Occupational Therapy
BSc (Hons)

About this course

About

This course prepares you to become occupational therapists who is competent to work within multidisciplinary teams in a wide variety of settings, including hospitals, schools and community practice, as well as in non-traditional settings such as charitable organisations. You will work with people of all ages, helping them to carry out activities that they need to or want to do, but are prevented from doing due to disability, physical or mental illness or the effects of ageing (RCOT 2019). You should have a high level of personal integrity and initiative, good communication skills and organisational ability, be practical and good at solving problems, and have a genuine interest in people.

Students who successfully complete the course will be eligible for membership of the British Association of Occupational Therapists and for application to register with the Health and Care Professions Council. The latter is essential for employment within the National Health Service.

The course is also recognised by the World Federation of Occupational Therapists and employment opportunities exist in many parts of the world.

Occupational therapy students are expected to become student members of the British Association of Occupational Therapists. This involves a small annual fee payable by the student.

Academic staff come from a range of practice backgrounds which support the range of professional teaching on the course.

Attendance

Three years full-time study, including practice placement blocks.

This course will move campus from September 2021 onwards.

Start dates

• September 2021

Teaching, Learning and Assessment

A variety of teaching, learning and assessment methods are used throughout the course. Teaching and learning methods include, lectures, seminars, workshops and practical classes and are delivered both online and face to face. Students are assessed by a variety of written, presentation and practical assessments.

Content

The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

• the relevant generic national Qualification Descriptor
• the applicable Subject Benchmark Statement
• the requirements of any professional, regulatory, statutory and accrediting bodies.

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

Assessment

Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2019-2020.

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

Year one

Foundations for Occupational Therapy Practice

Year: 1

Status: C

This level four module introduces students to the philosophy and history of the practice of occupational therapy and provides a theoretical and practical foundation for the variety of contexts in which occupational therapy interventions and evaluations occur. It focuses on the therapeutic use of meaningful occupation as a way of enhancing occupational performance.

Professional Practice Placement 1

Year: 1

Status: C

This module involves the students in four weeks of professional practice placement experience in one of a wide variety of practice settings. The focus is upon students' participation in the delivery of an occupational therapy service under supervision of an experienced practitioner. Practice based learning complements, supports and informs the academic discipline of occupational therapy and is essential for the education of a competent practitioner.

Occupational Performance through the Lifespan 1

Year: 1

Status: C

This module develops an understanding of child development, play and the occupations of children and young people in the areas of self-care, school work, domestic chores, leisure and social activities. It uses an enquiry based learning approach to help students identify suitable interventions for children and young people.

Anatomy and Physiology for Occupational Function

Year: 1

Status: C

This module develops an understanding of the anatomy and physiology of the limbs and trunk and their function in movement, and of the support provided by the nervous, cardiovascular and respiratory systems. It underpins subsequent modules in occupational therapy, particularly those of occupational performance.

Occupational Performance through the Lifespan 2

Year: 1

Status: C

This person-centred module prepares occupational therapy students to become reflective therapists. It focuses on bio-psychosocial and occupational function, models of practice.

Occupational Performance: Enabling Participation

Year: 1

Status: C

The module provides students with practical experience in the skills, adaptive techniques and equipment commonly used to enable independence for people with disabilities. Students will develop an understanding of the range of occupations in which individuals engage and the role of the occupational therapist role in promoting independence within these occupations.

Knowledge and Skills for Personal & Professional Development

Year: 1

Status: C

This module provides opportunities to learn in an interprofessional context. Students will acquire skills for both academic and practice based learning. It will provide them with an opportunity to acquire knowledge and skills on issues relating to professional practice and personal development within a supportive environment.

Year two

Professional Practice Placement 2

Year: 2

Status: C

This module involves the students in six weeks of professional practice placement experience within one of a variety of placement settings where they are actively involved in delivering an occupational therapy service. Practice based learning complements, supports and informs the academic discipline of occupational therapy and is essential for the education of a competent practitioner.

Occupational Performance through the Lifespan 3

Year: 2

Status: C

This module prepares occupational therapy students to become client centred therapists. It equips the students with the skills to assess and treat individuals with complex bio-psychosocial problems.

Occupational Well-being in Communities and Society

Year: 2

Status: C

This module prepares students to work collaboratively and effectively with service users, considering physical, psychological, social and cultural factors at play when devising, negotiating and delivering services. Participants in the module develop competenace developing and achieving outcomes through the therapeutic relationship, as well as specific practice skills and techniques used occupational therapists.

Health Science Research

Year: 2

Status: C

The module develops research knowledge and skills for using published evidence to inform practice and for designing and conducting research and clinical audit post-registration. The focus is on research design and qualitative and quantitative methods appropriate for healthcare research. A series of lectures and seminars will develop research knowledge and its application in using and producing research evidence. Workshops will provide practical experience of research activities including data analysis. In addition, course specific seminars will provide guidance on the development of a research idea and presentation of an outline research proposal.

Environmental Contexts Enabling Participation

Year: 2

Status: C

The module develops knowledge and skill on the impact of the physical and socio-cultural environment on occupational engagement and participation.

Standardised Assessment for Occupational Therapy

Year: 2

Status: C

This module draws on the professional practice experience of students, both individually and as part of a group, to critically appraise standardised assessments to establish their reliability, validity and pragmatic utility using the best available evidence from systematic research.

Year three

Professional Practice Placement 3

Year: 3

Status: C

This module involves the students in seven weeks of professional practice placement experience within one of a variety of placement settings where they are actively involved in delivering an occupational therapy service. Practice based learning complements, supports and informs the academic discipline of occupational therapy and is essential for the education of a competent practitioner.

Research Project

Year: 3

Status: C

In this module students will develop research skills by undertaking a research study on a topic related to practice. Each student, with support, will have an opportunity to undertake one of the following types of research project: (i) a systematic critical review to inform practice;(ii) a research protocol involving the design of a research study or health promotion activity or (iii) a research report involving the collection and/or analysis of data to produce evidence to inform practice. Lectures and clinics, supplemented by online material, will provide the theoretical knowledge and guidance required to undertake the research task. Workshops will provide support for practical skills such as systematic searching for literature, using critical appraisal tools and data management and analysis.

Professional Practice Placement 4: Role Emerging Placement

Year: 3

Status: C

This module involves the students in five weeks of role emerging placement experience within an organisation or service where no occupational therapist is employed. Students are involved in identifying a potential emerging area of occupational therapy practice within this context.

Professional Practice Placement 5

Year: 3

Status: C

This module involves the students in eight weeks of professional practice placement experience within a specific speciality area from a wide range of practice settings. Students are actively involved in delivering an occupational therapy service.

Professional Development and Employability:OT

Year: 3

Status: C

This module explores the health and social care policies relevant to the delivery and organisation of occupational therapy and other services. The emphasis is on equipping the student with the knowledge and skills to make a successful transition into the workplace.

Vocational rehabilitation in Occupational Therapy

Year: 3

Status: C

This module will equip the students with the knowledge and tools to contribute to the work aspirations of individuals of all ages with a wide range of occupational problems resulting from physical, mental, social or developmental difficulties.

Standard entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

The A Level requirement for this course is BBB.

Applied General Qualifications

Overall BTEC Level 3 QCF Extended Diploma with profile DDD in a relevant BTEC.

OR

BTEC Level 3 RQF National Extended Diploma with profile DDM.

You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:

A levels with BTEC Level 3 QCF Subsidiary Diploma or BTEC RQF National Extended Certificate

A level with BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.

For further information on the entry requirements for this course please contact the administrator as listed in Contact details.

Irish Leaving Certificate

Irish Leaving Certificate profile of Higher grades H3,H3,H3,H3,H3. Plus English and Mathematics grade H6 at Higher level or grade O4 at Ordinary level.

Access to Higher Education (HE)

Overall Access profile pass with an overall mark of 65%, including 65% in each level 3 module. NICATS maths (25 credits) 1 & 2 or GCSE grade C Maths.

GCSE

GCSE Profile to include English Language and Mathematics at grade C/4.

Essential/Key Skills in Application of Number is not regarded as an acceptable alternative to GCSE Mathematics.

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 6.5.

International applicants are also subject to the following:

• Successful Skype interview
• A satisfactory police check from country of residence - see here for further information
• Satisfactory health screening

• English language requirements
• Your country

Additional Entry Requirements

Satisfactory performance in the HPAT-Ulster selection test is also required. More information on the Health Professions Admissions Test (HPAT-Ulster) can be found at https://hpat-ulster.acer.org Please note there is a cost to undertake the test.

Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently £33. More information on Enhanced Disclosures may be accessed by http://www.accessni.gov.uk.

You will also be required to demonstrate good health prior to commencing the course. You will therefore complete a health declaration form which will be screened by Occupational Health who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be confirmed.

HND entry requirement:

Pass HND with overall Merit to include 60 distinctions in level 5 credits/units.

HNC entry requirement:

Pass HNC with overall Distinction to include 90 distinctions in level 4/5 credits/units.

Ulster Foundation Degree

Pass in Foundation Degree in an appropriate subject with an overall mark of 55% in level 5 modules. Applicants will be considered for year one entry only.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• National Health Service
• Private and Voluntary sector

Job roles

With this degree you could become:

• Band 5 Occupational therapist

Career options

There are opportunities for occupational therapists to work in a variety of settings including hospitals, patients’ own homes, rehabilitation centres, schools, charities and commercial organisations. Private practice is a developing area.

Most occupational therapy graduates gain employment in the local NHS. However, some therapists are transferring their valuable skills beyond the NHS and choose to work in non-traditional organisations, charities or equipment manufacturers and suppliers. Others go further afield and obtain employment, for example, in New Zealand, Australia, Asia and Canada.

There is a strong research programme within the School of Health Sciences, with opportunities for occupational therapy graduates to undertake higher degrees. There are some opportunities for graduates to go directly to PhD study after their undergraduate degree. 90% of Graduates are in Work or Further Study (National Student Survey 2019).

Work placement / study abroad

Students complete five Professional Practice Placement modules across their three years of study. Four are within the local Health and Social Care Trusts and one is a Role Emerging Placement. Placements within the Trusts will be available in a wide variety of settings, including hospitals, schools and community practice. For the role emerging placement, during the final year of study, students can organise a placement abroad or within the voluntary, community or social enterprise sector, where they feel the service and its users could benefit from the unique skills of an occupational therapist.

Professional recognition

Health and Care Professions Council, the (HCPC)

Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as an occupational therapist.

Royal College of Occupational Therapists (RCOT)

Accredited by the Royal College of Occupational Therapists (RCOT) for the purpose of ensuring graduates are fit for the profession.

Apply

Applications to full-time undergraduate degrees at Ulster are made through UCAS.

Unfortunately,Ulster University is not in a position to accept applications from students from England, Scotland or Wales due to regulations issued by the Department of Health Northern Ireland. For more info click here.

Start dates

• September 2021

Contact

Admissions contact regarding application process:

Mrs Karen McCarroll

T: +44 (0)28 9036 8983

E: kl.mccarroll@ulster.ac.uk

Course Director for advice regarding course content:

Dr Lucia Ramsey

T: +44 (0)28 9036 6611

E: l.ramsey@ulster.ac.uk

For more information visit

• Faculty of Life and Health Sciences
• School of Health Sciences

Disclaimer

1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.

Testimonials

"The Occupational Therapy course was much more than just completing a degree. I gained practical experience in a wide variety of placement settings, continuously learnt new things and broadened my horizons. I also made new friends and became part of a wider OT community and gained a career that I can be proud of." BSc (Hons) Occupational Therapy Graduate

"My experience of studying occupational therapy at Ulster university was rewarding, challenging and exciting! Practice placements were organised on our behalf and provided us with valuable clinical experience, to equip us for future practice. I thoroughly enjoyed learning alongside my class peer's, the support and encouragement that I received throughout my academic journey helped me to excel both personally and professionally. I highly recommend studying occupational therapy at Ulster University if you have a desire to care for and empower people, and want a rewarding university experience that enables you to challenge yourself". BSc (Hons) Occupational Therapy Graduate

"The course provided me with great practical learning which could be applied on placements and these placements were excellent and provided so much learning. The lecturers/staff were so supportive and I have made lifelong friends." BSc (Hons) Occupational Therapy Graduate