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6/06
Positive Resolutions
I.
II.
Fieldwork Objectives for Occupational Therapy Students
Fundamentals of Practice
1. Adheres to ethics: Adheres consistently to the American Occupational
Therapy Association Code of Ethics and site’s polices and procedures
including when relevant, to those related to human subject research.
Attend orientation by Director, familiarize self with policies and
procedures of site, respect confidentiality and observe HIPAA regulations,
be respectful of consumers and staff, project self honestly. Will integrate
OT theories with the programs Recovery model (appreciating consumer’s
rights and that you are “practicing” in their home).
2. Adheres to safety regulations: Anticipates potentially hazardous situations
and takes steps to prevent accidents. Orient self to medical concerns of
each consumer, touch base with staff prior to each intervention re: any
concerns, keep count of sharp tools used, understand the use of potentially
harmful materials, anticipates any hazardous situations and takes steps to
prevent accidents, ask staff for assistance if consumer/student ratio is
excessive or if consumer needs 1:1 in group. Ask permission of consumer
and staff regarding any changes/strategies that may affect the consumer
(taking consumer off site, dietary issues)
3. Uses judgment in safety in regard to safety of self and others during all
fieldwork-related activities. Structures the environment to maximize safety
to self and others, understand emergency procedures in event of hazardous
circumstance/incident, have phone numbers of on call personnel
Basic Tenets
4. Articulates Values and Beliefs of the occupational therapy profession to
consumers, service providers, colleagues and the public using audience
appropriate language and terms to clearly describe concepts underlying
professional values. Provide an in-service to staff, which includes
illustrating the value of OT.
5. Articulates the value of occupation as a method and desired outcome of
Occupational Therapy interventions to consumers, service providers,
colleagues and the public and describe specific examples of occupation in
life. Describe how purposeful activity/interventions are used to reach
one’s goals by informing staff the purpose prior/after your interventions.
6. Articulates the role of the Occupational Therapist to consumers, service
providers, families and the public. Utilize audience-appropriate language
and terminology to describe the responsibilities of the OT in the
community setting. Explain how a COTA could fit into the model at
Positive Resolutions.
7. Collaborates with consumers, staff and supervisor throughout the
Occupational Therapy process. Demonstrates effective listening skills to
assure consumers needs/goals are being addressed. Empower consumers
and staff to develop client centered and culturally appropriate goals and
services using meaningful and purposeful activity.
III.
Evaluation and Screening
8. Articulates a clear and logical rationale for the evaluation process. Able to
understand and articulate to the consumer, staff and supervisor the general
purpose of the assessment tool in planning treatment which reflect
understanding of occupational theory and principles.
9. Selects relevant screening and assessment methods. Will familiarize self
with a range of screening and assessment methods that are relevant to the
needs of each consumer. Identifies screening/assessment methods that
help provide data for use in outcomes. Can accurately consider the
consumers general capabilities when considering which assessment tool to
use. Can articulate clinical reasoning and client centered principles in
selecting assessment tools. Will introduce assessments that are new to
consumer.
10. Determines consumer’s occupational profile and performance through
appropriate assessment methods, active listening skills, interview
gathering knowledge from staff and past Quarterly reports. Will use
observation skills to identify areas of strengths and weakness in areas of:
ADL’s, leisure, socialization, cognition etc. Will prepare the assessment
environment, administer, score and interpret findings of specific screening
methods in accordance with standardized, reliable and valid procedures.
11. Assess client factors and context(s)that support or hinder occupational
performance. Demonstrate ability to use standardized/non standardized
screening tools to identify factors that need adapting in order to help the
consumer reach personal goals.
12. Obtain sufficient and necessary information from relevant resources prior
to the evaluation process. Review program and OT records re: current
level of functioning, health issues, diagnostic issues, psychosocial history.
Utilize program director, OT supervisor, house staff, consulting
psychologist and past Quarterly reports in seeking additional information
relevant to consumer.
13. Administers assessments in a uniform manner to ensure findings are valid
and reliable. Demonstrates ability to engage consumer to participate in
assessment process. Be sensitive and prepare the environment (noise, time
of day, lighting etc.) to maximize the consumer’s ability to perform on the
assessment. Will administer an assessment on 1 consumers.
14. Adjusts/modifies the assessment procedures based on the consumer’s
needs, behaviors, and culture. Demonstrates flexibility in selection of
assessment procedures and considers a variety of possible assessments in
order to obtain most relevant information. Uses clinical reasoning in
determining which assessment tool to use or not use.
15. Interprets evaluation results to determine consumer’s occupational
performance strengths and challenges. Recognizes how findings can be
used to determine a baseline, note progress and help identify and set
occupational based goals.
IV.
16. Establishes accurate and appropriate plan based pm the evaluation results,
through integrating multiple factors such as consumer’s priorities,
context(s, theories, and evidence-based practice. Develops treatment plan
of attainable short and long term goals based on performance on
assessment findings and the consumer and program’s goals.
17. Documents results of the evaluation process that demonstrates objective
measurement of the client’s occupational performance. Demonstrates a
clear and logical relationship between assessment findings and
occupational performance challenges. Uses professional terminology in
documenting findings.
Intervention
18. Articulates a clear and logical rationale for the intervention process.
Verbalize and write goals for each intervention prior to the intervention.
19. Utilizes evidence from published research and relevant resources to make
informed intervention decisions. Complete literature search to support
particular interventions relevant to this community based setting.
Document this in a one-page write up.
20. Chooses occupations that motivate and challenges consumers. Consider
consumer’s interests, values, culture, financial limitation, abilities and
demographics. Listen take into consideration all verbal and non-verbal
feedback from consumers and house staff about specific activities.
21. Selects relevant occupations to facilitate consumer’s meeting established
goals. Select activities that will help meet consumer’s personal goals as
well as the goals of the program. Select interventions that reflect
consumer’s interests and preferences and that are purposeful to the
consumer. Analyze interventions to determine relevance to each
consumer.
22. Implements intervention plans that are consumer-centered. Obtain
consumers’ input in the selection of interventions. Write up a protocol for
any new groups developed & update existing group protocols.
23. Implements intervention plans that are occupation-based. Demonstrate
ability to identify occupation-based methods for a variety of intervention
purposes based on clinical reasoning and on skill in seeking information to
enhance repertoire and knowledge of occupation based intervention.
24. Modifies task approach, occupations and the environment to maximize
client performance. Recognize need to adapt an intervention when
intervention approach is not effective (i.e. grading, time, environment,
boredom). Able to anticipate alternative approaches prior to intervention.
25. Updates, modifies, or terminates the intervention plan based upon careful
monitoring of the consumer’s status. Demonstrate ability to consistently
monitor the intervention process and the consumer’s ongoing progress in
meeting goals and to identify when grading of the intervention is
appropriate to maximize consumer’s performance. Demonstrates
sensitivity to consumer’s verbal and non-verbal cues regarding an
intervention.
26. Documents consumer’s responses to services in manner that demonstrates
efficacy of intervention. Make notes of intervention following each
session. These daily notes will be incorporated into SOAP notes the 6th
and 12th week of the fieldwork. Any relevant/critical information obtained
during a session will be shared with appropriate staff by verbally
informing them in a timely manner or documenting it in the
“Communication” book kept at each house. This is read at the change of
each shift.
V.
VI.
Management of Occupational Therapy Services
27. Demonstrates through practice or through discussion the ability to assign
appropriate responsibilities to the OT assistant or OT aide. Recognizes
when house staff or volunteers could assist during an intervention or nonintervention time. Able to ask for this assistance in an articulate and
respectful manner. Able to articulate how a COTA could fit into this
program’s model.
28. Demonstrates through practice or discussion the ability to actively
collaborate with OT assistant. Can describe, compare and contrast the
division of responsibilities and tasks between the OT and OT assistance in
this setting. Can articulate methods and rationale for collaboration
between OTs and OT assistance in the community setting.
29. Demonstrates understanding of the costs and funding related to OT
services at this site. Have a clear understanding of what funds are
available for supplies and how to acquisition the funds. Demonstrate the
ability to manage monies received for interventions. Identify and utilize
the most cost effective means of obtaining supplies. Document in the
budget log book all monies spent.
30. Accomplishes organizational goals by establishing priorities, developing
strategies and meeting deadlines. Schedules groups and individual
interventions with consideration of consumer and house staff’s schedules
and needs. Complete prep work in timely manner to maximize
intervention time. Complete all assignments on time. Ask for assistance if
unable to manage schedule and make adaptations to meet responsibilities.
31. Produces the volume of work required in the expected time frame.
Schedules time to complete all required documentation, intervention
planning, interventions, meetings, supervision and assignments. Asks for
assistance if modification is needed to meet theses responsibilities
Communication
32. Clearly and effectively communicates verbally and nonverbally with
consumers, families, colleagues, service providers and the public.
Communicates information concerning the OT process including
evaluation, intervention and outcomes of therapy to the consumer and
concerned parties using language which reflects an understanding of
demographics, culture, values, diagnostic issues and psychosocial
influences. Know how to recognize & who to report inappropriate actions
towards consumer (i.e. verbal abuse)
33. Produces clear and accurate documentation according to site requirements.
Documents interventions using clear, accurate, professional language.
Complies with documentation policies and procedures
34. All written communication is legible, using proper spelling, punctuation
and grammar.
35. Uses language appropriate to the recipient of the information, including
but not limited to funding agencies and regulatory agencies
VII.
Professional Behaviors
36. Collaborates with supervisor(s) to maximize learning experience. Actively
engages in supervision discussions by preparing advance questions and
topics for discussion. Requests resources from supervisor. Contacts
supervisor during non-supervision times to ask questions or inform about a
problem. Asks for additional supervision time or assistance if having a
difficult time with a situation. Clarifies learning style to supervisor. Meet
regularly with program director.
37. Takes responsibility for attaining professional competence by seeking out
learning opportunities and interactions with supervisor. Seeks, initiates
and participates in learning opportunities presented by supervisor,
academic institution and fieldwork site which enhance learning and
knowledge and skills related to fieldwork setting, population and OT
practice (i.e. visit other sites, Recovery Model).
38. Responds constructively to feedback. Demonstrates change in behavior
after feedback is given. Does not get defensive when feedback is given.
Asks questions about feedback given.
39. Demonstrates consistent work behaviors including initiative, preparedness,
dependability and work maintenance. Is on time to all sessions,
supervision and meetings, assignments are completed in a timely manner,
communicates intentions with consumers, staff and supervisor.
40. Demonstrates effective time management. Able to independently structure
time effectively, develop and keep productive schedules and prioritize and
balance work demands.
41. Demonstrate positive interpersonal skills including, but not limited to,
cooperation, flexibility, tact and empathy. Demonstrates effective listening
skills, relates to staff and consumers in a non-judgmental manner, is
flexible to the schedule needs of the program, and greets all staff and
consumers in their presence.
42. Demonstrates respect for diversity factors of others, including but not
limited to socio-cultural, socioeconomic, spiritual and lifestyle choices.
Relates to consumers and staff in a respectful, truthful, sensitive and
tactful manner. When feeling challenged by one of the above factors, will
recognize this and seek supervision to overcome this.