LEVEL II FIELDWORK MANUAL TABLE OF CONTENTS
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Page Number |
Section or Topic |
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LATI OTA PROGRAM INFORMATION |
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1. |
Occupational Therapy Assistant Program |
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2. |
Lake Area Technical Institute Philosophy continued |
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3. |
Occupational Therapy Assistant Program Objectives |
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4. |
Curriculum Outline |
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OTA FIELDWORK GENERAL INFORMATION &
POLICIE/PROCEDURES |
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5. |
Fieldwork Process
Overview |
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6. |
Guide to Fieldwork Titles |
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7. |
LATI Fieldwork Policies & Procedures (fieldwork
confidentiality guidelines) |
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8. |
LATI Fieldwork Policies & Procedures (grading,
insurance, immunizations, travel, housing, personal business, grade appeals) |
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9. |
LATI Fieldwork Policies & Procedures (dress code) |
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10. |
LATI Fieldwork Policies & Procedures (attendance) |
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11. |
LATI Fieldwork Policies & Procedures
(grievances) |
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Appendixes |
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A. |
Suggested Pacing for Student Program |
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B. |
Recommended content for a fieldwork site student
manual |
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C. |
Purpose & Value of OT Fieldwork Education |
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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
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First Year - Fall Semester |
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Course Number |
Course Title |
Clock Hours |
Credits |
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General Education Requirements: |
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CSC 100 |
Introduction to Computers |
28 |
1 |
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ENGL 101 |
Composition |
48 |
3 |
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PSYC 101 |
General Psychology |
48 |
3 |
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SPCM 101 |
Fundamentals of Speech |
48 |
3 |
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Related Courses: |
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MA 115 |
Medical Terminology |
42 |
1.5 |
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ANAT 142 |
Anatomy |
48 |
3 |
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Occupational Therapy Requirements: |
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OTA 100 |
Introduction to
Occupational Therapy |
56 |
2 |
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OTA 105 |
Crafts and Activity
Analysis |
84 |
3 |
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Total Credits |
402 |
19.5 |
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First Year - Spring Semester |
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Course Number |
Course Title |
Clock Hours |
Credits |
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Related Courses: |
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PHGY 210 |
Human Physiology |
64 |
4 |
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PSYC 251 |
Abnormal Psychology |
48 |
3 |
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AED 100 |
Automated External
Defibrillator |
14 |
.5 |
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Occupational Therapy Requirements: |
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OTA 111 |
Kinesiology/Neurology for
Occupational Therapy Assistant |
140 |
5 |
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OTA 120 |
Human Development 0-21 |
56 |
2 |
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OTA 125 |
Human Development 0-21 Lab |
84 |
3 |
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OTA 131 |
Activities of Daily Living |
84 |
3 |
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OTA 215 |
Assistive Technology and
Occupational Therapy |
56 |
2 |
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Total Credits |
546 |
22.5 |
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First Year - Summer Session |
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Course Number |
Course Title |
Clock Hours |
Credits |
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Occupational Therapy Requirements: |
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OTA 135 |
Group Dynamics |
56 |
2 |
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OTA 140 |
Ethics and Issues in
Occupational Therapy |
56 |
2 |
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OTA 150 |
Fieldwork I-A |
40 |
.5 |
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OTA 155 |
Fieldwork I-B |
40 |
.5 |
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OTA 200 |
Adult Human Development |
28 |
1 |
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OTA 205 |
Adult Human Development Lab |
84 |
3 |
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Total Credits |
304 |
9 |
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Second Year -
Fall Semester |
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Course Number |
Course Title |
Clock Hours |
Credits |
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General Education Requirements: |
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MATH 100 |
Applied General Math |
48 |
3 |
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SOC 100 |
Introduction to Sociology |
48 |
3 |
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Occupational Therapy Requirements: |
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OTA 145 |
Occupational Therapy in
Mental Health |
84 |
3 |
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OTA 210 |
Pathophysiology |
84 |
3 |
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OTA 220 |
Physical Disabilities |
56 |
2 |
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OTA 225 |
Physical Disabilities Lab |
84 |
3 |
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Total Credits |
404 |
17 |
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Second Year - Spring Semester |
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Course Number |
Course Title |
Clock Hours |
Credits |
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Occupational Therapy Requirements: |
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OTA 231 |
Special Topics in
Occupational Therapy |
28 |
1 |
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OTA 236 |
Fieldwork II-A |
330 |
5.5 |
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OTA 241 |
Fieldwork II-B |
330 |
5.5 |
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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
Fieldwork Agreements:
Fieldwork Requests;
Placements:
Level I placements are one week
in length and are scheduled for late spring and mid summer. The first placement
is termed
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:
Student Objectives:
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
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.
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:
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May |
May Not |
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Communicate the level of supervision the student needs at the fieldwork facility. |
Communicate clinical or academic performance level at other fieldwork sites. |
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Communicate types of fieldwork settings that the student has previously experience. |
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Communicate the type of clinical experience that student needs at the facility. |
The Primary Fieldwork Educator/Clinical Supervisor:
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May |
May Not |
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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. |
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Communicate to their own supervisor/manager the performance abilities of the student, as appropriate. |
The Students:
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May |
May Not |
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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 |
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Communicate to the LATI Academic Fieldwork Coordinator the strengths and weaknesses of their fieldwork experience. |
Communicate any prejudicial remarks about previous fieldwork facilities. |
7.
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:
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.
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.
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:
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.
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.
10.
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”.
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:
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.
11.
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:
· Student administers final written
evaluation of student performance.
Additional information that can gradually be added to the student manual
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
Information obtained from AOTA website
© 1999 - 2002 American Occupational Therapy Association,
Inc. All rights reserved.
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.
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.
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
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
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)
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.
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.
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.
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.
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.
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.
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.
Space
for client-related consultation, preparation, writing, in-service education and
research activities by occupational therapists, practitioners and students
should be provided.
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.
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.
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.
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.
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.
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.
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.
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.
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