Clinical Education II

The curricular unit uses teaching and learning methods that link theory and practice. This is in line with the teaching model that puts the student at the centre and helps develop professional competences in the field of Occupational Therapy. Active learning pedagogical strategies, such as supervised practice and  observation in the context of occupational therapy intervention, are designed to favour autonomy, critical reflection and the practical application of acquired knowledge. In tutorials, the aim is to develop skills to solve increasingly complex problems throughout academic life. These methodologies aim to develop the ability to solve problems logically and critically, with the ability to draw conclusions and make well-founded decisions. The contents of this curricular unit focus on knowledge that is useful in any area of occupational therapy. The aim is to develop critical thinking and self-knowledge. Placements will be chosen according to the opportunities to apply occupational therapy to each individual.
In this context, the students have to carry out two case studies that show the entire occupational therapy process, from the initial assessment to the creation of the intervention plan and the monitoring of results. At this stage, students will be able to experience occupational therapy in one of the areas of practice. The Clinical Education practical classes are organised by level of complexity, according to the application of occupational therapy in different contexts. Thus, at the end of the course, students are expected to carry out internships in three different areas: an intervention with children/adolescents, another with adults or older adults, focussed mainly on physical health conditions, and a third in the area of mental health. These pathways will be devised together with the students at this stage, with the allocation to placement sites being determined on the basis of their interests throughout the Clinical Education/Practice II, III and IV course units and according to the availability of placement sites. For example, a student motivated to work in the field of mental health and interested in deepening her knowledge might choose to do her internship in this area in the Clinical Education/Practice IV unit, which will be the last internship before the end of the course and the transition to professional practice.

Completion of a learning contract in a practical context setting out the competences to be developed according to the Visual Analogue Scale of the Competency Based Fieldwork Evaluation (CBFE) Form.
Based on the World Federation of Occupational Therapists’ proposal, the learning outcomes at the end of the course are that students should be able to demonstrate:
Mastery of knowledge in occupational therapy (OT) and occupational science and its application in practice with regard to carrying out the assessment, intervention plan and analysing results in two case studies.
Mastery of the reasoning and professional process in OT, revealing an aptitude for teamwork and collaboration in responding to the occupational needs of individuals.
Capacity for critical reflection and research into OT practice in response to the occupational needs of individuals.
Ethical and professional attitude and self-knowledge, showing aptitude for lifelong professional development in meeting the occupational needs of individuals.
Communication and oral presentation skills and quality of clinical records and evaluation report
Students who obtain a minimum grade of 10 (ten), rounded up, will be considered to have passed this course unit.
Continuous assessment
This course unit is assessed solely on a continuous assessment basis and cannot be taken during the resit period. Students who do not pass under this system will have to re-enrol in the course unit in the following academic year.
To pass the course unit, students must obtain a grade of over 9.5 in the various components.

Demonstrate knowledge and understanding of human beings as occupational beings, analyse and evaluate the interrelationships between the person, their occupations, environmental and contextual factors and their influence on participation.
Understand and know how to outline the occupational therapy process in individual intervention (two case studies).
Know how to apply professional models in a collaborative and ethical manner in the assessment process and intervention plan;
Know how to record information, critically interpret, report and apply relevant evidence in the preparation of a case study.
Demonstrate competences and skills to relate (ethics, integrity) and communicate effectively in the internship context.
Demonstrating flexibility, adaptability, openness and availability for continuous learning.
Complying with regulatory standards in a reflective and collaborative manner.
Respect and understanding in professional and non-professional interactions

Occupational therapy process
Evaluation
Intervention plan
Objectives and measurable goals based on occupation and with defined deadlines
Occupational therapy approach, such as creating or promoting, establishing or restoring, maintaining, modifying or preventing; and
Service delivery methods
Consider potential needs for discharge plans.
Make recommendations or referrals to other professionals as necessary.
Implementation of the Intervention
Selecting and implementing the intervention or interventions, which may include:
Therapeutic use of occupations and activities
Interventions that support occupations
Education
Training
Advocacy
Virtual interventions
Monitoring the client’s response through continuous evaluation and reassessment.
Intervention review

SIM