Senior Lecturer Occupational Therapy

Occupational Therapy (Degree Apprenticeship) - UH-000715

As this is an apprenticeship course, applicants will be considered, if they are selected by the host organisation and will be interviewed by practice organisation managers (or delegated personnel) and occupational therapy academic staff at the University.
The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.
 
The University provides opportunities for the accreditation of prior learning (APL) as stated in section C of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Regulations for Awards.</a>
 
The University’s general minimum entry requirements are specified in Section D of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-d/">Regulations for Awards.</a>
 
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
 
Telephone: 01484 472675
Email: <a href="mailto:disability@hud.ac.uk">disability@hud.ac.uk</a>
 
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>    
 
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.
 
A detailed discussion is held with the applicant to review any additional learning needs, named the Initial Needs Assessment (INA). The INA will explore any previous learning and inform accreditation of prior learning (APL) to the apprenticeship programme. Any APL informs the review of programme structure, length and costs. 
 
In addition this course leads to professional recognition with Health and Care Professions Council, further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the profession’s website at <a href="https://www.hcpc-uk.org/resources/standards/standards-of-proficiency-occupational-therapists/">HCPC</a> and by contacting the admissions tutor.
 
<ul>
<li>However, the specific entry requirements and admission criteria for the course is detailed below:</li>
</ul>
 
Entry Criteria
The following will be specific entry requirements and admissions criteria for all learners:
<ul>
<li>English and Maths GCSEs or equivalent at grade C/ level 4</li>
</ul>
 
<ul>
<li>Three A Levels at BBB or DDM in BTEC preferably in health-related subject</li>
</ul>
 
<ul>
<li>Level 3 Extended Diploma in Health and Social Care/Applied Science or other equivalent qualifications that suggest the student has an equal opportunity of succeeding on the course e.g. a relevant Access Course or previous professional qualification or degree</li>
</ul>
 
<ul>
<li>Applicants whose first language is not English and who are required to provide a language test certificate as evidence of their proficiency must ensure that it is, or is comparable to, IELTS level 7.0 with no element below 6.5 (HCPC)</li>
</ul>
 
<ul>
<li>Accreditation of prior learning (APL) – Learners may be eligible to gain accreditation for their prior learning. Accreditation of Prior Learning (APL) is whereby learners can claim academic credit for their prior learning achieved from an accredited course. Accreditation of Prior Experiential Learning (APEL) involves claiming academic credit for prior learning gained through experience and not from an accredited course. The University only accepts claims for APL, which combined with the chosen course of study will not exceed six years. Learners can find information about APL via the <a href="https://www.hud.ac.uk/undergraduate/how-to-apply/apl/">Accreditation of Prior Learning webpage</a></li>
</ul>
 
<ul>
<li>The recognition of prior learning will be considered on an individual basis by the Admissions Tutor. The assessment of recognition of prior learning applications will be undertaken through a collaborative process between the education provider and the employer. The maximum amount of prior learning must be less than or equal to one third of the total pre-registration programme, and may include practice-based learning (RCOT, 2019).</li>
</ul>
 
<ul>
<li>Applicants who have previously been enrolled in an occupational therapy pre-registration programme or any other health professional education programme submit a self-declaration confirming no previous fitness to practice concerns.</li>
</ul>
 
<ul>
<li>Learners must be ‘eligible’ as outlined in <a href="https://www.gov.uk/guidance/apprenticeship-funding-rules">ESFA’s Funding Rules</a>.</li>
</ul>
 
The Shortlisting Process
<ul>
<li>Shortlisting will be undertaken using the framework provided by the employer.</li>
</ul>
 
The Selection Process
<ul>
<li>Led by the employer, the selection process aims to provide both the applicant and the selection team with the details required to make an informed decision. Candidates will be required to attend an interview due to the required elements of selection.</li>
<li>Before the apprenticeship commences, an Initial Needs Assessment (INA) will take place to assess the individual’s prior learning. The INA ensures that the apprenticeship (both the job role and the training) is an appropriate programme for the individual. The INA is completed on an individual basis prior to enrolment.</li>
<li>Conditional offers are subject to:</li>
<li>An Occupational Health screening for fitness to undertake practice coordinated by the learner’s employer. It is the employer’s responsibility to ensure that an overseas police check has been completed if the applicant has lived outside of the UK for 6 months or more (whether continuously or in total) in the last 10 years before applying to the University of Huddersfield and whilst aged 18 or over.</li>
<li>Once a successful interview has been completed, the school admissions team send out the application pack and ask for the learners DBS, academic certificates including confirmation of Maths and English. The Apprenticeship Unit request that occupational health is in place from employers. An enhanced a Disclosure and Barring Service (DBS) check. Any differences will be discussed through the admissions team, course leader and employer.</li>
<li>As per HCPC (2023) ‘Standards of Proficiency’, learners must be able to ‘understand and be able to apply appropriate moving and handling technique’. Having a disability should not be seen as a barrier to becoming a health and care professional. As such the University will consider reasonable adjustments, in line with any disclosed application. Further guidance relating to becoming a health and care professional is found in the HCPC (2015) ‘Health, disability and becoming a health and care professional’ guidance.</li>
</ul>
 
Evidence Pack
Prior to entry to the apprenticeship, applicants will agree to the terms set in the evidence pack. This will include the Training Plan, which will be signed by the apprentice, the employer and the University of Huddersfield as the main education provider for the apprenticeship.
 
Mandatory Training
Learners will undertake mandatory training which includes E learning for health compulsory modules which includes managing aggression and violence and practical sessions for moving and handling and basic life support. There is a core mandatory training teaching team within the school of human and health sciences with relevant training to facilitate the practical sessions. This training will be updated on a yearly basis for all learners. This will be in addition to any mandatory training that learners will have completed in your employed role.

Additionally, the following professional body and Health and Care Professions Council standards apply:
 
For the award of BSc (Hons) in Occupational Therapy (Degree apprenticeship) and in order that graduates are eligible to apply for registration with the Health and Care Professions Council (HCPC) and eligible to apply for professional membership of the Royal College of Occupational Therapists (RCOT):
<ul>
<li>Successful completion of practice-placement education.</li>
<li>In theory/practice-placement education modules there is no compensation between theory and practice; all practice elements must be passed at 40%.</li>
<li>Condonement or compensation cannot take place in practice-based learning elements of the programme.</li>
<li>Aegrotat awards do not provide eligibility to apply for registration with the Health and Care Professions Council or eligibility to apply for membership of the Royal College of Occupational Therapists.</li>
<li>A minimum of 1000 hours of supervised practice education in the practice of occupational therapy has to be successfully completed.</li>
<li>A learner will have only one opportunity for re-assessment of a referred practice placement before the start of the next academic year. If a learner fails a practice placement, they will be withdrawn from the programme.</li>
<li>Learners are encouraged to become student members of the Royal College of Occupational Therapists. Learners have to self-fund this membership. They are provided with details how to apply for student membership during induction week.</li>
<li>Learners are provided with retrieval opportunities for academic work if unsuccessful at their first attempt within the form of tutor reassessments and re-sit opportunities. A flexible approach will be adopted for individual scheme of study to afford learners the best possible opportunities to progress.</li>
<li>All learners must complete and pass all year one modules before progressing into year two. They need to pass all year two modules before progressing into year three. Learners then are required pass all year three modules to meet the Gateway requirements for the End Point Assessment following learners achieving 360 credits and the employer being satisfied with their progress.</li>
</ul>
This section continues in the document UH-000517 attachment (Appendices).

UH-000715 - Occupational Therapy (Degree Apprenticeship)

Honours Optional

Honours Compulsory

Honours Core

Honours Level

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Foundation Core

Foundation Compulsory

Foundation Optional

Foundation Level

Structure

Diploma of Higher Education

Certificate of Higher Education

Bachelor of Science with Honours

Provide clear, accurate and reliable communication skills in written and verbal form.

Evaluate, reflect, and act on occupational outcomes.

Appreciate the history, social context and complexity of organisations and policies within which occupational therapy is delivered.

Recognise the value of collaborative working.

Apply the transformative power of occupation to facilitate the health and wellbeing of individuals, groups, communities, and societies.

Apply a range of personal and transferable skills commensurate with working effectively in dynamic environments with a range of partners and stakeholders. 

Utilise a range of established research techniques to generate and analyse data relevant to health, social care and third-sector practice.

Apply a critical understanding of evidence-based practice and how this may underpin and develop effective occupational therapy interventions.

Provide intervention within an ethical and moral framework that emphasises empowerment and choice.

Analyse and prioritise occupational needs in co-operation with the service-user.

Discuss ethical, legal issues and socio-economic factors that impact on individuals, groups, communities, and populations.

Develop existing professional and personal skills and take an increased responsibility for collaborative work, appreciating factors that may impact upon health and wellbeing.

Acknowledge their commitments as a professional within and beyond health and social care quality enhancement frameworks and take responsibility for their own lifelong learning and continuing professional development.

Demonstrate the inter-relationship of knowledge, skills, and values in occupational therapy.

Demonstrate critical awareness of professional research, audit, and other forms of evidence-based practice and how these underpin occupational therapy practice.

Apply knowledge of biological, behavioural, social, and occupational sciences that underpin effective practice and support wellness.

Use reflective practice to enhance personal and professional development in the context of lifelong learning.

Recognise the extent of their own scope of practice within interdisciplinary practice, working with and/or referring onto other agencies where appropriate.

Sensitively facilitate a range of strategies to enhance occupational performance for people with occupational needs; facilitating change and empowering them to achieve their goals in a variety of contexts.

Critically analyse data relevant to occupational therapy practice.

Apply knowledge and critical understanding of core theories to underpin the practice of occupational therapy.

Critically understand a range of business skills to complement occupational therapy skills within a commissioning environment.

The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at: http://www.huddersfield.su/
 
Within the School learners are represented at committee level from Student Panels to the School Board. The School also has a Student Council.  Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
 
All forms of feedback, including a review of progression and completion rates are included in annual course evaluation.  
 
Practice-based learning placements are evaluated by learners via the regional practice placement, web-based evaluation tool. The tool is completed by the learners following each practice-based learning placement and used to gain statistical evaluation of the student’s experience. This data is available to both the University and to practice.
 
A regional and multi-professional web-based practice placement audit tool is used to evaluate practice placements. The practice placement is audited jointly, bi-annually by a HEI tutor and a practice colleague. Recommendations are presented at the School’s Practice Placement Quality Committee for ratification.
Ofsted and inspections
Ofsted inspects the quality of apprenticeships at all levels, which makes it the single body responsible for their quality assurance.
This means that Ofsted carries out inspections of apprenticeship training at universities and colleges registered with the Office for Students (OfS). It then reports its judgements to OfS and the Education and Skills Funding Agency (ESFA).
This section is continued in the document UH-000517 attachment (Appendices).

UH-000715

This programme specification provides a concise summary of the main features of the programme and the learning outcomes that a typical learner might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
 
The outcome of the most recent institutional audit can be found at <a href="https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield">here.</a>
 
Public funds are used to fund apprenticeships and as such this course will be regulated by the Education and Skills Funding Agency to ensure appropriate management of funds and standards of education:
https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about

Personal Academic Tutor (PAT)
Learners will be allocated a PAT, who will be their named point of contact throughout the course. This system aims to both improve the experience of learning and teaching, and increase learner retention and achievement rates. Specifically, PATs:
<ul>
<li>Provide a personal contact for the learner within the University and the School.</li>
<li>Offer guidance, assistance and support in managing the learners’ academic and placement experience.</li>
<li>Recognise when the problems presented are beyond the PAT’s competence and seek guidance and support for the learner through the University and/or School referral processes.</li>
<li>Work with learners to review and reflect upon their own progress and if necessary on ways to improve it.</li>
<li>Act as a liaison between the learner and their named practice educator to ensure SMART objectives are set and identify any improvements that are required.</li>
<li>There is a dedicated Personal Academic Tutor module available for all learners via the VLE. This allows for the PAT and learner to identify their roles and responsibilities, PAT meetings to be documented, and for learners and tutors to communicate and arrange meetings.</li>
</ul>
Practice Educator is the absolute key to having a successful practice-based learning experience. They are responsible for teaching, learning and assessment of the practice-based learning placements undertaken within this course. Practice-based learning experiences will shape the type of occupational therapist the learner will become.
A practice educator will be required to meet the following criteria:
<ul>
<li>HCPC registered Occupational Therapist</li>
<li>Undertaken Practice Educator training</li>
<li>12 months' post-registration experience</li>
<li>Willing and committed to provide a supportive learning environment</li>
</ul>
Practice Learning Facilitator (PLF) supports learners when they are in their practice-based learning placement setting and also provides support to practice assessors and practice supervisors as needed. The PLF is based in the placement setting in the clinical education team and works in partnership with the University and the practice-based learning placements to ensure that learners receive excellent, quality assured clinical placements.
Apprenticeship Link Tutor a defined role designed to support learners on apprenticeship programmes and this tutor, also a lecturer/senior lecturer and part of the course teaching team will be responsible for supporting the learners throughout the course. This tutor will coordinate the on boarding and admissions process, alongside the apprenticeships and admissions teams. They will also coordinate the tripartite meetings between the learner, employer and university 4 times a year. The tutor will also be a point of contact for learners throughout the course and also between the employer and university. This will enable consistency for all parties and the ability for the tutor to feedback to PATs.
Centre for Apprenticeships The Centre for Apprenticeships team offers advice and guidance to apprentices, employers, staff and other stakeholders to assist them through the apprenticeship process. This includes: quality assurance, compliance, and data-collection requirements necessary to meet ESFA, Ofsted and University regulatory requirements for apprenticeship courses. The team also supports the administrative processes linked to recruitment to the courses, ensuring apprenticeship funding rules and University regulations are followed and evidence packs are completed. The team monitors off-the-job hours, attendance of learners, reviews progress made, supplies data to practice partners as requested, plans and administers End-Point Assessment Gateway and End-Point Assessments with external EPA Organisations (where applicable).