Occupational Therapy (Pre-Registration) MSc (PGCert PGDip)

International requirements and visas

We can help you meet our English language or academic entry requirements.

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Other requirements and interview 

Applicants will be interviewed to allow them to demonstrate their communication skills as these are so important both during the course, and for future practice. The interview is also an opportunity for applicants to find out more about the course from staff. 

We are looking for students who have a very good understanding of the profession, are highly motivated and have excellent communication skills.

All candidates must be able to demonstrate (in both 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/ other events and reading relevant material.

Course structure

This intensive degree runs over 45 weeks per year, for two years, balanced between campus-based study and clinical practice.

Learning is mainly through whole cohort fixed resource sessions with academics, visiting practitioners and occasionally service-users, and smaller problem-based learning groups usually with a tutor examining real-life scenarios.

There are also opportunities to participate in action learning sets where students explore their thoughts in small, largely self-directed groups. The problem-based learning approach of the course is considered crucial for attainment of knowledge, deep understanding and critical evaluation.

Understanding the relationship between occupation, health and wellbeing is also explored through participation in a variety of therapeutic occupations such as arts and crafts, gardening, creative writing, performing arts, pottery and sporting activities.

Assessment throughout the course allows for regular feedback relating to professional skill development including critical thinking and writing, assessment and treatment planning, clinical reasoning, teamwork, and presentation skills.

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.

Areas of study

You will examine topics such as:

• theories of occupation and occupational science (causes of occupational problems)
• occupation related to population health
• clinical reasoning
• occupational therapy process (assessment, treatment, and evaluation)
• occupational therapy skills (creative, productive, leisure and daily living)
• research methods and professional issues.

Syllabus

Year 1 modules

• Introduction to Human Occupation and Beginning Practice 
• Assessing Occupational Capacities
• Evaluating Occupational Therapy
• Novice Practice (placement)
• Maximising Occupational Capacities
• Intermediate Practice (placement)

Year 2 modules

• Occupational Therapy: Diverse Settings
• Diverse Practice (placement)
• Occupational Therapy: Teams
• Competent Practice (placement)
• Achieving Best Practice
• Research Project

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 degree 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 indeed 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. 

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. The placements will therefore be full-time through their duration, which will be approximately 37 hours per week. 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 Sussex, Surrey, Kent and Medway, 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 will allocate you to all your placements (except the final placement), with the view that students will need to experience a variety of practice settings. Whilst we will take into consideration issues such as travelling time, and carer commitments, a placement close to home cannot be guaranteed and students will need to be aware of this and be flexible in relation to placement provision/allocation.

Students will arrange their own final placement, within the confines of our placement providers. This will be done in consultation with your personal academic tutor to ensure the placement will meet the gap in your learning.   

A tutor will meet with you and your practice educator online, halfway through the placement to discuss your progress.

What is the role of the practice educator?
The practice educator decides if you meet the required competency level in order to pass the placement. Practice educators are experienced occupational therapists that are trained with specialist knowledge in order to prepare and provide a positive placement for our students.

What if a student fails a placement?
The majority pass their placements. Should you fail, we treat this as a development opportunity and we will provide a second opportunity for you to undergo the placement in a similar, but different setting. Should you fail the second attempt you can no longer proceed and will normally be required to leave the course. This is unusual but is possible - in this event we would endeavour to support you through this process and you may be able to leave with an academic award at a lower level than a degree depending on the modules completed.

Diverse practice placements 

Occupational therapy in diverse settings placement 

Our diverse placements include both non-traditional and role-emerging placements (those which occur at a site where there is not an established occupational therapy role (COT 2006)).

One of the placements you undertake is an eight-week placement in a non-traditional/ diverse setting. This can include collaborative projects with community organisations including homeless day centres and hostels; residential and nursing homes; physical disability charities and day centres; young people’s projects and schools; mental health hostels; sheltered housing facilities; a podiatry clinic; mother and baby services; a prison; an inter-generational dementia project; critical care unit; mainstream primary schools. Placements have also taken place in traditional hospital in-patient physical settings, focusing on promoting the use of meaningful activity to enhance health and well-being on the wards, for example breakfast clubs, Ipad internet shopping. 

Research carried out at the university has identified that these placements are significant in helping you to develop your professional identity and confidence to practice and there is a national trend for this development in Occupational Therapy education (COT 2006). You normally go on these placement in pairs for seven weeks preceded by an induction day a week over five weeks. This provides the opportunity for you to complete your induction and negotiate your plan for the placement with your on-site supervisor. During this time you have the opportunity to attend university based action teaching groups to discuss assessment and intervention issues. You will receive an hour’s supervision each week from both an on site supervisor and an Occupational Therapist who is normally a clinician, or a university Occupational Therapy tutor. 

There has been much success with these placements; specific feedback from the placements has included a decrease in evictions and challenging behaviour in homeless projects and a decrease in falls in nursing homes. Since this placement has become compulsory students have received very positive feedback from their final traditional placements and when going for ‘traditional’ job interviews regarding their ability to articulate their professional skills and identity. In addition some students have been confident to apply for jobs in emerging role settings for their first post. Examples of this include a mental health hostel; a young people’s charity; a special school; an elderly carers’ project; a vocational service.

Meet the team

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 information

This course is eligible for funding via the Student Loans Company under the same terms and conditions as undergraduate tuition fee and maintenance loans. Find out more.

Where your course includes a placement, travel costs which are over and above your daily journey to university and dual accommodation costs may be reimbursed by the NHS learning support fund. Additional financial support may available from the NHS. Find out more about the learning support fund.

The fees listed here are for the first year of full-time study if you start your course in the academic year 2024–25.

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).

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