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 in Mental Health, Pediatrics and Adults Faculty facilitated with site supervision Utilize 3-4 sites for each, students 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.

2017 VOTA Conference Costello & Stoll Sample Level I Fieldwork Objectives

South University, OTA Program

Guidelines for Level I Fieldwork Experience The following information was taken from the Commission on Education (COE) Guidelines for an Occupational Therapy Fieldwork Experience – Level I: The AOTA Standards indicate the goal of Level I Fieldwork is “to introduce students to the fieldwork experience and develop a basic comfort level with an understanding of the needs of clients”. It is further relayed that Level I Fieldwork is not intended to develop independent performance, but to “include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process”. Qualified personnel for supervision of Level I Fieldwork may include, but are not limited to, academic or fieldwork educators, occupational therapy practitioners initially certified nationally, psychologists, physician assistants, teachers, social workers, nurses, physical therapists, etc. The supervisors must be knowledgeable about occupational therapy and cognizant of the goals and

• bjectives of the Level I Fieldwork experience.

South University OTA Program Level I Fieldwork Experience Objectives: Students will:

• 1. Interact appropriately and professionally with clients, their family, or significant others,

and colleagues and other healthcare providers through written, oral and nonverbal communication.

• 2. Demonstrate knowledge, respect, and appreciation of multicultural factors and diversity of

human conditions.

• 3. Demonstrate the ability to develop effective rapport in the client-therapist relationships

through therapeutic use of self.

• 4. Apply the AOTA Code of Ethics to guide professional interaction in client treatment.
• 5. Demonstrate the ability to gather relevant data from a variety of sources (i.e. chart

review, interviews, observation, consultation, screening tools) to develop an

• ccupational profile.
• 6. Articulate an awareness of personal strengths and areas for improvement, values,

attitudes and interests.

• 7. Demonstrate a basic understanding of the scope of occupational therapy.
• 8. Recognize, understand, and articulate the impact of psychological and social factors that

influence engagement in occupation.

• 9. Consistently use safety precautions, infection control practices, and universal

precautions.

2017 VOTA Conference Costello & Stoll

Radford University, OT Program

OCTH 630 Level I Fieldwork in Behavioral Health/Intellectual Disabilities Course Description A part-time (approximately 16 hours per week) placement in an accredited facility which provides behavioral health services or programs for persons with intellectual disabilities. Students are supervised

• n-site by a credentialed education or health professional.

The focus of the experience is the psychological and social factors that influence clients’ engagement in

• ccupation.

Course Objectives At completion of this course, students will be able to:

• 1. Demonstrate knowledge and understanding of concepts of human behavior underlying the

practice of occupational therapy;

• 2. Work with professional personnel to provide training in self-care, self-management, leisure

skills, home management, work skills, and/or community integration;

• 3. Work with professional personnel to provide developmental, remedial and/or compensatory

activities to address cognitive, sensory and behavioral skills;

• 4. Work with professional personnel to modify environments and adapt processes to fit client

needs;

• 5. Apply therapeutic use of self as part of the therapy process in both individual and group

interaction;

• 6. Interact through written, oral and nonverbal communication with the client and family, other

health providers and the public in a professionally acceptable manner;

• 7. Use sound judgment in regard to safety of self and others, and adhere to safety regulations

throughout the client-care process. Students that are placed at this site may meet the course objectives above by engaging in site-specific activities while being supervised by a credentialed professional. Collaboration between the site and the RU MOT program allowed for planning and clarifications of these objectives. Site Visit: Telephone Call: Email Correspondence: FW Packet: Fieldwork Site: Signature: Credential/Degree: Date: Site Supervisor/Site Representative Signature: Date: Academic Fieldwork Coordinator

2017 VOTA Conference Costello & Stoll Sample Level II Fieldwork Objectives

South University, OTA Program

Students will: 1. Interact appropriately and professionally with clients, their family, or significant others, and colleagues and other healthcare providers through written, oral, and nonverbal communication. 2. Demonstrate knowledge, respect, and appreciation of multicultural factors and diversity

• f human conditions, adapting behavior, as appropriate to meet stakeholder needs.

3. Develop effective rapport in client-therapist relationships through therapeutic use of self. 4. Adhere consistently to the AOTA Code of Ethics (2015), site policies and procedures, and use of safety precautions, infection control practices, and universal precautions. 5. Access relevant information and make informed practice decisions based on published research and credible resources. 6. Accurately gather, interpret, and report relevant client information to include client’s

• ccupations of self-care, productivity, leisure, and factors that support or hinder
• ccupational performance across the lifespan; contribute to goal identification in

collaboration with occupational therapist. 7. Collaborate with the occupational therapist in implementing the plan of care relevant to client-centered and occupation-based interventions across the lifespan that incorporate input from the family, significant others, and other service providers. 8. Produce clear, accurate and legible written documentation for clients across the lifespan following established protocol. 9. Recognize, understand, and articulate the impact of psychological and social factors that influence engagement in occupation and provide therapeutic intervention to address these factors. 10. Demonstrate the ability to read for understanding, analyze information, ask questions, draw conclusions, apply information, analyze results, modify approach, and gather additional information to support critical thinking, clinical reasoning, creative problem solving and sound decision making. References  AOTA Commission on Education and Fieldwork Issues Committee (FWIC) Amended and Approved by FWIC June 2000 and COE August 2000  http://www.aota.org/Educate/EdRes/Fieldwork/LevelII/38247.aspx

2017 VOTA Conference Costello & Stoll

Radford University, OT Program

By the end of the Level II fieldwork placement, the student will meet site-specific standards for:

• 1. Adhering to AOTA Code of Ethics and the facility’s ethics policies and procedures
• 2. Demonstrating sound safety judgment and adhering to safety regulations
• 3. Clearly communicating the value of occupation and the role of the occupational therapist to

clients and families, service providers and the public

• 4. Selecting, administering and interpreting assessments
• 5. Using clinical reasoning and research evidence to establish an appropriate intervention plan
• 6. Selecting relevant and motivating occupations to facilitate clients’ meeting goals and objectives
• 7. Understanding and addressing the psychosocial factors that influence the client and his or her

engagement in occupations

• 8. Modifying occupations and environments to maximize client performance
• 9. Documenting occupational therapy services clearly and accurately
• 10. Meeting deadlines and producing the volume of work expected
• 11. Collaborating with and assigning responsibilities appropriately to occupational therapy

assistants and aides

• 12. Communicating clearly and effectively with clients and families, service providers and the public
• 13. Taking responsibility for attaining professional competence by seeking out learning
• pportunities and collaborating with the supervisor and other team members
• 14. Using reflection and feedback from others to improve performance

Students that are placed at this site may meet the course objectives above by engaging in site-specific activities that allow for entry-level competency by the end of the placement experience. Students are supervised by a credentialed Occupational Therapist(s) with at least 1 year of full-time experience as a clinician. Collaboration between the site and the RU MOT program allowed for planning and clarifications of these objectives. Site Visit: Telephone Call: Email Correspondence: FW Packet: Fieldwork Site: Signature: Date: Site Supervisor/Site Representative Signature: Date:

Vesna Cotic Costello, MS, OTR/L Academic Fieldwork Coordinator

2017 VOTA Conference Costello & Stoll Student Fieldwork Manual Suggested Content

• 1. Orientation Outline
• a. Maps, Parking information
• b. Tentative schedule & content of the orientation, responsible person(s)
• 2. Facility & Department Information
• a. Vision & Mission statements
• b. Organizational chart
• c. List of OT/ Rehab Personnel
• 3. Assignments
• a. Instructions, timeline
• b. Samples from previous students
• 4. Safety Procedures/Codes
• a. List of codes & appropriate responses
• b. Specific safety procedures to follow
• c. List of emergency phone numbers
• 5. Dress Code
• a. Expectations of what to wear and what not to wear
• b. Be specific about footwear
• c. Include a section about grooming
• 6. Documentation & Billing
• a. Templates
• b. Samples of completed notes
• 7. Site-Specific Fieldwork Objectives
• a. Site-specific objectives that reflect entry-level competence for your site
• 8. Weekly Progression/Schedule
• a. Weekly outline of expectations and scheduled events
• 9. Patient Confidentiality Information
• 10. Documentation Guidelines
• a. Completed samples of all forms
• b. Billing sheets & commonly used codes
• 11. Reference Section
• a. Commonly used reference information (e.g. developmental milestones or spinal cord

injury levels)

• 12. Weekly Feedback Form
• a. A form to use to guide weekly supervisor meetings
• 13. Assessment Tools
• a. List of commonly used assessment tools
• b. FIM
• 14. Occupational Therapy Practice Framework
• 15. AOTA Fieldwork Supervision Information
• 16. AOTA Fieldwork Data Form
• a. Have a current form available

Place all materials in a Student Fieldwork Binder and have more than one copy available (single sheets may get misplaced or lost). Consider having an electronic version of your student handbook for your own quick reference, to easily update, and to possibly share for the student to review before he or she arrives at your site.