ET-2-041

• Occupational therapy 2005 - Occupayional therapy and rehabilitation
• Occupational therapy 2006 - Occupayional therapy and rehabilitation
• Occupational therapy 2007 - Occupayional therapy and rehabilitation
• Occupational therapy 2008 - Client centered practise and proffesionality
• Occupational therapy 2009 - Client centered practise and proffesionality
• Occupational therapy 2010 - Client centered practise and proffesionality
• Occupational therapy 2011 - Client centered practise and proffesionality
• Occupational therapy 2012 - Client centered practise and proffesionality
• Occupational therapy 2013 - Client centered practise and proffesionality
• Occupational therapy 2014 - Research and development in occupational therapy
• Occupational therapy 2015 - Research and development in occupational therapy
• Occupational therapy 2016 - Research and development in occupational therapy
• Occupational therapy 2017 - Research and development in occupational therapy
• Occupational therapy 2018 - Research and development in occupational therapy

1 (2018-08-01 to 2018-10-21)

Swedish

Compulsory

First

3

5 cr

Students develop their skills in the field of
occupational therapy:

Demonstrate knowledge and understanding of the
relationship between health and the right to be
active in the community, its environment and
activities.

Understand the elderly from a holistic
perspective, taking into account her mental,
physical and spiritual needs and abilities

Have knowledge and understanding of the
environment and its impact on occupational
performance

Students develop their skills in terms of the
occupational therapy process and professional
reasoning:

Can implement the occupational therapy process
so
that it meets the needs of the client,
containing
activity challenges related to health, social
situations and / or the environment

Integrates professional reasoning with
knowledge
of the client's history

Students develop their communication skills:

Creating a professional interaction and a
dialogue
with the elderly

Students master the occupational therapy
process
regarding the aging persons changed life tasks
and
situations based on a health promotion approach

Can select and use meaningful activities to
increase the aging persons occupational
performance and opportunities for involvement
and
participation in everyday life

Can apply a client-centered approach in
prevention
and rehabilitation of the elderly

Can implement occupational therapy in
collaboration with the elderly

Can design the environment so that it supports
the
older person's ability to perform activities

Can define activity abilities and resources of
older people with memory impairment and can
support occupational performance

The student writes a blogg for Inside.Arcada,
where she convays her knowledge about
occupational therapy knowledge of elderly

Occupational therapy activities in prevention and
health promotion activities for the elderly

Introduction to occupational science and occupational therapy, Life-span Perspective on Human Development, Communication and learning for participation and occupation, Environment and Participation, Occupation, Health and Society, The Occupational Therapy Process

The course includes international week, 11-15.2.2019
in period 3

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, 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.

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

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

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

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.

Böcker:

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

Byers-Connon, S. Lohman, H. Padilla. R. 2004.
Occupational therapy with elders : strategies
for
the COTA. 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. AOTA. NY Albany.
Boyd printing.

Mackey, H., Nancarrow, S. 2006. Enabling
independence. A guide to 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 dementia.
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.

• Lectures - 20 hours
• Excursions and demonstrations - 6 hours
• Individual- and group instruction - 3 hours
• Practical exercises - 5 hours
• Small-group work - 40 hours
• Individual studies - 53 hours
• Seminars - 8 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

Groupwork, practical lectures, study-visits and
seminars are compulsory

• Arola Annikki
• Heidi Peri
• Werner Tove

Werner Tove

https://elearning.arcada.fi/ External link

No limit (22 students enrolled)

Until date 2019-01-07

Se ASTA

2018-04-15 to 2019-07-31

2018-10-21 - Reports and productions