2017 VOTA Conference Costello & Stoll SITE-SPECIFIC FIELDWORK - PDF document

2017 VOTA Conference Costello & Stoll ENTRY-LEVEL COMPETENCE Think about interviewing a newly graduated COTA/OTR. As part of your preparations, you review the job description for the position and develop new entry-level competencies. What knowledge and skills would you expect the new hire to have? 1. Fundamentals of Practice 2. Basic Tenets 3. Evaluation & Screening 4. Intervention 5. Management & Leadership 6. Communication 7. Professional Behaviors

2017 VOTA Conference Costello & Stoll SITE-SPECIFIC FIELDWORK OBJECTIVES We won’t have time to develop site -specific learning objectives for all items on the AOTA Fieldwork Performance Evaluation. But let’s start with these! (Remember that entry-level competence is achieved by meeting site-specific learning objectives, which are directly related to the AOTA Fieldwork Performance Evaluation) III. Evaluation & Screening Take a look at two of the items in this section (#12 and #17). What specific learning objectives would you have for your level II fieldwork student that would allow you to rate his or her performance on these items? 12. Obtains sufficient and necessary information from relevant resources such as client, families, significant others, and service providers, and records prior to and during the evaluation process. 17. Documents the results of the evaluation process that demonstrates objective measurement of client’s occupational performance.

2017 VOTA Conference Costello & Stoll Level I Fieldwork Structure Examples Occupational Therapy Assistant Program South University - Richmond Level I Separate but associated with courses i n M ental H ealth , Ped iatrics and A dults F aculty facilitated with site supervision Utilize 3 -4 sites for each , s tudents attend in small groups , 4-5 visits • Orientation, needs assessment, development of intervention, implement intervention • Total of 40 hrs across the term including 3 consecutive days for tx implementation • Community based sites Occupational Therapy Program Radford University, Radford Level I Structured as separate courses across 3 semesters First spring semester: community-based, faculty-led practicum, once per week for 3 hours, variety of settings (e.g. Free Clinic, Correctional Facility, Recovery Program, Daycare Facility, etc.) First summer semester: community-based, psychosocial placement, on-site supervisor, two full days per week, variety of settings (Farm & Food bank, Goodwill Industries, Special Needs Summer Camp, etc.) Second fall semester: pediatric placement in a school system or outpatient facility, supervised by either a COTA or OTR, 1x per week

South University, Richmond Occupational Therapy Assistant Program Suggested Level II Fieldwork Schedule (Sample) Week 1: Orientation/Observation • Read policy and procedure manual for fieldwork site. . Identify policies and procedures that are pertinent to the affiliation. • Familiarize student with the facility. Become familiar with equipment, physical surroundings, and daily routine • Instruct the student on the work schedule, dress code and general expectations. Set a regular weekly time to meet with Student . • Review student timesheet, complete Fieldwork Educator Verification Form and Fieldwork Educator Acknowledgement form (if not completed prior to student arrival); send to South University Fieldwork Coordinator. • Have the student identify personal goals for affiliation/develop learning contract using the FWPE Checklist • Observe other service providers (PT, ST, teachers, etc.) • Have the student attend routine meetings with FW Educator as appropriate • Have the student observe, and co-treat with instructors as appropriate. Assist with therapy environment set-up and clean-up • Beginning contact and exposure to patients - first hands on experiences should begin at the end of the week. • Begin to establish service competency with procedures commonly used in the fieldwork setting (treatment and documentation) • Identify 2 clients and have student begin treatment planning; Instruct student to complete a chart review on those two clients • Weekly meeting with Student and review/continue to develop learning goals/contract Week 2: Complete Orientation/Build Caseload • Allow student to take responsibility for assigned 2 clients • Assign student to complete progress notes for sessions with assistance of therapist according to department policy • Have student plan and record daily treatments • Assist with additional OT sessions • Continue with establishing service competency as appropriate • Complete documentation for assigned clients • Attend team meeting and/or department meetings • Observe OT evaluations • Assist student with identifying a client for case study / allow them to begin chart review • Identify topic for Client Education Handout (due week 5) • Meet with Student and review/continue to develop learning goals/contract

South University, Richmond Occupational Therapy Assistant Program Week 3: Continue to Build Caseload • Caseload of 2 to 3 clients that are appropriate for the student • Continue to develop treatment plans (recommend 2 per week) and to complete documentation requirements on assigned clients • Assist with/observe assessment procedures • Participate in team meetings and/or department meetings • Give student final approval on client for case study • Meet with Student and review/continue to develop learning goals/contract • Encourage student to continue work on case study /interviewing family/client • Encourage student to finalize Client Education Handout for presenting to site OT staff Weeks 4 and 5: Continue to Build Caseload • All activities for week 3 with an additional 1-2 clients added every week until the student is at 75% or higher caseload (or productivity level) for an entry level/experienced therapist • Have student assist in POC team notes and attend POC Meeting • Complete mid-term evaluation of student performance at end of Week 4 • With Student, set goals for second half of affiliation • Guide student as they continue case study • Student to complete Client Education Handout by Week 5, present to site OT staff and turn in to South University Fieldwork Coordinator/instructor. • Meet with student for midterm review (FWPE)/ discuss goals Weeks 6 and 7: Maintain Caseload • Continue to develop treatment plans and complete documentation on all assigned clients • Function as primary practitioner for assigned caseload Week 8: Closure • Facilitate transfer of caseload to other personnel - revise therapy plans as needed, report on all current clients in team meetings, complete documentation • Complete final evaluation of student performance (AOTA Fieldwork Evaluation Form) • Student provides feedback to clinical educator and other staff concerning the fieldwork experience through the use of the Student Evaluation of Fieldwork Experience ( SEFWE ) form • Return completed, original paperwork to the school (clinical hours documentation from for each week, final of the AOTA Fieldwork Evaluation Form for Occupational Therapy Assistant Students, and the SEFWE ) • Meet with student and review FWPE/SEFW Please note the schedule listed above is a suggestion. It is up to the discretion of the Fieldwork Educator to determine if the student is prepared to take on additional responsibilities/caseload. Please feel free to add any additional activities you feel would enhance the learning experience for the student.