ET-2-082 (0) - Collaborative Processes for Sustainable Health

• Occupational therapy 2021 - Professional reasoning and interprofessional cooperation
• Occupational therapy 2022 - Professional reasoning and interprofessional cooperation
• Occupational therapy 2023 - Professional reasoning and interprofessional cooperation

4 (2024-03-18 to 2024-07-31)

Swedish

Compulsory

First

2

5 cr

The module includes the competence to work in the
occupational therapy process based on a person-
centered approach, to work for sustainable health
with an occupational science perspective and to
work as an actor for development and change. You
have advanced knowledge about the partnership, the
treatment of persons and the importance of the
narrative in order to promote meaningful
activities and participation for different people
and groups in society. You have in-depth knowledge
of the profession's work process that supports a
structured and evidence-based approach. You have
in-depth knowledge of the basic concepts of the
basic concepts in occupational science, especially
regarding the essence of activity and its
relationship to the person's everyday life, the
population's health, social context and the right
to be active in society. You also have in-depth
knowledge of the complex relationship between
person, occupation and environment and its impact
on sustainable health in society. You have in-
depth knowledge of how different attitudes and
decisions in society affect people's opportunities
to be active and participate in society. You can
reflect on ethical and sustainability issues in
various professional contexts. You understand and
consider cultural diversity and you take
responsibility for meeting the person in their own
context. You can reflect on needs for occupational
development within your own professional area. The
competence described in the module is consolidated
and strengthened through practical training.
The module covers the general competencies
ethical- and sustainability competence, local- and
global competence, as well as innovation- and
development competence.

SDG?s in focus:
3 Good health and Well-being
10 Reduced inequalities

Knowledge:
You have knowledge of collaboration processes and
models.
You have knowledge of different types of
professional collaboration and value conflicts
that may arise in the collaboration.
You can explain the meaning of professional self-
leadership and co-operation.
You have knowledge of theories about aging.
You have in-depth knowledge of the importance of
the environment for activity and participation in
everyday life.
You have knowledge of welfare technology and its
uses in social and health care.
You have in-depth knowledge of capability.

Skill:
You can apply a person-centered approach to
supporting the elderly's health, occupation and
participation in everyday life through health
promotion and rehabilitation.
You can work together with other professions to
promote health in everyday life among vulnerable
groups.
You act in a way that promotes your own and the
work community's well-being.
You promote collaboration within the work
community through good communication and
interaction.
You can integrate your theoretical knowledge and
experience to promote the well-being of older
people in everyday life.
You can identify obstacles in the environment and
analyze how the results can be used to create
accessible environments
You can, based on an interview with a person,
describe factors that affect his/her capability.
You can, in different case descriptions, apply the
capability approach to identify obstacles to
occupational opportunities at individual, group
and societal level.

Attitude:
You are aware of your own view of people and
cultural background as well as its impact on
working with the elderly.
You value sustainable solutions and cherish the
well-being of all employees.
You respect the integrity and autonomy of
individuals in connection with planned
interventions.
You cherish each person?s individual capability.

Arola, L. A., Dellenborg, L., & Häggblom-Kronlöf,
G. (2017). Occupational perspective of health
among persons ageing in the context of migration.
Journal of Occupational Science, Volume 25, 2018
- Issue 1 1-11.

Arola, L. A., Mårtensson, L., & Häggblom Kronlöf,
G. (2016). Viewing oneself as a capable person ?
experiences of professionals working with older
Finnish immigrants. Scandinavian journal of
caring sciences.Volume31, Issue4 December 2017
Pages 759-767

Bryant et.al.2001.In their own words: a model of
healthy ageing. I: Social science & Medicine
53(2001)927-941

Bundon, A. et al. (2011). Frail older adults
and patterns of exercise engagement:
understanding exercise behaviours as a means of
maintaining continuity of self. Qualitative
Research in Sports, Exercise and Health. Vol 3,
no 1, march, 33-47

Ekelund, C. et al. (2014). Self-determination
and older people . A concept analysis. SJOT,
21: 116-124

Ekman et.al.2011.Person centered care.I: European
journal of cardiovasuclar nursing 10(2011)248-251

Ekman,I.2014.Personcentrering inom hälso-och sjukvård. Från filosofi till praktik. Liber Ex. Kap 9, 14

Gallagher,Ann et.al.2008.Dignity in the care of
older people, a review of the theoretical and
empirical literature. BMC Nursing. 2008, Vol. 7, Special section p1-12. 12p.

Lindgren de Groot, G.C., Fagerström, L. (2011)
Older adults´ motivating factors and barriers
to exercise to prevent falls. SJOT, 18: 153-160

Nordenfelt,L. 2011.Om mänsklig värdighet. (Elektronisk).
Vårdalinstitutets Temtatiska rum: Att leva ed demens. Tillgäglig: www.vardalinstitutet.net External link

Provencher, V. et al. (2012). Frailty: A
concept under-utilised by occupational
therapists. AOTJ, 59: 328-331

Robeyns, I. 2003. The Capability Approach: An
Interdisciplinary Introduction. Journal of Human
Development. 6 (1), 93-114.

Turcotte, P-L. et al. (2015). Are
healthpromotion and prevention interventions
integrated into occupational therapy practice
with older adults having disabilities? Insights
from six community health settings in Quebec,
AOTJ, 62: 56-67

Szanton, S. (2011). Community Aging in Place,
Advancing Better Living for Elders: A Bio-
Behavioral-Environmental Intervention to
Improve. Function and Health-Related Quality of
Life in Disabled Older Adults, Vol. 59 Issue
12, 2314-2320.

Adams;Roberts;Cole.2010.Changes in activity and
interest in the third and fourth age: Associations
with health, functioning and depressive symptoms.
Occupational Therapy International.18(2011)4-17

Bondevik, M., Nygaard, H. 2005. Geriatrik ur
ett tvärproferssionellt perspectiv.
Studentlitteratur, Lund.

Bromseth & Siverskog.2013. LHBTQ personer och åldrande.
Studentlitteratur.

Byers-Connon, S. Lohman, H. Padilla. R. 2004.
Occupational therapy with elders : strategies
for the COTA. 2:nd edition.St Louis: Mosby.

Ekvall, A. 2010. Äldres hälsa och ohälsa. Kap
1,2,3,8.Studentlitteratur. Lund.

Gitlin, L., Corcoran, M. 2005. Occupational
Therapy and Dementia Care:the home environmental
skills-building program for individuals and
families AOTA. NY Albany. Boyd printing.

Hallberg&Hallberg.2018. Delaktighet för personer med
funktionsnedsättning. Studentlitteratur.

Mackey, H., Nancarrow, S. 2006. Enabling
independence: a guide for rehabilitation
workers. Blackwell publishing Ltd.

Mandel, Jackson, Zemke, Nelson, Clark. 1999.
Lifestyle Redesign, Implementing the well
elderly Program. AOTA inc.

Perrin,T., May,H. 2003. Wellbeing in dementiaan
occupational approach for therapists and carers.
Churchill Livingstone

Söderback, I. 2009. International Handbook of
Occupational Therapy Interventions. Springer
Ltd.
Kap.4, 5, 18, 19, 43, 45, 46, 51, 52

Turner, A., Foster, M., Johnson, S. 2007.
Occupational Therapy and Physical Dysfunction,
5 th ed. Churchill Livingstone.

Björk E-S. A Nordic Charter for Universal
Design. Scand J Public Health 2013.
DOI: 10.1177/1403494813500860

Handisam, myndigheten för handikappolitisk
samordning. Riv hindren. Riktlinjer för
tillgänglighet.2012

Jönsson, B. (ed). Design side by side.
Studentlitteratur, Lund, 2006. Elektronisk version
på: http://www.arkiv.certec.lth.se/doc/designsid External link
ebyside/

Jönsson.B.2011.När horisonten flyttar sig. Att
bli gammal i en ny tid. Brombergs bokförlag.
Finns att låna på e-lib.

Nelson,T.D.2004. Ageism: Stereotyping and
prejudice against older persons. MIT press.(e-
book Arcada)

Pesola K. Esteettömyysopas. Mitä, miksi, miten.
Invalidiliiton julkaisuja. 2009.
Finns på adressen:
http://www.esteeton.fi/portal/fi/julkaisut/esken_ External link
julkaisut/oppaita_ja_suunnitteluohjeita/

Ruskovaara A (eds). 2009. Rakennetun ympäristön
esteettömyyskartoitus. Opas kartoituksen
tilaajalle ja toteuttajalle. Invalidiliiton
julkaisuja 2009.

Tahkokallio P. Tulevaisuus on saavutettava. THL
julkaisuja ja DfA- verkosto. 2009

• Lectures - 26 hours
• Excursions and demonstrations - 6 hours
• Individual- and group instruction - 6 hours
• Practical exercises - 6 hours
• Small-group work - 50 hours
• Individual studies - 35 hours
• Seminars - 6 hours

• Total workload of the course: 135 hours
• Of which autonomous studies: 135 hours
• Of which scheduled studies: 0 hours

Participation in tuition

• Essays, reports, productions and portfolio

To pass the course the student should pass the
following examinations:

• Arell-Sundberg Marina
• Backman Henrika
• Peri Heidi
• Werner Tove
• Tillman Ilse

Werner Tove

https://arcada.itslearning.com/ External link

No limit

Until date 2023-10-31

2023-11-24 to 2023-12-22

• Date will be announced later - Reports and productions
• Date will be announced later - Other assignments