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