Occupational Therapy Process and Clinical Reasoning (Fieldwork)

The course focuses on clinical reasoning. The student completes all parts of the occupational therapy process and uses evidence-based methods, strategies, and tools, with emphasis on the link between assessment, goal setting, and interventions. The student applies activity-based and person-centered intervention methods, documents their practice, and collaborates across disciplines at various levels within the health and welfare system and other relevant sectors. The student reflects ethically and professionally on therapeutic competence.

The asterisk (*) in the learning outcome descriptions refers to § 7 b and d, § 8 a and b, § 9 b-d, § 11 b, § 12 a and b, § 14 c, § 16 c, d and f, § 17 e, § 19 a and b, § 20 b and  § 21 a, in the Regulations on National Guidelines for Occupational Therapy Education, which are based on Regulation of 4 July 2025 No. 1478 on the Common Framework Plan for Health and Social Care Education § 2, and adapted to the occupational therapy program.

Knowledge

The student:

• has knowledge of clinical reasoning and occupational therapists’ approaches to different client groups in various contexts.
• has knowledge of client involvement at different organizational levels.
• has knowledge of functional impairments relevant to the practical training workplace.
• has knowledge of and keeps up to date on relevant legislation for occupational therapy practice *(§ 7 b).
• has knowledge of the organization, legislation, regulations, and guidelines of the health and welfare system relevant to their professional practice *(§ 16 c).
• can reflect on how health and social policy issues and directives affect the workplace *(§ 16 c).

Skills

The student:

• can carry out and documents an occupational therapy process in collaboration with a supervisor.
• can ensure user involvement throughout the entire process.
• can choose and explain professional assessments, decisions, interventions, and treatments in line with clinical reasoning.
• can use activity as both goal and method throughout the process.
• can propose and explains interventions for patients.
• can apply and document systematic activity analysis as part of the occupational therapy process.
• can identify, reflect on, and apply therapeutic (therapeutic style) and ethical competence when working with individuals in learning and coping processes and processes of change *(§ 8 b).
• can adapt and grade activities to develop or maintain skills, habits and roles.

General Competence

The student:

• takes initiative to collaborate with patients, relatives, and relevant partners.
• has insight into and follows the occupational therapists’ ethical guidelines to promote individuals’ rights to activity and participation *(§ 9 b).
• can convey and document occupational therapy practice both orally and in writing *(§ 9 c).
• can discuss and implement methods to prevent the risk of adverse events *(§ 9 d).

The course lasts 11 weeks, which consists of one week of preparatory learning with lectures, skill training, seminars and submissions, and 10 weeks of fieldwork. Additionally, there will be learning activities such as writing a logbook, supervision and oral presentation.

The course has longitudinal teaching. Clinical fieldwork mainly take place in the municipal and specialist healthcare services (The Central Norway Health Trust and private specialist healthcare services), and with private service providers.