OCCUPATIONAL THERAPY ASSISTANT PROGRAM

FACILITY FIELDWORK MANUAL

LEVEL II

LEVEL II FIELDWORK MANUAL TABLE OF CONTENTS
Page Number	Section or Topic
	LATI OTA PROGRAM INFORMATION
1.	Occupational Therapy Assistant Program Mission and Philosophy
2.	Lake Area Technical Institute Philosophy continued
3.	Occupational Therapy Assistant Program Objectives
4.	Curriculum Outline
	OTA FIELDWORK GENERAL INFORMATION & POLICIE/PROCEDURES
5.	Fieldwork Process Overview
6.	Guide to Fieldwork Titles
7.	LATI Fieldwork Policies & Procedures (fieldwork confidentiality guidelines)
8.	LATI Fieldwork Policies & Procedures (grading, insurance, immunizations, travel, housing, personal business, grade appeals)
9.	LATI Fieldwork Policies & Procedures (dress code)
10.	LATI Fieldwork Policies & Procedures (attendance)
11.	LATI Fieldwork Policies & Procedures (grievances)
	Appendixes
A.	Suggested Pacing for Student Program
B.	Recommended content for a fieldwork site student manual
C.	Purpose & Value of OT Fieldwork Education
D.	COE Guidelines for OT Level II Experience

MISSION STATEMENT

The mission of the Lake Area Technical Institute Occupational Therapy Assistant Program is to provide an entry-level education in occupational therapy, which meets, established standards and prepares students to be competent, well rounded, and adaptable practitioners. The program seeks to instill each student with a drive for continuing growth and a realistic level of confidence in order to be successful in their profession.

The program will provide a broad-based education and includes:

· development of interpersonal skills for therapeutic relationships

· critical and ethical decision making

· practice skills needed for rural settings

· an understanding of diversity

· opportunities for professional advocacy.

PHILOSOPHICAL THEMES

OCCUPATIONAL THERAPY ASSISTANTS (OTA) PRACTICE INDEPENDENTLY BUT WITHIN ESTABLISHED ROLE PARAMETERS

We believe that OTA’s receive educational experiences that allow them to practice in an independent manner and to make appropriate treatment decisions based on sound clinical reasoning. The term “partnership” best describes the relationship between an OTA and their supervising Occupational Therapist (OT). It is a relationship in which collaboration is professionally emphasized and legally required. The establishment of service competency with a supervising OT can allow an OTA to continue to expand their professional knowledge.

THE CONCEPT OF OCCUPATIONS IS THE HEART OF OCCUPATIONAL THERAPY (OT) PRACTICE

We believe that “occupations” are the center of our practice philosophy, as the title of our profession signifies. Occupations are the activities and tasks that facilitate intrinsic motivation for each unique individual. They are activities or tasks that an individual likes to perform, wants to perform, or has to perform in their life. Occupation as a modality for treatment is as diverse and as complex as each individual we treat. The unique ability of the occupational therapy practitioner, particularly the OTA, is to analyze and modify activities to be meaningful and satisfying to the participants. By articulating the meaning of occupations, the purpose for interventions is clear to the individual receiving the occupational therapy service.

INDIVIDUALS HAVE A RIGHT TO FULL PARTICIPATION IN THE TREATMENT PROCESS

We believe that OT recognizes the importance of each service recipient’s participation in the team process. Within the context of a treatment team, an OTA should foster the need for a humanistic approach to an individual’s situation or condition. This includes encouraging all recipients of OT services and caregivers be actively engaged in decisions regarding their physical, mental, social, and spiritual well being.

IN SCHOOL, IN THE CLINIC, AND IN THE COMMUNITY WE MUST FOSTER AN ENVIRONMENT THAT PROMOTES CREATIVITY

We believe that OT is a profession of creativity. By fostering an educational setting, which emphasizes creativity in students, the program aims to promote that creativity in clinical practice. Instilling a confidence in students to express their creativity assists them to carryover to practice. The practice of occupational therapy is only limited by the practitioner’s imagination.

1.

DIVERSITY IS IMPORTANT TO UNDERSTAND AND ACCEPT

We believe that each individual is unique and that diversity contributes to that uniqueness. Students, faculty, clinical educators, and patients are also from diverse backgrounds with unique qualities and characteristics. Accepting, understanding, and appreciating diversity is a key element in providing complete occupational therapy to the individual for whom we provide services. In order to be truly, fully, and completely competent, diversity has to be one of the basic elements which is addressed in treatment.

SEEKING PERSONAL AND PROFESSIONAL GROWTH IS LIFE-LONG

We believe that students enter the program with a variety of experiences and grow, both personally and professionally, as a result of the didactic and fieldwork experiences in the program. Learning the “how to” of therapeutic relationships will tap on the students’ individual characteristics and help them to further develop knowledge, skills, and abilities. In addition, learning that starts in the classroom will extend throughout life to allow the student to remain current in practice, continue to gain competency, and be able to interact as a professional.

The result of this life-long growth process for the OTA includes an expectation, a commitment and a confidence to participate in opportunities to advocate for OT.

DISABILITIES IMPACT THE INDIVIDUAL’S WHOLE LIFE AND THEREFORE THE WHOLE LIFE NEEDS TO BE THERAPEUTICALLY ADDRESSED

We believe that holistic treatment is at the opposite end of the spectrum from reductionistic treatment. The whole life of the individual, including their context must be part of the therapeutic process. From a holistic standpoint, any change in one system of an individual will result in changes in other systems as well. Changes can be the result of such things as aging, injury, disease, and poor lifestyle choices. The individual’s whole life must be evaluated with treatment planned and interventions carried out to address changes. OT is functional.

OT IS A CARING PROFESSION

We believe that OT is a profession dedicated to the idea that a caring attitude toward others is paramount. The ability to recognize the inherent worth of others’ needs is essential. OTA education and training should strive to instill an awareness of the intrinsic and extrinsic value of a caring attitude. A caring attitude is best demonstrated by acting in an ethical and responsible manner, practicing flexibility and adaptability, as well as displaying empathy and compassion.

THERE IS A REASON FOR EVERYTHING THAT OT DOES

We believe that OT sometimes looks simple but the clinical reasoning behind the decisions that OT practitioners make is very complex. OT addresses not only the biopsychosocial components of the individual but the spiritual and environmental factors as well. Education in OT emphasizes the uniqueness of OT and treatment methods, which are particular, reasoned, and specific.

OT CAN BE FUN – FOR LEARNING, FOR PRACTICE AND FOR THE INDIVIDUALS WHO RECEIVE OT SERVICES

We believe that occupational therapy can be fun. The practitioner’s experience with a wide variety of activities and their attitude toward their profession can dramatically influence the motivation of the individuals they treat. When a practitioner is energized and motivated to perform occupational therapy treatment, an individual will be motivated to participate in the process. If the practitioner engages the individual and demonstrates interest in them, the individual will influence their health.

We also believe that students who are happy and enjoy the learning experience are going to have better attitudes, be healthier, and carry that into school or practice. They are less likely to burn out from the stress of school and/or clinical requirements.

2.

PROGRAM OBJECTIVES

1. Explain the role and value of occupational therapy in various settings.

2. Define the scope and practice of the Occupational Therapy Assistant within various practice settings.

3. Adhere to school, program, and fieldwork policies and procedures.

4. Manage time wisely in classroom and fieldwork settings.

5. Display respect for self and others.

6. Modify behavior in response to constructive feedback.

7. Communicate personal and professional needs to supervisor.

8. Demonstrate effective problem solving skills.

9. Maintain treatment area, equipment, supplies, and department records.

10. Collect pertinent information from written data sources (e.g. charts, records), interviews, and observations as part of the OT process.

11. Correctly administer assigned assessments under the direction of an OT.

12. Collaborate with an OT in planning an intervention program.

13. Select appropriate activities to meet established goals.

14. Implement treatment programs as per the treatment plan and adjust intervention techniques according to needs of the client.

15. Communicate with client and/or caregiver regarding the intervention plan and strategies.

16. Utilize principles of group process when working with groups.

17. Communicate changes in client status, treatment, and/or progress with supervisor.

18. Report factual information in written and verbal form to supervisor and team members.

19. Establish and maintain a therapeutic relationship with recipients of OT services.

20. Attend to safety needs in all educational environments.

21. Display professional behavior in classroom and fieldwork settings.

22. Orient client and/or caregivers to nature and purpose of the occupational therapy program.

23. Maintain confidentiality.

24. Maintain accurate written records.

25. Provide quality services in a variety of practice settings, within the scope of practice, adhering to applicable rules and regulations, and within the professional Code of Ethics.

26. Participate in identifying research investigation topics and analyze articles relevant to topic.

27. Participate in continuing education opportunities to promote continued professional growth, sustain learning, network with other occupational therapy practitioners, and develop professional behaviors.

3.

OCCUPATIONAL THERAPY ASSISTANT

CURRICULUM OUTLINE

Revised: 01/02

First Year - Fall Semester
Course Number	Course Title	Clock Hours	Credits
	General Education Requirements:
CSC 100	Introduction to Computers	28	1
ENGL 101	Composition	48	3
PSYC 101	General Psychology	48	3
SPCM 101	Fundamentals of Speech	48	3
	Related Courses:
MA 115	Medical Terminology	42	1.5
ANAT 142	Anatomy	48	3
	Occupational Therapy Requirements:
OTA 100	Introduction to Occupational Therapy	56	2
OTA 105	Crafts and Activity Analysis	84	3
	Total Credits	402	19.5
First Year - Spring Semester
Course Number	Course Title	Clock Hours	Credits
	Related Courses:
PHGY 210	Human Physiology	64	4
PSYC 251	Abnormal Psychology	48	3
AED 100	Automated External Defibrillator	14	.5
	Occupational Therapy Requirements:
OTA 111	Kinesiology/Neurology for Occupational Therapy Assistant	140	5
OTA 120	Human Development 0-21	56	2
OTA 125	Human Development 0-21 Lab	84	3
OTA 131	Activities of Daily Living	84	3
OTA 215	Assistive Technology and Occupational Therapy	56	2
	Total Credits	546	22.5
First Year - Summer Session
Course Number	Course Title	Clock Hours	Credits
	Occupational Therapy Requirements:
OTA 135	Group Dynamics	56	2
OTA 140	Ethics and Issues in Occupational Therapy	56	2
OTA 150	Fieldwork I-A	40	.5
OTA 155	Fieldwork I-B	40	.5
OTA 200	Adult Human Development	28	1
OTA 205	Adult Human Development Lab	84	3
	Total Credits	304	9
Second Year - Fall Semester
Course Number	Course Title	Clock Hours	Credits
	General Education Requirements:
MATH 100	Applied General Math	48	3
SOC 100	Introduction to Sociology	48	3
	Occupational Therapy Requirements:
OTA 145	Occupational Therapy in Mental Health	84	3
OTA 210	Pathophysiology	84	3
OTA 220	Physical Disabilities	56	2
OTA 225	Physical Disabilities Lab	84	3
	Total Credits	404	17
Second Year - Spring Semester
Course Number	Course Title	Clock Hours	Credits
	Occupational Therapy Requirements:
OTA 231	Special Topics in Occupational Therapy	28	1
OTA 236	Fieldwork II-A	330	5.5
OTA 241	Fieldwork II-B	330	5.5
	Total Credits	688	12

Credit Breakdown: 80 credits required for graduation

General Education Courses = 16 • Related Courses = 12 • Occupational Therapy Courses = 52

4.

Lake Area Technical Institute

OTA Program

Fieldwork Process Overview

Initial Contact

• There are no set guidelines that determine how initial contact may be made between a potential fieldwork site and Lake Area Technical Institute’s OTA Program..

Fieldwork Agreements:

• After initial contact is made, the OTA program sends the potential site a facility fieldwork manual that outlines various program information and policies and procedures as well as other relevant forms. The potential site may also send LATI pertinent facility information.

• Upon, reviewing the information, a fieldwork agreement is send to the potential site to be signed and returned to the OTA Program or if the site has their own agreement form the process is reversed.
• The LATI Level II agreements or contacts are for a three-year time period and updated with an addendum (LATI’s agreements can be modified to comply with fieldwork site criteria). The Level I agreements are not time specific as they are in the form of a “letter of agreement”.

Fieldwork Requests;

• Every year, the OTA program will send out a form that requests each site to list available students placements for specific dates. This form includes a provision allows each fieldwork site to accept or deny a student placement for the listed dates.

Placements:

• Level I Placements:

Level I placements are one week in length and are scheduled for late spring and mid summer. The first placement is termed Level IA and the later one is termed Level IB. The fieldwork coordinator sends out request for placements in late winter or early spring. After placements have been secured, the fieldwork coordinator sends out an student information packet to the site. This packet contains forms that provide proof of professional liability, childhood immunization, a negative TB test and CPR certification within the past 12 months, as well as a student signed confidentiality form. The information packet also includes proof medical insurance and a hepatitis B immunizations or a student signed waiver.

· Level II Placements

Level II placements are two months in length and are scheduled for midwinter (January) through late spring (May). The are termed Level IIA and Level II B. Request for placements are typically sent out to fieldwork site in late summer or early fall. After placements have been secured, the fieldwork coordinator sends out an student information packet to the site. This packet contains forms that provide proof of professional liability, childhood immunization, a negative TB test and CPR certification within the past 12 months, as well as a student signed confidentiality form. The information packet also includes proof medical insurance and a hepatitis B immunizations or a student signed waiver.

Dataforms:

• A fieldwork dataform is an AOTA form that gives the LATI OTA Program pertinent facility information AOTA requires that it be updated annually. The academic fieldwork coordinator generally sends out new data forms to the fieldwork site in the spring or summer of each year. The dataforms may be completed by completing a hardcopy or utilizing a computer disk and/or email.

Student Objectives:

• AOTA requires that each fieldwork site have a documented set of student objectives. Basically, the objectives identify what the fieldwork site expects the student to learn during their placement. Sample objectives are available from the academic fieldwork coordinator.

5.

Guide to Fieldwork Titles

At times the language of Fieldwork can be confusing. Please see the following list of terms commonly used throughout this manual.

Academic Fieldwork Coordinator:

This is the representative from Lake Area Technical Institute’s Occupational Therapy Assistant Program who organizes fieldwork contracts and addresses issues relevant to LATI fieldwork experiences. Any questions regarding fieldwork should be directed to:

Randy Breske, COTA/L

Fieldwork Coordinator

Occupational Therapy Assistant Program

Lake Area Technical Institute

230 11^th Street NE

Watertown, South Dakota 57201

Phone: 800-657-4344, ext. 372

Email: bresker@lati.tec.sd.us

Primary Fieldwork Educator:

This is the individual who serves as the contact person between the facility and the LATI OTA program. This individual coordinates the placement of and must have at least one-year experience.

Clinical Supervisor:

This is the individual who serves as the direct supervisor of the student. This person can be an OT, OTA, or other qualified professional with at least one year of experience.

6.

LATI OTA PROGRAM

FIELDWORK EXPERIENCE POLICES & PROCEDURES

FOREWORD:

The LATI Occupational Therapy Assistant program includes hands-on clinical experience as well as academic learning. Fieldwork experiences provide the opportunity for students to apply the knowledge and skills learned in the classroom and lab to clinical practice.

Students are guests within the facility and are expected to carry out assignments safely and competently according to procedures demonstrated in class and/or used in the clinic. Student behavior reflects not only on the academic institution but also on the clinical setting. Students are expected to follow ethical and professional standards of practice according to the legal requirements of the state and the AOTA Code of Ethics.

FIELDWORK CONFIDENTIALITY GUIDELINES

The LATI OTA program faculty, clinical faculty, and student shall respect the right for confidentiality of clients/patients and fellow professionals. Information, which promotes effective client/patient care or student education, may be shared with appropriate individuals. Personal information and/or prejudicial remarks that could diminish the quality of client/patient care or student education are in violation of this confidentiality policy and may violate state and federal privacy law.

The LATI OTA Academic Fieldwork Coordinator:

May	May Not
Communicate the level of supervision the student needs at the fieldwork facility.	Communicate clinical or academic performance level at other fieldwork sites.
Communicate types of fieldwork settings that the student has previously experience.
Communicate the type of clinical experience that student needs at the facility.

The Primary Fieldwork Educator/Clinical Supervisor:

May	May Not
Communicate to the LATI Academic Fieldwork Coordinator the student’s strengths, weaknesses and performance level.	Communicate the student’s ability to co-workers, peers, patients, family, friends, or others that are not directly involved in the student’s education process.
Communicate to their own supervisor/manager the performance abilities of the student, as appropriate.

The Students:

May	May Not
Have access to the written evaluation of the site through the Academic Fieldwork Coordinator.	Communicate to others (outside the OTA Program) any confidential information observed at the fieldwork site. This may include: ü Patient information ü Facility information ü Professional conduct of employees/contractors of facility/business
Communicate to the LATI Academic Fieldwork Coordinator the strengths and weaknesses of their fieldwork experience.	Communicate any prejudicial remarks about previous fieldwork facilities.

7.

FIELDWORK GRADING POLICY

The OTA student’s grade for each fieldwork site will be determined from their score on the A.O.T.A. Fieldwork Evaluation Form for Occupational Therapy Assistant students as completed by the fieldwork site supervisor(s) (A minimum score of 85 is needed to pass.) However, the OTA Program faculty will make the final determination of a course pass or fail grade.

INSURANCE POLICY

Health Insurance:

Each OTA student enrolled in the OTA program is required to have health insurance or sign a waiver indicating that they will be responsible for any cost incurred from an illness or injury during the course of the academic or clinical periods of the program. The students must be able to show proof of their insurance upon request from the academic or clinical facility.

Professional Liability Insurance:

All students attending a fieldwork placement must have professional liability insurance. The student must be able to show proof of this insurance upon request from the academic or clinical facility.

IMMUNIZATIONS POLICY

Students are required to provide documentation of immunizations that are required by LATI or the fieldwork site Immunization documentation includes but is not limited the following:

• Childhood immunizations
• Current TB test
• Hepatitis B immunization or signed waiver.

TRAVEL POLICY

OTA students are responsible for making his/her own travel arrangements.

HOUSING POLICY

OTA students are responsible for securing their own housing arrangements for living accommodations during fieldwork experience.

PERSONAL BUSINESS POLICY

OTA students should not address personal business issues during schedule time of fieldwork experience

Fieldwork Grade AppealS

Any student who wishes to appeal a Level I Fieldwork grade must notify the Academic Fieldwork Coordinator within 14 days of notification of the failing grade. The student, Academic Fieldwork Coordinator, Primary Fieldwork Educator and OTA Program Director will meet to determine the outcome of the appeal process. If the student is unsatisfied with the appeal outcome, the student may then appeal the grade to LATI’s Assistant Director of Student Needs.

8.

FIELDWORK DRESS CODE POLICY

Foreword

The OTA programs requires that students dress in a professional manner, however facility policy can override LATI dress policy at the Primary Fieldwork Educators or Clinical Supervisors discretion. If questions arise that cannot be readily answered, students are advised to follow LATI dress code policy.

Any student who disregards the dress code of the facility jeopardizes the future relationship between Lake Area Technical Institute’s Occupational Therapy Assistant Program and the facility. For this reason, dress code is taken very seriously and any violation of the facility’s dress code could result in suspension from the site if correction is not made after an appropriate verbal warning.

Dress Code Policy Continued

Guidelines are as follows:

1. Students will wear a nametag denoting OTA students daily.

2. Professional dress should include conservative and tasteful attire.

3. Clothes must be clean and in good condition (free of fading, tears, holes, wrinkles, etc).

4. Footwear should be practical and safe in conjunction with setting and situation.

5. Avoid sweat suits, workout clothes, denim jeans, ECT.

6 Special care should be taken to ensure good personal hygiene. Body perfumes and odors should be minimized, including the smell of smoke.

7. Hair must be neat and pinned back if excessively long. Beards and mustaches should be neatly trimmed.

8. Make-up and nail polish should be conservative and not distracting. Nails should be trimmed

9.

LEVEL II FIELDWORK ATTENDANCE POLICY

Student attendance is mandatory for the satisfactory completion of the objectives for the Occupational Therapy Assistant curriculum. The following policies have been developed to ensure the student’s presence in the clinic and provide learning opportunities:

1. Students are required to complete in a minimum of 40 hours/week in a full 8-week experience.

2. The student may be allowed 2 day for health emergency, funeral, holiday or professional development absences these situations are described below.

A. An emergency situation is defined as illness or other physical injury to the student that is keeping the student from attending or illness or injury to a child that is preventing the student from attending.

B. Funeral leave for a family member is an accepted absence when an advance request is made to the Fieldwork Supervisor and LATI Fieldwork Coordinator.

C. Holiday leave may be recognized if the department recognizes the holiday (not to exceed two days or other arrangements will need to be made). If the department does not recognize the holiday such as in a case where the Fieldwork Supervisor must work on a Saturday to cover for a holiday during the week, the student is expected to attend on the day the Fieldwork Supervisor is at work. Please contact the LATI OTA Fieldwork Coordinator with dates.

D. The student may request leave for professional development, such as an interview with advanced request to the Fieldwork Supervisor and the LATI Fieldwork Coordinator.

E. Any other requests must be made to the Fieldwork Coordinator and Supervisor for consideration.

3. A fieldwork day missed by a student without the proper notification will result in failure of the fieldwork experience. Please inform your family of this request in the event that you are incapable to contacting anyone.

4. If a student is unable to attend due to extreme illness, s(he) needs to contact the LATI Fieldwork Coordinator and their Fieldwork Supervisor by 8:00 AM on the day of the absence.

5. All absences will be recorded in the student’s permanent record.

6. A release from a physician will be required to return to fieldwork following absences of two or more consecutive days.

7. Tardiness should be documented similar to absences. Excessive tardiness may result in a conference with institutional faculty or other disciplinary action.

8. Students should be in attendance for a full 40 hours during the week. Early release may greatly shortchange a student’s learning experience. Learning is largely the student’s responsibility and free times should be used to enhance skills and techniques. Fieldwork Supervisors are encouraged to give assignments of reading and research, plan observation of other health professionals or clinic areas, or assign the student to view educational videos during free time. However, it is ultimately the student’s responsibility to use her/her time wisely.

9. Before leaving the fieldwork site each day, the student must report to their Fieldwork Supervisor.

10. Infractions of any of the above rules may result in failure of the fieldwork experience.

10.

STUDENT GRIEVANCE POLICY & PROCEDURE

Purpose To establish a method for expressing grievances during fieldwork experiences.

Policy: Students participating in Level I and Level II Fieldworks shall follow steps of specific criteria to address any grievances should they occur.

Procedure:

1. The student shall follow the grievance procedures outlined in the facility policy and procedures manual for specific grievances regarding personnel and/or facility issues.

2. The student shall express the grievance to the Occupational Therapy Assistant Program’s Fieldwork Coordinator and/or Program Director from Lake Area Technical Institute at the beginning of the next business day with written documentation to follow.

3. Grievances regarding fieldwork grades shall be handled in accordance with academic grievance procedures as outlined in the “Occupational Therapy Assistant Student Policies and Procedures Manual”.

SUPERVISOR GRIEVANCE POLICY & PROCEDURE

Purpose: To establish a method for Primary Fieldwork Educators/Clinical Fieldwork Supervisors to express grievances against an OTA student.

Policy: Primary Fieldwork Educators/Clinical Fieldwork Supervisors of Level I and Level II Fieldwork experiences shall be given a procedure to address grievances against an OTA student.

Procedures:

1. Primary Fieldwork Educators/Clinical Fieldwork Supervisors are encouraged to follow their facility’s policies and procedures regarding grievances against a student if there is documentation pertaining to the specific grievance. Additionally, the following steps should be completed.

1. The Primary Fieldwork Educator/Clinical Fieldwork Supervisor should review the complaint with the OTA student,
2. The Primary Fieldwork Educator/Clinical Fieldwork Supervisor should contact the OTA Program Academic Fieldwork Coordinator the same day to inform LATI of the grievance.
3. A copy of the grievance should be mailed or faxed to the OTA Program Academic Fieldwork Coordinator by the end of the same day.

2. Primary Fieldwork Educators/Clinical Fieldwork Supervisors are encouraged to follow the steps listed below if their facility does not have a policy regarding grievance of an OTA student.

1. The Primary Fieldwork Educator/Clinical Fieldwork Supervisor should review the complaint with the OTA student.
2. Primary Fieldwork Educators/Clinical Fieldwork Supervisors are encouraged to complete the “Fieldwork Supervisor’s Grievance “ form.
3. The student’s Clinical Fieldwork Supervisor should contact the OTA Program Academic Fieldwork Coordinator the same day to inform LATI of the grievance.
4. A copy of the grievance should be mailed or faxed to the OTA Program Academic Fieldwork Coordinator by the end of the same day.

3. The Academic Fieldwork Coordinator and the OTA Program Director from LATI will discuss the specific grievance with the Primary Fieldwork Educator/Clinical Fieldwork Supervisor and/or student.

1. Action taken against the student will depend on:

a. Any existing policies the facility may have regarding the grievance.

b. Any existing policies LATI may have regarding the grievance.

c. The severity of the grievance.

d. The recommendations of the Primary Fieldwork Educator/Clinical Fieldwork Supervisor and the staff of the OTA program at LATI.

2. Every effort will be made to come to a mutual agreement for resolution between LATI and the facility.
3. LATI shall assume responsibility for discussing the action against the student with the student.

11.

Appendix A

SUGGESTED PACING OF STUDENT PROGRAM

A. Orientation Phase (2-4 days)

· Student receives tour of facility, an explanation of philosophy of facility and facility procedures.

· Student receives “in-depth” tour and explanation of OT department including safety aspects and services that impinge directly on OT.

· Student receives time to familiarize self with equipment and media available.

· Student receives explanation of record system and is allowed time to familiarize self with records and

related forms used by OT department.

· Student attends planning session.

· Student attends lecture and training session, reads text and educational materials, and receives instruction on disability, treatment, procedures, etc., relevant to facility. (Last two items continued throughout fieldwork experience)

B. Initial Involvement

· Student assumes responsibility for simple tasks assigned by supervisor (e.g., transporting client to and from therapy, if appropriate, preparing work area, cleaning up work area).

· Student maintains equipment, materials, and supplies as assigned by supervisor.

· Student reports relevant observations to supervisor.

· Supervisor discusses with student patient disability, patient strengths and weakness, treatment goals, techniques for implementation, safety precautions, etc.

· Supervisor offers constructive feedback and criticism on student’s initial performance.

· Supervisor assigns clients appropriate to a beginning student.

C. Middle Plan

· Student can continue activities begun under A and B, as appropriate and can assume more responsibility.

· Student instructs x number of clients in activities in daily living.

· Student initiates new treatment that has been planned by supervisor with x number of clients.

· Supervisor instructs student in administration of those standard evaluations, which are most commonly used at the facility and which an OTA could be expected to administer.

· Student administers appropriate standard evaluations.

· Student records evaluation and treatment data and reports verbally or in writing, or both, to the supervisor.

· Supervisor assigns clients who represent as much variety of age, disability, and symptomatology as possible.

· Supervisor grades difficulty of assignments and adjusts pace and sequence to individual student.

D. Final Phase

· Student plans activities to meet treatment goals with x number of clients.

· Student discusses plan with client.

· Student contributes to assessment of x number of client by observation, interview and testing, and reports verbally or in writing, or both, to appropriate person.

· Student constructs assistive devices and adapts equipment when appropriate.

· Student informs and confers with family and health care workers.

· Student collaborates with other disciplines to integrate client program.

· Student assists in formulation of discharge plan.

· Student orients or demonstrates to visitors, volunteers, or new workers.

Reference: Grand Rapids Junior College, Grand Rapids, MI; Stanley Technical College, Albemine, NC

· Student administers final written evaluation of student performance.

Appendix B

AOTA’S RECOMMENDED CONTENT FOR A FACILITY LEVEL II STUDENT FIELDWORK MANUAL

1. Orientation Outline
2. Assignments
3. Safety Procedures/Codes
4. Behavioral Objectives
5. Week-by-Week Schedule of Responsibilities
6. Patient Confidentiality Information (Patient Rights)
7. Guidelines for Documentation:
• Completed samples of all forms
• Acceptable medical abbreviations
• Discharge plan
• Billing
• Dictation Directions, if applicable
8. AOTA's Uniform Terminology

Additional information that can gradually be added to the student manual

1. Organizational Chart of the Fieldwork Setting
2. History of the Fieldwork Setting
3. Department Information
• Policy and procedures
• Mission statement
• Organizational chart
• Essential job functions
• Dress code
4. Regularly Scheduled Meetings:
• Dates\times
• Purpose of meeting
5. Special Client Related Groups\Programs
• Purpose
• Referral system
• Operation
• Transport
6. Patient Confidentiality Information (Patient Rights)
7. Guidelines for Documentation
8. Responsibilities of:
• Fieldwork educator
• Student
• Fieldwork coordinator (if position exists)
9. Performance Evaluation
   Procedure and guidelines used in the evaluation of
• Student
• Fieldwork Educator
• Fieldwork Experience

Material for your student manual can be gathered from other sources within your facility (e.g., employee handbooks, Human Resources Department, etc.)

Feel free to call the academic programs that you have contracts with to get the names of nearby facilities that are similar to your site. Call those facilities and see if they are willing to share their student manual with you.

Don't feel that you need to have a separate manual for students and fieldwork educators. The manuals can be the same.

Last Updated 10/2/2000

Information obtained from AOTA website

© 1999 - 2002 American Occupational Therapy Association, Inc. All rights reserved.

Appendix C

Statement: Purpose and Value of

Occupational Therapy Fieldwork Education

The purpose of fieldwork experience is to provide occupational therapy students with the opportunity to integrate academic knowledge with the application of skills at progressively higher levels of performance and responsibility. The academic setting emphasizes the acquisition of knowledge and the cognitive growth of the student. The clinical setting emphasizes the direct application of this knowledge through supervised intervention with patients and clients. The unique contributions of fieldwork experience include the opportunity to test first hand the theories and facts learned in academic study and to refine skills through client intervention under the supervision of qualified practitioners.

Supervised fieldwork experience in occupational therapy is an integral part of both the educational process and professional preparation. It is intended to complement academic preparation by offering additional opportunities for growth, application of knowledge, development, and testing of clinical skills, and validation and consolidation of those functions that comprise professional competence.

The goal of the educational process is to produce competent occupational therapy practitioners. Upon completion of Level II fieldwork education, the student is expected to function at or above the minimum entry level of competence. Therefore, fieldwork experiences should be structured to offer opportunities for development of the necessary skills and abilities expected of entry-level practitioners.

While general objectives for fieldwork education have been identified by fieldwork and academic educators in occupational therapy, it is important to recognize that each fieldwork placement has its own unique characteristics. The philosophy of the placement and its organization and environment directly affect the fieldwork education program. Thus, each fieldwork placement must establish its own educational objectives in collaboration with the educational instruction to reflect learning outcomes that are realistic and feasible given the types of learning experiences available.

Effective clinical practice requires not only a solid knowledge base, but also effective interpersonal behavioral characteristics. The value of both the academic and clinical components of the educational process must be acknowledged. If there is to be a productive interaction between the two settings, there must be mutual respect for the contributions of each.

Reference Documents

American Occupational Therapy Association. (1995). Developing, maintaining, and updating competency in occupational therapy: A guide to self-appraisal. Bethesda, MD: Author.

American Occupational Therapy Association. (1991). Essentials and guidelines for an accredited educational program for the occupational therapist. American Journal of Occupational Therapy, 45, 1077-1084.

American Occupational Therapy Association. (1991). Guide to fieldwork education. Rockville, MD: Author.

American Occupational Therapy Association. (1993). Occupational therapy roles. American Journal of Occupational Therapy, 48, 1087-1099.

Prepared by Carole Hays, MA, OTR/L, FAOTA, and the Intercommission Council. Approved by the Representative Assembly April 1996.

Retyped June 1998 (Education Department)

Appendix D

GUIDELINES FOR AN OCCUPATIONAL THERAPY
LEVEL II FIELDWORK EXPERIENCE

History and Purpose:

The intent of this document is to describe the desired characteristics of a fieldwork placement for occupational therapy and occupational therapy assistant students in Level II Fieldwork Education. It is not intended to be interpreted as a standard of performance or requirement of a program, rather as a reference or as instructional materials. It is for internal use by members of the AOTA.

This document was originally prepared by the Loma Linda Fieldwork Council at the request of the Commission on Education and approved by the Commission on Education on April 15, 1985. The document was revised by the AOTA Fieldwork Issues Committee in 1992, and is now again revised by COE in June, 2000.

Definition:

The ACOTE/AOTA Standards (1998) describe Level II Fieldwork as...a crucial part of professional preparation...The goal of Level II Fieldwork is to develop competent, entry-level, generalist occupational therapists and occupational therapy assistants. The fieldwork experience is to provide students with the opportunity to integrate academic knowledge with the application of skills in a practice setting. (AOTA, 1999a & b; AOTA, 1996)

1. The fieldwork agency should have currently participated in a review process as established by the appropriate body, such as Joint Commission on Accreditation of Health Care Organizations, the Commission on Accreditation of Rehabilitation Facilities or a state regulatory board. In lieu of this review body there should be a review by the university/program, which is using the center as a fieldwork site.
2. The fieldwork agency should have a stated philosophy regarding service delivery.

A philosophy of the fieldwork agency is a statement of the foundation or principles underlying its operation. This statement should serve as a guide for the delivery of service for individuals and groups, the degree of emphasis on research, and the commitment to education.

3. There should be regular professional conferences to evaluate patient/client programming regarding intervention needs.

In situations where there is little possibility for professional conference due to the nature of the fieldwork placement, the occupational therapist may independently establish intervention plans and goals when providing consultation, evaluation and treatment services.

4. There should be occupational therapy representation in planning programs and formulating policies, which would affect occupational therapy services or involvement.

Occupational therapy representation may be through participation in program-related conferences, quality review processes, or in groups in which planning and policy-making may be carried out.

5. The administrators and staff of the fieldwork placement should understand the philosophy and principles of the occupational therapy fieldwork education program and should accept the responsibility for making it an integral part of their function.

Since the occupational therapy fieldwork education experience exists within the philosophy and policies of the fieldwork agency, it is essential that the administration and staff accept and support the program.

6. The fieldwork agency recognizes that the primary objective of the fieldwork experience is to benefit the student's education.

The educational value of the student fieldwork experience should be of primary importance, and the placement should not be used to extend services offered by the fieldwork agency.

7. Opportunities for continuing education and professional development of the occupational therapy staff and students should be supported.

A. Attendance at workshops, institutes, conferences, courses and professional meetings should be encouraged.

B. Financial support should be given for professional development whenever feasible with the budget of the fieldwork agency.

C. In-service education programs should be developed and made available.

D. Fieldwork students should be encouraged to participate in continuing education and be provided time to do so, when content is relevant to the fieldwork experience.

8. Occupational therapy staff members should participate actively in occupational therapy associations and in occupational therapy educational programs, whenever possible.

Occupational therapists and occupational therapy assistants as role models should be actively involved with national and state occupational therapy associations.

Occupational therapists and occupational therapy assistants should be involved with the occupational therapy educational programs from which they accept students on an ongoing basis. Such involvement may include education council meetings, on-site visits, correspondence, telephone calls, etc.

9. The fieldwork placement shall meet all existing local, state, and/or federal safety and health requirements and should provide adequate and efficient working conditions.

Space for client-related consultation, preparation, writing, in-service education and research activities by occupational therapists, practitioners and students should be provided.

10. There must be adequate financial resources to support the fieldwork placement with adequate staff, equipment, and supplies.
11. Client records should be available to the staff and students for intervention planning and practice, educational and research purposes.
12. The occupational therapy philosophy regarding practice and education programs should be stated in writing. The written objectives of the program should reflect the specific contribution occupational therapy makes to the overall agency and program.

The philosophy of the occupational therapy services should be written and should include the following: purpose; responsibility to society, profession, staff, and service recipients; degree of commitment to service recipients, education and research; and attitude toward future growth. The objectives should be based on the concepts, beliefs, and values established in the philosophy.

13. The occupational therapist and occupational therapy practitioner should comply with state regulations governing referrals from qualified physicians and from others seeking service in the medical, educational and broader human services community. Occupational therapy staff should collaborate with duly licensed physicians in those instances where medical management is active, indicated or required.
14. Fieldwork educators responsible for educating Level II Fieldwork occupational therapy students shall be NBCOT certified occupational therapists, have a minimum of 1 year of experience in a practice setting, and meet their state regulations governing practice.
15. Fieldwork educators responsible for educating Level II Fieldwork occupational therapy assistant students shall be NBCOT certified occupational therapists or NBCOT occupational therapy assistants, have a minimum of 1 year experience in a practice setting, and meet their state regulations governing practice.
16. The fieldwork agency's communication system ensures accountability in service provision and documentation.

A. There should be regular procedures for communication among all fieldwork educators and students.

B. Adequate records and reports should be maintained in accordance with AOTA standards and legal requirements.

C. Records should be maintained to provide sufficient data for quality improvement. Records may include administrative, service and other data. Administrative reports would include such information as numbers of persons serviced, attendance records, schedules and budgets. Service records should include such information as referral data, client assessments, intervention plan progress notes and discharge summaries.

17. The fieldwork educator and student should have access to current professional information, publications, texts, and Internet resources related to occupational therapy and pertinent topics related to populations and systems being served.
18. The fieldwork experience shall meet requirements in accordance with the Standards for an Accredited Educational Program for the Occupational Therapist and/or the Standards for an Accredited Educational Program for the Occupational Therapy Assistant."
19. The educational program and the fieldwork placement should work collaboratively to develop objectives in which the aims are compatible with those of the educational program. The objectives should be reviewed at least annually. These objectives should be clearly defined for the student and continually evaluated to determine the effectiveness of the educational experience.

The fieldwork experience should be an extension of the educational program into the clinical or community setting. The objectives should reflect both the curriculum design of the educational program and the model of service delivery of the fieldwork setting.

20. Adequate staff to provide occupational therapy services and educational services should be maintained with supervisory and administrative responsibilities clearly defined.

A. The ratio of fieldwork educators considered adequate to carry out a fieldwork experience is dependent upon the complexity of the services and the ability to ensure proper supervision and frequent assessment in achieving fieldwork objectives.

B. Administrative and staff responsibilities should be clearly defined.

21. The fieldwork educator should carry out an organized procedure of orientation to the agency, services, and the fieldwork experience.
22. The fieldwork placements should provide the student with experience with various groups across the life span, persons with various psychosocial and physical performance challenges, and various service delivery models reflective of current practice in the profession.

Within the required total of 16 weeks for the occupational therapy assistant student and 24 weeks for the occupational therapy student, there should be exposure to a variety of traditional and emerging settings and a variety of client ages and conditions.

23. The fieldwork educator shall provide ongoing supervision of the student.

A. The student should be supervised in all aspects of his/her fieldwork experience by adequate supervisory staff who should have full knowledge of and responsibility for all aspects of the program being carried out by the student under her or his guidance and protection.

The fieldwork educator should have full knowledge of the student's assigned workload and responsibilities and how they are being handled and should be available to the setting and to the needs of the student.

B. Ongoing supervision should be provided daily and/or weekly as an essential part of the fieldwork program. It should be flexible in accordance with the interests, needs and abilities of the student. Supervision should begin with more direct supervision and gradually decrease to less direct supervision as the student demonstrates competence with respect to the setting and client's condition and needs.

C. The ratio of fieldwork educators to students shall be such as to ensure proper supervision and frequent assessment in achieving fieldwork objectives.

D. In a setting where there is no occupational therapy practitioner on site, ACOTE/AOTA Standards requires a minimum of 6 hours of supervision per week by an occupational therapy practitioner. This should include direct observation of client/student interaction, role modeling, meetings with the student, review of student paperwork, consultation and communication regarding the learning experience. The fieldwork educator may work with students in groups, but should be aware of the individual student needs and respond accordingly. In addition, a designated on-site professional person should be available for communication throughout the experience. A documented plan for provision of occupational therapy services in accordance with state regulations and in coordination with the educational program should be in place. This fieldwork shall not exceed 12 weeks for the occupational therapy student or 8 weeks for the occupational therapy assistant student.

24. Level II fieldwork shall be required and designed to promote clinical reasoning and reflective practice, to transmit the values and beliefs that enable the application of ethics related to the profession, to communicate and model professionalism as a developmental process and a career responsibility, and to develop and expand a repertoire of occupational therapy assessments and interventions related to human occupation and performance.

Level II fieldwork experience should include in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation.

25. The student shall have the opportunity to develop increased knowledge, attitudes, and skills in administration, research and professional relationships.

Suggested ways to implement this guideline, for example, are actual supervision of support staff, volunteers, or Level I Fieldwork students in certain tasks or work assignments; involvement in research projects; and attendance at administrative meetings.

26. The student shall be evaluated and be kept informed on an ongoing basis of her/his performance status.

A. The AOTA Fieldwork Evaluation (FWE) should be used as a rating tool. The student should be formally evaluated using this form when the fieldwork experience is completed. Performance should be reviewed by the fieldwork educator and the student at both midterm and end of the fieldwork experience. Other structured forms of feedback that promote educator/student communication on the student's progress may also be used on an ongoing basis.

B. The fieldwork experience should be evaluated by the student, using the AOTA Student Evaluation for Fieldwork Experience (SEFWE) form, and should be reviewed by the fieldwork educator and the student ant the conclusion of the fieldwork experience. Other structured forms of feedback that promote educator/student communication on the learning experience may also be used on an ongoing basis.

C. If the student's performance is not satisfactory at mid-term or at any point in the fieldwork experience, both the student and academic institution must be notified immediately and documentation concerning the student's progress and outcomes of interventions should be maintained.

D. References:

American Occupational Therapy Association. (1999a). Standards for an accredited educational program for the occupational therapist. American Journal of Occupational Therapy, 53, 575-582.

American Occupational Therapy Association. (1999b). Standards for an accredited educational program for the occupational therapy assistant. American Journal of Occupational Therapy, 53, 583-591.

American Occupational Therapy Association. (1997). Purpose and Value of Occupational Therapy Fieldwork Education. American Journal of Occupational Therapy, 50, 845.

AOTA Commission on Education and Fieldwork Issues Committee (FWIC)
Amended and Approved by FWIC June 2000 and COE August 2000

Last Updated 08/05/00