Students can plan the occupational therapy process for selected neurological and neuropsychological clinical pictures on an evidence-based and client-centred basis.

• The students can perform case-related occupational therapy diagnosis and treatment on an evidence-based and client-centred basis.

lecture, group work, case studies, problem-based learning

Final exam: Processing of case studies

Basics of orthopaedics, traumatology and rheumatology

Implementation and modification of the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation for selected clinical pictures in the fields of orthopaedics, traumatology and rheumatology

such as rheumatic diseases (arthrosis, arthritis), injuries and diseases of the upper extremity, especially the hand (tendons and nerve injuries ....), the lower extremity and the spine

• Students can describe the medical basics of selected clinical pictures from the fields of traumatology, orthopaedics and rheumatology.

• Students can plan the occupational therapy process for selected clinical pictures from the fields of traumatology, orthopaedics and rheumatology on an evidence-based and client-centred basis.

• The students can perform case-related occupational therapy diagnosis and treatment on an evidence-based and client-centred basis.

lecture, group work, case solutions, problem-based learning

Final exam: Processing of case studies

Self-care

Theory on Expert*in/Noviz*in

Basics, basic skills: drama triangle, de-escalation, conflict management/resolution

Practical aspects of ethics and diversity

• Students can explain the basics of the drama triangle, de-escalation, conflict management and solution-oriented communication models.

• In selected dilemma situations, the students show approaches to solution-oriented conversation.

• Students can critically analyse and discuss the significance of cultural, gender and generational aspects in selected dilemma situations and explain their own views on them.

• Students regularly set goals for their professional development and regularly reflect on their development process (with peers and/or teachers). They document this in a descriptive and more in-depth reflexive form in a cross-module development portfolio.

• Students can describe concepts of self-care and explain their significance for professional work.

• The students derive concrete strategies for their role as occupational therapists in training from the concepts of self-care and implement them step by step.

individual mentoring (competence development talks), practical exercises with and without acting patients, lecture, discussion, (peer)feedback, portfolio, group work

Module exam

PLP 2 - Reflection and feedback on internship documentation

Self-confrontation based on the practical experience in the context of self-awareness, Sekoan, resilience

growth mind set

• Based on their practical experience, students reflect on their personal values and consciously deal with their influence on their therapeutic work.

• The students reflect on their experiences from the internship and identify their strengths and weaknesses in terms of their professional competence.

• The students derive concrete individual learning steps and strategies for the further development of their professional attitude/action from the strengths/weaknesses analysis and implement them. In doing so they use the knowledge of the Growth Mind Set concept.

Lecture/presentation, self-awareness, group discussions, (peer)feedback, group work, portfolio

Module exam

Development of a research question, documentation of the own research

Writing a concept

Presentation and critical reflection of your own work steps in a small group

give feedback to fellow students on their work process

Writing a literature review

Presentation of the literature review

• The students can develop a question and write a concept.

• Students can document the results of their research in a structured and comprehensible way.

• Students can critically evaluate studies and assess the evidence level of studies.

• Students can link current findings from research and the content of guidelines with knowledge from textbooks and draw conclusions for practice in terms of evidence-based practice.

• Students can correctly apply principles of academic writing and citation.

• The students can write and present a literature review.

Presentation of the work steps in small groups, feedback, peer feedback, text feedback

Module exam

Work steps of a literature review

Structure of a review

Read, present and discuss published reviews

Documentation of a systematic search in databases

Citation and preparation of a bibliography

Criteria for scientific writing

• Students can name the steps for creating and writing a review and explain the individual steps.

• Students can name the different sections of a review, explain the contents of the sections and name quality criteria for reviews.

• Students can systematically research in scientific databases, guideline databases and libraries and document their research in a comprehensible way.

• Students can create references and bibliographies according to the given citation style and name the criteria for a scientific writing style.

lecture, group work, discussion, lecture with activating methods, practical exercises

Module exam

Practising first conversations

Clinical/professional reasoning

Application of the occupational therapy process with concrete implementation with client groups (planning, reflection and feedback)

Cooperation, communication and reflection within the team

Critical reflection and discussion of group dynamics (taking into account the roles of leadership, co-leadership and participants) in working with the client group

Reflection and discussion of ethical, intercultural, gender- and generation-specific as well as interprofessional aspects of practical work

• The students can plan the occupational therapy process for the client group as a team and develop it further through feedback and critical reflection.

• Students can reflect on the team processes and their contribution to them and expand their ability to cooperate.

• Students can take on different roles in teamwork, analyse and reflect on their own strengths and weaknesses in the exercise of these roles and actively shape their individual development process in this context.

• Students can discuss ethical, intercultural, gender- and generation-specific as well as interprofessional aspects for implementation in practice.

• Students participate actively and constructively in teamwork and in the planning and reflection processes.

Tutorial, feedback and peer feedback, critical reflection in the group, group work, discussion. Working with drama patients

Continuous assessment

Making initial calls,

Occupational therapy programs for groups

Leading and planning groups

Application of the occupational therapy process with concrete implementation with client groups (implementation with clients),

Theories on teamwork

Fall prevention, lifestyle redesign for different target groups, graphomotor skills, ZEPS, Ernergy conservation programs (Fatique....) and others

• Students can describe the theoretical basics of groups, group dynamics and leading groups.

• Students can select and apply occupational therapy group activities in a targeted manner and vary them by means of adaptation and grading in the interests of client centricity.

• Using manuals, students can learn the content and didactics of evidence-based group programmes.

• Students can select participants specifically on the basis of initial interviews.

• In the role of group leadership and co-leadership, students can communicate with the participants in an appreciative manner and implement the evidence-based group programmes in a technically correct manner.

• The students can describe the basics of teamwork and use this knowledge to actively contribute to team development.

Lecture, group work and practical work with client groups

Continuous assessment

Focus on healthy ageing and equal health opportunities: transition, social isolation, lifestyle redesign, poverty in old age, mental health

community development framework

Standards of health promotion

Inclusion and quality of life

National and regional framework conditions for project implementation, financing possibilities

Project Management

Presentation technology

• Students can make contact with members of a community and with stakeholders, using participatory and consultative forms of communication.

• The students can carry out a needs analysis with the community regarding participation, social inclusion and quality of life with a suitable framework and design an innovative project based on this.

• The students can cooperate in project development and show teamwork skills.

• Students can evaluate their own motivation for personal development, their courage to innovate, as well as their agility and tolerance for ambiguity.

• Students can evaluate their professional reasoning by dealing with complex situations in and of communities and reflect on their experiences for future tasks.

Lecture and discussion on the basics of community work and health promotion as well as project management

Ideas workshop for project development

Contact to community and stakeholders

Tutorials on project development with peer feedback

Practical exercises on presentation techniques

Concluding reflection

The practical implementation of the planned projects is possible within the framework of a subsequent internship or an optional module.

Final exam: Oral presentation of the projects with innovative methods

Critical self-reflection and evaluation with regard to communication and collaboration skills, motivation, innovation, agility and tolerance of ambiguity

Quality of the project and professional reasoning

ASchG, Bildschirmarbeitsverordnung, DSGV, basic principles of industrial science and industrial psychology with a focus on digitisation and older employees

Organisational framework: Tax forms in organisations, corporate culture, economic efficiency, mission

Ergonomic workplace design

Environmental design

Assessments and measurement methods

Body perception, biomechanics, spiral dynamics, analysis of the working posture, relief exercises

Mental stress, stress management, break management

Consulting and Coaching

Models for behavioural change

• Students are able to apply industrial science, industrial psychology and legal principles in complex situations.

• With the help of interviews and observations and by applying appropriate assessments, students can analyse workplaces with regard to physical and mental stress and its influence on the health of workers.

• The students can develop and implement a preventive or health-promoting offer according to the given problem in the company / at the workplace autonomously and show personal agility.

• Students can demonstrate their counselling and coaching skills in the real workplace, including knowledge transfer with regard to behavioural and relational ergonomics, stress and break management and evidence-based exercise instructions.

• Students can evaluate and modify possible client-centred strategies for changing behaviour in one-off interventions.

Lecture with activating methods and discussion

Case-based learning of basic knowledge with presentation and feedback,

Practical exercises: Video and photo analyses, testing of sitting and standing workstations, exercise instructions according to spiral dynamics, stress management

Self-awareness: body awareness exercises and analysis of one's own posture, possibilities of pain reduction

Case work in interprofessional team teaching with industrial psychology

Advanced training of the consulting competence in 5 steps

Final exam: Presentation of case studies, written posture analysis, reflection report on assessments and counselling situations, practical advice in the field and illustration of the process carried out in a written or oral report.

Reflection of the individual internship experience with special consideration of the theory-practice transfer

Presentation of occupational therapy processes from the internship

Free topics derived from the current internship situation

• In their interaction with clients and colleagues, students can recognise cultural, gender and generational aspects and reflect on their attitudes.

• Students can identify aspects of interprofessional work at national and international level and discuss them in the context of reflection.

• Students can point out ethical aspects in their work with clients and discuss them constructively in learning groups.

• The students can reflect and argue their own therapeutic approach in direct client work on the basis of experiences in practical training in the sense of professional reassignment.

• Students are able to present the current life situation of a client* in a comprehensive manner, taking into account the interrelationships of context, aspects of activity and personality.

• Students can derive concrete strategies for everyday practical work from the concepts of self-care and implement them.

(Peer)feedback, portfolio, discussion, (case) presentations, peer group

Continuous assessment

Ergotherapeutic work under guidance and supervision with special emphasis on the following:

Work with clients: Planning, implementation and reflection of the occupational therapy process

Work in intra- and interprofessional teams

Work organisation

Establishing professional relationships with clients and colleagues

Documentation

Applied evidence-based practice and professional reasoning

• Students can identify and name dimensions of evidence-based practice and are able to independently acquire and apply knowledge and skills relevant to the context of practice.

• Students can reflect and argue on the planning and implementation of all steps of the occupational therapy process in terms of clinical/professional reasoning and adapt the therapeutic measures accordingly.

• In working on specific tasks, students can document all phases of the occupational therapy process independently and comprehensibly.

• Students can take cultural, gender and generational aspects into account in the design of the occupational therapy process in terms of diversity.

• Students can contribute their occupational therapy expertise in intra-, and multi-professional teams.

• Students are able to design communication and interaction with various target groups (client*internal systems, groups and communities) in a respectful, appreciative, cooperative and situationally appropriate manner.

• Students are able to act in accordance with professional ethics and develop their therapeutic action and professional attitude, taking into account reflection and feedback from the current and previous internship.

• The students show personal responsibility and self-organisation in the design of the internship.

Supervised internship

Continuous assessment

Attendance of a further education course, event, congress, conference, open course, which supports the individual professional development of the respective students

• Students can attend an individual training course adapted to their personal needs and level of education and reflect and report on it.

individual

Continuous assessment

KE conversations (focus on own development - based on topics from self-awareness in the 3rd semester)

Theory of consulting concepts and practical exercises

Shared decision making

Role, tasks of (and demands on) the group management with focus on leadership competencies

• Students can describe elements of conversation in and leadership of groups.

• In selected practice situations, students can communicate with groups in an appreciative and respectful manner in their role as group (co-)leaders, taking into account intercultural, gender and generational specifics.

• Students can describe different counselling concepts and carry out solution-oriented, client-centred counselling in selected contexts, taking into account the shared decision making process.

• Students can regularly reflect on their development process (with peers and/or teachers) and evaluate the goals for their professional development. They document this in a descriptive and more in-depth reflexive form in a cross-module development portfolio.

Lecture, practical exercises with and without acting patients*, group work, (peer)feedback, discussions, portfolio

Final exam

Interdisciplinary tasks including practice: e.g.: specific documentation with special focus on goal development and formulation, enablement skills, diversity, professional reasoning

Institutional and legal framework of the internships

Advanced exercises for specific departments

• Students can explain the legal/institutional framework of their internships (and relevant patient rights) in a national or international context.

• The students can demonstrate practical skills in practice situations.

• Students can discuss and reflect on internship-related topics (e.g. interprofessional team, seniority, ...) with national and/or international peers with regard to their professional competence.

• Students become aware of their attitudes and positions with regard to ethical, cultural, gender and generational aspects of their practical work and are able to explain them.

lecture, presentations, discussions, (peer)feedback, group work, practical exercises, portfolio

Continuous assessment

Organisation and tasks of professional interest groups

Basics of marketing (services marketing, market, company and competitor analysis, means of communication in marketing, corporate identity and corporate design, ...)

• The students can justify the importance of professional interest groups.

• The students can discuss current issues of professional policy.

• The students can offer and market occupational therapy services professionally.

performing, elaborating

Final exam: Project presentation

Profession, interprofessionality, multiprofessionality in an international context

Paradigms of the different professional groups involved in international comparison

Interprofessional cooperation - opportunities and challenges

Selected methods for coping with challenging situations

Analysis and processing of selected challenging situations from everyday therapeutic life (in interprofessional and international student teams)

• Students can compare national and international perspectives on challenging situations in the therapeutic field of action.

• Students are able to analyse challenging situations in the therapeutic field of action in interprofessional and international teams and to work on them in a solution-oriented way, while presenting the position of their own profession.

• Students can apply selected methods to cope with challenging situations in an exercise context.

• Students can prepare the results of their analysis and work in inter-professional and international teams and present them in plenary sessions.

presenting, elaborating, explorative

in interprofessional and international group settings

Final exam: Group presentation, reflection

Fundamentals of business administration

Legal, administrative, organisational and ethical requirements for the exercise of a freelance profession or the establishment and management of a practice

• Students can explain the steps necessary to open and run their own practice in terms of legal, professional, administrative and organisational requirements and also take ethical aspects into account.

• The students can apply business management principles, which are necessary for the freelance practice of occupational therapy, in an exemplary manner.

Predominantly performing, elaborating

Final exam: Final inspection in writing

Health Care and Health Policy in Austria

Data protection in the healthcare sector

Extracts relevant to the profession from medical law, social security law and labour law

• The students can present the structure and organisation of the Austrian health care system.

• Students can describe the principles of medical, social security and labour law and apply them to the special circumstances of occupational therapy.

• The students can present the guidelines of data protection and derive the necessary measures for the occupational therapy sector.

• Students can use the basics of professional law for occupational therapists for occupational therapy practice.

• Students will be able to apply the legal requirements in the field of tele-ergotherapy to practice.

Predominantly performing, elaborating

Final exam: written test

Reflection of individual practical experiences with special consideration of the theory-practice transfer

Presentation of occupational therapy processes from the internship

Free topics from the current internship situation

• In their interaction with clients and colleagues, students recognise ethical, cultural, gender and generational aspects and reflect on their attitudes.

• Students can reflect and argue their occupational therapy approach (occupational therapy process) in their work with clients/systems on the basis of experiences from the internship in terms of professional reasoning.

• Students recognize aspects of interprofessional work on a national and international level and are able to analyze similarities and differences based on different internship experiences.

• Students can derive concrete strategies for their everyday practical and study life from the concepts of self-care and implement them.

(Peer)feedback, portfolio, discussion, (case) presentations, (online if required) Peer group

Continuous assessment

occupational therapy under supervision with special emphasis on the following areas:

work with clients: Planning, implementation and reflection of the occupational therapy process

Work in intra- and interprofessional teams

Work organisation

Establishing professional relationships with clients and colleagues

Documentation (especially ICF orientation)

Applied evidence-based practice including professional reasoning

• Students take into account all dimensions of evidence-based practice and can independently acquire and apply knowledge and skills relevant to the context of practice.

• Students can reflect and argue on the planning and implementation of all steps of the occupational therapy process in terms of clinical/professional reasoning and are able to adapt them to the current situation.

• In working on specific tasks, students are able to document all phases of the occupational therapy process independently and comprehensibly, and write target-group-oriented reports.

• Students can identify challenging situations in the context of diversity and analyse cultural, gender and generational aspects.

• The students can contribute their occupational therapy expertise in intra- and multi-professional teams and cooperate with other professions.

• Even in challenging situations, students are able to communicate and interact with diverse target groups (client*internal systems, groups and/or communities) in a respectful, appreciative, cooperative and situationally appropriate manner.

• Students act in accordance with professional ethics and further develop their therapeutic actions and professional attitude, taking into account reflection and feedback from the current and previous internships.

• The students show personal responsibility and self-organisation in the design of the internship and in the organisation of the work processes.

Supervised internship, portfolio, (peer) feedback

Continuous assessment

Interdisciplinary tasks such as: challenging situations with clients and/or in (inter)professional teams, seniority, documentation-practical application of occupational therapy models;

Feedback on PLP4 + PLP5 documentation and tasks

Free topics (especially in the areas of communication and cooperation with clients* and team)

• Students can discuss and reflect on internship-related topics (e.g. interprofessional team, seniority, ...) with national and/or international peers with regard to their professional competence.

• Students can reflect on their practical experience with a special focus on challenging situations and/or ethical dilemmas and develop strategies for dealing with these situations.

Practical exercises, (peer)feedback, discussion, portfolio

Continuous assessment: Active participation in exercises as part of the course.

Role novice*in, novice*in expert*in

Tolerance of ambiguity

Application training, Future Workshop 1 (incl. free topics)

Key competencies (especially 4Ks) for innovative processes

Models on the topic of career entry/transition

• The students are aware of the special role of young professionals and can describe strategies for role design.

• Students can describe key competencies for innovative processes and critically reflect on their own level of competence and their professional attitude towards them.

• Students regularly set goals for their professional development and regularly reflect on their development process (with peers and/or teachers). They document this in a descriptive and more in-depth reflexive form in a cross-module development portfolio.

lecture, practical exercises, group work, discussion, (peer)feedback, portfolio

Continuous assessment: Portfolio work, active participation in exercises as part of the course.

ATTENTION:
the workload for the bachelor's examination is located in the 5th semester, because the international FAB semester (6th semester) requires 30 ECTS credits to obtain a double degree.

The exam takes place at the end of the 6th semester.

• Students can present their bachelor thesis in a data- and result-based manner using presentation techniques common in the scientific field, discuss the results and answer detailed and advanced questions about their bachelor thesis.

• Using a complex case description, students can describe the occupational therapy process in an evidence-based and client-centred way.

Final exam: viva voce

Identification of the topic and formulation of the research question for Bachelor thesis 2

Creation of concepts 1 and 2

Presentation and reflection of the individual steps of the creation process in small groups and during supervision meetings

Planning of the methodical procedure

• The students can create a scientific concept.

• Students can systematically research, record and evaluate literature on the topic.

• Students can select and plan a scientific research method appropriate to the research question.

Presentation of the respective work results, discussion, feedback, peer feedback

Continuous assessment: Preparation and submission of a feasible Bachelor thesis concept that meets the requirements of the course of studies

Tasks and guidelines for the Bachelor thesis

Phases of the research process: topic identification, literature research, concept development, literature processing, implementation and evaluation of the methodological steps, writing the paper, editing

Basic principles for planning, implementation and evaluation of selected empirical and theoretical research methods such as interview, focus group, questionnaire, literature work (text analysis, review, etc.)

academic writing and reviewing

good scientific practice and quality criteria for research

• Students can name and explain the work phases for writing and editing a scientific paper

• Students can plan, execute and evaluate basic elements of theoretical and empirical research methods.

• The students can describe the criteria for good scientific practice.

lecture, group work, exercises, discussion, feedback

Continuous assessment: active participation in the Bachelor thesis supervision appointments