ET-2-051

• 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 - Client centered work and proffesionality
• Occupational therapy 2015 - Client centered work and proffesionality
• Occupational therapy 2016 - Client centered work and proffesionality
• Occupational therapy 2017 - Client centered work and proffesionality
• Occupational therapy 2018 - Client centered work and proffesionality

4 (2018-03-19 to 2018-07-31)

Swedish

Compulsory

First

2

5 cr

Students develop their skills in the field of
occupational therapy:
Are able to theoretically explain and practically
apply different models for occupational therapy
to increase activity opportunities and
participation in adult clients with neurological
activity limitations

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

Understand how the neurological problems
affecting the individual's occupational
performance and participation in the various
activity areas

Can trough professional reasoning support the
client's occupational performance

Can assess, plan, implement and evaluate the
client-centered occupational therapy for clients
with neurological activity limitations

Students develop their skills in the field
ofprofessional relationship and partnership by:

learners understand the importance of the multi-
professional cooperation mandatory attendance at
exercises, group work, seminars and study visits

The student has achieved the objectives of this
course for the development of competence in
occupational therapy by:
- Students have knowledge of the most common
neuropsychological problems in adults and
understand how they affect the daily lives
- Can explain and implement in a case the
principles for the rehabilitation of neurological
activity problems
- Can consider the environments importance to
occupational performance

The student has achieved the objectives of this
course for the development of competence in the
occupational therapyprocess and professional
reasoning:
- Can define the client's ability to perform
activities and his / her resources
- Can select and apply an appropriate frame of
reference to assess, plan, implement and evaluate
the client-centered occupational therapyprocess
- In connection with practical exercises can
support the client's occupational performance
- Can apply the occupational therapyprocess and a
client-centered approach in different cases
- Can explain and base their clinical reasoning
in theory

The student has achieved the objectives of this
course for the development of competence in
professional relationship and partnership by:
- Can in cases account for the multi-professional
collaboration and the responsibilities of the
occupational therapist

Theoretical and practical knowledge in order to
perform the occupational therapy process in adult
neurological occupational therapy

Introduction to occupational therapy, Human
occupation, Human sensomotor ability, Assessment
of human occupation, psychological development
and learning, creativity and health, Health and
sociaty, Environment and participation, Theories
in Occupational Therapy

Compulsory attendance at exercises, group work,
seminars and study visits

Almhdawi, K. A., Mathiowetz, V. G., White, M., &
delMas, R. C. (2016). Efficacy of Occupational
Therapy Task‐oriented Approach in Upper Extremity
Post‐stroke Rehabilitation. Occupational therapy
international, 23(4), 444-456.

Bright, F. A., Kayes, N. M., Cummins, C., Worrall, L.
M., & McPherson, K. M. (2017). Co-constructing
engagement in stroke rehabilitation: a qualitative
study
exploring how practitioner engagement can influence
patient engagement. Clinical rehabilitation, 31(10),
1396-1405.

Carr, Shepard 2007. Stroke Rehabilitation.
Guidelines for exercise and training to optimize
motor skill. Butterworth Heinemann (Elsevier
Ltd.)

Cooper, Cynthia 2007. Fundamentals of Hand
Therapy. Mosby-Elsevier. Kap. 2, 3, 10, 25.

Davies 2000: Steps to Follow. Heidelberg:
Springer-Verlag

Edmans, Judy 2010.Occupational therapy and
stroke. 2nd. Ed. Blackwell Publishing Ltd.

Forsbom; Kärki; Leppänen; Sairanen 2001:
Aivovauriopotilaan kuntoutus. Tampere: Tammer-
Paino oy

Grieve, J., 2000. Neuropsychology for
occupational therapists:Assessment of perseption
and cognition. 2nd ed. Oxford Backwell. ISBN: 0-
632-05067-5

Law; Baum ; Dunn 2001: Measuring Occupational
Performance. Thorofare: SLACK Incorporated (kap.
1, 6)

Ovaska-Pitkänen 1999: Elämän uusi painos.
Tampere: Tammer-Paino oy

Soinila - Kaste - Launes; Somer 2001: Neurologia.
Jyväskylä: Gummeruksen kirjapaino oy

Stirling, John 2004. Neuropsykologi – en
introduction. Studentlitteratur.Lund

Turner, A., Foster, M., Johnson, S E. 2007,
Occupational Therapy and Physical dsfunction.
Principles, skills and practise. 5th ed. Elsevier
Churchill Livingstone. ISBN: 0-443-06224-2. Kap.
12,15,19,20,21, 26.

Walder, K., & Molineux, M. (2017). Occupational
adaptation and identity reconstruction: A grounded
theory synthesis of qualitative studies exploring
adults’ experiences of adjustment to chronic disease,
major illness or injury. Journal of Occupational
Science, 24(2), 225-243.

Wolf, S. L., Kwakkel, G., Bayley, M., & McDonnell, M.
N. (2016). Best practice for arm recovery post
stroke: an international application. Physiotherapy,
102(1), 1-4.

• Lectures - 20 hours
• Individual- and group instruction - 4 hours
• Practical exercises - 8 hours
• Small-group work - 28 hours
• Individual studies - 66 hours
• Internet-based studies - 4 hours
• Seminars - 5 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

Approved participation in group work, exercises,
field trips and seminars

Approved assessment task gives course grade (on a
scale 1 - 5).
Examination task is valued based on the
literature, description of reasoning, processing
of reasoning, evaluation of reasoning, language
and formal.

• Arell-Sundberg Marina
• Peri Heidi
• Silfver Jessica

Peri Heidi

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

No limit (22 students enrolled)

Until date 2018-09-01

Presenteras innan kursens början

2017-05-02 to 2018-07-31

Date will be announced later - Reports and productions