LEVEL II FIELDWORK MANUAL TABLE OF CONTENTS
|
|
|
|
|
|
|
|
|
Page Number |
Section or Topic |
|
|
|
|
|
|
|
|
LATI OTA PROGRAM INFORMATION |
|
1. |
Occupational Therapy Assistant Program |
|
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 |
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
1.
DIVERSITY IS
IMPORTANT TO UNDERSTAND AND ACCEPT
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.
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 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.
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 |