Code |
Name of the Course Unit |
Semester |
In-Class Hours (T+P) |
Credit |
ECTS Credit |
ETY141 |
INTRODUCTION TO ERGOTHERAPY |
1 |
5 |
4 |
4 |
GENERAL INFORMATION |
Language of Instruction : |
Turkish |
Level of the Course Unit : |
BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : |
Compulsory |
Mode of Delivery of the Course Unit |
- |
Coordinator of the Course Unit |
Assist.Prof. ÇAĞIL ERTÜRK |
Instructor(s) of the Course Unit |
Assist.Prof. GÜLŞAH KONAKOĞLU |
Course Prerequisite |
No |
OBJECTIVES AND CONTENTS |
Objectives of the Course Unit: |
To recognize the basic usage areas of occupational therapy, to learn the historical development of the profession. It is aimed to recognize their legal rights in Turkey and the world. |
Contents of the Course Unit: |
History of occupational therapy, common areas of use, common disability groups and ensuring the participation of the disabled person in society. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
The student recognizes the application areas of the occupational therapist profession in our country and in the world. |
Recognize the disability groups that he/she will encounter frequently as an occupational therapist. |
Knows the psychological processes experienced by the disabled individual and his/her family and its relationship with occupational therapy. |
Gains knowledge of basic assistive devices and environmental regulations. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
Week |
Preparatory |
Topics(Subjects) |
Method |
1 |
Literature search |
Definition of Occupational Therapy and Areas of Practice of Occupational Therapy Profession |
Expression |
2 |
Literature search |
History of Occupational Therapy |
Expression |
3 |
Literature search |
Occupational Therapy for Fine and Gross Motor Skills |
Expression |
4 |
Literature search |
Occupational Therapy in Pediatric Rehabilitation |
Expression |
5 |
Literature search |
Clinical Conditions Where Occupational Therapy Is Commonly Used in Pediatric Rehabilitation (Spina Bifida, Muscular Dystrophy) |
Expression |
6 |
Literature search |
Clinical Conditions Where Occupational Therapy Is Commonly Used in Pediatric Rehabilitation (Down Syndrome, Autism) |
Expression |
7 |
Literature search |
Clinical Conditions Where Occupational Therapy Is Commonly Used in Pediatric Rehabilitation (Cerebral Palsy) |
Expression |
8 |
- |
MID-TERM EXAM |
- |
9 |
Literature search |
Sensory Integration Treatment in Occupational Therapy |
Expression |
10 |
Literature search |
Scales Frequently Used in Ergotherapy |
Expression, visit the Fieldwork area |
11 |
Literature search |
The Role of Occupational Therapy in Ergonomics |
Expression |
12 |
Literature search |
Assistive Technologies and Adaptive Devices in Occupational Therapy |
Expression |
13 |
Literature search |
Artistic Approaches Used in Occupational Therapy |
Expression, visit the Fieldwork area |
14 |
Literature search |
Occupational Therapy for Disadvantaged Individuals |
Expression |
15 |
Literature search |
Other Areas Where Occupational Therapy Is Frequently Used |
Discussion |
16 |
- |
FINAL EXAM |
- |
17 |
- |
FINAL EXAM |
- |
SOURCE MATERIALS & RECOMMENDED READING |
O'Brien, Jane Clifford; Hussey, Susan M; Sabonis-Chafee, Barbara; Sabonis-Chafee, Barbara.(2012) Introduction to occupational therapy, St. Louis, Mo.,Elsevier/Mosby. |
Kielhofner.G.,(2008).Research in Occupational Therapy.F.A. Davis Company. |
Johnson.C.R.,DeAngelis.T.,Muhlenhaupt.M.,(2015).Occupational Therapy Examination Review Guide.F.A. Davis Company. |
Kielhofner .G.,(1992),Conceptual Foundations of Occupational Therapy.F.A. Davis Company. |
Jacobs.K.,McCormack.G.L.,(2003)The Occupational Therapy Manager (5th Edition).AOTA Press. |
Scherer.M.(2011),Assistive Technologies and Other Supports for People With Brain Impairment.Springer. |
Gateley.C.,Borcherding.S.,Documentation Manual for Occupational Therapy: Writing SOAP Notes (3rd edition).Slack Incorporated. |
ASSESSMENT |
Assessment & Grading of In-Term Activities |
Number of Activities |
Degree of Contribution (%) |
Description |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE |
Theoretical |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
He fulfills all roles required by his professional performance, integrates the entire occupational therapy process, carries out his own practices using the information on theoretical and practical occupational therapy in his field. He actively participates in the development, advancement, and promotion of occupational therapy.
|
|
|
|
|
4 |
|
KNOWLEDGE |
Factual |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
He explains the basic facts, principles, processes in the subfields of occupational therapy and the methods in the field of application makes advanced analyses and evaluations.
|
|
|
|
|
4 |
|
2 |
He uses the advanced knowledge he acquires to protect the community's health.
|
|
|
|
3 |
|
|
SKILLS |
Cognitive |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
He studies, picks, analyzes and synthesizes theories and application models in the occupational therapy field that are supported by scientific publications and resources, with the purpose of carrying out the activities and vital roles of people and communities and determining health care needs, and plans the response.
|
|
|
|
|
4 |
|
SKILLS |
Practical |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
He analyzes biological, medical, psychological, sociological and technological information within the scope of occupational therapy, synthesizes this information with information from theories about activity and participation, determines and analyzes the person's resources and constraints. Using this information, research and evidence-based solution proposals can be developed.
|
|
|
|
3 |
|
|
OCCUPATIONAL |
Autonomy & Responsibility |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
By critically interpreting activity and participation constraints, he chooses a professional and independent role for himself (e.g. treatment, counseling) and works in a people-centric manner by using prevention, rehabilitation, and treatment activities.
|
|
|
|
|
4 |
|
OCCUPATIONAL |
Learning to Learn |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
He determines the need for research on topics associated with occupational therapy practices and/or occupational therapy science, prepares related research questions, conducts independent research, and carries on lifelong learning.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Communication & Social |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
By establishing close cooperation with the people and community, he carries out occupational therapy intervention, and works to improve community involvement by creating accessible and adaptable environments.
|
|
|
|
|
4 |
|
2 |
He works with those receiving services and providing care, with the team members, and other stakeholders in a cooperative and interdisciplinary manner to ensure roles and participation.
|
|
|
|
|
4 |
|
3 |
He has a computer license and foreign language proficiency adequate for use in Europe.
|
0 |
|
|
|
|
|
OCCUPATIONAL |
Occupational and/or Vocational |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
He considers and respects personal differences, cultural beliefs, customs, and traditions and takes into account and respects their effect on participation in roles and activities. He combines these with scientific, cultural and ethical values.
|
|
|
|
|
4 |
|
2 |
He explains a person's daily life, production, and leisure time activities and his nature regarding his duties, and explains the connection between his performance regarding these and the connection between activities and health and wellbeing.
|
|
|
|
|
4 |
|
3 |
He acknowledges his own responsibility in the intervention he carries out and does so according to the principles of management and quality. He takes part in the process of quality development in occupational therapy and returns information to stakeholders.
|
|
|
|
|
|
5 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
Workload for Learning & Teaching Activities |
Type of the Learning Activites |
Learning Activities (# of week) |
Duration (hours, h) |
Workload (h) |
Lecture & In-Class Activities |
14 |
5 |
70 |
Preliminary & Further Study |
0 |
0 |
0 |
Land Surveying |
0 |
0 |
0 |
Group Work |
0 |
0 |
0 |
Laboratory |
0 |
0 |
0 |
Reading |
0 |
0 |
0 |
Assignment (Homework) |
0 |
0 |
0 |
Project Work |
0 |
0 |
0 |
Seminar |
0 |
0 |
0 |
Internship |
0 |
0 |
0 |
Technical Visit |
0 |
0 |
0 |
Web Based Learning |
0 |
0 |
0 |
Implementation/Application/Practice |
0 |
0 |
0 |
Practice at a workplace |
0 |
0 |
0 |
Occupational Activity |
0 |
0 |
0 |
Social Activity |
0 |
0 |
0 |
Thesis Work |
0 |
0 |
0 |
Field Study |
0 |
0 |
0 |
Report Writing |
0 |
0 |
0 |
Final Exam |
1 |
1 |
1 |
Preparation for the Final Exam |
7 |
2 |
14 |
Mid-Term Exam |
1 |
1 |
1 |
Preparation for the Mid-Term Exam |
7 |
2 |
14 |
Short Exam |
0 |
0 |
0 |
Preparation for the Short Exam |
0 |
0 |
0 |
TOTAL |
30 |
0 |
100 |
|
Total Workload of the Course Unit |
100 |
|
|
Workload (h) / 25.5 |
3,9 |
|
|
ECTS Credits allocated for the Course Unit |
4,0 |
|