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2017 VOTA Conference Costello & Stoll
ENTRY-LEVEL COMPETENCE
Think about interviewing a newly graduated COTA/OTR. As part of your preparations, you
review the job description for the position and develop new entry-level competencies. What
knowledge and skills would you expect the new hire to have?
1. Fundamentals of Practice
2. Basic Tenets
3. Evaluation & Screening
4. Intervention
5. Management & Leadership
6. Communication
7. Professional Behaviors
2017 VOTA Conference Costello & Stoll
SITE-SPECIFIC FIELDWORK OBJECTIVES
We won’t have time to develop site-specific learning objectives for all items on the AOTA
Fieldwork Performance Evaluation. But let’s start with these!
(Remember that entry-level competence is achieved by meeting site-specific learning objectives, which
are directly related to the AOTA Fieldwork Performance Evaluation)
III. Evaluation & Screening
Take a look at two of the items in this section (#12 and #17). What specific learning objectives would you have for
your level II fieldwork student that would allow you to rate his or her performance on these items?
12. Obtains sufficient and necessary information from relevant resources such as client, families, significant others, and service providers, and records prior to and during the evaluation process.
17. Documents the results of the evaluation process that demonstrates objective
measurement of client’s occupational performance.
2017 VOTA Conference Costello & Stoll
Level I Fieldwork Structure
Examples
Occupational Therapy Assistant Program
South University- Richmond
Level I
Separate but associated with courses in Mental Health, Pediatrics and Adults Faculty facilitated with site supervisionUtilize 3-4 sites for each, students attend in small groups, 4-5 visits
• Orientation, needs assessment, development of intervention, implement intervention
• Total of 40 hrs across the term including 3 consecutive days for tx implementation• Community based sites
Occupational Therapy Program
Radford University, Radford
Level I
Structured as separate courses across 3 semesters
First spring semester: community-based, faculty-led practicum, once per week for 3 hours, variety of settings (e.g. Free Clinic, Correctional Facility, Recovery Program, Daycare Facility, etc.)
First summer semester: community-based, psychosocial placement, on-site supervisor, two full days per week, variety of settings (Farm & Food bank, Goodwill Industries, Special Needs Summer Camp, etc.)
Second fall semester: pediatric placement in a school system or outpatient facility, supervised by either a COTA or OTR, 1x per week
South University, Richmond Occupational Therapy Assistant Program
Suggested Level II Fieldwork Schedule (Sample)
Week 1: Orientation/Observation
• Read policy and procedure manual for fieldwork site. . Identify policies and procedures that are pertinent to the affiliation.
• Familiarize student with the facility. Become familiar with equipment, physical surroundings, and daily routine
• Instruct the student on the work schedule, dress code and general expectations. Set a regular weekly time to meet with Student.
• Review student timesheet, complete Fieldwork Educator Verification Form and Fieldwork Educator Acknowledgement form (if not completed prior to student arrival); send to South University Fieldwork Coordinator.
• Have the student identify personal goals for affiliation/develop learning contract using the FWPE Checklist
• Observe other service providers (PT, ST, teachers, etc.) • Have the student attend routine meetings with FW Educator as appropriate • Have the student observe, and co-treat with instructors as appropriate. Assist with
therapy environment set-up and clean-up • Beginning contact and exposure to patients - first hands on experiences should begin
at the end of the week. • Begin to establish service competency with procedures commonly used in the fieldwork
setting (treatment and documentation) • Identify 2 clients and have student begin treatment planning; Instruct student to complete
a chart review on those two clients • Weekly meeting with Student and review/continue to develop learning
goals/contract
Week 2: Complete Orientation/Build Caseload • Allow student to take responsibility for assigned 2 clients • Assign student to complete progress notes for sessions with assistance of therapist
according to department policy • Have student plan and record daily treatments • Assist with additional OT sessions • Continue with establishing service competency as appropriate • Complete documentation for assigned clients • Attend team meeting and/or department meetings • Observe OT evaluations • Assist student with identifying a client for case study / allow them to begin chart review • Identify topic for Client Education Handout (due week 5) • Meet with Student and review/continue to develop learning goals/contract
South University, Richmond Occupational Therapy Assistant Program
Week 3: Continue to Build Caseload
• Caseload of 2 to 3 clients that are appropriate for the student • Continue to develop treatment plans (recommend 2 per week) and to
complete documentation requirements on assigned clients • Assist with/observe assessment procedures • Participate in team meetings and/or department meetings • Give student final approval on client for case study • Meet with Student and review/continue to develop learning goals/contract • Encourage student to continue work on case study/interviewing family/client • Encourage student to finalize Client Education Handout for presenting to site OT staff
Weeks 4 and 5: Continue to Build Caseload • All activities for week 3 with an additional 1-2 clients added every week until the
student is at 75% or higher caseload (or productivity level) for an entry level/experienced therapist
• Have student assist in POC team notes and attend POC Meeting • Complete mid-term evaluation of student performance at end of Week 4 • With Student, set goals for second half of affiliation • Guide student as they continue case study • Student to complete Client Education Handout by Week 5, present to site OT staff and
turn in to South University Fieldwork Coordinator/instructor. • Meet with student for midterm review (FWPE)/ discuss goals
Weeks 6 and 7: Maintain Caseload
• Continue to develop treatment plans and complete documentation on all assigned clients • Function as primary practitioner for assigned caseload
Week 8: Closure
• Facilitate transfer of caseload to other personnel - revise therapy plans as needed, report on all current clients in team meetings, complete documentation
• Complete final evaluation of student performance (AOTA Fieldwork Evaluation Form) • Student provides feedback to clinical educator and other staff concerning the
fieldwork experience through the use of the Student Evaluation of Fieldwork Experience (SEFWE) form
• Return completed, original paperwork to the school (clinical hours documentation from for each week, final of the AOTA Fieldwork Evaluation Form for Occupational Therapy Assistant Students, and the SEFWE)
• Meet with student and review FWPE/SEFW
Please note the schedule listed above is a suggestion. It is up to the discretion of the Fieldwork Educator to determine if the student is prepared to take on additional responsibilities/caseload. Please feel free to add any additional activities you feel would enhance the learning experience for the student.
2017 VOTA Conference Costello & Stoll
Sample Level I Fieldwork Objectives
South University, OTA Program
Guidelines for Level I Fieldwork Experience
The following information was taken from the Commission on Education (COE) Guidelines for an Occupational Therapy Fieldwork Experience – Level I:
The AOTA Standards indicate the goal of Level I Fieldwork is “to introduce students to the fieldwork experience and develop a basic comfort level with an understanding of the needs of clients”. It is further relayed that Level I Fieldwork is not intended to develop independent performance, but to “include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process”.
Qualified personnel for supervision of Level I Fieldwork may include, but are not limited to, academic or fieldwork educators, occupational therapy practitioners initially certified nationally, psychologists, physician assistants, teachers, social workers, nurses, physical therapists, etc. The supervisors must be knowledgeable about occupational therapy and cognizant of the goals and objectives of the Level I Fieldwork experience.
South University OTA Program Level I Fieldwork Experience Objectives:
Students will:
1. Interact appropriately and professionally with clients, their family, or significant others, and colleagues and other healthcare providers through written, oral and nonverbal communication.
2. Demonstrate knowledge, respect, and appreciation of multicultural factors and diversity of human conditions.
3. Demonstrate the ability to develop effective rapport in the client-therapist relationships through therapeutic use of self.
4. Apply the AOTA Code of Ethics to guide professional interaction in client treatment. 5. Demonstrate the ability to gather relevant data from a variety of sources (i.e. chart
review, interviews, observation, consultation, screening tools) to develop an occupational profile.
6. Articulate an awareness of personal strengths and areas for improvement, values, attitudes and interests.
7. Demonstrate a basic understanding of the scope of occupational therapy. 8. Recognize, understand, and articulate the impact of psychological and social factors that
influence engagement in occupation. 9. Consistently use safety precautions, infection control practices, and universal
precautions.
2017 VOTA Conference Costello & Stoll
Radford University, OT Program
OCTH 630 Level I Fieldwork in Behavioral Health/Intellectual Disabilities
Course Description
A part-time (approximately 16 hours per week) placement in an accredited facility which provides
behavioral health services or programs for persons with intellectual disabilities. Students are supervised
on-site by a credentialed education or health professional.
The focus of the experience is the psychological and social factors that influence clients’ engagement in
occupation.
Course Objectives
At completion of this course, students will be able to:
1. Demonstrate knowledge and understanding of concepts of human behavior underlying the
practice of occupational therapy;
2. Work with professional personnel to provide training in self-care, self-management, leisure
skills, home management, work skills, and/or community integration;
3. Work with professional personnel to provide developmental, remedial and/or compensatory
activities to address cognitive, sensory and behavioral skills;
4. Work with professional personnel to modify environments and adapt processes to fit client
needs;
5. Apply therapeutic use of self as part of the therapy process in both individual and group
interaction;
6. Interact through written, oral and nonverbal communication with the client and family, other
health providers and the public in a professionally acceptable manner;
7. Use sound judgment in regard to safety of self and others, and adhere to safety regulations
throughout the client-care process.
Students that are placed at this site may meet the course objectives above by engaging in site-specific
activities while being supervised by a credentialed professional. Collaboration between the site and the
RU MOT program allowed for planning and clarifications of these objectives.
Site Visit: Telephone Call: Email Correspondence: FW Packet:
Fieldwork Site:
Signature: Credential/Degree: Date:
Site Supervisor/Site Representative
Signature: Date:
Academic Fieldwork Coordinator
2017 VOTA Conference Costello & Stoll
Sample Level II Fieldwork Objectives
South University, OTA Program Students will:
1. Interact appropriately and professionally with clients, their family, or significant others,
and colleagues and other healthcare providers through written, oral, and nonverbal communication.
2. Demonstrate knowledge, respect, and appreciation of multicultural factors and diversity of human conditions, adapting behavior, as appropriate to meet stakeholder needs.
3. Develop effective rapport in client-therapist relationships through therapeutic use of self.
4. Adhere consistently to the AOTA Code of Ethics (2015), site policies and procedures, and use of safety precautions, infection control practices, and universal precautions.
5. Access relevant information and make informed practice decisions based on published research and credible resources.
6. Accurately gather, interpret, and report relevant client information to include client’s
occupations of self-care, productivity, leisure, and factors that support or hinder occupational performance across the lifespan; contribute to goal identification in collaboration with occupational therapist.
7. Collaborate with the occupational therapist in implementing the plan of care relevant to
client-centered and occupation-based interventions across the lifespan that incorporate input from the family, significant others, and other service providers.
8. Produce clear, accurate and legible written documentation for clients across the lifespan
following established protocol.
9. Recognize, understand, and articulate the impact of psychological and social factors that influence engagement in occupation and provide therapeutic intervention to address these factors.
10. Demonstrate the ability to read for understanding, analyze information, ask questions,
draw conclusions, apply information, analyze results, modify approach, and gather additional information to support critical thinking, clinical reasoning, creative problem solving and sound decision making.
References
AOTA Commission on Education and Fieldwork Issues Committee (FWIC) Amended and Approved by FWIC June 2000 and COE August 2000
http://www.aota.org/Educate/EdRes/Fieldwork/LevelII/38247.aspx
2017 VOTA Conference Costello & Stoll
Radford University, OT Program
By the end of the Level II fieldwork placement, the student will meet site-specific standards for:
1. Adhering to AOTA Code of Ethics and the facility’s ethics policies and procedures
2. Demonstrating sound safety judgment and adhering to safety regulations
3. Clearly communicating the value of occupation and the role of the occupational therapist to
clients and families, service providers and the public
4. Selecting, administering and interpreting assessments
5. Using clinical reasoning and research evidence to establish an appropriate intervention plan
6. Selecting relevant and motivating occupations to facilitate clients’ meeting goals and objectives
7. Understanding and addressing the psychosocial factors that influence the client and his or her
engagement in occupations
8. Modifying occupations and environments to maximize client performance
9. Documenting occupational therapy services clearly and accurately
10. Meeting deadlines and producing the volume of work expected
11. Collaborating with and assigning responsibilities appropriately to occupational therapy
assistants and aides
12. Communicating clearly and effectively with clients and families, service providers and the public
13. Taking responsibility for attaining professional competence by seeking out learning
opportunities and collaborating with the supervisor and other team members
14. Using reflection and feedback from others to improve performance
Students that are placed at this site may meet the course objectives above by engaging in site-specific activities
that allow for entry-level competency by the end of the placement experience. Students are supervised by a
credentialed Occupational Therapist(s) with at least 1 year of full-time experience as a clinician. Collaboration
between the site and the RU MOT program allowed for planning and clarifications of these objectives.
Site Visit: Telephone Call: Email Correspondence: FW Packet:
Fieldwork Site:
Signature: Date: Site Supervisor/Site Representative
Signature: Date:
Vesna Cotic Costello, MS, OTR/L
Academic Fieldwork Coordinator
2017 VOTA Conference Costello & Stoll
Student Fieldwork Manual
Suggested Content
1. Orientation Outline
a. Maps, Parking information
b. Tentative schedule & content of the orientation, responsible person(s)
2. Facility & Department Information
a. Vision & Mission statements
b. Organizational chart
c. List of OT/ Rehab Personnel
3. Assignments
a. Instructions, timeline
b. Samples from previous students
4. Safety Procedures/Codes
a. List of codes & appropriate responses
b. Specific safety procedures to follow
c. List of emergency phone numbers
5. Dress Code
a. Expectations of what to wear and what not to wear
b. Be specific about footwear
c. Include a section about grooming
6. Documentation & Billing
a. Templates
b. Samples of completed notes
7. Site-Specific Fieldwork Objectives
a. Site-specific objectives that reflect entry-level competence for your site
8. Weekly Progression/Schedule
a. Weekly outline of expectations and scheduled events
9. Patient Confidentiality Information
10. Documentation Guidelines
a. Completed samples of all forms
b. Billing sheets & commonly used codes
11. Reference Section
a. Commonly used reference information (e.g. developmental milestones or spinal cord
injury levels)
12. Weekly Feedback Form
a. A form to use to guide weekly supervisor meetings
13. Assessment Tools
a. List of commonly used assessment tools
b. FIM
14. Occupational Therapy Practice Framework
15. AOTA Fieldwork Supervision Information
16. AOTA Fieldwork Data Form
a. Have a current form available
Place all materials in a Student Fieldwork Binder and have more than one copy available (single sheets
may get misplaced or lost). Consider having an electronic version of your student handbook for your own
quick reference, to easily update, and to possibly share for the student to review before he or she arrives
at your site.