Practicum III

Coordination

• Maria Pilar Bove Porta

Sustainable Development Goals (SDG)

• 3. Good health and well-being
• 4. Quality education

Objectives

Practicum III involves continuous and systematic contact with children, adolescents or adults in a hospital center or institution.

The activities that the student must carry out are related to the objectives and work plan established for this internship period. These are activities that allow the student to acquire new skills and expand those they have already acquired by relating theoretical knowledge to practical experience and vice versa, to reflect and acquire skills that help them advance in their learning.

At this stage, tasks can be carried out that involve the student's active and supervised participation in all activities that the center's tutor deems appropriate.

The student must:

• Use planning, organization and decision-making skills during practice.
• Establish effective communication with the user, family and team.
• Systematically reflect on the actual practice carried out in the center.
• Understand the relationship between the intervention of occupational therapy, the context and the moment of the life cycle in which it is carried out.
• Practice professional practice ethically, respecting users and taking into account the codes of professional conduct of occupational therapists.
• Design and implement the intervention process taking into account the place of occupational therapy within an interdisciplinary team.
• Carry out tasks specific to the profession with the supervision of the tutor.
• Be able to transmit and contrast practical experience with that of classmates and tutors.

Learning outcomes

• LO1. Recognizes the different occupational dysfunctions of the person and relates them to the stages of the intervention process.
• LO2. Apply the fundamentals of personal autonomy to real practice.
• LO3. Puts into practice various evaluation techniques in a creative and innovative way, taking into account the way professionals proceed.
• LO4. Uses reference frames and models to evaluate or intervene in the face of various occupational dysfunctions.
• LO5. Apply interpersonal skills, communication and collaboration skills with team members of a given service and with the people with whom they work.
• LO6. Makes decisions using ethical and professional reasoning.
• LO7. Organize the information in an orderly and relevant manner for the occupational therapy process.
• LO8. Identifies, integrates and empowers the different actors in the intervention process.
• LA9. Uses the service equipment correctly.
• RA10. Respects confidentiality rules, as well as the opinions, beliefs and decisions of users and their families.
• RA11. Apply the principles of ergonomics in real practice.
• LO12. Demonstrates confidence and initiative in the interventions he makes.
• LO13. Collects and interprets data and information to prepare reports on clinical reasoning or the relationship between occupation, health and environment.
• LO14. Shows attitudes of respect for social and cultural diversity.
• RA15. Proposes interventions that are consistent with democratic and sustainability values and shows respect for people's fundamental rights.
• LO16. Designs interventions that meet the needs of the field in a multidisciplinary manner.
• LO17. Shows skills for critical reflection in the processes linked to the exercise of the profession.
• RA18. Carry out evaluation processes on one's own practice and that of others in a critical and responsible manner.
• LO19. Identifies their own training needs and is capable of organizing their own learning with a high degree of autonomy in all types of contexts.

Competencies

General skills

• Attend to the health needs of the population and the challenges of the profession through an innovative and flexible attitude.
• Demonstrate commitment to the profession and its values, to ongoing improvement in practice, seeking excellence in care for people, and the community.
• Interact with others with empathy, demonstrating skills in interpersonal relationships.

Specific skills

• Adapt and apply the occupational therapy process in close collaboration with individuals and communities.
• Carry out appropriate treatment, respecting different phases and basic principles, through therapeutic occupations based on occupational science in the different areas of occupation, analyzing performance components and contexts.
• Carry out professional practice in an ethical manner, respecting people, patients and users, taking into account codes of professional conduct of occupational therapists.
• Encourage participation of the person and family in the recovery process.
• Know about, design and implement the various modalities and general procedures of occupational therapy intervention appropriately, assessing their effectiveness in a collaborative work environment.
• Know about, understand and apply the principles of personal autonomy in activities of daily life with and without adaptations and technical assistance in the life cycle.
• Prepare, maintain and review documentation on the occupational therapy process.
• Promote health and prevent disability, to acquire or regain occupational performance at each stage of the life cycle in order to achieve independence and autonomy in the areas of occupational performance of those at risk, with organic deficits, with limitation of activity and participation, and social marginalization.
• Select, modify and appropriately apply theory, practical intervention models and methods to meet occupational health needs of individuals and communities.
• Show confidence, self-awareness, a capacity for self-criticism and awareness of one's own limitations as an occupational therapist.
• Use professional and ethical reasoning effectively throughout the occupational therapy process.
• Work in collaboration with individuals and groups in order to participate actively in occupation through promotion of health, prevention, rehabilitation and treatment.

Basic skills

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students have developed the learning skills necessary to undertake further studies with a high degree of independent learning.

Core skills

• Display professional skills in complex multidisciplinary contexts, working in networked teams, whether face-to-face or online, through use of information and communication technology.
• Exercise active citizenship and individual responsibility with a commitment to the values of democracy, sustainability and universal design, through practice based on learning, service and social inclusion.
• Project the values of entrepreneurship and innovation in one's academic and professional career, through contact with a variety of practical contexts and motivation for professional development.

Content

The subject consists of the following activities:

1. Clinical practice stay in an occupational therapy center/service (200 hours)
2. Participation in follow-up tutoring at the practice center
3. Reflection on the specific field of occupational therapy: It involves developing/writing a personal reflection on what the characteristics and differential features of occupational therapy intervention are in the specific area in which the practical stay takes place and in the specific stage of the users' life cycle.
4. Clinical case: clinical history, models and frames of reference used, occupational profile, assessments, strengths and difficulties, objectives, intervention, evolution and personal reflection.
5. Oral presentation of the clinical case: The clinical case must be explained. To do this, you have 10 minutes for the presentation and 5 more minutes to answer questions, etc.

Evaluation

According to the Academic Regulations for undergraduate studies at UVic-UCC, there is only one official call for applications that provides for two different evaluation periods:

Ordinary period

The evaluation of the subject is continuous. To pass it, it is essential to have obtained a grade equal to or greater than 5, both in the evaluation of the center's tutor and in the evaluation of the UVic tutor (reflection, clinical case and oral presentation of the case).

• Evaluation of the professional/tutor of the center where the internships take place: 50%; non recoverable
• Follow-up of the work done: 20% of the final mark of the subject. 10% corresponds to the reflection on the field and the remaining 10% to the presentation of the clinical case; recoverable
• Completion of required assignments or projects: 30% of the final grade for the subject corresponds to the written work on the clinical case; recoverable

To pass the subject, it is essential to have obtained a grade equal to or higher than 5, both in the evaluation of the internship tutor and in the evaluation of the UVic tutor.

The final grade for the subject is the result of the weighting of the grades obtained in each of the parts. The subject is passed if a grade equal to or greater than 5 is obtained.

Complementary evaluation period

Students who do not pass some of the activities considered remediable may make them up during this period. The evaluation of this second period cannot account for more than 50% of the final grade for the subject.

If the student does not pass the evaluation by the UVic tutor, he/she will have to prepare a paper indicated by the tutor. In this case, the maximum grade will be 5, if the evaluation is passed. If the student does not pass, he/she will have to repeat the internship period.

In the event of not passing the evaluation by the professional/tutor at the internship center, the student must repeat the entire internship period, with the corresponding assignments.

The final grade for this period is calculated by taking the weighted average of the grades obtained in each of the parts, using the last grade obtained in the ordinary and complementary evaluation. The subject is passed if a grade equal to or greater than 5 is obtained.

Important

Plagiarism or copying someone else's work is penalized in all universities and, according to the UVic-UCC coexistence rules, constitute serious or very serious faults. Therefore, during the course of this subject, plagiarism or the improper appropriation of texts or ideas from other people (see What is considered plagiarism?) and the improper or undeclared use of artificial intelligence in an activity automatically result in suspension or other disciplinary measures.

To cite texts and materials appropriately, you must consult the academic citation guidelines and guidelines available on the UVic Library website.

Methodology

The subject consists of the following activities:

• Practical stay at the center (200 hours)
• Completion of written assignments that must be submitted to the Virtual Campus, following the instructions specified in the subject classroom.

During the internship period, students are assigned a UVic tutor and a service professional who acts as a tutor at the center. The UVic tutor is in contact with the student and the service tutor to:

• One in-person or online tutoring session around the third week of the stay at the center, with the student and the center's tutor. If necessary, more tutoring sessions can be held before or after this third week, with the student, the tutor, or both.
• Continuous monitoring via email throughout the stay, in which contact is maintained with the student and the center's tutor to resolve doubts and incidents, provide advice on the work, etc.

Tutoring with the student must allow for monitoring and revision, if necessary, of the work plan, and contact with the professional or tutor at the center must promote the evaluation of the student's integration and learning process in the service.

Bibliography

Key references

• Ayres, J. (2008). La integración sensorial en los niños: desafíos sensoriales ocultos. TEA ediciones.
• Boyt Schell,B. ; Gillen, G.; Scaffa, M (2016). Willard & Spackman; Terapia Ocupacional (12 ed.). mèdica Panamericana.
• Cudeiro Mazaira, J. ; Arias Rodriguez, P. ; Robles García, V. (2015). Fundamentos de neurociencia y neurorrehabilitación: en Terapia Ocupacional. Sintesis.
• Polonio López, B. ; Castellanos Ortega, MªC. ; Viana Moldes, I. (2008). Terapia Ocupacional en la Infancia: Teoría y práctica. mèdica Panamericana.
• Sánchez Rodríguez, O. ; Polonio López, B. ;Pellegrini Spangenberg, M. (2013). Terapia Ocupacional en Salud Mental: Teoría y Técnicas para la Autonomía Personal (. médica Panamericana.

Further reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.