Occupational Therapy

General anatomy and physiology: The student knows the morphological and functional relationships of the healthy body; is familiar with medical terminology; has basic knowledge of the development and structure of the human organism; knows the basics of physiology; explains the function of organ systems and their interaction. General pathology: The student has knowledge about the development of diseases; knows about the causes and effects of deviating cell and tissue structures and functions in the organism. Hygiene: The student knows standards of hygiene, infection prevention and epidemiology and derives prophylactic measures from these; takes the requirements of hygiene into account and recognises the importance of hygiene in the healthcare sector. Health promotion and prevention in the healthcare professions: The student explains the basic concepts of health promotion, resilience, health literacy, climate literacy, health literacy and prevention within and outside its own division; describes the importance of health-promoting measures both for themselves personally and for their clients/patients; knows the basic principle of primary care in Austria and its tasks in connection with public health and health promotion. Emergency management: The student recognises life-threatening conditions and provides the appropriate first aid; creates the basic monitoring and interprets these basic values; carries out initial measures in airway management. Legal bases 1 and healthcare: The student knows the job profiles and areas of expertise of the healthcare professions in Austria; recognises the limits of independent professional practice and makes reference to the relevant legal regulations; knows the organisational structures and political spheres of influence of the Austrian healthcare system as well as the basic principles of hospital management. Digitisation: can explain selected basic terms from the field of digitalisation in healthcare; can explain selected information systems in the healthcare sector.

Basics of quality and data management: The student explains the basics of data and quality management in the healthcare sector; analyses and applies documentation standards in the various settings, reflects on them and supports quality-related activities (e.g. interface management, quality reporting, outcome quality measurement). Legal basis 2: The student knows and understands the basic principles of the legal foundations and laws specific to the profession; knows and understands the relevant job-specific aspects of data security. Family and patient education: The student knows the basics of professional information and counselling sessions; recognises the importance of a basis of trust with clients/patients and their relatives; knows the relevant professional laws and the competences and responsibilities they contain. Digital healthcare and teletherapeutic concepts: The student recognises the potential applications of digital healthcare and teletherapeutic concepts; analyses the digital treatment concepts in the context of digital transformation; understands initiating change processes; develops a reflective attitude.

The student knows the basics of functional movement theory; knows how the biomechanical aspects work and can recognise and analyse them in the context of activity; observes and differentiates between the interpretation and evaluation of movement sequences during activities; can carry out activity and movement analyses; can provide an overview of the biomechanical, motor, sensory-perceptual, cognitive and psychosocial competences of clients/patients; recognises the interrelationship between environment and material in relation to the performance of an activity/occupation; carries out modifications/grading of activities.

The student has developed initial approaches to professional identity, understands the role of the occupational therapist and as an enabler of activities/occupations; is familiar with the basics of occupational therapy and has developed a occupational therapy understanding of human agency; has learnt the basics of professional ethics and can take into account cultural and religious needs, lifestyles and values and appreciate and respect their influence on the ability to perform and participate; recognises how occupation influences health and well-being and how this knowledge can be used in everyday (professional) life and forms the basis for identity development; develops a professional identity as part of the healthcare system; presents occupational therapy and is orientated towards the target group.

The student recognises the potential of occupation; understands the importance of occupational performance as a basic concept of occupational therapy; creates occupational profiles of people in different phases of life and life situations; observes and analyses selected client/patient factors and performance skills; assesses the patient's biomechanical, motor, sensory-perceptual, cognitive and psychosocial competences (MTD AV); knows the basic forms of professional reasoning; knows and recognises the steps of the occupational therapy process; knows occupational therapy documentation options and applies selected ones; knows the professional legal basis for the implementation of the occupational therapy process (e.g. competence profile, ethical mission statement, obligation of secrecy); performs selected manual techniques and recognises their potential in the occupational therapy process; understands the role of the occupational therapist as an expert in occupation; integrates the dimensions of sustainability into occupational therapy thinking and action.

The student knows occupational therapy-relevant diagnostic instruments and applies selected occupational therapy diagnostic instruments; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client/patient-centred manner and creates an intervention plan; knows evidence-based occupational therapy interventions and carries out selected interventions in practice; addresses activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; understands the difference between top-down and bottom-up approaches and recognises in which situations which approach makes sense; documents the treatment process, analyses and evaluates the results.

The student gains an awareness of the cultural, virtual and personal context as well as the social and physical environment and understands their impact on performance; recognises the physical and social environment, knows approaches to adaptation using the example of selected vulnerable groups and derives implications for occupational therapy practice; can support the occupational performance or social participation of clients/patients or groups, taking into account the environmental or contextual factors; has the basic knowledge to understand the interactions between climate and health.

The student knows the basic concepts of psychology, didactics and education, takes these into account when interacting with clients/patients and establishes interdisciplinary connections; recognises the influence of cognitive and emotional processes on occupational performance; utilises selected psychological, didactic and educational findings for social communicative action; has an insight into selected psychological test procedures relevant to occupational therapy; supports teaching and learning processes from an individual point of view.

The student knows the structured procedure of palpation techniques based on the topography of the joint structures and muscles and the vascular and nervous system and differentiates relevant structures in terms of quality and mobility; has an overview of the basics of physical medicine and rehabilitation in the various fields; covers the relevant clinical pictures of internal medicine, including rheumatology, and integrates this knowledge into the advanced subjects; has an overview of the indications, fields of work, objectives and terminology in surgery; has an overview of the structure and function of the nervous system and integrates this knowledge in a constructive manner.

The student carries out the first concrete treatment approaches in the various fields of profession (e.g. positioning, wheelchair transfers, change of position, basal stimulation, sensory integration approaches, Affolter, Sonderegger); acquires knowledge independently and critically; knows common tools and uses them; makes appropriate contact with clients/patients (verbal, non-verbal) and maintains this contact; recognises the verbal and non-verbal needs of clients/patients and acts in an empathic and client/patient-centred manner; applies perceptual principles to severely perceptually impaired clients/patients and has a positive effect on their attention; enables initial actions through perception-enhancing measures.

The student understands the basics of splint fitting and produces selected splints in practice; carries out selected craft techniques; carries out craftrelated material, activity and skills analysis

The student knows relevant relevant diagnosis and their main symptoms from the field of surgery and orthopaedics; records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client-centred manner and draws up an intervention plan; makes interprofessional considerations with regard to participation; discusses the intervention plan with the client/patient or their relatives/associates in a manner appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life.

The student knows relevant diagnosis and their main symptoms from the field of neurology, records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; applies the knowledge already acquired to specific cases in the field of "Diseases and injuries of the nervous system"; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client-centred manner and draws up an intervention plan; discusses the intervention plan with the clients/patients and/or their relatives/associates appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; researches current, international scientific findings and utilises these for the occupational therapy process; applies selected steps of the occupational therapy process theoretically and/or practically in the field of action "Diseases and injuries of the nervous system".

The student records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; applies the knowledge already acquired to specific cases in the field of "people of advanced age"; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client-centred manner and draws up an intervention plan; makes interprofessional considerations with regard to participation; discusses the intervention plan with the clients/patients and/or their relatives/associates appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; researches current, international scientific findings and utilises these for the occupational therapy process; applies selected steps of the occupational therapy process theoretically and/or practically in the field of "people of advanced age".

The student recognises child development; knows relevant paediatric diagnosis and their main symptoms; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client-centred manner and draws up an intervention plan; records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; discusses the intervention plan with the clients/patients and/or their relatives/associates appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; researches current, international scientific findings and utilises these for the occupational therapy process; applies selected steps of the occupational therapy process theoretically and/or practically in the field of occupational therapy with infants, children and adolescents; makes interprofessional considerations with regard to participation; applies the knowledge already acquired to specific cases in the field of paediatrics; draws up an occupational therapy report based on the results of the information recording, guided by hypotheses, using occupationspecific examination procedures (MTD AV).

The student knows relevant diagnosis and their main symptoms from the fields of psychiatry and psychotherapy; records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client-centred manner and draws up an intervention plan; makes interprofessional considerations with regard to participation; discusses the intervention plan with the clients/patients and/or their relatives/associates appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; researches current, international scientific findings and utilises these for the occupational therapy process; applies selected steps of the occupational therapy process theoretically and/or practically in the field of psychiatry and psychotherapy; applies the knowledge already acquired to specific cases in the field of psychiatry and psychotherapy.

The student is familiar with technology-based assessments and interventions and their use in the occupational therapy process; selects technology-based support options on a case-by-case basis, taking into account context, environment and personal factors; develops technology-based solutions for people with disabilities in terms of occupational performance and participation.

The student carries out the occupational therapy process on a case-by-case basis in selected fields; communicates appropriately to the target group; reflects on the use of the various manual techniques and carries out individual graduations/modifications in both individual and group settings; acts professionally in cooperation with all relevant participants/stakeholders, taking into account the wishes and needs of clients/patients and promoting occupation with a view to health and well-being as well as participation; applies interprofessional considerations to participation.

The student analyses communities with regard to occupational justice and participation in public life; identifies networks in the community setting with the aim of enabling clients/patients to act and participate; plans projects in a municipal setting; develops a professional ethical attitude that guides his/her actions in a social and communal context; develops concepts according to professional, economic and ecological principles.

The student knows relevant chronic diseases and their main symptoms; records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client/patient-centred manner and draws up an intervention plan; makes interprofessional considerations with regard to participation; discusses the intervention plan with the clients/patients and/or their relatives/associates appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; researches current, international scientific findings and utilises them for the occupational therapy process; applies selected steps of the occupational therapy process theoretically and/or practically in the field of "occupational therapy for chronic illnesses"; acts professionally in cooperation with all relevant participants/stakeholders, takes into account the wishes and needs of clients/patients and promotes occupation with a view to health and well-being as well as participation; communicates appropriately to the target group; makes interprofessional considerations regarding participation; takes the climate resilience of vulnerable people into account in the occupational therapy process; explains how vulnerable clients/patients can reduce climate change-related health risks; identifies vulnerability factors or symptoms of clients/patients as a direct or indirect effect of weather and climate phenomena and derives treatment and prevention measures from this.

The student knows relevant diagnosis and their main symptoms in the field of health promotion, prevention and working people; records the client's/patient's health problem and resources, recognises the information relevant to occupational therapy and, if necessary, consults with the responsible medical practitioner or other responsible persons about missing relevant information; carries out the occupational therapy process on a case-by-case basis in the field of "occupational therapy in health promotion, prevention and with working people"; acts professionally in cooperation with all relevant participants/stakeholders, taking into account the wishes and needs of clients/patients and promoting occupation with a view to health and well-being as well as participation; communicates appropriately to the target group; makes interprofessional considerations; collects and analyses information with a focus on occupational performance, sets occupational therapy goals and priorities in a client/patient-centred manner and draws up an intervention plan; discusses the intervention plan with the clients/patients and/or their relatives/associates appropriate to the target group, adapts it to individual needs and motivates them to cooperate and collaborate; addresses and implements activities, performance skills and performance patterns, contexts and environments and client/patient factors with the selected interventions and ensures the transfer of these into everyday life; reflects on the progress of the interventions and adapts or graduates them if necessary; researches current, international scientific findings and utilises these for the occupational therapy process; elaborate interventions to promote development and maintain health; applies previously acquired knowledge to specific cases in the field of "occupational therapy in health promotion, prevention and with working people"; focuses specifically on gender- and age-appropriate health promotion and on teaching or improving health literacy; coordinates the respective therapy plan with clients/patients, stakeholders and clients; has knowledge of injuries and preventive measures in the field of occupational medicine, occupational psychology and occupational integration and their effects on occupation and participation; knows the conditions for health and illness and can identify personal, behavioural and relationship-related factors as conditions for health; works according to professional, economic and ecological principles; uses the occupational therapy process efficiently to maintain, promote, improve or regain the individual's ability to act in health promotion, prevention, therapy and rehabilitation; develops a professional ethical attitude that guides his/her actions in the medical and social context; plans a project and implements it; represents own decisions externally within the scope of project management.

The student transfers all steps of the occupational therapy process adapted to possible (new) fields in occupational therapy and works together in an interprofessional team; takes into account the requirements of quality management; develops and designs the professional practice, in particular freelance professional practice, using organisational and business management principles and implements these accordingly; demonstrates a strong professional identity and ensures the quality of professional practice (professional attitude); works professionally with individuals and groups; works according to professional, economic and ecological principles; recognises options for action with regard to climate change adaptation and develops ideas for their implementation; has acquired a basic understanding of public health, health promotion and health literacy and can relate this to their own professional activities.

The student recognises different types of behaviour and reflects on them in a professional context; can communicate appropriately with their counterpart; designs and reflects on communicative and interactive processes in heterogeneous, diverse and interprofessional groups; interprets and reflects on what has been learnt, describes it to an appropriate extent and applies or accepts feedback and feed-forward concretely and actively; can independently reflect on professional actions and explain them to others in an understandable and precise manner.

The student examines their own values and reflects on these values in relation to client/patient contact; reflects the personality and values of clients/patients; knows the basics of building a therapeutic relationship with clients/patients and reflects on these in a practical context; knows their own mental hygiene strategies and reflects on their practical application; carries out hygiene measures relevant to occupational therapy practice; is familiar with requirements and guidelines relevant to occupational therapy practice (e.g. DSGVO); reflects on their own role (use of self) in a practical context; reflects on activity profiles, situation analyses and the resulting activity topics, activity goals and approaches to measures for achieving goals.

The student shows professional identity; recognises own competencies and uses them professionally; drives its own professional development; presents content relevant to occupational therapy in a way that is appropriate for the target group.

The student knows the tasks and requirements of the student's role in the placement and can fulfil these independently; reflects the role of occupational therapist (use of self, building a therapeutic relationship, compliance with guidelines and directives, ...) in a practical context; reflects the personality and values of clients/patients; reflects on occupational profiles, analyses situations resulting in occupational goals, approaches for achieving goals, taking into account client/patient and context factors in a concrete practical context, reflects on the application of their own mental hygiene strategies in a practical context.

The student recognises own competencies and uses them professionally; reflects on their own personal and social skills, such as empathy, communication, criticism, conflict, reflection and teamwork skills; reflects on their own role as an occupational therapist in training (with clients/patients, instructors, in the occupational therapy team, in the interprofessional team, ...); reflects the personality and values of clients/patients; reflects on occupational profiles, analyses situations resulting in occupational goals, approaches for achieving goals, taking into account client/patient and contextual factors in a concrete practical context; reflects on the application of their own mental hygiene strategies in a practical context; assesses his/her own abilities to technical, organisational, coordinating and administrative professional requirements.

The student recognises own competencies and uses them professionally; uses their own personal and social skills such as empathy, communication, criticism, conflict, reflection and teamwork skills in practical sequences; reflects on their own actions in their role as an occupational therapist in training (with clients/patients, instructors, in the occupational therapy team, in the interprofessional team, ...); reflects the personality and values of clients/patients; reflects on occupational profiles, analyses situations resulting in occupational goals, approaches for achieving goals, taking into account client/patient and contextual factors in a concrete practical context.

The student recognises own competencies and uses them professionally; reflects on their own personal and social skills, such as empathy, communication, criticism, conflict, reflection and teamwork skills; reflects on their own actions in their role as an occupational therapist in training (with clients/patients, instructors, in the occupational therapy team, in the interprofessional team, ...); reflects the personality and values of clients/patients; reflects on occupational profiles, analyses situations resulting in occupational goals, approaches for achieving goals, taking into account client/patient and context factors in a concrete practical context; reflects on the application of their own mental hygiene strategies in a practical context; assesses his/her own abilities to technical, organisational, coordinating and administrative professional requirements.

The student demonstrates in-depth personal and social skills in various settings with regard to the ability to communicate, criticise conflict, work in a team and reflect; independently reflects on the use of the therapeutic relationship as the basis of the therapeutic process; assesses their own technical and methodological skills; describes the use of communicative and organisational skills independently; creates documents independently and/or in small groups to prepare for the Bachelor's examination.

The student applies technologies in the healthcare sector, taking into account a critical analysis; recognises the responsibilities of other healthcare and other professions and works as part of a multi-professional team; analyses the public impact of one's own behaviour in everyday professional life; develops health literacy, i.e. the ability to find, understand, evaluate and apply health information in order to make appropriate health decisions in everyday life; integrates target group-specific climate communication in stakeholder dialogues; transfers own decisions responsibly to the outside world; possesses social-communicative and self-competences, in particular the ability to communicate, criticise and deal with conflict, as well as empathy, frustration tolerance, role distance, self-determination and self-reflection; recognises a professional self-image for the exercise of the profession and the ability to actively shape and co-determine everyday professional life.

The student conducts research into relevant legal principles and synthesises professional action strategies with current health and socio-political developments, assesses the effects and consequences of actions in the professional and personal environment with regard to ecological and economic aspects on the basis of scientific findings; takes climate-sensitive health communication into account; selects a professional demeanour (with his/her understanding of the profession), takes reflective responsibility with regard to his/her own profession-specific actions and represents his/her own professional group internally and externally; develops problem-solving strategies for job-specific requirements; derives communicative and organisational skills that are necessary for coping with complex interdisciplinary tasks and designs communication for complex tasks in the interprofessional structure (incl. problem-solving strategies).

The student explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms); differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence; distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project; is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work; obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution; can explain the process of evidence-based practice; can explain the possible applications and potential of artificial intelligence in scientific work; can consider the risks and legal framework conditions when using artificial intelligence in scientific work.

The student explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms); distinguishes selected types of literature based on their characteristics and assigns them to the appropriate research methodology and level of evidence; differentiates between systematic and unsystematic searches and selects appropriate resources and search terms according to the project; is aware of the necessity of an ethical, moral and responsible attitude and explains, using an example, how this is implemented in scientific work; retrieves relevant information and documents for the implementation of scientific work from the electronic resources provided by the institution; can explain the process of evidence-based practice; can describe the applications and potential of artificial intelligence in scientific work; and can consider the risks and legal frameworks when applying artificial intelligence in scientific contexts.

The student selects relevant scientific research methods, prepares the data for answering the question(s), analyses and interprets them; has basic knowledge of statistical test procedures and carries out descriptive data analysis using suitable software; explains the most important components of resource planning and the organisational processes for conducting studies; describes the ethical and legal standards of clinical trials; selects and explains the required study documents according to the scientific/international specifications of different study types; explains the methodological planning of studies on the basis of scientific standards; selects relevant scientific research methods, applies them and prepares the collected data to answer the questions; makes scientific findings and phenomena usable for professional and scientific development; participates in scientific discourse and understands and processes specialised literature and research reports; researches current scientific findings in the national and international field, in particular on evidence-based reflection, evaluation and argumentation in the health professions in a fundamental form; formulates research-relevant questions and hypotheses from the professionspecific area.

On the basis of the health science question, the student can search for and summarise literature on a specific topic, formulate a problem and derive the objective and the research question, plan the appropriate methodology, taking into account norms, standards, guidelines and directives, formulate a corresponding outlook.

The student has acquired knowledge in various areas of scientific work that goes beyond the knowledge imparted in the associated courses or exercises. Ethics applications: The student takes into account the ethical requirements when conducting empirical studies; independently completes and submits applications to an ethics committee, taking into account the respective quality criteria. Study planning: The student has advanced knowledge of different study designs in clinical research; drafts a time, budget and resource plan for empirical work; is planning a scientific empirical work according to international standards; plans the implementation of measurements and interventions depending on the chosen research design. Questionnaire creation: The student uses relevant validated questionnaires in a standardised way in an empirical study; selects suitable scale levels and formulations for specific questions; develops a questionnaire based on a specific question and subjects it to a feasibility test; implements an analogue and digital survey. Literature research and evaluation: The student creates a search protocol for a systematic literature search according to international standards; carries out and documents a systematic literature search in accordance with international standards; adapts the search syntax depending on the respective literature source; evaluates the articles found within a systematic literature search with the help of international assessments. Inference statistics: The student carries out relevant hypothesis tests depending on the question and prerequisites; carries out inferential statistical analyses with the help of selected software. Reading and Writing Scientific Papers: The student identifies the general structure and logical organisation of an English-language article; writes an English-language article in a structured and logical way, depending on the respective requirements; recognises the specific structure of an English-language abstract; uses various logical chains of argumentation when writing a discussion, depending on the topic; takes into account the special features of English writing when writing articles. Qualitative research: The student draws up an interview or observation guide (according to the relevant criteria) on the basis of a question and depending on methodological requirements; plans to conduct qualitative surveys; takes expert information into account when conducting qualitative surveys; analyses the data collected in a qualitative survey. Specialisation in scientific work: The student deals in depth with selected topics of scientific work; implements these findings when writing the Bachelor's thesis.

On the basis of their health science research question, students can write the introduction, the theoretical background and the problem statement; implement the appropriate methodology, taking into account norms, standards, guidelines and directives; analyse and discuss the results, draw conclusions and present them in written form.

The student approaches clients/patients in an open and respectful manner; takes into account cultural and religious needs, lifestyles and values; establishes an initial therapeutic relationship; independently conducts anamnesis interviews and collects occupational profiles; records relevant everyday problems, resources and needs of the clients/patients; determines the requirements and goals under supervision/reflection; plans the resulting first steps/approaches under supervision, taking into account the context and environment and implements the planning; documents relevant information and results in compliance with data protection regulations; adheres to agreements and institutional conditions (e.g. obligation of secrecy, hygiene standards).

The student approaches clients/patients in an open and respectful manner; takes into account cultural and religious needs, lifestyles and values; establishes an initial therapeutic relationship; independently conducts anamnesis interviews and collects occupational profiles; records relevant everyday problems, resources and needs of clients/patients under supervision; determines the requirements and goals under supervision/reflection; plans the resulting first steps/approaches under supervision, taking into account the context and environment, and implements the plan; documents relevant information and results in compliance with data protection regulations; adheres to agreements and institutional conditions (e.g. obligation of secrecy, hygiene standards).

The student can carry out occupational therapy on selected clients/patients as part of the overall medical process in accordance with §2 Para. 5 of the MTD Act under medical prescription and under supervision. This includes problem identification, goal setting, planning, implementation, evaluation, documentation and reflection; record relevant client/patient factors and motor, process-related performance and social interaction skills of selected clients/patients under supervision, under guidance, identify and promote the individual capacity of clients/patients to perform in the areas of life, taking into account contextual and environmental factors with regard to personal, cultural, virtual, temporal, physical and social circumstances and resources; prepare an occupational therapy report under supervision based on the results of the anamnesis, guided by hypotheses using occupational examination procedures, formulate occupational therapy goals focussing on occupation and prepare therapy plans; discuss therapy plans with selected clients/patients and/or their relatives/associates under supervision, adapt them to individual needs and motivate the clients/patients to cooperate and guide them according to the principles of client-centred practice; conduct occupational therapy information and counselling sessions with clients/patients and/or their relatives under supervision; carry out therapeutic sequences under supervision in accordance with professional and scientific knowledge and experience, using the therapeutic potential of occupation; critical reflection of the interventions under guidance and adapt them to the client/patient to ensure that the focus is on occupation; document the course of treatment and analyse and evaluate the results under supervision; work together with other healthcare professions and other relevant professional groups and in multi-professional teams under supervision; represent their own decisions responsibly through reflection and work according to professional, economic and ecological principles.

The student can carry out occupational therapy as part of the overall medical process on selected clients/patients in accordance with a doctor's prescription and under supervision in accordance with Section 2 (5) of the MTD Act. This includes the work steps of problem identification, goal setting, planning, implementation, evaluation, documentation and reflection; record relevant client/patient factors and motor, process-related performance and social interaction skills of selected clients/patients under supervision; under guidance, identify and promote the individual capacity of clients/patients to act in the areas of life, taking into account contextual and environmental factors with regard to personal, cultural, virtual, temporal, physical and social circumstances and resources; prepare an occupational therapy report under supervision based on the results of the anamnesis, guided by hypotheses using occupational examination procedures, formulate occupational therapy goals focussing on occupation and prepare therapy plans; discuss therapy plans with selected clients/patients and/or their relatives/associates under supervision, adapt them to individual needs and motivate the clients/patients to cooperate and guide them according to the principles of client-centred practice; conduct occupational therapy information and counselling sessions with clients/patients and/or their relatives under supervision; carry out therapeutic sequences under supervision in accordance with professional and scientific knowledge and experience, using the therapeutic potential of occupation; critical reflection of the interventions under guidance and adapt them to the client/patient to ensure that the focus is on occupation; document the course of treatment and analyse and evaluate the results; work together with other healthcare professions and other relevant professional groups and in multi-professional teams under supervision; represent their own decisions responsibly through reflection and work according to professional, economic and ecological principles.

The student can perform occupational therapy on selected clients/patients under supervision in accordance with Section 2 (5) of the MTD Act as part of the overall medical process on the basis of a doctor's prescription. This includes the work steps of problem identification, goal setting, planning, implementation, evaluation, documentation and reflection; record relevant client/patient factors and motor, process-related performance and social interaction skills of selected clients/patients under supervision; identify and promote the individual capacity of clients/patients to perform in the areas of life, taking into account contextual and environmental factors with regard to personal, cultural, virtual, temporal, physical and social circumstances and resources; prepare an occupational therapy report based on the results of the information under supervision guided by hypotheses and professional reasoning; formulate occupational therapy goals with a focus on occupation and create therapy plans; discuss therapy plans with selected clients/patients and/or their relatives/associates under supervision, adapt them to individual needs and motivate the clients/patients to cooperate and guide them according to the principles of client-centred practice; conduct occupational therapy information and counselling sessions with clients/patients and/or their relatives under supervision; carry out therapeutic sequences under supervision in accordance to professional and scientific knowledge and experience, using the therapeutic potential of occupation; critical reflection of the interventions under supervision and adapt them to the client/patient to ensure that the focus is on occupation; document the treatment process and analyse and evaluate the results under supervision; work together with other healthcare professions and other relevant professional groups and in multi-professional teams under supervision; represent their own decisions responsibly through reflection and work according to professional, economic and ecological principles.

The student can carry out occupational therapy on selected clients/patients under supervision in accordance with Section 2 (5) of the MTD Act as part of the overall medical process. This includes problem identification, goal setting, planning, implementation, evaluation, documentation and reflection; independently record relevant client/patient factors and motor, process-related performance and social interaction skills of selected clients/patients; independently assess and promote the individual capacity of clients/patients to act in the areas of life, taking into account contextual and environmental factors with regard to personal, cultural, virtual, temporal, physical and social circumstances and resources; formulate an occupational therapy diagnosis based on the results of the information gathering, guided by hypotheses and professional reasoning, formulate occupational therapy goals focussing on occupation create therapy plans; discuss therapy plans with selected clients/patients and/or their relatives/associates, adapt them to individual needs and motivate clients/patients to cooperate and guide them according to the principles of client-centred practice; conduct occupational therapy information and counselling sessions with clients/patients and/or their relatives under supervision; carry out therapeutic sequences under supervision in accordance to professional and scientific knowledge and experience, using the therapeutic potential of occupation; critical reflection of the interventions and tailor them to the client/patient to ensure that the focus is on occupation; document the treatment process and analyse and evaluate the results; work together with other healthcare professions and other relevant professional groups and in multi-professional teams under supervision; represent their own decisions responsibly and work according to professional, economic and ecological principles.

The student can carry out occupational therapy on selected clients/patients as part of the overall medical process in accordance with Section 2 (5) of the MTD Act on the basis of a doctor's prescription. This includes problem identification, goal setting, planning, implementation, evaluation, documentation and reflection; independently record relevant client/patient factors and motor, process-related performance and social interaction skills of selected clients/patients; recognise and promote the individual capacity of clients/patients to perform in the areas of life, taking into account the contextual and environmental factors with regard to personal, cultural, virtual, temporal, physical and social circumstances and resources; write occupational therapy report based on the results of anamnesis, guided by hypotheses and professional reasoning and assessments; formulate occupational therapy goals with a focus on occupation and create therapy plans; discuss therapy plans with selected clients/patients and/or their relatives/associates, adapt them to individual needs and motivate clients/patients to cooperate and guide them according to the principles of client-centred practice; independently conduct occupational therapy information and counselling sessions with clients/patients and/or their relatives; carry out therapeutic sequences in accordance to professional and scientific knowledge and experience, using therapeutic potential of occupation; critical reflection of the interventions and adapt them to the client/patient to ensure that the focus is on occupation; document the treatment process, analyse and evaluate the results; work together with other healthcare professions and other relevant professional groups and in multi-professional teams; represent their own decisions responsibly and work according to professional, economic and ecological principles.