Occupational Therapy BSc(Hons)

Interview info and deadlines

Interviews will take place online from January to June. We have limited places on this course so we recommend that you apply early to be considered. There is no application deadline but we reserve the right to close the course if all places are filled. Places are limited and we recommend that you apply early to be considered.

Candidates are scored using a point system. Candidates with the highest scores are offered conditional places based on confirmation of DBS and occupational health clearance.

We are looking for students who have a very good understanding of the profession, are highly motivated, have excellent communication skills and are able to accurately evaluate their own performance.

All candidates must be able to demonstrate (in your application form and at interview) a sound knowledge of occupational therapy as a profession. This could come from, for example, experience of working in occupational therapy departments, talking to qualified occupational therapists, visits to departments, open days or other events, and reading relevant material.

Course structure

This part-time degree runs over 4–6 years. You will attend classes on campus two days per week, 32 weeks per year. Within those 32 weeks you will also complete seven or eight weeks of full-time practice placement in each year of the degree. You should also expect to spend 20 hours per week (on average) on degree-related independent study during term time. 

The innovative curriculum uses a problem-based learning approach, where you will examine real-life scenarios in small groups with a tutor. This type of education has been found to deepen understanding and promote lifelong learning. You will practice a variety of creative skills, for example in arts and crafts, cooking, ceramics, and horticulture.

You will study in a shared cohort with students on our Occupational Therapist Degree Apprenticeship.

As a student on this course you’ll also get to participate in Schwartz Rounds - hour-long sessions where students come together to listen to stories and share reflections in a supportive and confidential environment. The sessions offer the opportunity to reflect on the emotional aspects of clinical practice and are designed to support students and recent graduates working in complex settings.

Making sure that what you learn with us is relevant, up to date and what employers are looking for is our priority, so courses are reviewed and enhanced on an ongoing basis. When you have applied to us, you’ll be told about any new developments through Student View.

Syllabus

Year 1

Modules

• Human Occupation

  This module will introduce you to professional standards of practice, the study of occupational science, the theories and practice of occupational therapy, and will also help you to develop skills inactivity analysis, study skills, and computer skills.

• Beginning Practice

  This module will provide you with the opportunity to observe an occupational therapy service that you're not already familiar with. You will observe the occupational therapists at work, including the therapeutic process, and team meetings. You may also have opportunities to assist in the occupational therapy process if appropriate, and interview service users to find out more about the experience of occupational loss in this setting.

• Assessing Occupational Capacities 1

  The in-depth study of the occupational therapy process begins. Although the whole procedure will be considered, focus will be on the theory and strategies of the first phase - the assessment of occupational risk factors -and on some causes of occupational loss. You will develop your communication skills, and demonstrate how you can use these to develop a rapport with a client, carry out an interview, and reflect on the interview and your interview skills.

• Assessing Occupational Capacities 2

  In this module study of the occupational therapy process continues with in-depth focus on the theory and strategies of assessment of occupational risk factors and occupational performance. Valid and reliable assessment measures now play a larger and more formal part in evaluating practice and in research. You will consider the clinical reasoning that facilitates this initial collaborative phase between service-user and therapist.

• Novice Practice

  This six-week placement occurs at the end of year one and will enable you to develop confidence in working with service users and reinforce your assessment skills. With assistance, you will develop the ability to assess and identify occupational issues, on which to base principles of intervention.

Year 2

• Maximising Occupational Participation 1
• Maximising Occupational Participation 2
• Occupational Therapy in Teams
• Intermediate Practice

Year 3

• Evaluating Therapeutic Occupations 1
• Occupational Therapy in Diverse Settings
• Diverse Practice
• Evaluating Therapeutic Occupations 2

Year 4

• Competent Practice
• Person-centred Occupational Therapy
• Achieving Best Practice 1
• Achieving Best Practice 2

Facilities

Problem-based learning

Our educational philosophy mirrors the philosophy of occupational therapy. We believe that an individual's positive engagement in (learning) activity leads to advanced productivity, increased perception of self worth, improved quality of life and enjoyment (of the course).

Our occupational therapy degrees use problem-based learning (PBL), a technique recommended by authorities around the world. All subjects covered are integrated around problem-solving within a real life situation. We find that learning in this way significantly increases our students' engagement with the subjects.

The pre-registration occupational therapy programmes incorporate the experience of doing and making, in order to engage with, analyse and develop skill in therapeutic media. We have creativity studios for cooking, ceramics, crafts, and performing arts, and we have developed gardens for the practice of horticulture.

Around the world, many academic courses in occupational therapy are losing this aspect of their education, to give over more time to ‘theory’, but here at the University of Brighton we believe that it is vital to retain these embodied learning experiences – which utterly link theory and practice – as they are central to the understanding of the true essence and potential of occupation. Recent research has revealed the connection between skilled hand use and the development of thinking. As one student, who could not imagine a course without these sessions, said “how can we learn about doing without doing?” These classes are central to the philosophy of our occupational therapy education at Brighton and they have become one of its hallmarks.

About the profession

Occupational therapists work with individuals and their families to identify where change is needed. The individual might not be able to feed or dress himself independently if he can only use one hand following a stroke, or they may be too depressed to get out of bed to go to work.

They try to discover what the impediments are, and how the person might be able to resolve them practically. This often involves demonstrating new techniques that allow the individual to undertake everyday activities independently again.

Alternatively, occupational therapists might introduce new activities, such as cooking or pottery, for the individual to find enjoyment or improve their self-confidence.

Occupational therapists believe that humans are creative beings who thrive when engaged in a balanced range of enjoyable activities. They seek to understand peoples' motivations and needs and try to match activities to a person's existing skills.

Activity analysis exposes that although the things people do may seem deceptively simple, human occupations are actually incredibly complicated.

Occupational therapy is the study of what people do, how they do things, the effect these activities have on human health, and the reasons why people choose to do what they do (the meaning behind the doing).

The videos here show students Rhys Philips and Troy Croxton, in the role of Occupational Therapy Support Workers explaining how occupational therapy helps people live meaningful lives and carry out activities of importance to them. 

Two students explain how they mix practical experience with their degree in occupational therapy.

Rhys and Troy, fourth year students, talk about how they became interested in occupational therapy.

Practice placements

What are practice placements and why are they necessary?
You will undertake five placements of between two and eight weeks, working alongside an occupational therapist in a practice setting.

Placements make up approximately one third of the course and meet the World Federation of Occupational Therapists requirement that all students complete a minimum of 1,000 hours supervised practice. This enables you to acquire an understanding of the centrality of occupation in human life and the possibility of transformation through occupation.

Placements provide opportunities for you to develop your professionalism, knowledge and skills under the guidance of an occupational therapist. Your skill development might be related to many areas of practice including group work, creative activities, mobility, communication, and the use of technology.

What type of placement?
You will practice in many different settings including the National Health Service, social care organisations, schools, the voluntary sector, hospital in-patient settings, community settings and mental health services.

Where are the placements?
Placements take place across the south-east of England, including Kent, Sussex, Surrey and South London. It may be necessary for you to travel up to 90 mins or to stay away from home.

What support can students expect?
We provide preparation sessions in advance and a practice educator will support you on placement. We select your first two-week placement, then you can provide your preferred options (not guaranteed). If you have commitments outside of university, such as childcare, we will try and accommodate (not guaranteed). A tutor will visit or call you and your practice educator halfway through the placement to discuss your progress.

Meet the team

• Heidi Von Kurthy - course leader
• Sue Wheatley, admissions tutor
• Paul Boyle
• Dr Tara Sims
• Annette Feakes
• Luci Carnall-Moore
• Channine Clarke
• David Haines
• Audrey Yong
• Dr Josh Cameron
• Jamie Liddell
• Adele Quinell

Course fees

Additional funding support

UK students studying nursing, midwifery and some allied health professions subjects receive a non-repayable grant of at least £5,000 each academic year. Find out more on the NHS website.

Funding arrangements for part-time students

Students can apply for a loan if this is their second degree providing it is not in the same profession/subject. Find out more on the gov.uk website.

The fees listed here are for the first year of full-time study if you start your course in the academic year 2023–24.

You will pay fees for each year of your course. Some fees may increase each year.

UK undergraduate and some postgraduate fees are regulated by the UK government and increases will not be more than the maximum amount allowed. Course fees that are not regulated may increase each year by up to 5% or RPI (whichever is higher).

If you are studying part-time your fee will usually be calculated based on the number of modules that you take.

Find out more

• Fees, bursaries, scholarships and government funding info for UK and international undergraduate and postgraduate students
• Student finance and budgeting while studying
• About the university’s fees by checking our student contract and tuition fee policy (pdf).

Campus where this course is taught

Accommodation

Local area

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