Programme syllabus for Study Programme in Occupational Therapy

Outcomes

Outcomes According to the Higher Education Act

First-cycle courses and study programmes shall be based fundamentally on the knowledge acquired by pupils in national study programmes in the upper-secondary schools or its equivalent. The Government may, however, permit exceptions for courses and study programmes in the fine, applied or performing arts.

First-cycle courses and study programmes shall develop:

• the ability of students to make independent and critical assessments
• the ability of students to identify, formulate and solve problems autonomously, and 
• the preparedness of students to deal with changes in working life.

In addition to knowledge and skills in their field of study, students shall develop the ability to:

• gather and interpret information at a scholarly level
• stay abreast of the development of knowledge, and
• communicate their knowledge to others, including those who lack specialist knowledge in the field.

Degree Outcomes According to the Higher Education Ordinance

Degree of Bachelor of Science in Occupational Therapy [Arbetsterapeutexamen]

For a Degree of Bachelor of Science in Occupational Therapy the student shall demonstrate the knowledge and skills required for registration as an occupational therapist.

Knowledge and understanding:

For a Degree of Bachelor of Science in Occupational Therapy the student shall

• demonstrate knowledge of the disciplinary foundation of the field and awareness of current research and development work as well as the links between research and proven experience and the significance of these links for professional practice
• demonstrate knowledge of social circumstances that can affect the health of individuals and groups, and
• demonstrate knowledge of the relevant statutory provisions.

Competence and skills:

For a Degree of Bachelor of Science in Occupational Therapy the student shall

• demonstrate the ability to undertake autonomously and in cooperation with individuals occupational therapy interventions that prevent, alleviate and compensate for impaired mobility
• demonstrate the ability to identify and undertake environmentally focused interventions at both individual, group and community level
• demonstrate the ability to initiate and take part in health promotion interventions
• demonstrate the ability to apply his or her knowledge to deal with different situations, phenomena and issues on the basis of individual and group needs
• demonstrate the ability to inform and instruct different audiences
• demonstrate the ability to present and discuss in speech and writing interventions and treatment outcomes with those concerned and to document them in accordance with the relevant statutory provisions
• demonstrate the capacity for teamwork and cooperation with other professional categories, and
• demonstrate the ability to review, assess and use relevant information critically and to discuss new data, phenomena and issues with various audiences and so contribute to the development of the profession and professional practice.

Judgement and approach:

For a Degree of Bachelor of Science in Occupational Therapy the student shall

• demonstrate self-awareness and the capacity for empathy
• demonstrate the ability to assess interventions using a holistic approach to individuals informed by the relevant disciplinary, social and ethical aspects and taking particular account of human rights
• demonstrate the ability to adopt a professional approach to clients or patients, those close to them and other groups, and
• demonstrate the ability to identify the need for further knowledge and undertake ongoing development of his or her skills.

Independent project (degree project)

A requirement for the award of a Degree of Bachelor of Science in Occupational Therapy is completion by the student of an independent project (degree project) for at least 15 credits.

Degree of Bachelor [Kandidatexamen]

Knowledge and understanding:

For a Degree of Bachelor the student shall

• demonstrate knowledge and understanding in the main field of study, including knowledge of the disciplinary foundation of the field, knowledge of applicable methodologies in the field, specialised study in some aspect of the field as well as awareness of current research issues.

Competence and skills:

For a Degree of Bachelor the student shall

• demonstrate the ability to search for, gather, evaluate and critically interpret the relevant information for a formulated problem and also discuss phenomena, issues and situations critically
• demonstrate the ability to identify, formulate and solve problems autonomously and to complete tasks within predetermined time frames
• demonstrate the ability to present and discuss information, problems and solutions in speech and writing and in dialogue with different audiences, and
• demonstrate the skills required to work autonomously in the main field of study.

Judgement and approach:

For a Degree of Bachelor the student shall

• demonstrate the ability to make assessments in the main field of study informed by relevant disciplinary, social and ethical issues
• demonstrate insight into the role of knowledge in society and the responsibility of the individual for how it is used, and
• demonstrate the ability to identify the need for further knowledge and ongoing learning.

Independent project (degree project)

A requirement for the award of a Degree of Bachelor is completion by the student of an independent project (degree project) for at least 15 credits in the main field of study.

Content and structure

The Occupational Therapy Programme provides scientifically grounded knowledge of humans’ needs for activities or occupations in everyday life and the significance of these activities for participation, health and development. This perspective on occupation also includes the interaction between the resources of individuals or groups and the surrounding environment, incorporating physical, social and cultural factors.

In addition to the main field of occupational therapy, the programme includes medical and social science subject areas. This equips occupational therapists to collaborate with patients and groups regarding evidence-based and sustainable interventions. Interventions may include to practice activities in a meaningful and purposeful way, to develop strategies to compensate for occupational limitations, or to adapt environments. Occupational therapists may also contribute to societal development, such as improving accessibility or promoting equitable conditions for activity and participation. The goal is to enable patients or groups to meet challenges and changes, both in personal and shared occupations.

The pedagogical foundation of the programme is based on research emphasising student-centred and active learning in interaction with others. Students seek out and integrate new knowledge regarding theories and evidence with occupational therapy practically applied in authentic clinical settings. The goal is that the student will develop and become a professional, reflective occupational therapist. The programme is closely linked to current research and offers opportunities for international experiences.

Year 1

During year 1, occupational therapy and occupational science are introduced, focusing on humans as occupational beings and the importance of occupation for health and participation. The content includes theoretical and applied occupational therapy models, as well as the profession’s unique ethics and emerging history, which together shape the fundamental view of humanity within the profession. Introductory occupational therapy processes focus initially on professional conduct and assessment using interview and observation techniques, including analysis. Scientific theory, research methodology and research ethics are introduced, forming the foundation for evidence-based and sustainable occupational therapy.

Courses in anatomy, physiology, medical sciences and psychology are linked to occupation-based assessments and analyses and prepares students to work with individuals in diverse life situations and environments. Practical application is achieved through practice-integrated learning, contributing to the foundation for professional development through the integration of theory and practice.

Year 2

In Year 2, knowledge in medical sciences and occupational therapy processes is further developed, focusing on occupation-based interventions and their relationship to theory and evidence. During clinical placements within acute inpatient care, students apply this knowledge through occupational therapy assessments, interventions and evaluations. Knowledge of prevention, rehabilitation and societal perspectives on the environment’s importance for participation among people with disabilities is deepened and applied during an elective clinical placement period.

A course in occupational science provides in-depth analysis of local and global inequalities in health and occupation. In the course Pedagogy and Creative Activities, students develop skills in applying pedagogical theory and creative perspectives and using themselves as a therapeutic tool in occupational therapy practice. During clinical placements, theory is applied in various contexts to broaden students’ competence in implementing occupational therapy plans.

Year 3

In Year 3, the application of occupational therapy theories and processes is deepened across a wide range of contexts. A broader perspective on health and balance in everyday life, including working life, is introduced. Students develop the ability to assess and support work ability and occupational participation.

Scientific courses focus on research methodology and the development of a research plan prior to a final independent bachelor’s degree project in occupational therapy. Students gain competence in using all stages of the occupational therapy process to support sustainable and evidence-based practice. Clinical placements take place in primary care rehabilitation and in clinical learning units, supporting the development of reflective occupational therapists within interprofessional teams.

A concluding advanced course analyses occupational therapy from organisational and societal perspectives and integrates leadership and sustainable change management at various levels.

Scientific knowledge, competence and approach

Knowledge and skills in scientific theory and methodology, research ethics, critical thinking and reasoning, as well as academic writing are integrated across all courses of the programme, both practical and theoretical courses. These competencies form the foundation for the ability to systematically search for, critically appraise and acquire new knowledge, to carry out occupational therapy practice grounded in theory, scientific evidence and established professional practice, and to contribute to knowledge development within the field.

In Year 1, students are introduced to fundamental knowledge and skills required to apply evidence-based professional practice. This includes knowledge of scientific theory and research ethics, as well as to practice critical thinking. In addition, basic skills are developed in searching for and reading scientific articles, describing and distinguishing between scientific methodologies, and practicing academic writing. In Year 2, knowledge and skills are further developed in searching for, reading, and critically reviewing, appraising and applying knowledge from scientific articles as a basis for evidence-based occupational therapy. Furthermore, skills in academic writing and critical thinking and reasoning are strengthened. In Year 3, knowledge and skills acquired in previous years are further deepened and applied. Advanced and integrated knowledge acquisition and analysis related to evidence-based occupational therapy takes place. Through the planning, implementation and writing of a degree project within the main field of study, students further develop their abilities to appraise, analyse and integrate knowledge.

Through the programme’s affiliation with a strong research environment, students have continuous access to current research and ongoing knowledge development within the main field. Students also have opportunities to participate in research and development activities.

Practice Integrated Learning

Practice-integrated learning is a generic term for the pedagogical models based on collaboration and integration between higher education and working life. Practice integrated learning may take the form of placements, study visits, observing teaching activities, staff exchange training schemes or field studies within in-patient and out-patient healthcare, social care or other relevant activities.

Practice-integrated learning and clinical placements extend throughout the programme’s six semesters. During clinical placements, the integration of theory and practice takes place with on-campus skills training combined with meetings within professional communities. Clinical placements constitute approximately one fifth of the programme and take place primarily in municipal healthcare for older adults, acute inpatient care and primary care rehabilitation, with opportunities for specialisation according to the students’ interest, in areas such as habilitation, rehabilitation, psychiatry and other services.

Practice-integrated learning enables students to gradually develop a professional identity through engagement with diverse professional communities and learning environments. Early integration of theory and practice strengthens students’ ability to apply theory in practice in an occupation-based, evidence-based and sustainable manner.

Campus-based theoretical teaching and skills training are provided prior to each clinical placement, with progressively increasing competence requirements. This means that the programme enables student progression across all six semesters. The programme concludes with placements in primary care rehabilitation and an interprofessional clinical education unit, enabling integration and application of knowledge in complex situations.

Cross-curricular perspectives

Karolinska Institutet’s cross-curricular perspectives, encompassing ethical considerations, sustainable development, equality and equal opportunities, internationalisation, and interprofessional competence, are integrated and will be continually developed throughout the programme. The faculty’s international engagement ensures learning grounded in current global perspectives and strong research connections. Education in professionalism and equality is aligned with the profession’s ethical code and national guidelines, supporting ethical decision-making. Research ethics and academic integrity are also integrated.

Approaches to professional practice related to sustainable development, climate change and responsible resource management are embedded across courses. Interprofessional education strengthens students’ professional competence and prepares them for collaboration with other professions, culminating in a course at a clinical education unit.

Other guidelines

Grading scale

Grades are awarded as Fail or Pass. Alternative grading scales may apply in elective or inter-programme courses.

Language of instruction

The primary language of instruction is Swedish; however, both Swedish and English literature is used throughout the programme.

NOTE: This is a translation of the Swedish version (Utbildningsplan för arbetsterapeutprogrammet, 1AR27). In the event of any discrepancy between the versions, the Swedish version constitutes the official decision, and the Swedish wording will prevail.

Specific eligibility requirements within the programme

Certain courses within the programme have specific entry requirements, detailed in the respective course syllabuses. Requirements related to progression to higher semesters are described on the programme website. Additional requirements may apply within a semester if a course requires specific prior knowledge.

Cancellation of on-site training

A student’s clinical placement may be terminated immediately if the student demonstrates serious deficiencies in knowledge, skills or professional conduct that jeopardise patient safety or public trust in healthcare. Procedures for handling such cases are specified in the course syllabus.

If a clinical placement is discontinued, an individual action plan shall be established detailing the required activities and assessments before the student may be granted the opportunity to resume clinical placement.

Study plan with constituent courses

**Semester. Course. Credits. **

1. Foundations of Occupational Therapy and Occupational Science. 9 credits.
1. Anatomy and Physiology. 15 credits.
1. Evidence-Based and Sustainable Occupational Therapy. 6 credits.

2. Occupation-Based Assessment and Analysis. 13,5 credits.
2. Medical Sciences 1. 9 credits.
2. Psychology. 7.5 credits.

3. Medical Sciences 2. 9 credits.
3. Occupation-Based Interventions and Evaluation. 15 credits.
3. Rehabilitation and Prevention in Occupational Therapy. 6 credits.

4. Participation and Environment in the Context of Disability. 13.5 credits.
4.Occupational Science – Contemporary Perspectives. 6 credits.
4. Pedagogy and Creativity in Occupation. 10.5 credits.

5. Everyday Health and Vocational Rehabilitation. 6 credits.
5. Research Design and Methodology. 7.5 credits.
5. Evidence-Based Practice in Occupational Therapy. 16.5 credits.

6. Degree Project in Occupational Therapy. 15 credits.
6. Clinical Education with a Focus on Interprofessional Teamwork. 3 credits.
6. Leadership and Quality Improvement in Occupational Therapy.12 credits.