Decree On Training For The Bachelor In Occupational Therapy

Original Language Title: Bekendtgørelse om uddannelsen til professionsbachelor i ergoterapi

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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=121015

Overview (table of contents) Chapter 1 purpose and duration of training, etc.

Chapter 2 Technical content and organisation

Chapter 3 Clinical teaching

Chapter 4 Cooperation between educational and clinical teaching sites

Chapter 5 Exam, etc.

Chapter 6 the curriculum

Chapter 7 Other rules

Chapter 8 entry into force, etc.

Annex 1

Annex 2 the full text notice on the programme to the bachelor in occupational therapy

Under section 22, paragraph 1, and section 30 of Act No. 207 of 31. March 2008 on vocational college education and University bacheloruddannelser and § 58 of law No. 451 of 22. May 2006 on approval of health professionals and health in professional activities, and after negotiation with the Minister for health and Prevention shall be determined:

Chapter 1

Training purposes and duration, etc.

§ 1. The aim of the programme to the bachelor in occupational therapy is to qualify the students for after graduation to function independently as a occupational therapist and to engage in a professional and cross-professional cooperation. Training must, in accordance with the social, scientific and technological development, as well as the needs for occupational therapy, qualify the students of theoretical and clinical occupational therapy see. Annex 1.

(2). The student must be able to:





1) perform, communicate and manage occupational therapy of both health promotion, health-keeping, preventive, as habiliterende and rehabilitative nature of interaction with the physical, social, cultural and institutional conditions in the surroundings,

2) evaluate, justify and develop its professional activities in relation to the citizen,

3) included in cooperation with citizens, relatives, colleagues, and other professional groups with respect for an individual's ethnic, cultural, religious and linguistic background,

4) evaluate, document and develop occupational therapy, innovate and apply knowledge in new contexts and follow, apply and participate in development work in the field of health, as well as based

5) continue theoretical and clinical skills training after completion of training.





§ 2. The education is rated for 3 ½ student FTE equivalent to 210 ECTS (European Credit Transfer System). A student FTE is a full-time student work in 1 year.

(2). The training is divided into semesters and modules. A semester has a duration of 18-24 weeks and is divided into 2 modules. A module is a complete teaching unit. A module contains theoretical or clinical elements or a combination thereof. Each module is assessed the student's attainment of the learning outcomes described for the module.

§ 3. The training gives the right to the term bachelor in occupational therapy. The English title is Bachelor of Occupational Therapy.

(2). The educated can be authorized pursuant to the law on approval of health professionals and health professional activity.

§ 4. Institution providing training, is responsible for the programme in its entirety. The clinical educational site is over for the educational institution responsible for implementation of the clinical teaching in accordance with the guidelines provided by the educational institution.

Chapter 2

Professional content and organisation

§ 5. Education Knowledge Base are university-based and development-based. The training is based on knowledge from the occupational therapy profession in conjunction with knowledge from health sciences, natural sciences, humanities and social sciences. Theoretical and clinical education are combined in an interaction with increasing difficulty and complexity through education in order to ensure the development of professional practice and proximity to the targeted competencies.

(2). Education and professional orientation is assured by the fact that there is interaction between the values and skills in training and profession as well as to the development of the profession is implemented in training knowledge base.

(3). Training development orientation is ensured through the involvement of relevant results from national and international research, so that training remains grounded in the latest knowledge.

(4). The training is organised on the basis of a fundamental scientific theoretical understanding, which makes it possible to study theories, concepts and methods from the occupational therapy profession and other professions, which helps to describe, explain and understand the specific problems, phenomena and contexts for which occupational therapists working with and in.

(5). The student must through participation and practice in and reflection on occupational therapy gain hands-on and personal competence in relation to conduct, manage, disseminate and develop occupational therapy.

(6). Varying forms of study must support the student's development of competence in relation to learning, independence and ability, as well as the ability to create professional renewal.

§ 6. In the training included theoretical training parts corresponding to a total of 168 ECTS-points and clinical teaching parts corresponding to a total of 42 ECTS credits. A cross-professional module equivalent to 15 ECTS credits and an optional module corresponding to 10 ECTS credits are included in the training. The training concludes with a bachelor thesis equivalent to 20 ECTS credits.

(2). In the theoretical part of training included health sciences with 117 ECTS-points, natural sciences with 18 ECTS credits, humanities subjects with 18 ECTS credits and social sciences with 15 ECTS credits.

§ 7. That included teaching in environmental issues and in the interaction between different forms of culture to the extent that it is relevant within each subject area.

Chapter 3

Clinical teaching

§ 8. The clinical teaching is organised with progression from the observer to the reflective and independent Executive in connection with the training of basic skills so that general professional skills, and the ability to be mastered as well as accountability in order to evaluate and make informed choices should be trained.

(2). The clinical teaching focuses on human experiences, conditions and actions in relation to occupational therapy needs, occupational therapy services and results, on interaction between citizens, dependents and occupational therapist, the student's own professional and personal development, as well as on cross-disciplinary and cross-sectoral cooperation.

(3). The educational institution approves the clinical teaching sites and organise the clinical teaching from local opportunities within the health sector and the social sector.

(4). The clinical educational site draws up a description of the clinical courses in accordance with the guidelines laid down in the curriculum. The description shall be approved by the educational institution.

§ 9. The educational institution prepares the students on each clinical course. The institution shall prepare an individual study plan in cooperation with the student and the clinical educational site. Experience of the clinical training course subsequently involved in the theoretical teaching.

Chapter 4

Cooperation between educational and clinical teaching sites

§ 10. The educational institution and the clinical educational site shall cooperate in order to ensure coherence between the theoretical and clinical education, and to ensure the students ' acquisition of skills in clinical teaching. The educational institution shall ensure that cooperation be established and maintained.

Chapter 5

Exam, etc.

§ 11. At least 1/3 of training measured in ECTS credits must be documented by external tests. The training includes 5 external tests. A sample is placed in 2. semester and bachelor project is placed in 7. semester. The samples at the 3 first year must be passed before the student can complete the bachelor project. The location of the specimens shown by the curriculum.

(2). Clinical training course is assessed by internal or external tests. The purpose of clinical trials is to judge the student's clinical skills. In internal clinical trials involved an examiner from the educational institution. Given the assessment pass/fail by two clinical tests.

(3). Clinical training course judged by separate tests if the clinical course has an extent of 7 ECTS credits or more. The event included theoretical training parts in a module, to be assessed by a clinical sample, see. 1. item, included the assessment of the theoretical teaching parts of the clinical trial. By clinical course of less than 7 ECTS credits included the assessment of the clinical course of the theory test.

(4). For tests and exam applies the rules laid down in the Ordinance on tests and exams in vocational education (exam notice) and Ordinance on the grading scale and the other judgement (karakterskala order).

Chapter 6

Study scheme

§ 12. Provider training institutions in accordance with the curriculum of the basic regulation. Annex 2, which are applicable to all offers of training referred to in article 6. However, section 13, paragraph 1.

(2). In the curriculum lays down the detailed rules concerning tests and exam, see. examinations as well as a detailed description of:





1) Content in and ECTS-scale of the individual subject areas and modules of study course.

2) Contents, ECTS-scale, location, and organization of the clinical teaching.

3) Framework and structure for choice module.

4) The cross-professional module.
5) development of bachelor project.

6) teaching and learning methods in training, including ICT in education.

7) Cooperation between educational and clinical training sites.

8) criteria for approval of clinical training sites.

9) curricula.

10) International uddannelsemuligheder.

11) Samples and used the evaluation forms.

12) Participation is compulsory in the clinical teaching.

13) exemption (merit).

14) derogations.





§ 13. It is clear from the curriculum in the curriculum, what are the rules that are common to all educational offerings and what are the rules in the curriculum, that only applies for supply at the institution concerned. Each institution may in the curriculum at the in article 12, paragraph 2, no. 4, 7, 10 and 11 territories listed establish rules that only apply for educational provision at the institution concerned.

(2). Each institution can lay down rules about test conditions in the individual modules that are only applicable to the institution concerned. At the test conditions shall be taken to mean the handing over of tasks and projects, etc. as well as the fulfilment of the obligation in the theoretical teaching of participation.

(3). Where it is justified by exceptional circumstances, the institution may grant derogations from the rules in the curriculum, that only applies for education provision at the institution in question, see. (1).

(4). By drawing up and amending the part of the curriculum, that only applies for supply at the institution in question, see. (1) a representative of the participating students and a representative of the clinical teaching sites. Institution lays down transitional arrangements.

(5). Current curriculum should be available on the institution's website.

Chapter 7

Other rules

§ 14. Training must be completed within 6 years after the start of study. Herein are not included leave on grounds of maternity, adoption, military service as well as the United Nations, etc. The institution may, in exceptional cases, dispense with the 6-year-rule.

§ 15. The institution's decisions pursuant to this notice may be referred to the Ministry of education of the students, when the complaint relates to legal questions. The complaint shall be submitted to the institution within 14 days after receipt of the decision. Where the institution maintains its previously announced decision, forwarded the complaint to the Ministry of education attached to the institution's grounds and re-evaluation.

Chapter 8

Entry into force, etc.

§ 16. The notice shall enter into force on the 15. August 2008.

(2). Executive order nr. 237 of 30. March 2001 on occupational therapist training shall be repealed.

(3). To in paragraph 2. the said Ordinance shall, however, remain applicable to those students, who before the 15th. August 2008 has started on training.

(4). For students who have begun training after the previous rules, see. (2) and who have not completed training before 1 May 2004. August 2012, the institution may organise the transitional arrangements so that these students will exit the training in accordance with the provisions of this Ordinance.
The Ministry of education, the 13. August 2008 P.M.V.
Torben Kornbech Rasmussen Kst. Head/Cathrine Christensen Annex 1

of august 2008 notice of training to the bachelor in occupational therapy

Learning outcomes for a bachelor in occupational therapy

Learning yield include the knowledge, skills and competences, as a bachelor in occupational therapy has achieved in training.

Knowledge

A recently graduated bachelor in occupational therapy:




1) have knowledge of professionens theoretical basis relating to human activity and participation in everyday life and its importance to human health and quality of life as well as the interaction between human activity and the environment.

2) has knowledge of the interaction between exercise activity, functional ability, opportunities and rights to active participation in community life for children, adolescents, adults and the elderly.

3) can understand and reflect human activity needs and activity exercise as well as the age, gender, cultural and individual variations.

4) can understand and reflect on the human living conditions as well as the physical and social environment and its impact on human activities.

5) can understand and reflect on the positive and negative impact of the activities on human health and quality of life.

6) have knowledge of activities and can reflect on their therapeutic potential for relevant target groups.

7) can reflect on the ethical issues and problems in the field of occupational therapy.

8) can combine relevant knowledge from the natural sciences, humanities, social sciences and health sciences area with the theories of activity and participation.



Skills

A recently graduated bachelor in occupational therapy:




1) can select and apply theories of the interaction between human activity and the environment for the promotion of human activity, participation in everyday life, health and quality of life.

2) uses the workflow for the identification of occupational therapy activity issues, study, debate and formulation of objectives, planning, implementation and evaluation of yield in order to meet citizens ' needs in relation to everyday life activity, health and quality of life.

3) apply occupational therapy examination, analysis, treatment and intervention methods in the field of health promotion, prevention, habilitation, rehabilitation, including treatment and rehabilitation and compensatory measures.

4) can apply activities therapeutic potential in the study and occupational therapy intervention.

5) can assess the citizen's activity needs in relation to health and quality of life and can undertake activities and challenges that are adapted to the citizen's current situation, health as well as social and physical surroundings.

6) can establish a cooperation relationship with the citizen on the basis of a client-centered practice, incorporating respect for individual and cultural beliefs, values and choice as well as their impact on citizen's participation in everyday activities.

7) can establish partnerships with institutions, businesses and citizens ' groups, and provide guidance and counselling with a view to improving the conditions for activity and exercise activity.

8) can apply communication strategies and engage in dialogue with citizens, caregivers, mono-and interdisciplinary colleagues and other partners concerning information, ideas, problems and solutions in the field of occupational therapy.

9) can follow the described procedures for documentation of occupational therapy services.

10) can convey the results from development and research projects in the field of occupational therapy to relevant stakeholders.



Competencies

A recently graduated bachelor in occupational therapy:




1) works in order to spread awareness of the importance of the activities of the health and quality of life as well as for Justice in relation to opportunities for activity and participation in everyday life.

2) adapts to new situations, and is creative in its problem-solving and decision-making in cooperation with citizens, relatives, colleagues and other partners.

3) can plan and discuss initiatives that promote justice in relation to opportunities for activity and participation in everyday life.

4) prioritizes independent ergoterapeutisk efforts in relation to the citizen's needs, the given framework and resources.

5) can handle ethical dilemmas that arise in the occupational therapy work and may practise in accordance with ethical guidelines for occupational therapy.

6) tutor students, colleagues and other partners about occupational therapy with respect for others ' professionalism.

7) identifies relevant issues for development work within the activity execution, occupational therapy theory and activity science and can follow, apply and participate in development work in the field of health.

8) can assume responsibility for directing, organizing and quality ergoterapeutisk professional exercise and develop social and health professional offers to citizens with a focus on health promotion, prevention, rehabilitation and habilitation.

9) can delineate and define its scope of action and professional regulatory area in accordance with the development of society and the development within the health service.

10) refers to other professionals when required.

11) collect and interpret relevant data from the natural sciences, humanities, social sciences and health sciences area at the solution of occupational therapy issues.

12) can reflect upon their own clinical inference, knowledge and own therapeutic skills including own development potential.

13) can create professional development as well as a result, apply and participate in development work within the occupational therapy profession based area.

14) can reflect on own professionalism in cooperation with citizens, relatives, colleagues and other relevant parties with respect for the ethnic, cultural, religious and social backgrounds.

15) can search, evaluate and analyze information from various sources including various databases and discuss information applications in occupational therapy.
16) have insight into their own professional capabilities and limitations and is far-sighted and committed around professionalisation, professional development and lifelong learning.

Annex 2

of august 2008 notice of training to the bachelor in occupational therapy

Curriculum for education for the bachelor in occupational therapy

The purpose of the curriculum is to:




– provide a framework for occupational therapist training structure and content in mono disciplinary and interdisciplinary context

– ensure the uniform quality of the student learning outcomes by occupational therapist courses in Denmark

– ensure the development of occupational therapist training in relation to the health professional and educational requirements and expectations

– provide a framework for inter-institutional and interdisciplinary knowledge sharing





 

 





Table of contents





 

 





1.





Occupational therapist training purposes





 

 

 

 





2.





Occupational therapist profile





 



2.1





Ergoterapeutens activities and tasks





 

 



2.1.1





Ergoterapeutens company





 

 



2.1.2





Ergoterapeutens tasks





 



2.2





Ergoterapiens knowledge base and methods





 



2.3





Occupational therapist training professional basis





 

 

 

 





3.





Occupational therapist training structure and organisation





 



3.1





ECTS CREDITS





 



3.2





Overview of ECTS distribution modules and subjects





 



3.3





Overview of subjects and subject-related placement





 

 

 

 





4.





Modules





 



4.1





Module 1





 



4.2





Module 2





 



4.3





Module 3





 



4.4





Module 4





 



4.5





Module 5





 



4.6





Module 6





 



4.7





Module 7





 



4.8





Module 8





 



4.9





Module 9





 



4.10





Module 10





 



4.11





Module 11





 



4.12





Module 12





 



4.13





Module 13





 



4.14





Module 14





 

 

 

 





5.





Teaching and learning methods





 



5.1





The theoretical teaching





 



5.2





The clinical teaching





 



5.3





Informatiosnteknologi





 



5.4





Vocational guidance





 



5.5





Study guide





 

 

 

 





6.





Cooperation between educational and clinical teaching sites





 

 

 

 





7.





Criteria for the acceptability of clinical teaching sites





 

 

 

 





8.





Study plans





 

 

 

 





9.





International educational opportunities





 

 

 

 





10.





Tests and assessments





 



10.1





Overview of ratings in UddannelsenRetningslinjer for ratings





 



10.2





Special test conditions





 



10.3





Overview of ratings in UddannelsenRetningslinjer for ratings





 

 

 

 





11.





Participation obligation





 

 

 

 





12.





Exemption (merit)





 

 

 

 





13.





Derogations









1. Occupational Therapist training purposes

Bachelor programme in occupational therapy profession qualifies the student to be included in the occupational therapy profession's area as well as further educate themselves nationally and internationally on the master and master's level.

The educated bachelor in occupational therapy may be authorized pursuant to lov nr. 451 on approval of health professionals and health professional activity of 22. May 2006.

2. Occupational Therapist training profile

Occupational therapist training is University-based and development-based.

Professional orientation implies that training has a profession-oriented aim within the health and social area. Professionens values, theories, and methods play an important role for the Organization of occupational therapist training. Therefore sought a close collaboration between occupational therapist training and practitioners of the profession with a view on the relationship between theory and practice.

Knowledge areas within occupational therapy integrated into occupational therapist training so that the knowledge, skills and competencies can be transferred to and used in the roles ergoterapeuten fills in its health professionals undertaking.

Development orientation implies that it focuses on the study, development and research works that could contribute to professional development in conjunction with experience from the profession and the health and social area.

Occupational therapist training involves national and international research findings in the field of education subject areas. Education and professionalism reflect current trends in the profession, including changes in the population's health and social conditions, as well as in the health care system functioning and priorities. Development orientation also implies that there is a focus on methods to develop the profession and quality and development work.
The training qualifies the student to be able to carry out health promotion, preventive, rehabilitative and habiliterende tasks in accordance with the society's requirements and with a focus on human activity and participation in everyday life.

The training develops the student's professional autonomy and responsibility to undertake these tasks and to take responsibility for and influence development and practice in occupational therapy profession.

The training uses ergoterapeutisk technical terminology. The concept of functional ability is used in conformity with the concept of significance in ICF – who's international classification of functioning, health impairment and health condition. In this understanding included the body's function, activity and participation.

2.1 Ergoterapeutens activities and tasks

2.1.1 Ergoterapeutens company

Ergoterapeutisk work helps to promote health and quality of life for children, adolescents, adults and the elderly, and is aimed at both current and future activity and/or health issues. The aim of occupational therapy is to promote participation in the activities of everyday life and in the civic life of individual citizens and groups of citizens. By everyday life activities means chores, there for the individual is meaningful or necessary, and which relate to the care activities, work and leisure activities, as well as involvement and inclusion in community life.

The occupational therapy core service:

The occupational therapy intervention area includes thus human possibilities and limitations for activity and participation in everyday life. These opportunities and restrictions are a result of the dynamic interaction between:




– human conditions for activity and participation, contingent on physical, mental and social abilities and modes

– everyday life activities and activity patterns, IE. the nature, content, composition and their personal importance

– living conditions posed by the physical, social and cultural environment, economic conditions, as well as the political and regulatory conditions and the importance which they conferred by the individual



Activity and participation in the life of society is seen as crucial to human physical, mental and social development, health, rehabilitation after illness, as well as for the experience of quality of life.

The overall aim of occupational therapy is therefore, in collaboration with the citizen/patient, to enable and promote activity and participation in everyday life by preventing and remedying problems of activity or by a health-promoting efforts.

Ergoterapeutens business areas

Ergoterapeuten in collaboration with other health professionals have a responsibility in relation to health promotion, preventive, rehabilitative, habiliterende, (genoptrænende, therapeutic and compensatory) tasks.

Health promotion

Ergoterapeutens tasks is to promote and maintain the health and activity, with a focus on enabling participation in everyday life. Ergoterapeuten focuses on the physical, mental and social well-being in the context of health, activity and surroundings. Ergoterapeuten organizes systematic health promotion through education, mobilization of resources at the each, with groups of citizens and in the surroundings with a view to the modification of lifestyle as well as to content, structure and pattern of the activities within both the everyday life as working life promotes health. In this work are included ergoterapeuten in the health-promoting work by helping to create a framework and opportunity to promote an individual's health, as well as public health.

Prevention

Ergoterapeutens task is to clarify the physical and psychosocial risk factors and initiate and engage in health activities, which can eliminate or reduce risk factors impact and thereby prevent the development of diseases, psychosocial problems or accidents. Working on the civil/group/community level in primary, secondary and tertiary prevention.

Habilitation

Ergoterapeutens tasks is to promote children's and adults ' potential opportunities for the development of age-appropriate skills and participation in activities. The latter is done through stimulation, new learning, advice, guidance and treatment, including adaptation and modification of the surroundings through compensatory measures. In the habilitation is also included early detection and early intervention across children who are at risk for lack of well-being and dysfunction.

Rehabilitation

Ergoterapeutens task is to make activity and participation opportunities through targeted cooperation process with citizen, relatives and any other professional in order that citizens who have or are at risk of having limitations in its functional ability, achieving an autonomous and meaningful life. Rehabilitation is based on the citizen's life situation and decisions, and consists of a coordinated, coherent action.

In the rehabilitation process carries out the ergoterapeuten genoptrænende, therapeutic and compensatory duties:

Rehabilitation and treatment

Ergoterapeutens task is to help train the citizen/patient's functional ability. The target group for rehabilitation and treatment includes people who are exposed to acute illness or injury, resulting in limited and temporary impairments, people with progressive diseases, where functional ability is reduced or people with acute illness or injury resulting in comprehensive and lasting reduction of functional ability.

Compensatory measures

Ergoterapeutens task is to customize the surroundings and modulate the activities in relation to the citizen's functional ability. This is done through assistive communication, mixed housing adaptation, establishment of personal assistance and employment under special conditions as well as by promoting accessibility.

2.1.2 Ergoterapeutens tasks

In its healthcare professionals work perform ergoterapeuten tasks as




– Healthcare expert

– Communicator

– partner

– Developer

– Professional



Healthcare expert

Ergoterapeuten has a special focus on and knowledge of the link between activity, health, and the ability to live a satisfying everyday life within the home, work and leisure.

Ergoterapeutens health professional expertise includes skills in relation to the analysis of human activity, evaluation of citizen's function and working ability, as well as the assessment of opportunities and requirements in the surroundings.

Ergoterapeuters health professional expertise includes competences in relation to the therapeutic potential of everyday life's activities to develop human capabilities and skills, with the aim of promoting the desired activity and participation in civic life by:




– treat and retrain reduced operating and working ability through participation in meaningful activities

– compensate for lost function by organising and modulate meaningful activities and customize the surroundings

– promote health and quality of life and prevent disease by identifying risk factors and provide opportunities for meaningful activity in health-promoting environments



A fundamental prerequisite for the exercise of the occupational therapy is that effort takes as its starting point the citizens ' own understanding of his situation and active involvement in the setting of objectives and the launching and implementation of change.

Communicator

Ergoterapeuten establishes professional relationships with clients as well as relatives and collaborators.

Ergoterapeuten Advisor and supervisor in health matters relating to therapeutic and health-enhancing opportunities in the organisation of everyday life's activities and in the development of appropriate environment, including living and working environments.

Ergoterapeuten uses competencies regarding professional relationships and partnerships.

Cooperation partner

Ergoterapeuten practising occupational therapy independently and as a member of the multidisciplinary professional teams.

Ergoterapeuten establish a cooperation relationship with the citizen as the basis for practice. The principles of a client-centered practice is the basis of this relationship, involving respect for individual and cultural beliefs, values and choices, and their impact on citizen's participation in everyday activities.

Developer

Ergoterapeuten works for evidence-orientation of its practice with a view to continuous quality improvement. Ergoterapeuten is innovative and creative and participate in the development of his profession within the social and healthcare professionals area, and can be included in contexts where carried out research and development work. Ergoterapeuten disseminates results from development and research projects to relevant stakeholders. Ergoterapeuten utilizes the competences and skills in relation to the management and promotion of occupational therapy, as well as the competencies and skills relating to research and development in occupational therapy and recreational science.

Professional

Ergoterapeuten exhibit professionalism and ethical accountability in business performance.

Ergoterapeuten ensures quality in business performance and evaluate own professional, ethical and personal borders, own technical capability and their own limitations and is far-sighted and committed around professionalisation, professional development and lifelong learning.

Ergoterapeuten deploys its competences relating to professional autonomy and responsibility by working independently within its own area of expertise, and refer to other professionals when necessary, and by acting situational in interaction with others.

2.2 Ergoterapiens knowledge base and methods
Knowledge Base

Ergoterapeutens kundskabsmæssige prerequisites are knowledge and understanding of health as well as knowledge of the interactions between human activity ability, functional ability, ability or rights to active participation in the life of society. Citizen perspective and participation are integrated in the ergoterapeutens understanding of client-centred practice. This knowledge is based on knowledge of occupational therapy in conjunction with knowledge from health sciences, natural sciences, social sciences and humanities.

Ergoterapeutens competences include the workflow and clinical occupational therapy addresses ways, professional relationships and partnerships, professional autonomy and responsibility in development work in the field of occupational therapy and activity science and management and the promotion of occupational therapy.

Methods in the performance of occupational therapy

In ergoterapeutisk company combined theoretical knowledge with clinical experience in relation to the performance of tasks of health promotion, preventive, and rehabilitative nature habiliterende. Ergoterapeuten uses problem-solving models, clinical inference, knowledge and activity analysis as part of the workflow in the occupational therapy intervention. In the occupational therapy intervention used task-specific methods as well as reflection and research methods:




– Task-specific methods are methods in relation, amongst other things, for examination, treatment and rehabilitation, stimulation, development and consulting, as well as in relation to the evaluation and documentation

– Reflection methods: Clinical occupational therapy addresses ways in relation to the company and a client-centered practice, as well as methods for the evaluation of the own professional capabilities and needs for professional development

– Research methods: Scientific theories and scientific methods used for quality and development of subjects, as well as to share and demonstrate knowledge in relation to the occupational therapy theory/practice



2.3 occupational therapist training professional basis

Training professional basis is occupational therapy in conjunction with other health sciences, natural sciences, social sciences and humanities.

Education 210 ECTS credits distributed with 168 ECTS-points in the theoretical teaching and 42 ECTS-points in the clinical teaching.

Education 168 ECTS in the theoretical education is distributed as follows:

Health Sciences 117 ECTS

In the profession of occupational therapy work with science and the subject's theories, methods of activity in relation to the human being in activity, activities, and physical, social, cultural and institutional conditions in the surroundings. The academic focus is on the workflow, clinical occupational therapy addresses ways, professional relationships and partnerships, professional autonomy and responsibility in development work in occupational therapy, as well as management and the promotion of occupational therapy.

Pathology and social – and occupational medicine are related to the occupational therapy profession. Working with the understanding of somatic and psychiatric diseases, including their start, course and prognosis, prevention and treatment as well as their consistency with the lifestyle, living conditions and risk of activity issues.

Natural sciences 18 ECTS

Anatomy and physiology are related to the occupational therapy profession. Working with understanding and analysis of human biomechanical and physiological functions both in the context of the exercise activity and risk of activity issues, and in the context of prevention, treatment and rehabilitation for people of all ages.

Social Sciences 15 ECTS

Sociology, social policy and legislation related to the occupational therapy profession. Working with the social and cultural conditions, regulatory functions as well as lifestyle and living conditions in relation to promoting the exercise of activity and participation in the life of society, as well as risk of activity issues within play, learning and work.

Humanities 18 ECTS

Psychology, educational theory, and ethics related to the occupational therapy profession. In the field of Psychology working with developmental psychology, clinical psychology and psychology of work, as well as communication, learning, motivational development, behaviour and relationships in relation to the promotion of the exercise activity and participation in the life of society, as well as risk of activity issues.

In pedagogy work with dissemination, education, advice and guidance, as well as own learning and professional development.

In each of the above areas of expertise working in addition to scientific theories and methods.

3. Occupational Therapist training structure and organisation

The training is divided into 7 semesters.

Each semester is divided into two modules. The training consists of 14 modules, each of which has a scale equivalent to 15 ECTS points except for module 13 and 14 in module 7. semester, which has an extent of, respectively, 10 ECTS points and 20 ECTS points

Each module is assessed the student learning outcomes in relation to the module's key elements within the knowledge, skills and competencies.

Activity perspective and the central themes from the profession of occupational therapy and the occupational therapy profession exercise are summarized in the module headers and is governing for the module's content.

Training activities reflects the importance and the application modules 14 in professional performance and other key elements in the performance of occupational therapy. Education subject areas included in modules so that students acquire fagindholdet in relation to occupational therapy, whereby the relevance and use optimized.

3.1 ECTS credits

Education subject areas are subdivided as follows.









Health Sciences 117 ECTS points are divided into:





 









Occupational therapy





96





ECTS points





 









Somatic pathology





8.5





ECTS points





 









Psychiatric pathology





5.5





ECTS points





 









Social and occupational medicine





2





ECTS points





 









Theory of science and scientific method





5





ECTS points





 

 

 

 

 





Natural sciences with 18 ECTS points are divided into:





 









Anatomy





8.5





ECTS points





 









Physiology





8.5





ECTS points





 









Theory of science and scientific method





1





ECTS points





 

 

 

 

 





Social Sciences with 15 ECTS points are divided into:





 









Sociology





7





ECTS points





 









Social and health policy and legislation





7





ECTS points





 









Theory of science and scientific method





1





ECTS points





 

 

 

 

 





Humanities subjects with 18 ECTS points are divided into:





 









Pedagogy





6





ECTS points





 









Psychology





9





ECTS points





 









Ethics
2





ECTS points





 









Theory of science and scientific method





1





ECTS points











 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

3.2 Overview of ECTS distribution modules and subjects

The following overview shows the allocation of ECTS points as well as the location of the clinical teaching and of the subject areas.







 

 



1. academic year





2. academic year





3. academic year





4. academic year





 



 





1. Sem





2. Sem





3. Sem





4. sem





5. Sem





6. Sem





7. Sem







 





 





module





module





module





module





module





module





module





 



 





1





2





3





4





5





6





7





8





9





10





11





12





13





14







Subjects





 



 

 

 

 

 

 

 

 

 

 

 

 

 

 





Health Science





 



 

 

 

 

 

 

 

 

 

 

 

 

 

 





Occupational therapy





96





8.5





8





5.5





7





3





2





8.5





8.5



 



8





7.5





7.5





10





12







Somatik 8.5

Psychiatry 5.5

A total of Pathology





14



 

 



1





5.5





1



 



3.5





3



 

 

 

 

 

 





Social and occupational medicine





2



 

 

 

 

 

 

 

 

 



1





1



 

 

 





Theory of science and scientific method.





5



 

 

 

 

 

 



0.5





0.5



 

 

 

 

 



4







Natural science



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 





Anatomy





8.5





2





3





1.5



 



0.5



 



1.5



 

 

 

 

 

 

 





Physiology





8.5



 



2





2





2.5





0.5



 



1



 

 

 



0.5



 

 

 





Theory of science and scientific method





1



 

 

 

 

 

 

 

 

 

 

 

 

 



1







Social Sciences



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 





Sociology





7





1





1



 

 

 

 

 

 

 



3





2



 

 

 





Social and health policy and legislation





7



 

 

 

 



3



 
 

 

 



2





2



 

 

 





Theory of science and scientific method.





1



 

 

 

 

 

 

 

 

 

 

 



1



 

 





Humanistic science



 

 

 

 

 

 

 

 

 

 

 

 

 

 

 





Pedagogy





6





1



 

 

 



1



 

 

 

 



1





1



 

 



2







Psychology





9





1





1





2



 



1



 

 



3



 

 



1



 

 

 





Ethics





2



 

 

 

 



1



 

 

 

 

 

 

 

 



1







Theory of science and scientific method





1



 

 

 

 



1



 

 

 

 

 

 

 

 

 





Clinical teaching





42





1.5



 



3



 



3





13



 

 



15



 

 



6.5



 

 





A total of





210





15





15





15





15





15





15





15





15





15





15





15





15





10





20











 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

3.3 Overview – subjects and subject-related placement

Depending on the educational institutions local conditions can




– Module 6, 7 and 8 is executed in any order.

— Module 10-11 run in any order.

— Module 13-14 run in any order.





 









1. semester





2. semester







1. module





2. module





3. module





4. module













1. academic year











Occupational therapy and ergoterapeutisk practice.





Activity and participation in everyday life. Activity exercise and activity analysis.





Development and change in activity pursuit for children, adults and the elderly.

Study of functional ability





Rehabilitation and habilitation enabling activity and participation.

Rehabilitation and treatment in







Clinical teaching in



 



Clinical education II



 





The area of responsibility and the occupational therapy occupational therapy workflow



 



Professional relationships and partnerships.



 





Subjects





Subjects





Subjects





Subjects







Occupational therapy





Occupational therapy





Occupational therapy





Occupational therapy







Anatomy





Anatomy





Pathology





Pathology







Sociology





Physiology





Anatomy





Physiology







Pedagogy





Sociology





Physiology



 





Psychology





Psychology





Psychology



 









 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 
 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

3. semester





4th semester







5. module





6. module





7. module





8. module













2. academic year











Cross-professional company





The pursuit of occupational therapy and clinical reasoning supporting your.





Rehabilitation and habilitation enabling activity and participation.

Rehabilitation and treatment II

Somatic and psychiatric issues.





Rehabilitation and habilitation enabling activity and participation.

Rehabilitation and treatment II

Somatic and psychiatric issues.







Clinical education III

Cross-professional company





Clinical education IV

The pursuit of occupational therapy and clinical reasoning supporting your.



 

 





Subjects





Subjects





Subjects





Subjects







Occupational therapy





Occupational therapy





Occupational therapy





Occupational therapy







Pathology



 



Pathology





Pathology







Anatomy and Physiology



 



Anatomy





Psychology







Social-and sundhedspol. & legislation



 



Physiology





Theory of science and scientific method







Pedagogy



 



Theory of science and scientific method



 





Psychology



 

 

 





Ethics



 

 

 





Theory of science and scientific method



 

 

 









 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 

 

 



 









5. semester





6 semester







9. module





10. module





11. module





12. module













3. academic year











Ergoterapeutisk professional pursuit in complex practice





Health promotion and prevention in housing and local environment. Assistive communication and interior design, use of technology and compensatory measures





Health promotion and prevention. Working life, working environment and vocational rehabilitation





Management and documentation and quality development of occupational therapy







Clinical education V



 

 



Clinical teaching WE







Ergoterapeutisk professional pursuit in complex practice



 

 



Innovative and entrepreneurial professional pursuit







Subjects





Subjects





Subjects





Subjects







Occupational therapy





Occupational therapy





Occupational therapy





Occupational therapy





 



Social and occupational medicine





Social and occupational medicine





Theory of science and scientific method





 



Sociology





Physiology





Occupational therapy





 



Social-and health policy and legislation





Sociology



 



 



Pedagogy





Social-and health policy and legislation



 



 

 



Pedagogy



 



 

 



Psychology
 









 









7. semester







13. module





14. module









 





4. academic year











Occupational therapy professional skills and professional pursuit.





Ergoterapeutisk development work. Bachelor project







Subjects





Subjects







Occupational therapy





Occupational therapy





 



Pedagogy





 



Ethics





 



Theory of science and scientific method









 







4. Modules

4.1 Module 1: occupational therapy and ergoterapeutisk practice. Clinical teaching.

Theme

In the module introduces the student to the education building and Studio types as well as the requirements for each student, including vidensøgning and the use of information technology.

Introduced to the ergoterapiens workspace and the occupational therapy work.

The module is targeted at activity and participation as key concepts in occupational therapy and occupational therapy workflows. Including illuminated ergoterapeutens special responsibility with regard to health conditions related to human activity, functional ability, ability or rights to active participation in the life of society. To the understanding of the link between health, activity and participation is introduced to the body's structure and structure, communication and group processes, as well as the social and cultural environment and its importance.

The clinical teaching should be directed towards the area of responsibility and the occupational therapy occupational therapy workflow.

Learning outcomes:

The students can know the module's conclusion:




– describe occupational therapy subject's paradigm, values, assumptions, ethical standards and responsibilities

– describe the importance of human activity and participation and impact on health and quality of life, as well as the interaction between human activity and the environment

– describe the correlation between cultural conditions, societal opportunities and limitations and human activity

– describe the occupational therapy workflow

– apply vidensøgning and information technology at the basic level

– explain the body's structure and structure, communication and group processes, as well as the social and cultural environment and its importance in the context of ergoterapeutisk theory of activity and participation

– formulate own learning needs based on the professional and personal challenges of occupational therapist training provides



Areas of expertise









Occupational therapy





8.5 ECTS points







Anatomy





2 ECTS points







Sociology





1 ECTS points







Psychology





1 ECTS points







Pedagogy





1 ECTS points







Clinical teaching





1.5 ECTS points










 





Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.2 Module 2: Activity and participation in everyday life: activity-exercise and activity analysis

Theme

The module should be directed towards the analysis and understanding of human activities and participation in everyday life. Working with occupational therapy theories, conceptual models, and investigative tools. Activity exercise is analyzed in an everyday perspective with an emphasis on the importance of the activities of the individual as well as on the identification of resources, constraints and activity issues.

The focus is on understanding of health and disease in relation to functional ability and activity pursuit.

Activity analysis are used as method for insight and understanding of the exercise of the individual activity, as well as for the analysis of activity patterns and activity balance. On the basis thereof is assessed activity essentially comparable significance to activity and participation and for the opportunities that lie in relation to the promotion of activity exercise.

To the understanding of the link between health, activity and participation work with the body's structure and function. Working also with insight into human physical, mental and social conditions in relation to activity and participation, as well as physical and social environment and its significance for the exercise activity.

Learning outcomes:

The students can know the module's conclusion:




– explain occupational therapy activity theories in relation to human activity and participation and impact on health and quality of life, as well as the complex interaction between human activity and the environment

– explain activities therapeutic potential in order to meet the needs of the activity in relation to the citizen's health and quality of life

– perform activity analysis in connection with the exercise of the activity as part of the occupational therapy practice

– identify and evaluate citizen's daily activities and needs for occupational therapy by applying occupational therapy-survey and analysis methods

– account for selected parts of the body structure and function in conjunction with the occupational therapy theories on activity and participation

– account for selected parts of human physical, mental and social conditions in the context of occupational therapy theories on activity and participation

– reflecting on own learning and professional development as well as formulating their own development needs



Areas of expertise









Occupational therapy





8 ECTS points







Anatomy





3 ECTS points







Physiology





2 ECTS points.







Sociology





1 ECTS points







Psychology





1 ECTS points







A total of





15 ECTS points










 





Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.3 module 3: Development and change in activity pursuit for children, adults and the elderly

Study of functional ability. Clinical education II.

Theme

The module should be directed toward the study of functional ability in relation to development and health aspects. Working with the importance of impairment, and developments in activity pursuit in relation to stages of life, health and illness.

The focus is on General ADL (ADL, understood as self-care, work and leisure), dominant activities (play, learning and work) and daily life composition of activities (activity forms, activity pattern and activity balance).

Working with the human development impact of changes in activity pursuit, with a particular emphasis on child development. In the work of study and assessment of the impact of disabilities involved knowledge of diseases and their progression and prognosis. Working with, how improved functional ability and changes in environment throughout life can create better conditions for the exercise of activity.

The clinical teaching should be directed toward professional relationships and partnerships.

Working with activity analysis and study of functional ability as a basis for ergoterapeutisk intervention. Occupational therapy intervention methods are tested under the guidance. Reflected over the therapeutic role, including the establishment of therapeutic touch and the use of client-centred principles.

Learning outcomes:

The students can know the module's conclusion:




– organise and justify a ergoterapeutisk intervention course by the use of a ergoterapeutisk the workflow model

– examine, analyse and assess the citizen's functional ability, development potential and exercise activity in relation to a meaningful and health-enhancing everyday life with a focus on ADL, dominant activities and activity patterns
– presenting findings and formulate the needs for ergoterapeutisk intervention and set targets for the occupational therapy intervention in cooperation with the citizen

– explain and reflect the principles of client centered practices in all phases of the occupational therapy workflow

– identify ethical dilemmas in the occupational therapy practice

– explain the basic knowledge of Anatomy, Physiology and pathology in relation to human functioning

– explain the psychological aspects in the development of human activity-exercise in relation to the stages of life, health and disease

– reflecting on their own professional capabilities and limitations in relation to professional development and lifelong learning



Areas of expertise









Occupational therapy





5.5 ECTS points







Sygdomlære





1 ECTS points







Anatomy





1.5 ECTS points.







Physiology





2 ECTS points







Psychology





2 ECTS points







Clinical teaching





3 ECTS points







A total of





15 ECTS points










 





Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.4 Module 4: Rehabilitation and habilitation, which allows for activity and participation. Rehabilitation and treatment in.

Theme

The module should be directed towards rehabilitation and habilitation as health efforts. Working with the stimulation, rehabilitation, treatment and compensatory measures in relation to enable and promote meaningful activity and participation of citizens/patients with activity issues (children, adolescents, adults and the elderly). Working with the occupational therapy workflow in a single whole with a focus on objectives, planning, intervention of occupational therapy intervention with the inclusion of Pathology, knowledge to the understanding of diseases in relation to disability and rehabilitation. There is a focus on national and international ratings in relation to the rehabilitation process.

Learning outcomes:

The students can know the module's conclusion:




– Select and apply occupational therapy theories, models and methods in connection with the investigation, objective, planning, intervention, and evaluation of the occupational therapy intervention in relation to rehabilitation process

– apply the Icf classification system in relation to the rehabilitation process

– discuss and disseminate the ergoterapeutisk effort in relation to activity issues within either health-promotion, prevention, habilitation or rehabilitation through the use of occupational therapy professional intervention, treatment and rehabilitation methods and/or through the establishment of compensatory measures

– involve pathology and knowledge to the understanding of diseases in relation to enable activity and participation

– explain the areas of man's fysiologii relationship to enable activity and participation

– reflecting on own learning and professional capability in relation to professional development and lifelong learning



Areas of expertise









Occupational therapy





7 ECTS points







Sygdomlære





5.5 ECTS points







Physiology





2.5 ECTS points







A total of





15 ECTS points










 





Rating

The module concludes with an external theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.5 Module 5: cross-professional company. Clinical education III.

Theme:

The module is targeted at health professionals conditions to ensure citizens/patients a coherent course of among other things, a unified and flexible multi-disciplinary task solution in the healthcare sector. Working with health sector development and changing demands from citizens, as well as with differences in core competences and communication in connection with cross-professional company.

Learning outcomes:

The students can know the module's conclusion:




– explain and apply core competences in relation to a multidisciplinary approach in health promotion, prevention, habilitation, and/or rehabilitation

– engage in cross-professional cooperation with respect for and recognition of their own professional responsibility and competence as well as other health most responsibility and competence in relation to a multi-disciplinary task solution

– explain the health care organization and function

– explain and discuss legal and ethical aspects of health care and they hit these sets for the exercise of their own profession and an interdisciplinary health professional cooperation

– explain and discuss the communication and information technology use in relation to health professionals work with documentation and quality assurance

– Search, disseminate and apply practices, development and research-based knowledge in relation to health promotion, disease prevention, diagnostic, therapeutic and/or rehabilitative tasks

– Disseminate its own contribution in the profession was carried out a cross-professional effort



Areas of expertise









Occupational therapy





3 ECTS points







Sygdomlære





1 ECTS points







Anatomy





0.5 ECTS points







Physiology





0.5 ECTS points







Social and health policy and legislation





3 ECTS points







Pedagogy





1 ECTS points







Psychology





1 ECTS points







Ethics





1 ECTS points







Videnskabsterori and scientific method





1 ECTS points







Clinical teaching





3 ECTS points







A total of





15 ECTS points









Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.6 Module 6: the pursuit of occupational therapy and clinical reasoning supporting your. Clinical education IV

Theme

The module is targeted at ergoterapeutisk efforts towards target groups with activity issues and health issues that are typical of the work area, the students in the clinical education meetings.

The clinical teaching should be directed against the occupational therapy workflow in an evidence-based practice in health promotion, prevention, rehabilitation and habilitation in the regional, municipal and private area. There are trained clinical inference, knowledge in meeting with the citizen in the choice and implementation of theories and models. Working with the General occupational therapy intervention methods as well as specific treatment and rehabilitation methods in order to improve citizen's functional ability and opportunity activity and participation in everyday life.

In the clinical teaching work in promoting learning in relation to the work process and mastery of occupational therapy intervention, treatment and rehabilitation methods.

The theoretical courses tied to the clinical teaching.

Learning outcomes:

The students can know the module's conclusion:




-Plan and conduct the occupational therapy intervention in relation to the activity needs of a person, group or organizations in the occupational therapy practice in health promotion, prevention, habilitation or rehabilitation

– Identify, investigate, negotiate goals, plan, implement, and evaluate the occupational therapy intervention

– Apply activities therapeutic potential in a client centered practices in relation to treatment, rehabilitation and compensatory measures

– Engage in relationships, dialogue and interaction with patients and citizens in treatment, guidance and teaching of these

– Engage in relationships, dialogue and interaction with multidisciplinary partners in the rehabilitation process
– Handle and discuss ethical issues in relation to patients and citizens in the occupational therapy practice

– Follow the described procedures for documentation of the occupational therapy performance

– Search and apply national and international practices, development and research-based knowledge and methods in a selected clinical practice

– Reflecting on own therapeutic role, academic performance and attitudes of academic pursuit



Areas of expertise









Occupational therapy





2 ECTS points







Clinical teaching





13 ECTS points







A total of





15 ECTS points










 





Rating

The module concludes with an internal clinical trial.

The student's learning outcomes are assessed as pass/fail.

4.7 Module 7: Rehabilitation and habilitation, which allows for activity and participation. Rehabilitation and treatment II. Somatic and psychiatric issues.

Theme

The module should be directed towards rehabilitation and habilitation including stimulation, rehabilitation, treatment and compensatory measures for citizens/patients with disabilities. The focus is on the physical, mental and social development and health in order to enable the activity and participation of children, young people, adults and the elderly. Working with the occupational therapy intervention including investigation – and treatment methods. There is a focus on citizens/patients with acute and chronic disorders with somatic and/or mental health issues.

Learning outcomes:

The students can know the module's conclusion:




– Select and apply occupational therapy theories, models and methods in connection with the investigation, objective, planning, intervention, and evaluation of the occupational therapy intervention in relation to patients/people with acute and chronic disorders

– apply occupational therapy examination –, analysis and treatment methods in relation to motor and procedural skills and justify the choice of these

– plan a ergoterapeutisk efforts in the rehabilitation of citizens/patients with somatic and/or psychiatric problems by the use of relevant intervention, treatment and rehabilitation methods and principles and by the establishment of compensatory measures,

– apply the principles of client centered practices in all phases of the occupational therapy workflow

– reflecting on national and international laws, rules and regulations and the ethical importance of occupational therapy and retningsliniers describe the ergoterapeutisk efforts accordingly.

– account for selected parts of neuroanatomy and Physiology

– somatic and psychiatric diseases account for the influence on human activity execution

– evaluate own professional capability and out here from identify learning needs and demonstrate progression in learning



Areas of expertise









Occupational therapy





8.5 ECTS points







Pathology





3.5 ECTS points







Theory of science and scientific method





0.5 ECTS points







Anatomy





1.5 ECTS points







Physiology





1 ECTS points







A total of





15 ECTS points









Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.8 Module 8: Rehabilitation and habilitation, which allows for activity and participation. Rehabilitation and treatment II. Psychiatric and somatic problems.

Theme

The module should be directed towards rehabilitation and habilitation, including rehabilitation, treatment and compensatory measures for citizens/patients with disabilities. The focus is on the physical, mental and social development and health in order to enable the activity and participation of children, young people, adults and the elderly. Working with the occupational therapy intervention including examination and treatment methods, as well as guidance and dissemination methods. Communication and learning be included as part of the rehabilitation of citizens/patients with somatic and/or mental health issues.

Learning outcomes:

The students can know the module's conclusion:




– apply and evaluate occupational therapy theories, models and methods in connection with the investigation, objective, planning, intervention and evaluation, with a focus on communication and learning in rehabilitation process

– apply the investigation – analysis and treatment methods in relation to interactive, communicative and social skills and justify the choice of these

– plan ergoterapeutisk efforts in the rehabilitation of citizens/patients with somatic and/or psychiatric problems by the use of relevant intervention, treatment and rehabilitation methods and principles and by the establishment of compensatory measures

– apply the principles of client centered practices in all phases of the occupational therapy workflow

– plan, implement, document and reflect on ergoterapeutisk intervention based on organisational and legal framework and provisions

– Search, select and apply practices, development and research-based knowledge in planning and evaluation of the occupational therapy intervention

– reflecting on communicative strategies and private communications in the occupational therapy practice

– evaluate own professional capability and out here from identify learning needs and demonstrate progression in learning



Areas of expertise









Occupational therapy





8.5 ECTS points







Pathology





3 ECTS points







Videnskabsbeori and scientific method





0.5 ECTS points







Psychology





3 ECTS points







A total of





15 ECTS points









Rating

The module concludes with an external theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.9 Module 9 Ergoterapeutisk professional pursuit in a complex practice. Clinical education V.

Theme

The module focuses on ergoterapeutisk efforts towards citizens with activity issues against the background of acute or chronic ailments or citizens at risk for disease due to stressful living conditions or lifestyle. The clinical teaching should be directed against the occupational therapy workflow in an evidence-based practice in health promotion, prevention, rehabilitation and habilitation in the field of the regional, municipal and private area.

Applied clinical inference, knowledge in meeting with the citizen and in the choice and implementation of theories and models. Working with the General occupational therapy intervention methods as well as specific treatment and rehabilitation methods with the aim of improving the citizen's functional ability and opportunity activity and participation in everyday life.

Working with holistic courses in a client centered, academic and interdisciplinary context.

Learning outcomes:

The students can know the module's conclusion:




– plan, implement, apply, and evaluate ergoterapeutisk efforts in health promotion, prevention, habilitation and rehabilitation when selecting appropriate intervention, treatment and rehabilitation methods and principles and by the establishment of compensatory measures

– to guide, advise and implement patient/citizen in relation to activity issues

– Select and apply standardized occupational therapy survey – and intervention methods

– account for the documentation of the occupational therapy intervention

– help to ensure coherent patient courses in collaboration across sectors and institutions

– reflect on, discuss and deal with ethical issues in the practice of occupational therapy

– reflecting on the cooperation with the citizen and other cooperation partners and formulate the needs for development

– Search and apply national and international practices, development and research-based knowledge and methods in a selected clinical practice

– practice in relation to national and international laws, rules and regulations

– work self-motivated and reflect on own therapeutic role, technical capability and their own positions in fagudøvelsen



Areas of expertise







Clinical teaching





15 ECTS points







Rating

The module concludes with an external clinical trial.
The student's learning outcomes are assessed as pass/fail.

4.10 Module 10: health promotion and prevention in housing and local environment. Assistive communication and interior design, use of technology and compensatory measures.

Theme

The module should be directed towards the promotion of health, prevention, activity and participation as an independent work and as part of the rehabilitation process. The focus is on the promotion of the availability and on the dissemination of assistive devices and on interior design in relation to children, adolescents, adults and the elderly. Working with models and methods in the field of health promotion and prevention, with the organisational and legislative framework for the work, with health education and use their intensity methods. Working with the exercise of executive function in a client Center efforts, with particular emphasis on the tension that can arise between a client-Center efforts and exercise of executive function

The module should be directed also against design, technology and availability at Community level as a prerequisite for the promotion of citizens ' opportunity activity and participation in everyday life.

Learning outcomes:

The students can know the module's end




– plan, develop and document ergoterapeutisk efforts in health promotion, preventive and compensatory measures by ordering activities and customize the surroundings in the local environment

occupational therapy – use of investigation and analysis methods in assistive communication and Interior changes including availability and justify the choice of these

– apply and adapt technological solutions in order to allow for human activity

– delineate and define the professional scope of action and jurisdiction in relation to citizen's needs, the current social – and sunds policy and legislation

– establish civil and cooperative relations with a view to offering guidance and counseling and visitation

– lead the groups and promote citizens benefit from participation in a group organized efforts in order to promote citizens ' health and quality of life

– apply and reflect on health pedagogic approaches and communication strategies and methods of dissemination to and dialogue with both the professional as to the non-professional affiliations

– justify and argue for their own practice on the basis of practice, development and research-based knowledge

– explain the selected parts from the social – and occupational medicine and sociology in context with the theories of activity and participation

– evaluate own professional capability and on that basis identify learning needs and demonstrate progression in learning



Areas of expertise









Occupational therapy





8 ECTS points







Social and occupational medicine





1 ECTS points







Sociology





3 ECTS points







Social and health policy and legislation





2 ECTS points







Psychology





1 ECTS points







A total of





15 ECTS points









Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.11 Module 11: health promotion and prevention. Working life, working environment and vocational rehabilitation.

Theme

On the basis of living conditions and the importance of health, activity and participation directed module from health promotion and prevention in occupational health, as well as on job retention and vocational rehabilitation. The focus is on health and safety factors and advice. In addition, working with the inclusive labour market in relation to retention and integration of employees with reduced working ability and loss of work activities in relation to the lack of activity context, activity injustice and disenfranchisement of activity. Working with the survey, analysis and assessment of the balance between work demands and human physical, social, intellectual and emotional capacity.

The emphasis is on interdisciplinary approach and cooperation.

Learning outcomes:

The students can know the module's conclusion:




– planning, developing and implementing health-promoting and preventive measures within working life, working environment and vocational rehabilitation

– Master of investigation and analysis methods and justify the choice of these fields of study, analysis and evaluation of the work and the working environment the influence of man and the citizen's working capacity and activity exercise in relation to the requirements of the labour market

– Master mono professional and multidisciplinary intervention methods and principles

– Customize and disseminate AIDS and conduct testing of the device

– mentor and advise within workplaces and vocational rehabilitation

– apply appropriate communication strategies and methods of dissemination to and dialogue with both the professional as to the non-professional affiliations

-reflect on and discuss ethical issues

– justify and argue for their own practice on the basis of practice-, development-and research-based knowledge

– Mastering and applying relevant knowledge from social – and occupational medicine, Physiology, sociology, social-and health policy and law, pedagogy and psychology in the context of working life, working environment and vocational rehabilitation

– evaluate own professional capability and out here from identify learning needs and demonstrate progression in learning.



Areas of expertise









Occupational therapy





7.5 ECTS points







Social and occupational medicine





1 ECTS points







Physiology





0.5 ECTS points







Sociology





2 ECTS points







Social and health policy and legislation





2 ECTS points







Pedagogy





1 ECTS points







Psychology





1 ECTS points







A total of





15 ECTS points









Rating

The module concludes with an external theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.12 Module 12: management, documentation and quality development of occupational therapy. Clinical teaching WE

Theme

The module focuses on management and quality development in relation to occupational therapy within the social and healthcare professional area and towards trends in the profession.

In module working with documentation of occupational therapy as a basis for assessing the need for the development of practices and to engage in evidence-based practice. Scientific theory and method used to give understanding for documentation, quality assurance and development. The emphasis on non-traditional and new areas of work with background in professionens development. In addition, working with social development impact on changes in living conditions and lifestyles, as well as the resulting changed requirements for healthcare.

The clinical teaching is aimed at innovative and entrepreneurial professional pursuit within the regional, municipal and private area. In addition, the students actively included in documentation and quality development.

Learning outcomes:

The students can know the module's end




– establish and prioritize the ergoterapeutisk effort in relation to the citizen, and the institutional framework and resources

– reflecting on leadership in relation to occupational therapy work tasks within the social and healthcare professionals area

– explain the methods for quality development, organization, dissemination and documentation of occupational therapy professional services in the field of health promotion, prevention, habilitation and/or rehabilitation

– discuss innovative and entrepreneurial strategies in relation to the development of the occupational therapy intervention

– formulate ideas and contribute to the development of the actions that can improve and develop the understanding of the importance of the activities of the health and quality of life

– assess the importance of the development of society, nationally and internationally for the documentation and quality development of the occupational therapy services

– Mastering, reflect and relate critically to the therapeutic role, academic performance and attitudes in fagudøvelsen

– justify and argue for their own practice on the basis of practice, development and research-based knowledge

– evaluate own professional capability and out here from identify learning needs and demonstrate progression in learning



Areas of expertise









Occupational therapy
7.5 ECTS points







Theory of science and scientific method





1 ECTS points







Clinical teaching





6.5 ECTS points







A total of





15 ECTS points









Rating:

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.13 module 13: occupational therapy professional skills and professional pursuit

Theme

The module should be directed towards activity-science, occupational therapy and general health professional theories and methods as well as transversal themes. The possibility that the students can immerse themselves in an optional area and thus to tone his education. This can be done through participation in interdisciplinary as well as mono professional electives.

The module can contain theoretical, clinical, interdisciplinary or inter-sectoral courses offered at your own or other Danish or foreign relevant training.

The module can contain an immersion in themes that are part of other modules, training or occupational therapist may include a supplement thereto. The module can thus give the student the opportunity to tone his education.

Choice module is described by the-providing educational institution. Description of the choice module and time of registration and the holding shall be published on a website that is common for health education.

The students have the opportunity to customize an individual course. This must be approved by the student's own educational institution.

Learning outcomes:

The students can know the module's conclusion:




– describe, discuss and apply practices-, development-and research-based knowledge in relation to the occupational therapy profession skills and professional pursuit

– discuss and relate critically to society the importance of occupational therapy professional skills, professional practices and professional development

– master the relevant communication strategies and methods of dissemination of choice the subject's content

– evaluate own professional capability and out here from identify learning needs and demonstrate progression in learning



Areas of expertise









Occupational therapy





10 ECTS points







A total of





10 ECTS points









Rating

The module concludes with an internal theoretical test.

The student's learning outcomes are assessed according to the 7-step-scale.

4.14 Module 14: Ergoterapeutisk development work. Bachelor project.

Theme

The module is targeted at research and development in occupational therapy and science activity in the preparation of bachelor project. Science-theoretical and scientific methodical knowledge and skills developed in the project. Working with the development of knowledge relating to the activity and participation and activities impact on everyday life, quality of life and health. The target field for this bachelor project is the activity execution, occupational therapy theory and/or activity science and ergoterapeutisk practice.

Learning outcomes:

The students can know the module's conclusion:




-demonstrate knowledge in relation to the development of the ergoterapeutisk knowledge base and methods in the practice of occupational therapy

– use and relate to relevant national and international research and development work in the field of occupational therapy and science activity

– identify relevant issues for development work in occupational therapy

– explain and justify a developing working design, material and method, including theoretical approaches and models in relation to the topic as well as ethical considerations

– apply a scientific working method

– reflect on, discuss and assess the problem, research design, selection and application of examination methods, theories, and of survey results and prospects of these

– disseminate and discuss results from development and research projects in an occupational therapy professional and societal perspective

– apply and reflect on ethical guidelines in connection with development-based work



Areas of expertise









Occupational therapy





13 ECTS points







Theory of science and scientific method





4 ECTS points







Pedagogy





2 ECTS points







Ethics





1 ECTS points







A total of





20 ECTS points









Rating

The module concludes with an external theoretical test. The sample is a bachelor project, consisting of a writing project and a subsequent individual examination, which are weighted equally in the assessment. The extent of the final bachelor's degree project must correspond to at least 15 standard pages á 2400 characters.

The student's learning outcomes are assessed according to the 7-step-scale.

5. Teaching and learning methods

Through the creation of learning conditions for the training that the student can develop professional competencies to function independently as a occupational therapist and to continue in qualifying continuing education. Learning processes are organised so that the student acquires and develops independence, ability, capacity for reflection and to create academic renewal.

Learning outcomes, knowledge, skills and competencies, developed and exercised through various forms of study, practice forms and through different combinations of professionally relevant knowledge and skill areas. This means that on each module in the training described, what drug and what forms of learning that is best suited to the student obtains it for the module learning outcomes described. The educational institution chooses Studio forms in order to facilitate the student's learning outcomes in each module.

Occupational therapist training organized for progression from start to finish, in education, in the sense that for each new module built on the learning proceeds from the previous modules.

Progress thinking is thus helps to define learning yields for individual modules, as it is shown in the following model:







 

 

 

 



 

 

 

 



 

 

 



Research and

development in occupational therapy





 

 

 



Leadership and promotion of occupational therapy





 

 



Professional autonomy and accountability





 



Professional relationships and partnerships







Occupational therapy process and professional addresses ways







1





2





3





4





5





6





7





8





9





10





11





12





13





14







1. semester





2. semester





3. semester





4th semester





5. semester





6. semester





7. semester










 





Model: Progression in occupational therapist training

The students ' learning outcomes achieved through learning activities that are combined in various forms and guidance-study and teaching methods, URf.eks. by project work, problem-based learning (PBL), clinical teaching, clinical multidisciplinary Studio units, lectures, group lessons, case work, workshops, activity centers and lab skills, exercises, study and reading groups, technical manual, study guide, portfolio (a portfolio is the student's own choice of representative works in a given field, collected, described and reflected through a period and for the purpose of assessment) and feedback.

Working through the entire training with the development of student skills in relation to the independent to be able to search, apply and critically relate to knowledge for lifelong learning.
Emphasis is placed on the student's sense of responsibility in relation to their own learning and to contribute to a conducive study environment.

5.1 the theoretical teaching

The learning activities in theoretical instruction shall be organised in such a way that the form supports the professional content, working with, and the learning outcomes, which the student must achieve.

Teaching oriented towards training theoretical substance include:




– Lectures

-Group lessons, problem based learning, case work and project work with the submission that participatory and opponent company.

– Guidance for individual and common tasks, e.g. in connection with project work.

– Reading groups, study groups and workshops.



5.2 The clinical teaching

The clinical teaching periods are placed in such a way that they support the student's development of learning outcomes in each of the modules.

The clinical teaching is organised on clinical teaching sites within the area of responsibility of occupational therapy, for example, health and Social Affairs, where the student learning takes place in interaction with citizens, occupational therapists and other health professionals.

The clinical teaching is carried out by clinical advisers, in cooperation with the educational institution and the educational institution's teachers in order to ensure coherence between the student's learning in theory and practice.

5.3 information technology

Application of information technology to videnssøgning, learning labs, dissemination and communication supports education teaching and ways of working in the theoretical as well as the clinical part of the training.

5.4 Professional guidance

The purpose of vocational guidance is to take into account the students ' individual professional prerequisites and needs, so that the training can be organised with varied teaching methods, which cater for the student's learning style and motivation as well as supporting the implementation of the training. The professional guidance can support the individual students and student groups through, for example, structured conversations differentiated in relation to the module, subjects, methods, clinical and theoretical teaching, individual study plan, contact a teacher feature, and more.

5.5 study guide

Study guide is intended to assist the students in the educational process from the selection of training for the implementation of the study and requires active approach from both the student Counsellor, academic adviser and a student.

The aim of the study guide is to help the student to create transparency in the Studio and increase the ability to make reasoned choices in relation to their own learning and well-being. Study guide also focus on helping the students in connection with:




– study start and early modules,

– correlation between clinical and theoretical teaching and learning in different contexts,

– study and work habits, planning time, overview and optimal use of the time.



The purpose of the study guide are:

To provide unbiased information and guidance, so that the students can independently make informed choices in professional and student-related issues.

To inform and advise in relation to the recording, start of study, the implementation of study and career planning.

Guidance organised by the educational institution as an individual and collective guidance, which mutually support and complement each other.

Guidance efforts are geared towards Studio technique, study tools, study and work habits and study environment in order to increase the students ' awareness of learning, study requirements and implementation. Including helping the student to learn to study in theoretical as well as clinical learning environment. It will say to schedule own time, select learning methods and forms of teaching as well as develop learning style and establish study groups.

Student counsellors and students actively and systematically make use of experiences and evaluations/self evaluations with a view to enhancing the ability of learning and quality development in theoretical as well as clinical teaching.

Career planning is directed towards both the organisation of learning and training, information and guidance on job search, vocational training opportunities, study breaks, and international exchanges.

6. Cooperation between educational and clinical teaching sites

The educational institution and the clinical teaching locations collaborate on frames and conditions for the student's learning, as well as the relationship between theoretical and clinical education in accordance with the knowledge, skills and competencies, the student must receive training.

Concluded agreements on:




– the procedure for approval of clinical teaching sites

– the clinical teaching organisation,

– cooperation between students, clinical supervisors, and trainers,

– procedures for evaluation and quality assurance of the clinical teaching.



Cooperation is formalised at three levels:




– Between management of the educational institution and the management of the clinical training sites to discuss, evaluate and further develop cooperation and the agreements.

– Between tutors and clinical supervisors with a view to the latest knowledge on key trends in business, profession and research involved in education and development projects.

– Between clinical supervisors and trainers with a view to the individual students ' clinical training courses and assessment.



Agreements will be listed in the local supplement to the curriculum.

7. criteria for approval of clinical teaching sites

A clinical educational site is a managerial defined area within area of responsibility that occupational therapy of the educational institution has been approved as an educational place for occupational therapy students.

The educational institution approves the clinical teaching sites.

The clinical educational site is responsible for ensuring a framework and conditions, as a validated clinical teaching place must live up to.

The clinical education Office is responsible for finding an explanation of how the students ' evaluations of the clinical teaching is part of a continued quality development.

A clinical educational site is approved on the basis of being able to fulfill a documented basis for clinical teaching on specific modules.

It is a condition of approval, to clinical teaching sites, that are associated with clinical educators who are occupational therapists and who have educational qualifications equivalent to the clinical supervisor education that corresponds to 1/6 diploma or 9 ECTS credits.

The clinical teachers in charge and responsible for the continuous daily clinical teaching and tutoring of students in an approved clinical training place.

It is a prerequisite that there on the clinical teaching site is devoted resources to the clinical teaching and guidance.

Basis for approval of clinical teaching sites

Basis for approval of clinical teaching sites include a description of the organisational and managerial conditions, the occupational therapy professional relationship and the educational relationship as follows:

Organisational and managerial conditions

The clinical educational site occupational therapy, educational and organisational basis, frames and conditions, including an explanation of the clinical teachers ' occupational therapy professional and pedagogical qualifications and competencies.

The occupational therapy professional relationship

The mono professional, multidisciplinary and cross-sectoral tasks within the occupational therapy area of responsibility, which forms the technical basis in order that students can develop the learning outcomes described in the relevant modules.

Educational conditions

The organisation of teaching and organization, including study methods and conditions for the participation of students in the clinical education.

The clinical teachers ' function in the co-operation between supervisors, the students and teachers at educational institution.

Learning and study environment, including teaching facilities that support the students ' professional and personal learning processes in relation to the development of competencies in that module.

Authentication of a clinical educational site is written, and is valid for 3 years. An authorisation may exceptionally be conditional, in order that the clinical teaching within a defined period must meet the requirements for approval.

If the approval period is a change which will have significant consequences for students ' clinical teaching and reception of new students, will inform the clinical educational site as soon as the educational institution thereof.

8. Study plans

The clinical teaching and assessment within a module is organised on the basis of the module description and a general study plan, describing the educational course on the specific clinical training place.

On the basis of the General study plan organised an individual study plan for each student. The individual study plan shall be prepared by the educational institution in cooperation with the student and the clinical educational site.
An individual study plan includes agreements on the student's attendance, times for teaching and guidance, teaching content and form, study activities, including delivery of and feedback on assignments, etc., as well as times for evaluation and assessment.

The educational institution preparing students in the clinical course and the experience gained from the clinical training course subsequently involved in the theoretical teaching.

9. International educational opportunities

The purpose of the international educational opportunities in occupational therapist training is to train the student to interact professionally within ergoterapiens business field in a globalised world.

A distinction is made between international educational opportunities and Internationalisation at Home.

International training opportunities geared towards development of the students ' intercultural and international competence through student exchanges, as well as in the theoretical and clinical instruction. Here developed the student's knowledge of and respect for the intercultural international aspects in the occupational therapy work.

Internationalisation at Home aimed at occupational therapist training international dimension through the elements in the training, for example, international guest lecturers and E-learning, with a view to developing students ' intercultural and international skills both monospecific and interdisciplinary. Internationalisation also strengthened through cooperation with international partners in relation to educational development and the staff's intercultural and international skills, for example by teacher exchange.

It is possible for students to implement parts of the theoretical and clinical training abroad with the approval of the educational institution.

The individual educational institutions enter into agreements with foreign educational institutions for cooperation. Contracts and procedures described in the local supplement to the curriculum.

10. Tests and assessments

After each module shall be an assessment of the student's learning outcomes. The assessment can be an external or an internal test try.

External samples are assessed by examiners and examiners, where censors are appointed by the Ministry of education.

Internal tests shall be of at least one examiner from the educational institution.

Each institution can lay down rules about test conditions in the individual modules that are only applicable to the institution concerned. At the test conditions shall be taken to mean the handing over of tasks and projects, etc. as well as the fulfilment of the obligation in the theoretical teaching of participation.

In clinical trials, it is furthermore a condition that the student has shown the study activity, which is described in the student's individual clinical study plan.

10.1 Overview of ratings in the training.

The following overview shows the location of external as well as internal tests in occupational therapist training







 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 

 

 

 

 



 









1. academic year





2. academic year





3. academic year





4. St. year







1. sem





2. sem





3. sem





4. sem





5. sem





6. sem





7. sem







module





module





module





module





module





module





module







1





2





3





4





5





6





7





8





9





10





11





12





13





14













External test





Place-

ring



 

 

 



X



 

 

 



X



 

 



X



 

 



X







Internal test





Place-

ring





X





X





X





X





X



 



X





X



 



X



 



X





X



 





Clinically, external test





Place-

ring



 

 

 

 

 

 

 

 



X



 

 

 

 

 





Clinically, internal test





Place-

ring



 

 

 

 

 



X



 

 

 

 

 

 

 

 







There are external tests in module 4, 8, 9, 11 and 14.

Other modules are assessed by internal training tests.

The clinical tests in module 6 and Module 9 will be judged as pass/fail.

Training other tests shall be in accordance with 7-step-scale.

10.2 guidelines for samples

The student can set it to the same test three times. Successful tests may not be taken on. Registering for a module means that the student is automatically set for the exam in that module.

A sample is considered to have been started with regard to the number of exam attempt, unless the student has made timely cancellation. Cancellation may take place up to the beginning of the test, unless another opt-out period is provided by the educational institution.

Non-compliance with the EVS. test conditions laid down by the institution in the local supplement to the curriculum deemed automatically unsubscribe to the module.

Samples are presented in Danish. Where conditions allow it, the institution may allow an examinee to audition in a foreign language.

Rules for medical exam is the same as for the ordinary trial.
The student must, before the end of the 2. semester after semester set itself to the samples, the student must participate in before the end of the 2. semester. The test or tests must be passed before the end of the 4. semester after semester that the student can continue training at 5. semester.

In the assessment of bachelor project must be in addition to the professional content also places emphasis on the testees ' wording and spelling ability, if exam performance is written in Danish, as the professional content, however, must be weighted the greatest weight.

The external and internal tests, which lies in the Studio's first three years must be passed before the student can complete the bachelor project.

Exam rules, which only apply for each institution are set out in the local supplement to the curriculum.

10.3 Special test conditions

Students who meet the conditions can be offered special test conditions in accordance with the law on special educational support in higher education.

11. Participation obligations

In the theoretical training periods the students participating in the firm planned and targeted teaching and supervision aimed at the module's theme in order to develop knowledge, skills and competencies.

It is clear from each institution's local supplement to the curriculum in which modules, there is participation in the theoretical training periods, and what are the requirements for evidence of student participation.

In the prolonged clinical training periods involved the students in the firm planned and targeted teaching and supervision in order to develop the learning outcomes described in the module. The students ' participation is compulsory in the clinical teaching periods have a scale at an average of 30 hours per week. The clinical supervisor certifies that the student has fulfilled the obligation of participation. The clinical supervisor certification is a prerequisite for the students can be set to the internal clinical trial in that module.

12. Exemption (merit)

It is possible to obtain an exemption for parts of the programme in the light of the already achieved qualifications. The exemption is granted on the basis of documented conducted education or employment, commensurate with the portion of the training is to be remitted.

Exemption is done on the basis of its assessment of whether or not the previously completed courses correspond to the theoretical part of the training, as well as whether the qualifications gained through employment corresponding to the aims laid down for the traineeship, which forms part of the training.

The assessment shall be made on the basis of documented implemented education and employment. Evidence of accomplished teaching will be formal test and diplomas as well as seminar and training certificates. In relation to employment evidence will generally be the employment contract, the opinions and the like.

Exemption is given as real time shortening of training or as an exemption from parts of the training. Decision on the exemption is taken by the educational institution.

13. Waiver

The educational institution may exempt from the local supplement to the curriculum, where there are exceptional circumstances.