Chapter 1The purpose and duration of education, etc.

Chapter 2Professional content and organisation

Chapter 3Clinical teaching

Chapter 4Cooperation between educational institution and clinical teaching sites

Chapter 5Examinations etc.

Chapter 6Study scheme

Chapter 7Other rules

Chapter 8Power of power, etc.

Annex 1

Annex 2

Report on the programme for the Bachelor's degree programme

Pursuant to Section 22(1), and Section 30 of Act No 207 of 31 March 2008 on the academic academy programmes and profession trainings and § 58 of Act No 451 of 22 May 2006 on the authorisation of health professionals and on health activities, and after negotiations with the Minister for Health and Prevention, shall be established:

Chapter 1

The purpose and duration of education, etc.

§ 1. The purpose of the training for the profession of the isgo therapy is to qualify the student to work independently as an employee therapist and to enter a professional and cross-profesional collaboration. The training must, in accordance with the societal, scientific and technological development and the needs of the population, qualify the student in theoretical and clinical ergo therapy in accordance with Annex 1.

Substances. 2. The student must be able to:

§ 2. The programme is the standards for 31⁄2 student year work equivalent to 210 ECTS (European Credit Transfer System). A student work is a full-time student’s work for 1 year.

Substances. 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 completed teaching device. A module contains theoretical or clinical elements or a combination thereof. In each module, the student’s achievement of the module is assessed learning yield.

§ 3. The education gives the right to the designation of the profession in ergotherapy. The English designation is the Bachelor of Occupational Therapy.

Substances. 2. The trained can be authorised pursuant to the authorisation of health professionals and on healthcare.

§ 4. The institution that provides the training is responsible for the training in its entirety. The clinical teaching place is responsible for the implementation of the clinical teaching according to the guidelines set by the educational institution.

Chapter 2

Professional content and organisation

§ 5. The knowledge base of the education is profession-based and development-based. The education is based on knowledge from the Faculty of Nursing in relation to the knowledge of health sciences, sciences, humanistic courses and social sciences. Teoretic and clinical teaching are combined in an interaction with increasing difficulty and complexity through the course of education in order to ensure practicality and development of profession skills.

Substances. 2. The academic base of the education is ensured by the fact that there is still a interaction between values and knowledge in the programme and the profession as well as the development of the profession in the knowledge base of the programme.

3. The development base of the education is ensured through the involvement of relevant results from national and international research, so that the education is still determined in the latest knowledge.

4. The education is designed based on a basic science theoretical understanding, which allows you to study theories, concepts and methods from the ergo therapy and other subjects contributing to describe, explaining and understanding the specific issues, phenomena and contexts that arego therapists work with and in.

5. The student must through participation and exercise in and reflection of ergotherapy achieve practical and personal competence in relation to performing, leading, conveying and developing ergo therapy.

6. Variety of study forms must support the development of the student in relation to learning, autonomy and cooperation and the ability to create professional renewal.

§ 6. In the course, theoretical teaching parts are equivalent to a total of 168 ECTS points and clinical teaching parts corresponding to a total of 42 ECTS points. A cross-profesional module corresponding to 15 ECTS points and a choice module corresponding to 10 ECTS points is included in the programme. The programme is completed with a bachelor project corresponding to 20 ECTS points.

Substances. 2. In the theoretical part of the programme, health science is included with 117 ECTS points, scientific subjects with 18 ECTS points, humanist subjects with 18 ECTS points and social science courses with 15 ECTS points.

§ 7. There are teachings in environmental issues and in the interaction between different forms of culture to the extent that it is relevant to the individual field.

Chapter 3

Clinical teaching

§ 8. The clinical teaching is organised with progression from the observing to the reflective and independent executive in connection with the training of basic skills so that general professional skills are mastered, and the ability to evaluate and make qualified choices advanced.

Substances. 2. The clinical teaching focuses on human experiences, terms and actions in relation to ergo therapy needs, erotic therapy services and results, on interaction between citizens, relatives and ergo therapist, the student’s own professional and personal development as well as on interdisciplinary and cross-sectoral cooperation.

3. The educational institution approves the clinical teaching sites and organizes the clinical teaching from local opportunities within the health area and the social area.

4. The clinical teaching place prepares a description of the clinical course of teaching in accordance with the guidelines in this study scheme. The description is approved by the educational institution.

Section 9. The educational institution prepares the student at the individual clinical course of teaching. The institution prepares an individual study plan in collaboration with the student and the clinical teaching place. The experience from the clinical training course is subsequently involved in the theoretical teaching.

Chapter 4

Cooperation between educational institution and clinical teaching sites

Section 10. The educational institution and the clinical teaching site work to ensure the relationship between the theoretical and clinical teaching and ensure the student’s acquisition of skills in the clinical teaching. The training institution ensures that the cooperation is established and maintained.

Chapter 5

Examinations etc.

§ 11. At least 1/3 of the programme is calculated in ECTS points must be documented by external samples. The training contains 5 external samples. A sample is placed in the 2nd semester and the undergraduate project is placed in the 7th semester. The studies of the programme 3 first year must be passed before the student can complete the bachelor project. The location of other samples is shown in the study scheme.

Substances. 2. Clinical training courses are assessed by internal or external samples. The purpose of clinical trials is to assess the clinical skills of the student. In internal clinical trials, an examinator from the educational institution is participating. The rating is passed/not passed by two clinical tests.

3. Clinical training courses are assessed by separate samples if the clinical course has a maximum of 7 ECTS points or more. If theoretical teaching parts are included in a module that is assessed by a clinical trial, in accordance with 1 point, the assessment of the theoretical teaching parts of the clinical trial. During the 7 ECTS credits, the assessment of the clinical course is included in the theoretical test.

4. For the exams and exams, the rules apply to samples and exams in professional education (examination) and the notice of character scale and other assessment (charactualisation).

Chapter 6

Study scheme

§ 12. The institutions shall provide training pursuant to the study scheme, in accordance with Annex 2, applicable to all the procurement of the programme in accordance with Section 13(1).

Substances. 2. In the study scheme, the detailed rules on samples and exams are laid down in the examination order and a detailed description of:

§ 13. It is apparent from the study scheme, which rules in the study scheme are common to all educational statements and the rules of the study scheme that are solely applicable to the provision of the institution. The individual institution may, in accordance with Section 12(2)(b) of the study scheme, lay down rules which shall only apply to the educational supervision of the institution concerned.

Substances. 2. The individual institution may lay down rules on sampling in the individual modules that only apply to the institution concerned. In the course of trials, the delivery of tasks and projects is understood, etc., as well as the fulfillment of participation obligation in the theoretical teaching.

3. Where it is reasoned in unusual circumstances, the institution may dispens from the rules of the study scheme, which shall only apply to the training supervision of the institution referred to in paragraph 1.

4. In the preparation and modification of the part of the study scheme which shall only apply to the provision of the institution concerned, in accordance with paragraph 1, a representative of the students and a representative of the clinical teaching sites. The institution lays down transition schemes.

5. Applicable study scheme must be available on the institution’s website.

Chapter 7

Other rules

§ 14. The training must be completed no later than 6 years after the start of study. Heri is not recognised in maternity leave, adoption, military service and the United Nations service, etc. In special cases, the institution can dispenser from the 6th century rule.

§ 15. The decision of the institution pursuant to this notice may be brought to the Ministry of Education when the complaint relates to legal issues. The complaint shall be submitted to the institution within 14 days of receipt of the decision. If the institution maintains its formerly appointed decision, the complaint shall be forwarded to the Ministry of Education, the justification and review of the institution.

Chapter 8

Power of power, etc.

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

Substances. 2. The decision No 237 of 30 March 2001 is repealed.

3. In paragraph. 2. However, this notice shall continue to apply to the students who have begun the programme before 15 August 2008.

4. For students who have begun the training after the previous rules referred to in paragraph 2 and who have not completed the programme before 1 August 2012, the institution can organise transitional arrangements so that these students complete the training after the rules of this notice.

Annex 1

by August 2008 to the Danish Ministry of Education for the Faculty of Education

Learning yield for a graduate in ergo therapy

The degree of learning includes the knowledge, skills and the skills that a profession in ergo therapy have achieved in the programme.

Knowledge

A newly trained profession in ergotherapy:

1) knowledge of the theoretical basis of the profession relating to human activity and participation in everyday life and the importance of human health and quality of life and the interaction between human, activity and surroundings.

2) knowledge of the interaction between activity practice, ability of function, opportunities and rights to active participation in social life for children, young, adults and the elderly.

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

4) can understand and reflect on human life conditions as well as the influence of physical and social environment on human activity.

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

6) knowledge of activities and can reflect on their therapeutic potential for relevant audiences.

7) can reflect on ethical issues within the field of ergo therapistial work.

8) can combine relevant knowledge from the science, humanist, social science and health science area with theories of activity and participation.

Skills

A newly trained profession in ergotherapy:

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

2) uses the erotic workflow to identify activity issues, study, negotiation and formulation of goals, planning, implementation and evaluation of dividends to meet citizens’ activity needs in relation to everyday life, health and quality of life.

3) 3) uses ergotherapeutic examination, analysis, treatment and intervention methods within health promotion, prevention, habilitering, rehabilitation, including treatment and rehabilitation and compensated measures.

4) can use the therapeutic potential of activities in the erotic examination and intervention.

5) can assess the activity needs of the citizens in relation to health and quality of life and can take activities and challenges adapted to the current situation of citizens, health and physical environment.

6) can establish a cooperation relationship with the citizens based on a client-centered practice, which includes respect for individual and cultural beliefs, values and choices, and their importance to the participation of citizens in everyday activities.

7) can establish partnerships with institutions, businesses and citizen groups and provide guidance and advice to improve the terms of activity and activity exercise.

8) can use communication strategies and engage in dialogue with citizens, relatives, mono and interdisciplinary colleagues as well as other partners regarding information, ideas, issues and solutions within ergotherapy.

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

10) can convey results from development and research projects within ergo therapy to relevant stakeholders.

Competencer

A newly trained profession in ergotherapy:

1) work to disseminate the understanding of the importance of activities for health and quality of life and 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 the citizens, relatives, colleagues and other partners.

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

4) Prior to the needs of the citizens, the given framework and resources.

5) can handle ethical dilemmas that arise in the erotic work and can practice in accordance with ethical guidelines for ergo therapy.

6) student counsellors, co-workers and other partners about ergo therapy with respect to other professionalism.

7) identifies relevant issues for development work within activity, ergotherapy theory and activity science and can follow, apply and participate in development work within the health area.

8) can take responsibility to lead, organize and quality developer erotic profession and social and health offers for citizens focusing on health promotion, prevention, rehabilitation and rehabilitation.

9) can limit and define its professional field of trade and authority in accordance with the development of society and the development of health.

10) refers to other professionals when required.

11) collects and interprets relevant data from the science, humanist, social science and health science area by the solution of ergotherapeutic issues.

12) can reflect on its own clinical birth and own therapeutic skills including its own development potential.

13) can create professional development as well as follow, apply and participate in development-based work within the ergoother area.

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

15) can search, evaluate and analyze information from different sources including different databases and discuss information usage options in ergo therapy.

16) has insight into its own professional ability and limitations and is supervision and engaged in professional skill, professional development and lifelong learning.

Annex 2

by August 2008 to the programme for the Bachelor of Education in Ergotherapy

Study scheme for the study programme for the Bachelor's degree programme

The purpose of the study programme is to:

– – create framework for the structure of the ergo therapist and content of mono-related and interdisciplinary context

– – ensure a uniform quality of the student’s learning output at the vocational training programmes in Denmark

– – ensure the development of the vocational training programme in relation to health professionals - and educational requirements and expectations

– – create framework for cross-institutional and interdisciplinary knowledge sharing

1. The purpose of the Ergotherapor

The Professionsbachelor programme in ergotherapy qualifies the student to enter the erotic profession as well as further educated national and internationally at master and graduate level.

The educated profession in ergotherapy can be authorised pursuant to Act No. 451 on the authorisation of health professionals and healthcare activities of 22. May 2006.

2. Training programme profile

The Ergotherapist programme is the profession-based and development-based.

Professionsbasering involves the training having a profession-oriented aim in the health and social area. The values of the Profession, theories, and methods play an important role for the organisation of the ergo therapist programme. Therefore, there is a close collaboration between the vocational training programme and practitioners of the profession in relation to theory and practice.

The knowledge, skills and competencies can be transferred to and used in the roles, the therapist is filling in his health professional business.

Development base involves focusing on experimental, development and research worker, which can contribute to professional development with experience from the profession and the health and social area.

The Ergotherapor programme involves national and international research results in the field of education. The professionalism of education thus reflects current trends in the profession, including changes in the health and social conditions of the population, as well as in the function and priorities of health. Development base also involves the focus on methods of developing the profession and quality and development work.

The education qualifies the student to be able to deal with health promotion, preventive, rehabilitating and habilitating tasks in accordance with the requirements of society and focus on human activity and participation in everyday life.

The training develops the student’s professional autonomy and responsibility to handle these tasks and to take responsibility for, as well as affect development and practice within the ergo therapy profession.

The training uses erotic courses. The concept of function ability is applied in accordance with the importance of the concept of the ICF – the WHO international classification of function ability, ability to reduce and health. In this understanding, the function of the body, activity and participation.

2.1 2.1 The company and tasks of the Ergo therapist

2.1.1 The company of Ergother

Ergotherapeutic work helps promote health and quality of life for children, young, adults, and elderly, and to address both current and future activity and/or health problems. The purpose of ergotherapy is to promote participation in the activities of everyday life and in society for the individual citizens and groups of citizens. In the activities of everyday life, it is understood that are meaningful or necessary, and which is related to care activities, work and leisure activities, as well as involvement and inclusion in social life.

The erotic core performance:

Thus, it is the possibility of people and restrictions on activity and participation in everyday life. These options and limitations are a result of the dynamic interaction between:

– – Human conditions for activity and participation, conditioned by physical, psychological and social abilities and conditions

– – activities and activity patterns, i.e. the nature, content, composition and their personal importance

– – the conditions of life, which constitute the physical, social and cultural environment, economic conditions and the political and regulatory conditions and the importance of the individual person;

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

The overall purpose of ergotherapy is therefore, in cooperation with the citizens/patient, to allow and promote activity and participation in everyday life by preventing and using activity issues or by a health-professsing effort.

The business areas of the Ergother

In collaboration with other healthcare professionals, the Ergotherapor has a responsibility in relation to health promotion, preventive, habilitating, rehabilitating, (genoping, processing and compensateing) tasks.

Health promotion

The tasks of the Ergo therapist are to promote and maintain health and activity with a focus on enabling participation in everyday life. The Ergo therapist focuses on physical, psychological and social well-being in relation to health, activity and surroundings. The Ergotheraper organises systematic health promotion through education, mobilization of resources in the individual, with groups of citizens and in the surroundings for changing lifestyle as well as the content, structure and pattern of activities in both everyday life as well as working life promotes health. In this work, the therapist is part of the health-promoting work by helping to create frames and the opportunity to promote the individual health and public health.

Prevention prevention

The employee’s task is to clarify physical and psychosocial risk factors and initiate and enter into health activities that can remove or reduce the impact of risk factors and prevent the development of diseases, psychosocial problems or accidents. There is work on the citizen/group/group plan within the primary, secondary and tertiary prevention.

Habilitering

The tasks of the Ergo therapist are to promote children and adults’ potential opportunities for the development of age-relevant skills and participation in activities. This is done through stimulation, new learning, consulting, guidance and treatment, including adaptation and modification of the surroundings through the compensated measures. In habilitering, early tracking and early efforts are included in the risk of suspicious and dysfunction.

Rehabilitation

The employee’s task is to make activity and participation possible through a targeted cooperation process with citizens, relatives and any other professional in order to ensure that the citizens who have or are at risk of having limitations in its ability to achieve an independent and meaningful life. Rehabilitation is based on the life situation of the citizens and decisions, and consists of a coordinated, coherent effort.

In the rehabilitation process, the ergo therapist manages revitalizing, processing and compensateing tasks:

Training and treatment

The employee’s task is to contribute to the functioning of the citizens/patient. The target group for rehabilitation and treatment includes people who are exposed to acute illness or harm resulting from delimited and temporary function reductions, people with progrediating diseases, where the function ability is reduced or people with acute illness or harm resulting from extensive and lasting reduction of function ability.

Competing measures

The task of Ergother is to adapt the surroundings and the degree of activities in relation to the functioning of the citizens. This is done mixed with other means of help, housing adaptation, the establishment of personal assistance and employment under special conditions and by promoting accessibility.

2.1.2 The tasks of the Ergotherapor

In his health professional work, the therapist performs tasks as

– – healthcare expert

– – communicator

– – partner

– – developer

– – professional professional professional

Medical professionals

The Ergotherapist focuses on and knowledge about the relationship between activity, health and the possibility of living a satisfying everyday life within home, work and leisure.

The medical expertise of the Ergotherap therapist includes skills in relation to the analysis of human activity, assessing the functioning and working capacity of the citizens, as well as the assessment of opportunities and demands in the surroundings.

The medical expertise of Ergotherap therapists include skills in relation to the therapeutic opportunities in everyday life activities to develop human abilities and skills, with the aim of promoting the desired activity and participation in social life by:

– – process and rebuke reduced function and work ability through participation in meaningful activities

– – compensate for lost capacity by organisation and degree meaningful activities and adapting environment

– – promote health and quality of life as well as prevent illness by identifying risk factors and creating opportunities for meaningful activity in health enhancing environments

A fundamental prerequisite for the exercise of ergotherapy is that the effort is based on the citizen’s own understanding of its situation and active contributions by setting the objective and initiating and implementing changes.

Communicate

The Ergotherapist establishes professional relationships with clients as well as relatives and partners.

The Ergotherapor advises and supervisors in health conditions related to therapeutic and health enhancing opportunities in the organisation of everyday activities and in the design of appropriate surroundings, including living - and working environments.

The Ergotherapor uses skills regarding professional relationships and partnerships.

Partners

The Ergotherapist exercises ergotherapy independently and as a member of cross-profesional teams.

The Ergotherapist establishes a cooperation relationship with the citizens as a basis for practice. The principles of a client-centered practice are based on this relationship, in which respect of individual and cultural beliefs, values and choices, and their importance to the participation of citizens in everyday activities.

Developer

The Ergotherapist works for the evidence base of its practice for ongoing quality development. The Ergotherapist is innovative and creative and participates in the development of his subjects within the social and health field, and can be included in the context of research and development work. The Ergotheraper conveys results from development and research projects to relevant stakeholders. The Ergotheraper utilises skills and skills in relation to management and promotes ergotherapy, as well as skills and skills regarding research and development in ergotherapy and activity science.

Professional Professional Professional

The Ergotherapor shows professionalism and ethical responsibility in the business.

The Ergotherapist ensures quality in business practice and assesses its own professional, ethical and personal borders, its own professional ability and its own limitations, as well as is supervision and engaged in professional skill, professional development and lifelong learning.

The Ergotheraper utilises its skills regarding professional autonomy and responsibility by working independently within its own field of expertise, and refers to other professionals when required, and by acting situational in interaction with others.

2.2 The theory of the Ergotherapy and methods

Legal basis

The expertise of the Ergotherapor is knowledge of and understanding of health and knowledge of interaction between human activity, function ability, opportunities for and rights to active participation in society. Citizens’ perspective and participation are integrated into the employee’s understanding of client-centric practice. This knowledge is based on knowledge from ergotherapy in relation to knowledge from health sciences, sciences, social sciences, and humanistic subjects.

The skills of the Ergotherapor include the ergotherapeutic workflow and clinical support, professional relationships and partnerships, professional autonomy and responsibility, development work within ergo therapy and activity science as well as management and promoting ergo therapy.

Methods in the exercise of ergotherapy

In ergotherapists, theoretical knowledge is combined with clinical experience in relation to the management of tasks of health enhancing, preventive, habilitating and rehabilitating character. The Ergotherapor uses problem solving models, clinical research and activity analysis as part of the work process in the erotic intervention. In the erotic intervention, task-specific methods are used as well as reflections - and research methods:

– – Task-specific methods are methods related to study, treatment and rehabilitation, stimulation, development and advice, as well as in relation to evaluation and documentation

– – Reflection methods: Clinical research in relation to the erotic business and a client-centered practice, as well as methods of assessing its own professional ability and the need for professional development

– – Research methods: Scientific theories and scientific methods are used for quality and professional development, as well as to share and document knowledge in relation to the ergotherapeutic theory / practice

2.3 2.3 The professional basis of the Ergotherapor programme

The academic basis of the education is acknowledgment in relation to other health science subjects, sciences, and humanist subjects.

The training's 210 ECTS points benefit from 168 ECTS credits in the theoretical teaching and 42 ECTS points in the clinical teaching.

The 168 ECTS credits in the theoretical teaching are divided in the following ways:

Faculty of Health

In the subject, there is a work of activity science and the theories of the subject, methods in relation to human activity, activities and physical, social, cultural and institutional relations in the surroundings. The professional focus is on the ergotherapeutic workflow, clinical rehabilitation, professional relationships and partnerships, professional autonomy and responsibility, development work in ergo therapy, as well as management and promotion of ergo therapy.

The teaching of disease and social – and work medicine is related to the erotic profession. There is an understanding of somatic and psychiatric diseases, including their rise, progress and forecast, prevention and treatment as well as their relationship with lifestyle, living conditions and risk of activity issues.

Faculty of Science 18 ECTS

Anatomi and physiology are related to the ergootherapists. There is an understanding and analysis of human biomechanical and physiological functions both in relation to activity exercise and risk of activity issues, and in connection with prevention, treatment and rehabilitation for people of all ages.

Faculty of Social Sciences 15 ECTS

Sociology, social policy and legislation relate to the ergootherapists. Working with society - and cultural conditions, authority function and lifestyle and living conditions in promoting activity practice and participation in social life, as well as risk of activity issues within play, learning and work.

Humanist course 18 ECTS

Psychology, pedagogy, and ethics are related to the ergootherapists. Within psychology work with development psychology, clinical psychology and work psychology, as well as communication, learning, motivation development, behavior and relationships in promoting activity and participation in social life, as well as risk of activity issues.

In pedagogy work with communication, teaching, consulting and guidance, as well as own learning and professional development.

In each of the above-mentioned disciplines, there is also work with the scientific theories and methods of the field.

3. The structure and structure of the Ergotherapor

The education is divided into 7 semesters.

Each semester is divided into 2 modules. The programme is thus composed of 14 modules that each has a degree equivalent to 15 ECTS points except module 13 and module 14 of the 7th semester, which has a maximum of 10 ECTS points and 20 ECTS points

In each module, the student’s learning yield is assessed in relation to the module’s key elements in knowledge, skills and competencies.

The activity perspective and the key themes from the subject arego therapy and the ergo therapistal profession are summarized in the module headlines and are managing the content of the module.

The training 14 modules reflect the importance of activities and use of the profession and other key elements in the exercise of ergo therapy. The subject areas of education are included in the modules so that the students acquire the subject content in relation to ergotherapy, thus relevance and use are optimized.

3.1 ECTS credits

The subject of education is subject to this.

3.2 3.2 Overview of ECTS distribution on modules and courses

In the following overview, the distribution of ECTS points and the location of the clinical teaching and the subject areas.

3.3 Overview – the placement of the courses

Depending on the local conditions of education

– – module 6, 7 and 8 are executed in arbitrary order.

– – module 10 - 11 is executed in arbitrary order.

– – module 13 - 14 is executed in arbitrary order.

4. Modules

4.1 Module 1: Ergotherapy and erotic practice. Clinical teaching In.

Theme Theme Theme

In the module, the student will be introduced to the development and study forms and the requirements set to the individual student, including knowledge search and use of information technology.

It is introduced to the work of the ergo therapy and the erotic work.

The module is directed against activity and participation as central concepts in ergotherapy and erotic workflows. Below the special responsibility of the anaesthe therapist relating to the health relationship of human activity, the ability of function, opportunities and rights to active participation in society. To understand the relationship between health, activity and participation is introduced to the body’s structure and structure, communication and group processes and the importance of social and cultural environments.

The clinical teaching is directed towards the erotic responsibilities and the erotic workflow.

Learning yield:

The student can at the end of the module:

– – describing the paradigm of the ergo therapy, values, basic assumptions, ethical standards and responsibilities

– – the meaning of human activity and participation and importance for health and quality of life, as well as the interaction between human, activity and environment

– – describe the context of cultural conditions, societal opportunities and constraints and human activity

– – describe the ergotherapeutic workflow

– – use knowledge search and information technology at basic level

– – explain the body’s structure and structure, communication and group processes, as well as the importance of social and cultural environment in relation to ergotherapeutic theory of activity and participation

– – formulate your own learning needs based on the professional and personal challenges of the employee

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.2. Module 2: Activity and participation in everyday life: activity practice and Activity analysis

Theme Theme Theme

The module is directed towards the analysis and understanding of human activities and participation in everyday life. Working with ergotherapists, concept models, and study tools. The activity exercise is analysed in an everyday life perspective with emphasis on the importance of activities for the individual person and on the identification of resources, restrictions and activity issues.

There is a focus on the understanding of health and disease in relation to the ability of function and activity.

Activity analysis is used as a method of insight and understanding activity anesthesia of the individual, as well as for the analysis of activity patterns and activity balance. On the basis of this, the importance of activity and participation of activity and for the opportunities to promote activity practice.

To understand the relationship between health, activity and participation work with the body’s structure and function. There is also an insight into the physical, psychological and social conditions of human activity and participation and physical and social environment for activity exercise.

Learning yield:

The student can at the end of the module:

– – explain the theory of activity in relation to human activity and participation and importance to health and quality of life, as well as the complex interaction between human, activity and environment

– – explain the therapeutic potential of activities to meet citizens’ activity needs in relation to health and quality of life

– – perform activity analysis in the exercise of activity as part of the erotic practice

– – map and evaluate the daily activities of the citizens and the need for ergotherapy by applying vocational examinations - and analysis methods

– – nest for selected parts of the body's structure and function in relation to ergoother theories of activity and participation

– – for selected parts of human physical, psychological and social prerequisites in relation to the erotic theories of activity and participation

– – reflect on own learning and professional development as well as formulate own development needs

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.3 4.3 Module 3: Development and change in activity practice for children, adults and older

Study of functionality. Clinical teaching II.

Theme Theme Theme

The module is directed against the examination of function ability in relation to development and health aspects. The importance of reduced function ability and development of activity in relation to life phases, health and disease.

There is a focus on ordinary daily living (ADL, understood as ownomsorg, work and leisure), dominant activities (leg, learning and work) and daily life composition of activities (activity forms, activity pattern and activity balance).

Human development is important for changes in activity practice with particular emphasis on the development of the child. In the work with the study and assessment of the importance of reduced function ability, knowledge of diseases and their progress and forecast is involved. Working with how improved function ability and changes in environment life can create better conditions for activity exercise.

The clinical teaching is directed towards professional relationships and partnerships.

There is an activity analysis and study of function ability as a basis for erotic intervention. Ergotherapeutic intervention methods are tested under guidance. It is reflected over the therapeutic role, including the establishment of therapeutic contact and the use of client-centered principles.

Learning yield:

The student can at the end of the module:

– – organisation and reasoning an ergotherapeutic intervention course on the application of a erotic workflow model

– – examine, analyze and evaluate the functioning of the citizens, development potential and activity in relation to a meaningful and health-enhancing everyday life focusing on ADL, dominant activities and activity patterns

– – present examination results and formulate need for ergotherapeutic intervention and set goals for the ergotherapeutic intervention in cooperation with the citizens

– – explaining and reflecting the principles of client-centered practice in all phases of the erotic workflow

– – identify ethical dilemmas in the erotic practice

– – explaining fundamental knowledge of anatomy, physiological and disease learning in relation to human function

– – explaining psychological aspects in the development of human activity in relation to life phases, health and disease

– – reflect on its own professional ability and limitations in relation to professional development and lifelong learning

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.4 Module 4: Rehabiliation and habilitering that enable activity and participation. Training and treatment.

Theme Theme Theme

The module is directed against rehabilitation and habilitering as a health effort. It is working with stimulation, rehabilitation, treatment, and compensated measures to enable and promote meaningful activity and participation for citizens/patients with activity issues (children, young, adults and older). Working with the erotic workflow in a whole with a focus on objective, planning, intervention of ergotherapeutic intervention with the involvement of illness, knowledge of understanding diseases in relation to function reduction and rehabilitation. There is a focus on national and international classifications in relation to the rehabilitation process.

Learning yield:

The student can at the end of the module:

– – select and apply erotic theories, models and methods related to study, objective, planning, intervention and evaluation of the erotic action of the rehabilitation process

– – use ICF classification system in relation to the rehabilitation process

– – discuss and disseminate the erotic effort in relation to activity issues within either health promotion, prevention, habilitering or rehabilitation by using ergotherapy interventions -, treatment and rehabilitation methods and/or by the establishment of compensated measures

– – involve disease learning and knowledge of the understanding of diseases in relation to enabling activity and participation

– – for areas of human physiology to allow activity and participation

– – reflect on its own learning and professional ability in relation to professional development and lifelong learning

Business areas

Rating

The module is finished with an external theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.5 Module 5: Cross professional business. Clinical teaching III.

Theme:

The module is directed towards the health professionals’ prerequisites to ensure citizens/patients a coherent course among others by a unified and flexible multi-disciplinary task solution in the healthcare sector. Working with the development of the healthcare sector and changing demands of citizens, as well as with differences in core science and communication in relation to cross-profesional business.

Learning yield:

The student can at the end of the module:

– – explain and apply core skills in relation to an interdisciplinary effort in health promotion, prevention, habilitering, and/or rehabilitation

– – in cross-profesional cooperation with respect for and recognition of the responsibility of the profession and competence of the profession and other health practitioners and competence in relation to a multi-disciplinary task solution

– – Prepare for the organization of health and function

– – clarify and discuss legal and ethical aspects of health care and these frameworks for the exercise of their own profession and an interdisciplinary health professional cooperation

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

– – search, intermediary and apply practice -, development - and research-based knowledge in relation to health promotion, disease prevention, diagnostic, and/or rehabilitating tasks

– – Consultancy in a cross-profesional effort

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.6 4.6 Module 6: The exercise of ergotherapy and clinical contraceptive. Clinical teaching IV

Theme Theme Theme

The module is directed towards ergotherapeutic efforts to target audiences with activity issues and health issues typical of the work area, the student meets in the clinical teaching.

The clinical teaching is directed towards the ergotherapeutic workflow in a evidence-based practice in health promotion, prevention, rehabilitation and habilit within the regional, municipal and private area. There is clinical support in the meeting with the citizens at the choice and implementation of theories and models. There are general organizational intervention methods and specific treatment and rehabilitation methods to improve the functioning of the citizens and the possibility of activity and participation in everyday life.

In the clinical teaching, learning is carried out in relation to the erotic workflow and mastering intervention, treatment and rehabilitation methods.

The theoretical course is linked to the clinical teaching.

Learning yield:

The student can at the end of the module:

– – Planning and conducting the erotic effort in relation to the activity needs of a person, group or organisations in the erotic practice of health promotion, prevention, rehabilitation or rehabilitation

– – Identify, investigate, negotiate goals, plan, implement and evaluate it erotic effort

– – Use the therapeutic potential of activities in a client-centered practice in relation to treatment, rehabilitation and compensated measures

– – Review in relationships, dialogue and interaction with patients and citizens in the treatment, instructions and teaching these

– – Review relationships, dialogue and interaction with interdisciplinary partners in the rehabilitation process

– – Handles and discuss ethical issues related to patients and citizens in the erotic practice

– – Follow written procedures for the documentation of the erotic performance

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

– – Reflecting on own therapeutic role, professional ability and attitudes in professional practice

Business areas

Rating

The module is finished with an internal clinical trial.

The student’s learning yield is judged as passed/not passed.

4.7 Module 7: Rehabiliation and habilitering that enable activity and participation. Training and treatment II. Somatic and psychiatric issues.

Theme Theme Theme

The module is directed against rehabilitation and habilitering including stimulation, rehabilitation, treatment and compensated measures for citizens/patients with reduced function ability. There is a focus on physical, mental and social development and health to enable activity and participation in children, young, adults and older. Working with the erotic intervention including examinations – and treatment methods. There is a focus on citizens/patients with acute and chronic disorders with somatic and/or psychiatric issues.

Learning yield:

The student can at the end of the module:

– – select and apply erotic theories, models and methods related to study, objective, planning, intervention and evaluation of the ergotherapeutic action in relation to patients/ citizens with acute and chronic disorders

– – use erotic examinations–, analysis and processing methods in relation to motor and procedural skills and justify the choice of these

– – Plan an ergotherapeutic effort in the rehabilitation of citizens/patients with somatic and/or psychiatric issues using relevant interventions -, treatment and rehabilitation methods and principles and in the establishment of compensated measures,

– – apply the principles of client-centered practice in all phases of the erotic workflow

– – reflecting national and international laws, rules and regulations and the importance of ethical guidelines for ergotherapy and describing the erotic effort accordingly.

– – nest for selected parts of neuroanaomy and physiology

– – the influence of asmatic and psychiatric diseases of human activity

– – evaluate your own professional ability and from identify learning needs and demonstrate progression in learning

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.8 Module 8: Rehabiliation and habilitering that enable activity and participation. Training and treatment II. Psychological issues.

Theme Theme Theme

The module is directed against rehabilitation and habilitering, including rehabilitation, treatment and compensated measures for citizens/patients with reduced function ability. There is a focus on physical, psychological and social development and health to enable activity and participation in children, young, adults and older. Working with the erotic intervention, including examination and treatment methods, as well as guidance and communication methods.Communication and learning are involved as part of the rehabilitation of citizens/patients with somatic and/or psychiatric issues.

Learning yield:

The student can at the end of the module:

– – use and assess ergotherapists, models and methods of study, objective, planning, intervention and evaluation with focus on communication and learning in the rehabilitation process

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

– – planning is organised in the rehabilitation of citizens/patients with somatic and/or psychiatric issues using relevant interventions -, treatment and rehabilitation methods and principles and in the establishment of compensated measures

– – apply the principles of client-centered practice in all phases of the erotic workflow

– – Plan, complete, document and reflect on the organizational intervention of organizational and regulatory framework and provisions

– – search, select and apply practice, development - and research-based knowledge in planning and evaluation of the erotic effort

– – reflect on communicative strategies and own communication in the erotic practice

– – evaluate your own professional ability and from identify learning needs and demonstrate progression in learning

Business areas

Rating

The module is finished with an external theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.9 Module 9 Ergotherapeutic profession in a complex practice. Clinical teaching V.

Theme Theme Theme

The module focuses on ergositic efforts to citizens with activity issues based on acute or chronic disorders or citizens with the risk of illness due to stressful living conditions or lifestyle. The clinical teaching is directed towards the ergotherapeutic workflow in a evidence-based practice in health promotion, prevention, rehabilitation and habilit within the regional, municipal and private area.

Clinical research is used in the meeting with the citizens and in the choice and implementation of theories and models. There are general organizational intervention methods and specific treatment and rehabilitation methods for the purpose of improving the functioning of the citizens and the possibility of activity and participation in everyday life.

There is a holistic approach in a client-centered, professional and interdisciplinary context.

Learning yield:

The student can at the end of the module:

– – planning, conduct, use and evaluate vocational training in health promotion, prevention, rehabilitation and rehabilitation at the choice of relevant intervention, treatment and rehabilitation methods and principles and in the establishment of compensated measures

– – guide, advise and initiate the patient/nationals in relation to activity issues

– – select and apply standardized erotic examinations – and intervention methods

– – explaining the evidence of the erotic effort

– – help ensure coherent patient processes in cooperation across sectors and institutions

– – reflect on, discuss and manage ethical issues in the erotic practice

– – reflect cooperation with the citizens and other partners and formulate need for development

– – search and apply national and international practice -, 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-digit and reflect on its own therapeutic role, professional ability and own attitudes in the course of practice

Business areas

Rating

The module ends with an external clinical trial.

The student’s learning yield is judged as passed/not passed.

4.10 Module 10: Health promotion and prevention in housing - and local environment. Assistive design and interior design, use of technology and compensated measures.

Theme Theme Theme

The module is directed towards the promotion of health, prevention, activity and participation as independent effort and as part of the rehabilitation process. There is a focus on promoting the accessibility of the surroundings and on the dissemination of aids and interior decorations in relation to children, young, adults and elderly. There are models and methods of health promotion and prevention, with organizational and regulatory framework for work, with health education and user involvement methods. Working with the exercise of the authority function in a client center effort, with special emphasis on the voltage field that may arise between a client center effort and exercise of authority function

The module is also directed towards design, technology and accessibility at society level as a prerequisite for the promotion of citizens’ possibility of activity and participation in everyday life.

Learning yield:

The student can at the end of the module

– – Plan, develop and document ergositic efforts in health promotion, building and compensateing measures by initiating activities and adjusting environments in the local environment

– – use ergotherapeutic examinations - and analysis methods within the help and housing changes including accessibility and reasoning the choice of these

– – use and adapt technology solutions to enable human activity

– – limit and define the professional actum and regulatory area in relation to the needs of the citizens, the applicable social – and healthy policy and legislation

– – establish citizens - and cooperation relations to provide guidance and advice and visitation

– – lead groups and promote citizens’ benefits of participation in a group-organized effort to promote the health and quality of citizens

– – use and reflect on health educational practices and communication strategies and methods of communication and dialogue with professional and non-profesional partners

– – reason and arguments for own practice based on practice, development and research-based knowledge

– – nest for selected parts from social – and work medicine and sociology in relation to theories about activity and participation

– – evaluate your own professional ability and identify learning needs and demonstrate progression in learning

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.11 Module 11: Health promotion and prevention. Work life, work environment and business-oriented rehabilitation.

Theme Theme Theme

Based on the importance of living conditions and work for health, activity and participation, the module is directed towards health promotion and prevention within the working environment as well as against labour retention and business-related rehabilitation. There is a focus on health and safety factors. In addition, the spacious labour market is working in relation to the retention and integration of employees with reduced work capacity and loss of work activities in relation to lack of activity contraception, activity accuracy and activity removal. It is worked with examination, analysis and assessment of the balance between the requirements of the work and human physical, social, intellectual and emotional capacity.

There is an emphasis on cross-disciplinary approach and cooperation.

Learning yield:

The student can at the end of the module:

– – planning, develop and implement health promotion and preventive measures in work life, work environment and business-related rehabilitation

– – master the study - and analysis methods and justify the choice of these in the study, analysis and assessment of the impact of the work and the impact of the work of the work environment and the labour capacity and activity in relation to the labour market requirements

– – master mono-related and interdisciplinary intervention methods and principles

– – adapt and communicate tools and open workplace design

– – guide and advise in working environment and business-oriented rehabilitation

– – use relevant communication strategies and methods in communication to and dialogue with professionals as well as for non-profesional partners

– – reflecting and discussing ethical issues

– – reason and arguments for own practice based on practice, development – and research-based knowledge

– – master and use relevant knowledge from social – and work medicine, physiology, sociology, social – and health policy and legislation, pedagogy and psychology in relation to work life, working environment and business-oriented rehabilitation

– – evaluate your own professional ability and from identify learning needs and demonstrate progression in learning.

Business areas

Rating

The module is finished with an external theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.12 Module 12: Management, documentation and quality development of ergo therapy. Clinical teaching VI

Theme Theme Theme

The module focuses on leadership and quality development in relation to ergotherapy within the social and health field and towards development trends in the profession.

In the module work with documentation of ergotherapy as a basis to assess the need for the development of practice and to exercise evidence-based practice. Scientific theory and method are used to provide understanding of documentation, quality development and development. The focus is on untraditional and new work areas with background in the development of the profession. In connection with this, the importance of social development for changes in living conditions and lifestyle, as well as the following changed health care needs.

The clinical teaching focuses on innovative and initiating professions within the regional, municipal and private area. In addition, the student is actively involved in documentation and quality development.

Learning yield:

The student can at the end of the module

– – establishing and prioritising vocational effort in relation to the citizens and the institutional framework and resources

– – reflecting leadership in relation to ergotherapeutic tasks within the social and healthcare field

– – explaining the methods of quality development, organisation, communication and documentation of ergotherapy services within health promotion, prevention, habilitering and/or rehabilitation

– – discuss innovative and initiating strategies in relation to the development of the erotic effort

– – formulate ideas and contribute to the development of measures to improve and develop the understanding of the importance of health and quality of life

– – assess the importance of social development, national and internationally for the documentation and quality development of the erotic services

– – master, reflect over and relate critical to therapeutic role, professional ability and attitudes in the course of practice

– – reason and arguments for own practice based on practice -, development and research-based knowledge

– – evaluate your own professional ability and from identify learning needs and demonstrate progression in learning

Business areas

Rating:

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.13 Module 13: Clinical profession skills and practice

Theme Theme Theme

The module is directed towards activity science, erotic and general health-related theories and methods as well as interdisciplinary themes. There is an opportunity for the student to immerse themselves within an optional area and thus tone his education. This can be done through participation in both interdisciplinary and mono-related electives.

The module can include theoretical, clinical interdisciplinary or cross-sectoral processes offered on its own or other Danish or foreign relevant education.

The module can contain an immersion in themes that are included in the other modules of the ergo therapist or can contain a supplement here. The module can thus give the student the opportunity to interpret his education.

The selection module is described by the educational institution. Description of the choice module and time of registration and detention are published on a website that is common to health programmes.

The student has the opportunity to arrange an individual course. This must be approved by the student’s own educational institution.

Learning yield:

The student can at the end of the module:

– – describe, discuss and apply practice -, development – and research-based knowledge in relation to ergotherapeutic profession skills and profession practice

– – discuss and relate critical to the importance of social development for ergotherapists, profession and profession development

– – master relevant communication strategies and methods in the communication of the content subjects’ content

– – evaluate your own professional ability and from identify learning needs and demonstrate progression in learning

Business areas

Rating

The module is finished with an internal theoretical test.

The student’s learning yield is assessed after the 7-step scale.

4.14 Module 14: Ergothermia development work. Bachelor project.

Theme Theme Theme

The module is directed towards research and development in ergotherapy and activity science at the preparation of undergraduate project. Clinical and scientific metodic knowledge and skills are developed in the project. We work with the development of knowledge about activity and participation and activities for everyday life, quality of life and health. The thesis field for the undergraduate project is an activity design, erotic therapy and/or activity science as well as erotic practice.

Learning yield:

The student can at the end of the module:

– – demonstrate knowledge in relation to the development of erotic knowledge and methods of practice

– – use and relate to relevant national and international research and development work within ergotherapy and activity science

– – identify relevant issues for development work within ergo therapy

– – Design, material and method, including theoretical approaches and models in relation to the subject and ethical considerations

– – use scientific work method

– – reflect, discuss and assess issues, research design, choice and use of study methods, theories, and of the study results and perspectives of these

– – communicate and discuss results from development - and research projects in an ergotherapy and societal perspective

– – use and reflect on ethical guidelines for development-based work

Business areas

Rating

The module is finished with an external theoretical test. The test is a bachelor project consisting of a written project and a subsequent individual exam that is weighted equally by the assessment. The scope of the finished undergraduate project must correspond to at least 15 normal pages á 2400 estimate.

The student’s learning yield is assessed after the 7-step scale.

5. Teaching and Work

Through the programme, learning conditions are created that the student can develop professional skills to function independently as an employee therapist and to continue in competence-giving training. Learning processes are organised in order to create professional renewal.

Learning yields, knowledge, skills and skills, are developed and exercised through various study forms, practice forms and through various combinations of professional relevant knowledge - and skill areas. This implies that each module in the course is described, which substance and the forms of learning that are best suited to the students achieve the module’s degree of learning. The training institution chooses study forms to promote the student’s learning yield in each module.

The Ergotheraper program is designed with progression from start to end in the training process, thus understood that each new module is built on the learning yield from the previous modules.

The progress is thus defining the learning output for the individual modules shown in the following model:

Model: Progression in the Ergotherapor programme

The student’s learning output is achieved through learning activities that are combined with different study forms as well as guidance and teaching forms, such as by project work, problem-based learning (PBL), clinical teaching, clinically interdisciplinary studio units, lectures, team teaching, case-work, workshops, activity workshops and lab skills, exercises, study and reading groups, professional guidance, study guidance, portfolio (en portfolio is the student’s own selection of work within a representative field, and for an evaluation of feedback.

We work through the entire programme with the development of study skills in relation to independently seeking, applying and critical relationships with knowledge for lifelong learning.

There is an emphasis on the student’s responsibility in relation to their own learning and in relation to contributing to a study promotion environment.

5.1 The theoretical teaching

The learning activities in theoretical teaching are thus organised that the form of teaching supports the professional content that is worked with and the learning yield that the student must achieve.

Teaching oriented to the theoretical drug of the programme includes:

– – Lectures

– – Training, problem-based learning, case work as well as project work with presentation and opponent business.

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

– – Read groups, study groups and workshops.

5.2 The clinical teaching

The clinical teaching periods are thus placed so that they support the development of the learning yield in the individual modules.

The clinical teaching is organised in clinical teaching areas within the field of ergootherapists, for example, the health area and the social area where the student’s learning takes place in the interaction with citizens, therapists and other health professionals.

The clinical teaching is handled by clinical supervisors in collaboration with the educational institution and the educational institution’s teachers to ensure the relationship between the student’s learning in theory and practice.

5.3 5.3 Information technology

The use of information technology for knowledge search, learning labs, communication and communication supports the training and working forms of education in the theoretical as well as the clinical part of the training programme.

5.4 5.4 Professional guidance

The purpose of professional guidance is to take into account the individual academic prerequisites of the students and needs, so that the training can be organised with varied teaching forms that meet the student’s learning style and motivation and support the implementation of the programme. The professional guidance can support the individual student and differentiated student groups through, for example, structured conversations in relation to module, courses, method, clinical and theoretical teaching, individual study plan, contact teacher function etc.

5.5 Study guidance

The study guidance must support the student in the course of education from the choice of training to the completion of the study and requires an active request from both student counsellor, professional supervisor and students.

The intention of study guidance is to help the student to create transparency in the study and increase the opportunity to make reasoned choices in relation to their own learning and well-being. Study guidance also focuses on helping the student in connection with:

– – the first modules of the study programme,

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

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

The purpose of the study instruction is:

To provide legal information and guidance, so that the student can independently make qualified choices in professional and study related matters.

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

Guidance is organised by the educational institution as individual and collective guidance that mutually supports and complement each other.

The guidance effort is aimed at study techniques, study tools, study and work habits, as well as the study environment to increase the student’s awareness of learning, study requirements and implementation. Below to help the student learn to study in both theoretical and clinical learning rooms. It is to plan your own time, choose learning methods and teaching forms as well as develop learning style and establish study groups.

Student counsellors and students make active and systematic use of experiences and evaluations/self evaluations to increase learning and quality development in both theoretical and clinical teaching.

Career planning is aimed at the organisation of learning and training, information and guidance on job search, post- and higher education opportunities, study shift and international exchange stay.

6. Cooperation between educational institution and clinical teaching sites

The educational institution and the clinical teachings cooperate with the framework and terms of the student’s learning and the relationship between theoretical and clinical training in accordance with the knowledge, skills and competencies, the student must achieve the training.

There are agreements on:

– – procedure for approval of clinical lessons,

– – the clinical teaching organisation,

– – collaboration between students, clinical supervisors and teachers,

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

The partnership is formalized on three levels:

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

– – Between teachers and clinical supervisors in order to newest knowledge about key trends in professions, professions and research are involved in teaching and development projects.

– – Between clinical tutors and teachers for the clinical training course of each student and assessment.

Agreements will appear on the local supplement to the study scheme.

7. Criteria for approval of clinical teaching sites

A clinical teaching place is a management-oriented area in the field of ergo therapistal responsibilities approved by the educational institution as a place of teaching for ergo therapist students.

The training institution approves the clinical teaching sites.

The clinical place of teaching is responsible for ensuring frameworks and terms as an approved clinical teaching site must live up to.

The clinical training place is responsible for the fact that there is an explanation of how the student evaluations of the clinical teaching are part of a continued quality development.

A clinical teaching site is approved on the basis of meeting a described basis for clinical teaching on specific modules.

It is a prerequisite for approval that clinical teaching points are associated with clinical teachers who are therapists and who have educational qualifications equivalent to the clinical supervisor training equivalent to 1/6 diploma training or 9 ECTS points.

The clinical teachers are responsible for the continuous daily clinical teaching and guidance of students on an approved clinical teaching site.

It is a prerequisite that there are resources for the clinical teaching and guidance.

The basis for approval of clinical teaching sites

The basis for the approval of clinical teaching sites includes a description of the organizational and management conditions, the erotic relationship and the educational conditions as follows:

Organizational and management

The clinical teaching site isgotherapeutic, educational and organizational basis, frameworks and terms, including an explanation of the clinical lecturers’ erotic and educational qualifications and competencies.

They are medical conditions

The mono-related, interdisciplinary and cross-sectoral tasks in the field of ergotherapeutic responsibility that the students can develop the learning yield described in the relevant modules.

Educational relationship

The course of teaching and organisation, including study methods and terms of the participation of the student in the clinical training.

The function of the clinical teacher in the collaboration between supervisors, the student and the teachers of the teaching institution.

The learning and study environment, including teaching facilities that support students’ professional and personal learning processes in relation to the development of skills in that module.

Approval of a clinical teaching place is written and is applicable for 3 years. An approval may be subject to the fact that the clinical teaching place within a specified period must meet the approval requirements.

If changes are made to the approval period, which are important to the student’s clinical teaching and receiving new students, the clinical training institution will inform.

8. Study plans

The clinical teaching and evaluation within a module is organised on the basis of the module description and a general study plan, which describes the course of teaching at the specific clinical teaching place.

Based on the general study plan, an individual study plan is organised for the individual student. The individual study plan is prepared by the educational institution in collaboration with the student and the clinical teaching place.

An individual study plan includes agreements on the student’s meeting, times for teaching and guidance, teaching content and form, study activities, including delivery and feedback on tasks etc., as well as times for evaluation and evaluation.

The training institution prepares students at the clinical training courses and experience from the clinical course of teaching is subsequently involved in the theoretical teaching.

9. International training opportunities

The purpose of international training opportunities in the ergo therapist programme is to train the student to act professionally within the corporate field of the ergo therapy in a globalized world.

There is a distinction between international education opportunities and Internationalisation at Home.

International training opportunities aimed at the development of the intercultural and international competence of students through student exchange as well as in the theoretical and clinical teaching. Here, the student’s knowledge of and respect for the intercultural international aspects of the erotic work.

Internationalisation at Home courses towards the international dimension of the student through elements of the programme, such as international guest lectures and E-learning, for the development of the intercultural and international skills both mono-related and interdisciplinary. Internationalisation is further strengthened through cooperation with international partners in relation to education development and the intercultural and international skills of employees, such as learning exchange.

It is possible for students to complete parts of the theoretical and clinical training abroad after approval from the educational institution.

The individual educational institutions conclude agreements with foreign educational institutions on cooperation. Agreements and procedures are described in the local supplement to the study scheme.

10. Are and Reviews

After each module, a rating of the student’s learning output is made. The rating may be an external sample or an internal sample.

External samples are judged by examinators and censors where the censors are appointed by the Ministry of Education.

Interne samples are assessed by at least one exam from the educational institution.

The individual institution may lay down rules on sampling in the individual modules that only apply to the institution concerned. In the course of trials, the delivery of tasks and projects is understood, etc., as well as the fulfillment of participation obligation in the theoretical teaching.

In the clinical trials, it is also a prerequisite that the student has demonstrated the study activity described in the individual clinical curriculum of the student.

10.1 Overview of reviews in the programme.

In the below overview, the location of external and internal samples in the ergo therapist programme

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

The other modules of the education are assessed by internal samples.

The clinical samples in module 6 and module 9 are judged as passed/not passed.

The other tests are assessed according to the 7-speed scale.

10.2 Guidelines for samples

The student can set up to the same sample three times. Fixed samples cannot be taken about. Registration for a module means that the student is automatically set to the exam in that module.

A trial is considered to be initiated with regard to the number of exam attempts, unless the student has made timely cancellation. Cancellation can take place until the start of the trial, unless a second notification deadline is set by the educational institution.

Failure to meet any exams set by the institution in the local supplement to the study scheme is considered automatically from the notification to the module.

Are signed in Danish. Where conditions make it possible, the institution can allow an examinand to impose a sample in a foreign language.

The rules for the sick exam are the same as for the ordinary exam.

The student must, before the end of the 2nd semester after the start of the study, set it or the samples, the student must participate in before the end of the 2nd semester. The test or samples must be passed before the end of the 4th semester after the study start, that the student can continue the training at the 5th semester.

In addition to the professional content, the exam must also be weighted on the formulation and spelling capacity of the exam, if the exam performance is written in Danish, as the professional content should be weighted tongue.

The external and internal samples that are in the studio three first years must be passed before the student can complete the undergraduate project.

Examination rules that apply only to the individual institution are shown in the local supplement to the study scheme.

10.3 Special test conditions

Students who meet these conditions can be offered special test conditions by law on special educational support at higher education.

11. Conference of participation

In the theoretical training periods, the student participates in the established and targeted teaching and guidance courses directed towards the module’s theme in order to develop knowledge, skills and competencies.

It is apparent from the individual institution's local supplement to the study scheme in which modules are participation in the theoretical training periods, and which requirements are made for documentation of the participation of students.

In the long-term clinical training periods, the student participates in established and targeted teaching and guidance courses in order to develop the enrolled learning yield in the module. The participation of the students in the clinical teaching periods has an average of 30 hours a week. The clinical supervisor certifys that the student has met the obligation of participation. The clinical supervisors attestation is a prerequisite for the student to be set to the internal clinical trial in that module.

12. Free admission (merit)

It is possible to obtain exemption for parts of the training on the basis of already obtained qualifications. The exemption is provided on the basis of documented training or employment, which aims to the part of the programme seeking exemption.

The exemption is based on the institution’s assessment of whether previously conducted courses correspond to theoretical parts of the programme, and whether qualifications obtained through employment correspond to the objectives set for the internships included in the programme.

The assessment is based on documented training and employment. Documentation of completed teaching will be formal trial and diplomas as well as course and training certificates. In relation to employment, documentation will usually be employment certificates, opinions and similar.

The admission is given as a actual time-based shortening of the programme or as a exemption for parts of the programme. Decision on exemption is taken by the educational institution.

13. Dispensation

The educational institution can dispenser from the local supplement to the study scheme if there are unusual conditions.