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FIELDWORK
EDUCATION MANUAL (for facilities)
Occupational Therapy Assistant Program
Kent State University East Liverpool Campus
2014
TABLE OF CONTENTS
SECTION 1.................................................................................................................................. 1
Accreditation Information ........................................................................................2
Mission Statements ..................................................................................................3
Program Philosophy .................................................................................................4
Program Curriculum Design ....................................................................................5
Program Goals and Student Learning Outcomes .....................................................5
OCAT Program Sequence of Courses ...................................................................11
OCAT Program Terminology ................................................................................12
SECTION 2................................................................................................................................ 13
The Fieldwork Experience .....................................................................................15
Fieldwork Experience Schedule ............................................................................17
Fieldwork Educator Qualifications ........................................................................18
Fieldwork Responsibilities.....................................................................................19
Fieldwork Experience Student Supervision ...........................................................21
Fieldwork Experience Evaluation ..........................................................................25
Remediation / FW Evaluation ................................................................................27
Students with Disabilities ......................................................................................27
SECTION 3................................................................................................................................ 29
Contract Agreement Process ..................................................................................31
Student Placement Process ....................................................................................32
Fieldwork Experience Site Request Form .............................................................33
Student Assignment of Fieldwork Sites .................................................................34
SECTION 4................................................................................................................................ 35
Student Fieldwork Requirements ...........................................................................37
Student Responsibilities .........................................................................................38
SECTION 5................................................................................................................................ 41
Fieldwork Policies and Procedures ........................................................................43
Progression Standards ............................................................................................44
Behavior Policy ......................................................................................................46
Attendance / Hours / Weather ................................................................................47
Pregnancy / Parking / Dress Code .........................................................................48
Social Network / Smoke and Tobacco Free ...........................................................49
Requirements for Clinical Sites / Safety ................................................................50
FERPA / Resources / Remediation Policy & Plan.................................................51
SECTION 6 .............................................................................................................................. 55
Level I Fieldwork Assignments .............................................................................57
Directed Log / Feedback Form ..............................................................................59
Orientation Report .................................................................................................61
Patient / Client Interview (Psyche) ........................................................................63
Patient Interview Form (Physical Dysfunction) ....................................................65
Treatment Plan .......................................................................................................67
Inter-professional Healthcare Delivery Activity ....................................................68
ADL Activity Checklist .........................................................................................69
Self-Assessment .....................................................................................................71
Student Evaluation of Fieldwork Experience ........................................................73
Level I Fieldwork Objectives.................................................................................75
Fieldwork Performance Evaluation Directions ......................................................76
Fieldwork Performance Evaluation .......................................................................77
SECTION 7................................................................................................................................ 79
Level II Fieldwork Assignments ............................................................................81
Directed Log / Feedback Form ..............................................................................83
Orientation Report .................................................................................................84
Inter-professional Healthcare Delivery Activity ....................................................85
Student In-service Assessment ..............................................................................86
Student In-service Evaluation ................................................................................87
Group Protocol Format (Psychosocial) ..................................................................88
ADL Activity Checklist (Physical Dysfunction) ...................................................89
Level II Fieldwork Objectives ...............................................................................90
SECTION 8................................................................................................................................ 91
Code of Ethics 2010 ...............................................................................................93
1
SECTION 1
2
KENT STATE UNIVERSITY
EAST LIVERPOOL CAMPUS
OCCUPATIONAL THERAPY ASSISTANT PROGRAM
The Occupation Therapy Assistant Technology Program is fully accredited by the Accreditation
Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy
Association (AOTA), 4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449, Phone:
(301) 652-AOTA; Web: www.acoteonline.org.
Graduates of accredited programs will be able to sit for the national certification examination for
Occupational Therapy Assistants administered by the National Board for Certification of
Occupational Therapists (NBCOT). After successful completion of the exam, the individual will
be a Certified Occupational Therapy Assistant (COTA). Most states require licensure in order to
practice; however, state licensures are usually based on the results of the NBCOT Certification
Examination.
3
Institution Mission
The mission of Kent State University is to prepare students for responsible citizenship and
productive careers, broaden intellectual perspectives and foster ethical and humanitarian values.
Our faculty and staff are engaged in teaching, research, creative expression, service, and
partnerships that address the needs of a complex and changing world. Kent State’s eight-campus
network, anchored by the largest residential campus in the region, serves as a key resource for
economic, social, cultural and technological advancement.
Kent State is a supportive and inclusive learning community devoted to teaching excellence and
academic freedom. By discovering and sharing knowledge in a broad array of graduate and
undergraduate programs, Kent State University meets the dynamic needs of a global society.
East Liverpool Campus Mission
Kent State University East Liverpool, an open admission campus, provides high quality credit
and non-credit courses and educational programs, career preparation, stimulation of critical
thinking, and enhancement of creative and educational activity. Located in the Appalachian
region, this campus also serves as a cultural center, thereby enhancing the quality of life.
Educational opportunities and programs provide insight into local cultures, and increase
understanding and appreciation of the rich and diverse cultural heritage of the region. Although
regionally unique, Kent State East Liverpool shares the eight-campus network mission: to
advance knowledge and creative activity, and to further the fulfillment of key societal goals.
Occupational Therapy Assistant Technology Mission
The Occupational Therapy Assistant Technology Program at Kent State University shares the 8
campus network mission to advance quality student education and clinical competency to fulfill
key societal goals for a diverse cultural region. Through the pursuit of excellence in personal and
professional development, students will demonstrate the ability to utilize critical thinking, and
clinical reasoning to complete therapeutic interventions based on knowledge acquired from
theory, technical skills and research. This knowledge and newly acquired skills will lead to an
Applied Science Associate Degree in Occupational Therapy Assistant Technology, and
eligibility to become certified and licensed to practice, under the supervision of a Registered
Occupational Therapist.
4
Program Philosophy
Our department has the following beliefs about occupational therapy. Humans are intrinsically
motivated to master their environment through the successful performance in daily activities or
“occupations” (purposeful and meaningful engagement in life activities). Mastery of occupations
is usually achieved in the course of normal development with adaptive skills being learned
sequentially. The program believes that occupational development occurs through sequential
acquisition of skills. The student initially develops competency in psychosocial skills and
theories which are utilized throughout the curriculum and are therefore presented early in the
program. The next step in occupational development is acquiring skills in physical dysfunction.
Competency in pediatric populations requires the combination of the previously acquired
knowledge with specialty skills and therefore this is presented later in the program.
Mental or physical illness or disability at any stage may interrupt the ability to successfully
participate in occupations, tasks or activities and adapt to the environment. Occupational therapy
encourages and facilitates occupations and occupational roles through the restoration or
enhancement of function, adaptation of the environment and/or teaching compensatory
techniques. The individual’s acceptable capacity to interact with the environment within the
limitation of a disability will result in improved quality of life through the collaboration of the
OT practitioner, client and others. Occupational therapy also promotes health and wellness to
foster normal development, the ability to participate in occupations and the occupational role to
those who are at risk of developing an illness, injury, etc. (AOTA, Definition of Occupational
Therapy for the AOTA Model Practice Act).
The program at Kent State University believes that learning is a dynamic developmental process
involving one’s cognitive, affective and psychomotor skills. Bloom’s Taxonomy or “learning
domains” illustrates this process defining how students expand their knowledge and develop
intellectual skills, grow emotionally and acquire technical skills related to occupational therapy
service delivery. Students are admitted into the program with varied values, beliefs and attitudes,
differing degrees of interaction skills and limited understanding of the profession. It is the
program’s responsibility to foster problem solving, critical thinking, and clinical reasoning skills
to facilitate development in knowledge, skills and attitudes pertaining to the profession.
5
CURRICULUM DESIGN
Program Goals and Student Learning Outcomes
In keeping with the Program Philosophy, the curriculum design is based on the developmental
model utilizing Bloom’s Taxonomy when determining program goals and student learning
outcomes. Themes/threads were designed to guide student learning outcomes within the three
learning domains. Each domain increases in complexity.
Themes/Threads of the curriculum:
1. Academic Foundational Content
2. Personal Development
3. Basic Tenets of Occupational Therapy and Theoretical Perspectives
4. Occupational Therapy Practice
5. Professional Development
6. Research (evidence based-practice)
Levels of the curriculum:
1. Affective – growth of feelings and emotional areas (attitude)
2. Cognitive – mental skills (knowledge)
3. Psychomotor – manual or physical skills (skills)
Academic (Pre-requisite) Foundational Content:
Academic foundational content provides students with basic knowledge of the human body and
development, concepts of occupation related to socioeconomic changes, cultural issues, diversity
factors and life style choices in society. It prepares students for participation in classroom
activities and the provision of OT services in various clinical settings.
Affective
1. Participate in class discussions, presentations and other activities to fully understand the
concepts being presented.
2. Being able to question concepts, and new ideas to enhance knowledge.
Cognitive
1. Recall, comprehend function & structure of the human body, human development
throughout the life span.
2. Recall, comprehend concepts of occupation and human behavior, including the role of
socioeconomic changes, cultural issues, diversity factors, prevailing health and welfare
issues and lifestyle choices in society.
3. Recall, comprehend basic effects of physiological, psychological, & sociological aspects
of life on human beings.
Psychomotor
1. Utilize academic foundational concepts when providing OT services in various clinical
settings.
2. Communicate effectively with peers & diverse populations when providing OT services.
6
Personal Development
Personal development provides the basis for the development and utilization of intra &
interpersonal skills required for interaction with clients and peers.
Affective
1. Develop intra & interpersonal skills, and intrinsic motivation to succeed in the OT
program.
2. Develop self-confidence to be successful in the OTA program.
Cognitive
1. Understand the need for self-assessment as a method of determining areas requiring
positive change for ongoing personal growth & development.
2. Integrate insight, intuition, empathy & inquisitiveness when providing OT services.
3. Synthesize knowledge to develop the ability to interact with diverse populations.
Psychomotor
1. Utilize intra & interpersonal skills when interacting with peers and clients during the OT
process.
Tenets of Occupational Therapy Theory & Techniques
Tenets of occupational therapy theory and techniques provides students with basic OT
philosophies, theories, concepts, and models required to develop critical thinking and problem
solving skills when delivering OT services.
Affective
1. Participate in class discussion, presentations and other activities to fully understand the
concepts being presented.
2. Being able to question concepts, models and new ideas to enhance knowledge.
Cognitive
1. Understand the philosophy & theories of the profession.
2. Understand the meaning of occupation in relation to the residual disabling effects of
physical and mental illness.
3. Analyze tasks in relationship to areas of occupation, performance skills & patterns,
activity demands, contexts and client factors using critical thinking and clinical
reasoning.
4. Integrate tasks & theories into interventions to improve client skills in relationship with
occupation & the environment.
5. Synthesize knowledge to support client “engagement in occupation to support
participation in contexts”. OT Practice and Framework: Domain and Process
Psychomotor
1. Utilize various OT theories & techniques when providing OT services to improve client
ability to participate in occupations, resume the occupational role & interact with the
environment.
2. Use clinical reasoning, problem solving & critical thinking skills when providing OT
services to diverse populations.
Occupational Therapy Practice
Occupational therapy practice provides the basis for providing OT services from screening
clients to provision of interventions based on client condition or disability.
Affective
7
1. Participate in class discussions, presentations & other activities to fully understand the
concepts being presented.
2. Being able to question concepts, and new ideas to enhance knowledge.
Cognitive
1. Understand the use of occupation-based interventions to enhance client roles and health
and wellness.
2. Assist in the application, analysis & documentation of the OT process from screening to
discharging clients utilizing critical thinking, problem solving, and clinical reasoning
with the completion of client interventions.
3. Integrate the use of purposeful activity & occupation-based interventions to support client
participation.
4. Provide OT services to diverse populations based on particular contexts.
Psychomotor
1. Utilize clinical reasoning, critical thinking, & problem solving skills when determining
appropriate interventions to support client participation in occupations & the occupational
role.
2. Adapt the environment to support client participation in occupations & the occupational
role.
Professional Development
Professional development provides the basis for ethical and professional behaviors, life-long
learning, and ability to advocate and promote the profession.
Affective
1. Recognizes professional behaviors to be a part of the foundation of the profession.
2. Accepts responsibility for developing values, beliefs & attitudes that are congruent with
those of the profession.
Cognitive
1. Understand AOTA’s Code of Ethics, Core Values & Attitudes, & Standards of Practice
as the basis for professional behavior.
2. Analyze professional needs to seek strategies to enhance knowledge base, & increase
education and training & explore various aspects of the profession.
3. Integrate professional behaviors to become an advocate for the profession while
increasing skills.
4. Synthesize & integrate professional behaviors & habits to facilitate life-long learning
skills.
Psychomotor
1. Advocate for the profession.
2. Become a life-long learner.
3. Participate in professional organizations.
Research
Research provides the basis for exploration of literature and application of current trends and
knowledge with client interventions.
Affective
1. Develop intrinsic motivation to explore professional literature to increase knowledge in
the profession.
8
Cognitive
1. Understand professional literature & how it relates to OT occupation-based practice and
recognize the importance of research in the development of the profession.
2. Analyze current relevant literature that relates to practice settings, diagnoses, contexts, &
client based interventions.
3. Integrate use of personal and professional development, occupation-based practice, and
theory to develop mechanisms for understanding of data analysis, case studies, records,
research, and general investigation.
4. Synthesize professional literature to develop evidence-based practice skills with client
interventions under the supervision of an OT.
Psychomotor
1. Integrate research findings throughout delivery of the OT process.
9
Affective Cognitive Psychomotor
Academic
Foundational
Content
Participate in class
discussions,
presentations and
other activities to
fully understand the
concepts being
presented.
Being able to
question concepts,
and new ideas to
enhance knowledge.
Recall, comprehend function &
structure of the human body, & human
development throughout the life span.
Recall, comprehend concepts of
occupation and human behavior,
including the role of socioeconomic
changes, cultural issues, diversity
factors, prevailing health and welfare
issues & lifestyle choices in society.
Recall, comprehend basic effects of
physiological, psychological, &
sociological aspects of life on human
beings.
Utilize academic
foundational concepts
when providing OT
services in various clinical
settings with diverse
populations.
Communicate effectively
with peers & diverse
populations when
providing OT services.
Personal
Development
Develop intra &
interpersonal skills,
intrinsic motivation
to succeed in the OT
program.
Develop self-
confidence to be
successful in the OT
program.
Understanding the need for self-
assessment as a method of determining
areas requiring positive change for
ongoing personal growth &
development.
Integrate insight, intuition, empathy &
inquisitiveness when providing OT
services.
Synthesize knowledge to develop the
ability to interact with diverse
populations.
Utilize intra- &
interpersonal skills when
interacting with peers and
clients during the OT
process.
Tenets of
Occupational
Therapy
Theory &
Techniques
Participate in class
discussions,
presentations and
other activities to
fully understand the
concepts being
presented.
Being able to
question concepts,
models and new ideas
to enhance
knowledge.
Understand the philosophy & theories
of the profession.
Understand the meaning of occupation
in relation to the residual disabling
effects of physical and mental illness.
Analyze tasks in relationship to areas of
occupation, performance skills &
patterns, activity demands, contexts and
client factors using critical thinking and
clinical reasoning.
Integrate tasks & theories into
interventions to improve client skills in
relationship with occupation & the
environment.
Synthesize knowledge to support client
“engagement in occupation to support
participation in contexts”. OT Practice
and Framework: Domain and Process
Utilize various OT
theories & techniques
when providing
interventions to improve
client occupations, resume
the occupational role &
interact with the
environment.
Use clinical reasoning,
problem solving and
critical thinking skills
when providing OT
services to diverse
populations.
Occupational
Therapy
Practice
Participate in class
discussions,
presentations and
other activities to
fully understand the
concepts being
presented.
Understand the use of occupation-based
interventions to enhance client roles
and health and wellness.
Assist in the application, analysis &
documentation of the OT process from
screening to discharging clients
utilizing critical thinking, problem
Utilize clinical reasoning,
critical thinking &
problem solving skills
when determining
appropriate interventions
to support client
participation in
10
Being able to
question concepts,
and new ideas to
enhance knowledge.
solving, and clinical reasoning with the
completion of client interventions.
Integrate the use of purposeful activity
and occupation-based interventions to
support client participation.
Provide OT services to diverse
populations based on particular
contexts.
occupations & the
occupational role.
Adapt the environment to
support client
participation.
Professional
Development
Recognizes
professional
behaviors to be part
of the foundation of
the profession.
Accepts
responsibility for
developing values,
beliefs & attitudes
that are congruent
with those of the
profession.
Understand AOTA’s Code of Ethics,
Core Values & Attitudes, & Standards
of Practice as the basis for professional
behavior.
Analyze professional needs to seek
strategies to enhance knowledge base,
& increase education and training &
explore various aspects of the
profession.
Integrate professional behaviors to
become an advocate for the profession
while increasing skills.
Synthesize & integrate professional
behaviors and habits to facilitate life-
long learning skills.
Advocate for the
profession.
Become a life-long
learner.
Participate in professional
organizations.
Research –
Evidence Based
Practice
Develop intrinsic
motivation to explore
professional literature
to increase
knowledge in the
profession.
Understand professional literature &
how it relates to OT occupation-based
practice and recognize the importance
of research in the development of the
profession.
Analyze current relevant literature that
relates to practice settings, diagnoses,
contexts, & client based interventions.
Integrate use of personal and
professional development, occupation-
based practice, and theory to develop
mechanisms for understanding of data
analysis, case studies, records, research,
and general investigation.
Synthesize professional literature to
develop evidence-based practice skills
with client interventions under the
supervision of an OT.
Utilize evidence-based
practice skills when
determining interventions
to improve client
outcomes.
11
OCAT PROGRAM SEQUENCE OF COURSES
Course Number Course Title Credit Hour
FIRST YEAR
Summer Semester
BSCI 11010 Anatomy & Physiology I 3
3
Fall Semester
BSCI 11020 Anatomy & Physiology II 3
Kent Core Composition 3
PSYC 11762 General Psychology 3
EXPR 10290 Destination Kent: First Year Experience 1
OCAT 10000 Foundations in Occupational Therapy 2
OCAT 10003 Occupational Therapy Practice Skills 1
PTAT 20001 Therapeutic Communications in PT/OT 1
SOC 12050 Introduction to Sociology 3
17
Spring Semester
PSYC 21211/40111 Psychology of Adjustment or Abnormal Psychology 3
NURS 20950 Human Growth and Development 3
PTAT 10002 Analysis of Movement 4
OCAT 10001 OT Practice Skills II 3
OCAT 10002 Therapeutic Techniques I - Psychosocial 4
OCAT 10092 Therapeutic Techniques Fieldwork 1A 1
18
SECOND YEAR
Summer Semester
OCAT 20000 Therapeutic Techniques II - Physical Dysfunction 4
OCAT 20092 Therapeutic Techniques Fieldwork 1B 1
OCAT 20003 OT Practice Skills III 3
8
Fall Semester
Kent Core Mathematics & Critical Reasoning 3
OCAT 20001 Professional Issues 2
OCAT 20004 Therapeutic Techniques III - Developmental 3
OCAT 20006 Therapeutic Techniques IV - Physical Dysfunction 3
Kent Core Humanities/Fine Arts 3
14
Spring Semester
OCAT 20192 Clinical Applications I 4
OCAT 20292 Clinical Applications II 4
OCAT General Elective 1
9
TOTAL REQUIREMENTS: 69 Hours
12
OCAT PROGRAM TERMINOLOGY
Below are the definitions of common terms used by the OCAT Faculty and throughout this
handbook.
Academic Fieldwork Coordinator - Faculty member, who is responsible for the administration,
managing and coordination of the Level I and Level II fieldwork experiences for the students.
Fieldwork Experience - The portion of the OCAT curriculum where the student develops
clinical skills by applying didactic information in a practice setting. Level I fieldwork is related
to the Therapeutic Techniques I – Psychosocial and Therapeutic Techniques II – Physical
Dysfunction courses. Level II fieldwork encompasses the application of knowledge in a work
setting. Students complete 2 Level II experience at the end of the program.
Fieldwork Educator - The licensed occupational therapist or occupational therapy assistant who
is responsible for direct supervision and instruction of the student during a fieldwork experience
whether it is a Level I or Level II experience.
Competency - The minimum level of knowledge, skills and behaviors necessary to progress in
the OCAT Program and to participate in a fieldwork experience.
Instructor - The faculty member, presenter or clinical instructor directly responsible for
instruction and supervision of content area within the OCAT Program.
Lab Practical - A type of examination that requires the student to role-play a clinical situation.
Occupational Therapist (OT) - The legal title of a person who is educated and licensed to
practice occupational therapy.
Occupational Therapy Assistant (OTA) - The legal title of a person who is educated and
licensed to practice occupational therapy.
OCAT Class - Any scheduled OCAT curriculum activity, including lectures, labs, fieldwork
experience or special trips, is referred to as “Class” throughout this handbook.
Occupational Therapy Assistant Technology (OCAT) –This is the KSU name of the
Associate of Applied Science degree earned in the OTA Program. These initials also identify the
KSU department and core courses in the program.
OCAT Faculty - The persons employed by Kent State University to instruct courses in the
OCAT curriculum.
Program Director - The faculty member who is responsible for oversight and administration of
the OCAT Program.
13
SECTION 2
14
15
Fieldwork Experience Purpose
Supervised fieldwork experiences in occupational therapy are an integral part of both the
educational process and professional preparation. It is intended to complement academic
preparation by offering additional opportunities for growth, for learning to apply knowledge, for
developing and testing clinical skills and for validating and consolidating 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 competence. Therefore, fieldwork experiences should be developed to
offer opportunities for development of the necessary skills and abilities identified in the role
delineation report.
Levels of fieldwork
Level I
Level I fieldwork rotations are held concurrently with OCAT 10002 Therapeutic Techniques-
Psychosocial (OCAT 10092 Fieldwork 1a), and OCAT 20000 Therapeutic Techniques-Physical
Dysfunction I (OCAT 20092 Fieldwork 1b). A modified fieldwork schedule will be utilized for
the OCAT 20004 Therapeutic Techniques – Developmental Disabilities. No part of Level I
fieldwork may be substituted for Level II fieldwork.
Level II (C.1.13)
Level II fieldwork experiences (OCAT Clinical Applications 20192 & OCAT 20292) are
required to be a minimum of 16 weeks. There are two (2) Level II experiences, each lasting eight
(8) consecutive weeks/forty hours per week, complying with the work schedule of the assigned
facility. These fieldwork rotations are scheduled after the coursework has been successfully
completed. After each Level II rotation has been completed, a pass/fail grade will be given for
the course. The student may complete Level II fieldwork in a minimum of one setting if it is
reflective of more than one practice area, or in a maximum of three different settings. Level II
fieldwork may be completed on a part-time basis as long as it is at least 50% or 20 hours of the
full-time equivalent.
Note: Fieldwork experiences must be successfully completed within 18 months of the didactic
coursework.
16
There are 2 Level II fieldwork experiences, each lasting 8 consecutive weeks, for a total of 16
weeks of full time attendance. Students will be placed in two distinct placement areas, which
consist of: Inpatient Acute, Inpatient Rehabilitation, Psychosocial, Pediatrics (Schools,
Outpatient, or hospital), Outpatient, Skilled Nursing Facility, and Community-based Practice.
Students are to comply with the work schedule of the assigned facility. These fieldwork
rotations are scheduled after the coursework has been successfully completed. After both Level
II rotations have been completed, a pass/fail grade will be given. Level II fieldwork may be
completed on a part-time basis as long as it is at least 50% or 20 hours of the full-time
equivalent. The student may complete Level II fieldwork in a minimum of one setting if it is
reflective of more than one practice area, or in a maximum of three different settings.
For every Level I affiliation, we supply you with the syllabus for the associated academic course
(i.e., Psyche or Phys Dys). Your copy of the syllabus provides you with an outline of the topics
week by week, so that you are aware of where the student is in the course of study. This will also
help the student enhance his/her to apply academic knowledge with clinical skills.
During each Level I fieldwork experience, the student is required to perform a self-assessment
and meet with the AFWC one on one to discuss the assessment. This assessment requires the
student to self-evaluate how they are performing at the Level I affiliation. It also requires the
student to assess strengths and weaknesses and acquire goals for improvement in those areas.
The AFWC performs on-site mid-term visits for ALL affiliations. The fieldwork educator is to
call the AFWC early on in the affiliation if they are having trouble with a student, so that a
remediation plan can be established. A remediation plan provides a more structured form of
learning objectives based on the students current performance and will list consequences for
termination. You may reach the AFWC –Nina Sullivan at (330)-382-7457. Please leave a
message on voice mail.
17
Kent State University
Occupational Therapy Assistant Technology Program
Fieldwork Experiences Level I & II
The following placements must be completed to fulfill the requirements of the program:
Semester Spring – 1st
Year
Summer – 1st
Year
Fall – 2nd Year Spring – 2nd
Year
Spring – 2nd
Year
Course
Number
OCAT 10092 OCAT 20092 OCAT 20004 OCAT 20192 OCAT 20292
Course Title Therapeutic
Techniques:
Fieldwork 1a
Psychosocial
Therapeutic
Techniques II:
Fieldwork 1b
Physical
Dysfunction
Therapeutic
Techniques III:
Developmental
Disabilities
Clinical
Applications I
Clinical
Applications II
Fieldwork
Population
and Setting
Children-Geri
Psychosocial
Settings:
Hospital, SNF,
school, outpatient
clinic, day center,
community site,
Alzheimer’s
center,
correctional
facility,
residential farm,
workshop
Children-Geri
Physical Dys
Settings:
Acute hospital,
SNF, rehab
center, school
system, outpatient
clinic, community
site, adult senior
center, workshop,
hand center
Children
Pediatric
Settings:
Community
daycare, public
school,
residential home,
specialty school,
outpatient center,
preschool
Children-Geri
Inpatient Acute,
Inpatient Rehab,
Psychosocial,
Pediatrics
(Schools,
Outpatient, or
hospital),
Outpatient,
Skilled Nursing
Facility, or
Community-based
Practice
Children-Geri
Inpatient Acute,
Inpatient Rehab
Psychosocial,
Pediatrics
(Schools,
Outpatient, or
hospital),
Outpatient,
Skilled Nursing
Facility, or
Community-based
Practice
Fieldwork
Days
TU/FRI or
TH /FRI
TU /FRI Various days of
week
Monday-Friday (Possible weekends)
Monday-Friday (Possible weekends)
Fieldwork
Schedule
2 full days/wk for
5 weeks
(10 visits)
2 full days/wk for
5 weeks
(10 visits)
Students rotate
through
6-7 pediatric sites
in small groups;
one visit per site
FT 5 days per
week for 8 weeks
following facility
hours
FT 5 days per
week for 8 weeks
following facility
hours
Supervision Facility
Supervision
(can be non-OT
staff)
Facility
Supervision
(can be non-OT
staff)
Facility
Supervision
(can be non-OT
staff)
Facility
Supervision
OT Staff
Facility
Supervision
OT Staff
18
Fieldwork Educator’s Qualifications (C.1.9 & C.1.14)
The OCAT Program is responsible for ensuring that all fieldwork educators are qualified to
supervise Level I & II fieldwork students. Fieldwork educators must meet the following criteria:
1. Currently licensed as an occupational therapist or occupational therapy assistant.
2. Have a minimum of 1 year of practice experience subsequent to the initial
certification.
3. Adequately prepared to serve as a fieldwork educator.
Fieldwork educators must provide documentation that they are currently licensed in the State of
Ohio, West Virginia or Pennsylvania in order to receive students. Qualified personnel, other than
OT practitioners, must provide documentation that they are licensed in their respective
profession. Educators must also provide evidence of their ongoing certification whether they are
OT practitioners or other qualified personnel.
19
FIELDWORK RESPONSIBILITIES
Fieldwork Educator’s Responsibilities
1. Notify the AFWC of probable availability or commitment to fieldwork experience
dates and of changes in terms of the affiliation (such as; immunizations required,
etc.).
2. Maintain current contracts with KSU OCAT Program, and update Facility Data
Forms annually. A copy of the fieldwork educator’s credentials should be included.
3. Contact the AFWC immediately, at the first indication of a problem or concern
regarding a student during the fieldwork experience. Provide the AFWC with written
documentation of critical incidents or anecdotal records. Updates must be provided on
a regular basis until the problems have been resolved.
4. Provide the following information to the student on the first day:
a. Departmental information
i. Facility policies and procedures
ii. Safety regulations
iii. Handling of body substances and hazardous materials
iv. Security and evacuation procedures
v. Access to emergency services
vi. Equipment safety procedures
b. Orientation to the facility
5. Other guidelines to follow with the student include:
a. Appropriate supervision as required by state law, AOTA guidelines and Medicare
regulations, if appropriate.
b. Appropriate and varied fieldwork experience to the student.
c. Instruction in Occupational Therapy techniques and skills and intervention
rational.
d. Frequent feedback regarding performance
e. Completed AOTA Fieldwork Performance Evaluation at mid-term and final.
f. Formal meetings at mid-term and final to review and assess progress and goals of
the fieldwork experience.
6. Evaluate AFWC performance when requested.
20
Academic Fieldwork Coordinator (AFWC) Responsibilities
1. Establish and maintain contractual agreements between KSU and the fieldwork
education facilities.
2. Notify the facilities in writing of fieldwork experience dates at least 4-6 months prior
to their occurrence.
3. Assign students to a facility for each fieldwork experience. The primary criterion for
the placement will always be the educational experience.
4. Send specific student and fieldwork assignment, location, phone number and contact
person about 4 weeks prior to the start date of an experience, to the facility.
5. Provide the student with fieldwork assignment, location, phone number and contact
person about 4 weeks prior to the beginning date of an experience.
6. Contact the by phone and complete a site visit at least once during each Level I & II
fieldwork experience.
7. Consult and mediate with the student, and regarding any clinic related problems.
8. Assist fieldwork experience facilities in developing quality educational programs for
students.
21
FIELDWORK EXPERIENCE STUDENT SUPERVISION
Medicare Regulations
Over the past few years the Centers for Medicare and Medicaid Services (CMS) have changed
the payment systems to facilities. These changes with CMS have also brought about changes to
the payment rules and regulations regarding payment for services provided by students. Students
are allowed to treat patients, but a facility needs to know how and when student treatment may
be billed. The OCAT Program needs to notify fieldwork facilities of the changes by Medicare
regarding when they are involved in provision of treatment. The fieldwork facility needs to
understand whether or not Medicare payment rules will allow them to bill for student delivery of
services. The facility also must understand the type and level of supervision that is required for
services provided by a student to be paid.
The following chart sets out for each Medicare setting whether Medicare payment rules
specifically allow or restrict coverage of services provided by students and what type and level
of supervision Medicare requires to raise the services provided by students to the level of
covered "skilled" occupational therapy. Practitioners should take care to ensure an appropriate
level of supervision, whether or not a specific CMS rule regarding students has been issued.
Therapy Students Medicare Part A—Therapy students are not required to be in line-of-sight of the professional
supervising therapist/assistant (Federal Register, August 8, 2011). Within individual facilities,
supervising therapists/assistants must make the determination as to whether or not a student is
ready to treat patients without line-of-sight supervision. Additionally all state and professional
practice guidelines for student supervision must be followed.
Time may be coded on the MDS when the therapist provides skilled services and direction to a
student who is participating in the provision of therapy. All time that the student spends with
patients should be documented.
Medicare Part B—The following criteria must be met in order for services provided by a
student to be billed by the long-term care facility:
The qualified professional is present and in the room for the entire session. The student
participates in the delivery of services when the qualified practitioner is directing the
service, making the skilled judgment, and is responsible for the assessment and treatment.
The practitioner is not engaged in treating another patient or doing other tasks at the same
time.
The qualified professional is the person responsible for the services and, as such, signs all
documentation. (A student may, of course, also sign but it is not necessary because the Part B
payment is for the clinician’s service, not for the student’s services.)
Physical therapy assistants and occupational therapy assistants are not precluded from
serving as clinical instructors for therapy assistant students while providing services within their
scope of work and performed under the direction and supervision of a qualified physical or
occupational therapist.
22
Modes of Therapy A resident may receive therapy via different modes during the same day or even treatment
session. When developing the plan of care, the therapist and assistant must determine which
mode(s) of therapy and the amount of time the resident receives for each mode and code the
MDS appropriately. The therapist and assistant should document the reason a specific mode of
therapy was chosen as well as anticipated goals for that mode of therapy. For any therapy that
does not meet one of the therapy mode definitions below, those minutes may not be counted on
the MDS. (Please also see the section on group therapy for limited exceptions related to group
size.) The therapy mode definitions must always be followed and apply regardless of when the
therapy is provided in relationship to all assessment windows (i.e., applies whether or not the
resident is in a look back period for an MDS assessment).
Individual Therapy The treatment of one resident at a time. The resident is receiving the therapist’s or the assistant’s
full attention. Treatment of a resident individually at intermittent times during the day is
individual treatment, and the minutes of individual treatment are added for the daily count. For
example, the speech-language pathologist treats the resident individually during breakfast for 8
minutes and again at lunch for 13 minutes. The total of individual time for this day would be 21
minutes.
When a therapy student is involved with the treatment of a resident, the minutes may be coded as
individual therapy when only one resident is being treated by the therapy student and supervising
therapist/assistant (Medicare A and Medicare B). The supervising therapist/assistant shall not be
engaged in any other activity or treatment when the resident is receiving therapy under Medicare
B. However, for those residents whose stay is covered under Medicare A, the supervising
therapist/assistant shall not be treating or supervising other individuals and he/she is able to
immediately intervene/assist the student as needed.
Example:
A speech therapy graduate student treats Mr. A for 30 minutes. Mr. A.’s therapy is covered
under the Medicare Part A benefit. The supervising speech-language pathologist is not
treating any patients at this time but is not in the room with the student or Mr. A. Mr. A.’s
therapy may be coded as 30 minutes of individual therapy on the MDS.
Concurrent Therapy Medicare Part A-The treatment of 2 residents, who are not performing the same or similar
activities, at the same time, regardless of payer source, both of whom must be in line-of-sight of
the treating therapist or assistant.
NOTE: The minutes being coded on the MDS are unadjusted minutes, meaning, the minutes are
coded in the MDS as the full time spent in therapy; however, the software grouper will allocate
the minutes appropriately. In the case of concurrent therapy, the minutes will be divided by 2.
When a therapy student is involved with the treatment, and one of the following occurs, the
minutes may be coded as concurrent therapy:
The therapy student is treating one resident and the supervising therapist/assistant is
treating another resident, and both residents are in line of sight of the therapist/assistant or
student providing their therapy.; or
23
The therapy student is treating 2 residents, regardless of payer source, both of whom are
in line-of-sight of the therapy student, and the therapist is not treating any residents and not
supervising other individuals; or
The therapy student is not treating any residents and the supervising therapist/assistant is
treating 2 residents at the same time, regardless of payer source, both of whom are in line-of-
sight.
Medicare Part B-The treatment of two or more residents who may or may not be performing the
same or similar activity, regardless of payer source, at the same time is documented as group
treatment
Group Therapy Medicare Part A-The treatment of 4 residents, regardless of payer source, who are performing
the same or similar activities, and are supervised by a therapist or assistant who is not
supervising any other individuals.
NOTE: The minutes being coded on the MDS are unadjusted minutes, meaning, the
minutes are coded in the MDS as the full time spent in therapy; however, the software
grouper will allocate the minutes appropriately. In the case of group therapy, the minutes
will be divided by 4.
When a therapy student is involved with group therapy treatment, and one of the following
occurs, the minutes may be coded as group therapy:
The therapy student is providing the group treatment and the supervising
therapist/assistant is not treating any residents and is not supervising other individuals
(students or residents); or
The supervising therapist/assistant is providing the group treatment and the therapy
student is not providing treatment to any resident. In this case, the student is simply
assisting the supervising therapist.
Medicare Part B-The treatment of 2 or more individuals simultaneously, regardless of payer
source, who may or may not be performing the same activity.
When a therapy student is involved with group therapy treatment, and one of the
following occurs, the minutes may be coded as group therapy:
The therapy student is providing group treatment and the supervising therapist/assistant is
not engaged in any other activity or treatment; or
The supervising therapist/assistant is providing group treatment and the therapy student is not
providing treatment to any resident.
[October 2011 CMS’s RAI Version 3.0 Manual CH 3: MDS Items O]
24
Occupational Therapy Assistants
OTAs are allowed to be supervisors while providing services within their scope of work and
performed under the direction and supervision of a licensed OT.
State Law
All OCAT Program students and fieldwork educators must follow the state licensure laws
governing supervision in an occupational therapy setting in the state practice act where the
fieldwork experience is taking place. See these websites for the latest information
OH: http://otptat.ohio.gov/
WV: http://www.wvbot.org/
PA: http://www.dos.state.pa.us/portal/server.pt/community/state_board_of_occupational_therapy
Other States
When a fieldwork experience is completed in another state, it is the student’s responsibility to
research, understand and adhere to the laws governing that state.
Amount of Supervision
To protect clients and consumers, initial supervision of Level II fieldwork students is to be
“direct”, meaning that the must be present and available to respond to the needs of the students
and is responsible for co-signing all paperwork related to OT practice. As the students’ progress,
“less direct” supervision is required depending on the facility, skills of the students, and the
severity of the client’s condition.
Effectiveness of Supervision
To determine the effectiveness of student supervision, the student must complete the Student
Evaluation of Fieldwork form and return it to the Fieldwork Coordinator to determine the quality
of the fieldwork site. If the site receives 2-3 unfavorable student evaluations, the Fieldwork
Coordinator must contact the site to discuss problems or situations presented by the students. If
the problems cannot be resolved, use of this site will be discontinued.
To enhance the quality of student supervision, the OCAT Program will provide fieldwork sites
educational materials on increasing supervisory skills and other continuing education
opportunities related to fieldwork education. The OCAT and PTST Programs at the Kent State
University provide a luncheon/seminar for supervisors to address fieldwork and student issues.
25
FIELDWORK EXPERIENCE EVALUATION
Level I Fieldwork Experience
The student will receive a pass/fail grade at the end of each Level I fieldwork experience (OCAT
10092 and OCAT 20092) by the Fieldwork Coordinator using the following criteria:
1. Students are to complete each assignment as noted in the Fieldwork Manual and
turned in to the Fieldwork Coordinator on the assigned due dates.
2. The fieldwork educator evaluates the student’s performance utilizing the Level I
Fieldwork Performance Evaluation form designed by KSU OCAT Program. Students
must pass with a minimum final score of 56 points.
3. If a student does not complete the above components a failing grade may be assigned.
*If a student does not complete any of the above components, a failing grade may be
assigned.
Level II Fieldwork Experiences
The student will receive a pass/fail grade at the end of each Level II fieldwork experience
(OCAT 20192 and OCAT 20292) by the Fieldwork Coordinator using the following criteria:
1. Student completes assignments as noted in the Fieldwork Manual. Assignments with
designated due dates must be turned into the Fieldwork Coordinator during the
fieldwork rotation to ensure timely correction and submission of a final grade.
2. The student will be evaluated by the fieldwork educator using the AOTA Fieldwork
Performance Evaluation. The student must pass each evaluation with a 70 or higher
(except a repeated experience must have a 75 or higher) to pass the Level II fieldwork
experiences. A student may repeat a fieldwork experience one time. If the repeated
experience is not passed the student will be dismissed from the Program.
3. A student who has fail failed a previous OCAT or related course and fails a Level II
fieldwork experience will be dismissed from the program. Both failures indicate a
failure to progress in the OCAT Program.
The fieldwork educator provides written documentation, evaluation, and feedback regarding
student performance to the Fieldwork Coordinator, by completing the AOTA Fieldwork
Performance Evaluation at mid-term and final. It should include both the rating scale scores and
written comments for each performance criteria, as well as summative comments and signatures.
The rating scale is scored based on expectations of an entry-level COTA, who has professional
skills, knowledge and behaviors. The fieldwork educator should send copies of supplemental
documentation to the Fieldwork Coordinator including remediation plan, records, or incident
26
reports. The Fieldwork Coordinator must receive the information on a timely basis due to
graduation requirements.
The Fieldwork Coordinator will contact both the student and fieldwork educator to obtain verbal
feedback related to the performance of the student and his/her progression toward meeting the
learning objectives of the fieldwork experience. These conversations will occur in person during
a scheduled site visit. The Fieldwork Coordinator will schedule a site visit with each student in
both Level I and Level II fieldwork experiences around mid-terms. More site visits may be
necessary if a student is having difficulties meeting the learning objectives.
The final pass/fail grade for each fieldwork experience will be determined by the final grade on
the AOTA Fieldwork Performance Evaluation and the Fieldwork Coordinator. Consideration will
be given to the specific objectives for the fieldwork experience, completion of assignments,
evaluations from the fieldwork educators and the student during site visits and any phone
conversations. Students must pass each Level II fieldwork experience to complete OCAT
Clinical Applications 20192 and 20292 successfully.
Any student who is in jeopardy of not passing a fieldwork experience will be advised, by the
fieldwork educator and Fieldwork Coordinator of the situation at the earliest possible
opportunity. A remediation plan will be established in consultation with the fieldwork educator
and Fieldwork Coordinator to assist the student in meeting the expectations of the fieldwork
experience. A remediation plan may include, but not limited to independent study, tutoring,
counseling, additional required clinical hours, or termination of the fieldwork experience.
Instances where a student demonstrates extreme deficiencies in skills, knowledge or behaviors
may result in the sudden and immediate removal from his/her facility. Students also have the
right to discontinue their fieldwork experience at a facility. When doing so, the fieldwork
coordinator and program director must be notified previous to the actual withdrawal. Reasons for
withdrawal must be legitimate and approved by the fieldwork coordinator and program director.
At that time, the student will be advised that this is considered a failure to progress. The student
will not be eligible for graduation with his/her class and must wait to the beginning of the next
rotation to resume with their level II fieldwork experience. Whenever a student is removed from
a fieldwork experience or self withdraws, a process of counseling with the student, Fieldwork
Coordinator, and/or Program Director, will be initiated to address all issues related to the failure
or withdrawal from the fieldwork experience. A remediation plan will be developed for
improvement of any areas where the student is having problems. This remediation may include,
but not limited to written activities, completion of a lab practical and comprehensive
examination. Upon successful completion of the terms of the remediation plan, the Fieldwork
Coordinator will determine the student’s next fieldwork assignment.
**If three or more fieldwork assignments are submitted late and/or unsatisfactory, the
student will receive a failing grade for the experience.
27
Remediation Plan (see Section 5)
If a student is recognized by a fieldwork educator as displaying difficulties with learning OT
concepts or unprofessional behavior, the following process will occur:
1. A private meeting between the student and fieldwork educator to identify problems
with student performance and seek solutions.
2. If #1 is not successful, a site visit will be performed by Fieldwork Coordinator. The
meeting will consist of the student, fieldwork educator, and Fieldwork Coordinator.
During the visit, student performance will be identified and addressed. A remediation
plan will be established. This plan will contain statement of the problems with
student performance, expected student performance, clearly written objectives to
achieve expected performance, target dates for objectives to be met and consequences
for non-compliance of the plan. All parties involved sign this remediation plan.
3. A failure to comply with any remediation plan will result in an immediate termination
of the fieldwork placement.
Fieldwork Evaluation
Students will be evaluated by their fieldwork educator at mid-term and at the end of their
fieldwork experiences. Both the student and the fieldwork educator will provide feedback during
the scheduled site visit or telephone conversation with the OCAT Fieldwork Coordinator,
Program Director or faculty member.
The student will be required to submit a written evaluation of the facility at the completion of the
affiliation. This evaluation will be shared with the fieldwork educator and then sent to the
OCAT Fieldwork Coordinator and/or Program Director. This evaluation provides valuable
insight to the OCAT Program and clinical facility.
Students with Disabilities and Fieldwork
Under the Americans with Disabilities Act, occupational therapy students with disabilities have
the right to decide if and when they disclose their disability to the fieldwork site. Students with
disabilities have the right to be seen as qualified capable students first, and secondly as a student
who has a disability. Students are recommended to discuss the decision to disclose with their
academic fieldwork coordinator.
After a student is accepted for the fieldwork placement, the student, academic fieldwork
coordinator, and fieldwork educator should determine the appropriate and most effective
accommodations if needed for the fieldwork setting.
The decision to disclose or not to disclose as well as when an how to disclose is solely the right
of the student. If accommodation is not needed or desired at the fieldwork site, the student does
28
not have to disclose his or her disability. It is the sole decision of the student whether to disclose
his or her disability to the fieldwork supervisor.
Under Section 504 and the ADA, institutions are obligated to make accommodations for known
limitations. This obligation does not start until the student notifies the site about the existence of
a disability and makes a direct or specific request for accommodation.
Any academic problems, grades, or situations before the disclosure or request remain unchanged.
The site can only be held accountable from the point in which they are informed or receive a
request for accommodation.
If the fieldwork site does not accept a student with a disability, the academic fieldwork
coordinator confirms that the reason is based on the essential requirements of a student and not
the disability. Fieldwork sites are not required to lower standards or quality to make an
accommodation. However, they must provide equal opportunity. Accommodations are tools to
address the functional limitations, not the disability of the person to perform the essential
functions and tasks of a student. Accommodations are adjustments or modifications that enable
students with disabilities to participate equally in the educational experience.
Under Section 504 and the ADA, academic fieldwork coordinators, faculty members, and
institutions do not have the right to disclose a student’s disability to any fieldwork site without
the written permission of the student. Please contact Danielle Baker-Rose, the Coordinator of
Student Disability Services, by e-mail [email protected] to inquire about appropriate
accommodations.
29
SECTION 3
30
31
CONTRACT AGREEMENT PROCESS
Upon initial contact with a facility, two copies of the Kent State University standard facility
contract will be distributed. On page 8 is a section for the facility representative, administrator
or rehab director to sign. Both copies should be signed and sent back to the AFWC. The contract
will then be forwarded to the Kent State University Provost and legal department for approval
and signatures.
The contract covers the Occupational Therapy Assistant Program and the Physical Therapist
Assistant Program at the East Liverpool and Ashtabula campuses. This helps alleviate repetitive
signing of contracts as both programs at both campuses use several of the same facilities for
student placements.
Once all of the appropriate signatures are affixed, an original copy will be sent to you for your
files. This Agreement shall be effective for one (1) year beginning on the Effective Date and will
automatically renew for successive one (1) year periods, up to a total of five (5) years unless
earlier terminated by either party upon at least sixty (60) days’ prior written notice to the other
party. Notwithstanding any automatic renewal, this Agreement shall automatically terminate five
(5) years from its Effective Date. Facilities will be contacted every five years and new contracts
or affiliation agreements with signatures will be obtained. This process is designed to be cyclical
and is the responsibility of the Fieldwork Coordinator.
A Fieldwork Data Form is required from each facility along with the initiation of this contract.
This is a form that describes the type of facility in which the students will be doing their
affiliations. This form is mandated by AOTA for us to maintain accreditation, and must be
updated every two (2) years.
32
STUDENT PLACEMENT PROCESS
After a student contract is initiated, the next step that takes place is the actual student placement.
The Academic Fieldwork Coordinator will contact you approximately 6 months to one year in
advance for specific affiliations. This is completed in two fold.
1. A letter explaining the placements and specific dates that the students will be
performing their affiliations will be specified.
2. A reservation form indicating how many students you wish to accept and any
special comments you may have. The reservation form is then sent back to the
Academic Fieldwork Coordinator.
For the next phase of the placement process, a list of available sites for the affiliation is given to
the students based on the information received from the reservation forms. Students will have
the opportunity to submit their choice of facilities / practice settings. The assignment of facilities
is the responsibility of the fieldwork coordinator. This is the final phase of placement. Once the
site placement is determined, letters confirming the student’s name is sent to the specified
facility. If your site was not chosen for student placement, we also send notification of this given
situation so that you may offer this slot to another student.
The placement process does take some time. Students cannot be placed until all student choices
forms have been returned and tallied. It may be months between the times you submit your
reservation form until you get a letter confirming placement. WE ASSUME THAT IF YOU
HAVE GIVEN US A RESERVATION FORM INDICATING YOU WANT TO TAKE A
STUDENT, WE CAN DEPEND ON THAT SPOT BEING RESERVED FOR A KENT STATE
OCAT STUDENT. (An example of the reservation form is shown on the next page).
.
33
2014 FIELDWORK EXPERIENCE SITE REQUEST FORM Kent State University at East Liverpool
Occupational Therapy Assistant Program
Facility/Clinic: __________________________________________________________________________________
Address: __________________________________________________________________________________
__________________________________________________________________________________
Dept. Phone: (____)____________________________________________________________________________
Student Coordinator/Educator________________________________________________________________
Email: ____________________________________________________________________________________________
Please respond by phone, fax or email as soon as possible.
Detailed supervision information on back. Please contact me with any questions.
Rotation Number of Students
Days of Week
Setting (Outpatient, SNF/Rehab,
Peds, Acute/Hospital, LTC, School, Home Health,
Community Based)
Level I : Psychosocial Dysfunction Feb 18/20 – March 21, 2014 ~ 2 days a week for 5 weeks; Tuesday & Friday or Thursday & Friday (your choice)
circle choice:
TUE & FRI
THUR & FRI
Level I : Physical Dysfunction June 19 – July 18, 2014 ~ 2 days a week for 5 weeks on Tuesday & Friday
TUES & FRI
Level II : Rotation I Jan 6– Feb 28, 2014 ~ 40 hours per week
Level II : Rotation II March 10 – May 2, 2014 ~ 40 hours per week
Special Requests / Comments: _____________________________________________________________________________________
_____________________________________________________________________________________
Please return to: Nina Sullivan, BS, COTA/L Academic Fieldwork Coordinator Kent State University 400 East Fourth Street East Liverpool, OH 43920 Phone: (330) 382-7457 Fax: (330) 382-7564
*Completing this form means that you are available for placement – actual student placement will be confirmed at a later date.
THANK YOU!
34
Student Assignment of Fieldwork Sites
Fieldwork site placements are decided on by the Fieldwork Coordinator and/or Program Director
of the Occupational Therapy Assistant Technology Program. Students will have the opportunity
to submit their choice of practice settings, but the assignment of specific facilities is the
responsibility of the fieldwork coordinator. Students are responsible for their own transportation
and related expenses (meals, parking, etc.). The student who expects to complete the Program
must be able to meet this financial obligation.
Students may NOT contact facilities as a potential fieldwork site. This is a job function of the
Academic Fieldwork Coordinator. If the student has a facility in mind, please see the Fieldwork
Coordinator. This is necessary to ensure that proper development of the placement site occurs
and also to prevent miscommunication.
When assigning a student to a placement, the student’s place of residence and preference will be
taken into consideration but it may not always be possible to accommodate all requests. The
student will likely be required to complete fieldwork assignments out of their local area. We
attempt to place the student within a 60 mile radius of the home address, but available facilities
and other circumstances dictate where students complete fieldwork. Occasionally students
request out of state placements for the experience. These requests should be discussed with the
Fieldwork Coordinator at least 6 months in advance to allow time to establish a contract with a
new facility. The distance to some Level II fieldwork sites may make temporary relocation
advisable. Students wishing to secure temporary housing closer to a facility will be responsible
for their own room and board in most cases (some facilities may be able to offer housing and
meals at a nominal cost to the student).
Students may not be placed in a facility due to the following circumstances: 1.) facility where a
relative is employed in the same department or unit, 2.) facility where a Level I fieldwork
experience was completed, 3.) facility where student has worked or is working, and 4.) facility
where an immediate family member is a resident, an enrolled student, or is receiving services.
Pediatric settings are considered a specialty area in occupational therapy; therefore a
recommendation from faculty is required before being placed in this pediatric setting for a first
Level II fieldwork experience.
To ensure both patient and student safety and because of contractual agreements with community
agencies, students must follow certain professional practices. Prior to the assignment of the first
Level I fieldwork experience, all students must demonstrate proof of liability insurance, medical
examination, CPR certification, current immunizations, and criminal background check. Forms
are provided to the student at new student orientation. The Tb/Mantoux and criminal background
check must be repeated annually with results submitted to the Fieldwork Coordinator. Any
changes in health status, due to injury, medical condition, or pregnancy should be reported to the
Program Director as soon as possible.
35
SECTION 4
36
37
STUDENT FIELDWORK REQUIREMENTS
Fieldwork Notebook
Students will develop a fieldwork notebook that will contain all necessary documentation for
each fieldwork experience during the time spent in the OCAT program. The notebook
contains sections as listed below as well as this OTA Student Fieldwork Manual which
contains descriptions, policies and procedures, general program information and all Level I
fieldwork assignments. This notebook will be presented to the fieldwork educator on the first
day of each experience. If the facility needs a copy of the information, they may be made at
that time. If the facility requires copies of the information prior to the start of the affiliation,
the student is responsible for sending them.
The Fieldwork Notebook will contain the following information:
1. Documents
a. Personal data sheet
b. Criminal background check – must have annual results of FBI & BCII checks
c. Immunization records
-- Tetanus within 10 last ten years
-- TB/Mantoux, one or two step, within last year
-- Hep B series (started, complete, or waived)
d. Physical form
e. CPR certification – current AHA Basic Life Support for Healthcare Providers
f. HIPAA training
g. Health insurance
h. Liability insurance – new policy (check effective dates)
2. Competency Assessments
a. OT Practice Skills
b. Analysis of Movement
c. Physical Dysfunction I
d. Physical Dysfunction II
e. Lab practical score sheets
3. OTA Student Fieldwork Manual (purchased copy)
The student is required to make a phone contact with their fieldwork educator approximately
four weeks prior to the start of each affiliation. This contact is to provide information about the
student.
The student is also required to wear a KENT STATE UNIVERSITY OCAT STUDENT name
tag during each affiliation, unless otherwise directed by the facility.
PLEASE NOTE: All students attend several mandatory fieldwork seminars to prepare them for
each specific affiliation.
38
STUDENT RESPONSIBILITIES
Prior to Fieldwork Experiences
The student must complete the following items prior to each fieldwork experience. Required
documentation is to be submitted to the Fieldwork Coordinator and made available to their
assigned fieldwork sites.
1. Purchase professional liability insurance and carry it throughout all fieldwork
experiences. Each KSU-EL OCAT student will participate in a blanket policy that is
secured by Kent State University. The cost of the policy may vary from year to year.
Proof of liability insurance will be available for the student to take to the fieldwork
site.
2. Submit the physician signed physical form. The form is to be completed by the
student before attending fieldwork experiences.
3. Provides written medical results for the following immunizations: Diphtheria-Tetanus
Toxoid (TD )vaccine within last ten years; MMR immunity titer or vaccine; Chicken
Pox (Varicella) immunity titer or vaccine.
4. Submit injection and read dates with results of a baseline two-step Mantoux TB test
and annual one-step Mantoux TB tests. A positive reading of a Mantoux test requires
submitting the results of a chest x-ray. (A two-step Mantoux consists of two
injections and two readings within two weeks of each other.
5. It is recommended that students participate in a Hepatitis B immunization program
prior to beginning clinical experiences. Students can complete the OPTIONAL -
HEPATITIS VACCINE WAIVER.
6. Maintain current Basic Life Support certification in Cardiopulmonary Resuscitation
(CPR) for Healthcare Providers (American Heart Association version valid for 2
years).
7. Complete the fingerprinting process - a Civilian Background Check, administered by
the Bureau of Criminal Identification & Investigation in the Office of the Attorney
General in the state of your residence and a FBI background check. This service is
available on the KSU regional campuses, and will be set up by the Fieldwork
Coordinator. In the State of Ohio, all persons involved with geriatric or pediatric
patients must pass a Civilian Background Check. The State of Ohio OT Licensure
Board requires all candidates to have a FBI background check. Failure to take or pass
the background checks may limit your ability to complete the fieldwork experience
component of the OCAT program and your ability to become licensed as an OTA in
the states of Ohio, West Virginia, or Pennsylvania.
8. Complete the Personal Data Sheet provided at orientation.
39
9. Purchase the OTA Student Fieldwork Manual in the bookstore.
10. Purchase a name tag from the bookstore before your first Level I fieldwork
experience.
11. Notify the Fieldwork Coordinator of any address and phone number changes.
12. It is recommended that each student carry sufficient health insurance (some clinics
require proof of health insurance) to cover injury or illness that may occur during the
fieldwork experience. The contracts between Kent State University and our
affiliating clinic sites indemnify the clinic from any responsibility or liability for
injury to students in their facility. The student is solely responsible for his/her own
welfare and health throughout the OCAT academic program. Health insurance
should be effective prior to beginning OCAT courses, and maintained throughout the
program.
13. Each student is to contact the FWE or clinical coordinator at their assigned fieldwork
site 3-4 weeks prior to the start date to:
a. Confirm the date they will begin, and the days of the week they will be in the
clinic.
b. Ask the name of their assigned fieldwork educator.
c. Inquire about directions, parking, dress code, and the anticipated work hours.
During Fieldwork Experiences
1. Follow the guidelines outlined in the OCAT Student Handbook on professional
behaviors.
2. Follow all policies and procedures of the fieldwork experience facility. This includes
working hours, clinic interventions, confidentiality policies, medical requirements,
drug testing, civilian background checks, and holiday observances.
3. Students are responsible for attending all scheduled fieldwork education days. Any
absence is to be reported in advance to the fieldwork educator, as well as the
Fieldwork Coordinator. Absences from all or part of a fieldwork education day
MUST be made up at the same fieldwork site prior to the completion of the fieldwork
experience.
4. The student is responsible for his/her own transportation to the clinical facility, and
other expenses related to uniform, meals, parking, etc.
5. Student is to wear his/her KSU name tag at all times in the clinical facility.
Occasionally, sites will provide their name tags eliminating the last name. This is the
policy in psychosocial sites.
40
6. Complete all assignments from the fieldwork educator or Fieldwork Coordinator in a
timely manner and send the required assignments to the Fieldwork Coordinator.
7. Provide written documentation to the Program Director of any accident, injury or
incident that occurs while at the fieldwork site. Documentation should include:
a. What happened
b. Who was involved
c. What action was taken as a result of the incident
After Fieldwork Experiences
1. Complete the Student Evaluation of Fieldwork Experience (Level I and II) and Self-
Assessment (Level I) forms.
2. Review each form with the fieldwork educator and acquire the appropriate signatures
on the forms. Forward the evaluation forms to the fieldwork coordinator as soon as
possible. This is extremely important for Level II fieldwork so grades can be
calculated by graduation.
3. Send a personal thank you note or card to your fieldwork educator.
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SECTION 5
42
43
FIELDWORK POLICIES AND PROCEDURES
These policies and procedures are implemented upon the student’s admission into the
Occupational Therapy Assistant Technology Program through adopting the OCAT Student
Handbook.
The following pages include:
Progression Standards
OCAT Student Fieldwork Behavior Policy
OCAT Program Policies:
Attendance
Clinical Hours
Inclement Weather
Pregnancy
Parking
Dress Code
Social Network
Smoke and Tobacco-Free Workplace Environments
Fieldwork Experience Requirements at Clinical Sites
Safety at Off-campus Sites
FERPA
Resources
Remediation / Remediation Plan
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PROGRESSION STANDARDS
Students are responsible for knowing admission, progression and graduation requirements for the
OCAT Program. The OCAT Program is designed as a sequential learning experience. Each new
course builds on knowledge and skills acquired in the previous course; therefore, OCAT courses
must be taken in their designated order.
In order to progress in the program, all prerequisites must be satisfactorily completed.
1. Students must earn a grade of “C” (2.0) or better in all OCAT, general, and related
courses including BSCI 11010, BSCI 11020, PTST 10002, PSYC 21211 or 40111,
PTST 2001, and NURS 20950.
2. Any OCAT or related (above) course receiving a grade of below a “C” must be
repeated the next semester it is offered, provided space is available. A student may
only repeat an OCAT course one time. The student who fails to receive a passing
grade of “C” (2.0) or better in the repeated course will be dismissed from the OCAT
Program and will not be eligible for readmission. The student may not progress to
additional OCAT courses and Level II fieldwork affiliations, until they receive a “C”
(2.0) or better in the repeated course, and successfully complete Level I fieldwork
assignment.
3. Any student who fails to progress 2 times will be dismissed from the program. Any
student earning a letter grade less than a “C”(2.0) in two OCAT courses in the same
semester will be dismissed from the program and not eligible for readmission.
4. To remain in the program a minimal cumulative GPA of 2.0 must be maintained. Failure to maintain a cumulative GPA of 2.0 or higher will result in dismissal from the
program.
OCAT 20192 & OCAT 20292 Clinical Applications Courses
Students will be graded on a pass/fail system based on performance in both Level II fieldwork
experiences and completion of required course assignments set forth by the Fieldwork
Coordinator. The student must meet all course requirements in order to receive passing grade.
Copies of each syllabus with specific assignments will be distributed at the start of each course.
All clinical education must be successfully completed within 18 months of the didactic
coursework.
The student who does not receive a passing grade in a Level I or Level II fieldwork experience
must repeat it. The experience may only be repeated one time. If a student fails, withdraws or is
dismissed from a Level I or II fieldwork experience a second time, he/she will be dismissed for
the program and will not be eligible for readmission.
Failure, withdrawal or dismissal from a Level II fieldwork experience will necessitate:
45
1. Successfully completing related course remediation process set forth by the Program
Director and Academic Fieldwork Coordinator.
2. Successfully completing remediation plan objectives.
3. Repeating the entire fieldwork experience.
Any student, who has violated the American Occupational Therapy Associations’ Code of Ethics
or Kent State University Policy Register, in regard to campus behavior, clinical behavior and/or
both, will be dismissed in accordance with those stated policies as determined by those
procedures set forth in each of the above documents.
46
BEHAVIOR POLICY
1. Refrain from sexual advances or behavior towards patients, visitors, employees, faculty or
other students. Refer to the Kent State University Policy Register regarding Sexual
Harassment.
2. Conduct self so as not to endanger the life, health and/or safety of any one associated with
the clinical facility or university.
3. Accept responsibility for assigned duties by punctual regular attendance (using program
protocol when absent due to illness). Be consistently prepared and care for assigned patients
according to clinical requirements.
4. Present self in an alert, well-rested mental state and be able to make safe decisions. Refrain
from the use of any agents/drugs (such as alcohol or sensory altering medication) which
interfere with the above or which may cause erratic, explosive, or acting-out behaviors;
deteriorating appearance; or avoidance of social interaction with faculty, peers,
patients/clients, and/or staff.
5. Respect the rights and property of others (not be party to theft, destruction of property or
malicious conduct).
6. Maintain confidentiality of patient/clinical situations and records. Avoid discussion of
clinical activities in any public or inappropriate areas which violate the patient’s right of
privacy.
7. Maintain an effective working relationship with clinical facility, employees, health team
members, and fellow students. Refrain from such behavior as fighting, arguing, coercing,
threatening or manipulative behavior.
8. Follow dress code.
9. Adhere to the American Occupational Therapy Association Code of Ethics.
Students will be expected to abide by ALL stated professional behaviors. If a student is
recognized by a fieldwork educator as displaying unprofessional behavior, the following
procedure will take place:
1. A meeting between the fieldwork educator and the student to address behavioral issues.
2. The fieldwork educator will contact the fieldwork coordinator regarding the meeting and
outcome.
3. If issues are not resolved, there will be a meeting between the student, fieldwork educator,
and Academic Fieldwork Coordinator and a remediation plan will be established. A failure to
meet the objective of the plan will result in a termination of the placement.
47
PROGRAM POLICIES
Attendance
Attendance is mandatory for all scheduled fieldwork education days. The fieldwork educator
[FWE] and AFWC at KSU must be contacted personally by phone notifying them of an
absence before the start time for that day in order for an absence to be excused. All absences
must be excused by your FWE and AFWC, and arrangements made to makeup all time missed.
Failure to notify both the FWE and AFWC prior to start time of a missed fieldwork day is
considered an unexcused absence. One unexcused absence will result in a warning notice; a 2nd
unexcused absence will result in the failure of that fieldwork experience. Students who have not
completed all required fieldwork days by the end of the semester will receive a grade of “In
Progress” or “F” depending on the circumstances.
Any alteration of the fieldwork schedule must be mutually agreed upon between the FWE and
AFWC and the student. The clinic hours listed below are the minimum necessary to meet the
required objectives for each fieldwork experience and the progression requirements for the
OCAT Program.
OCAT POLICY - “Under certain circumstances, OCAT students are required to attend clinicals
on days outside of the academic calendar. These circumstances may occur on scheduled or
unscheduled campus closures or on days when classes are cancelled, but the campus remains
open. Examples include: certain holidays, spring recess, and/or prior to the start of semesters.
Students will be notified in advance of these dates.”
Clinical Hours
ACOTE standards specify Level II fieldwork is “a minimum of 16 weeks’ full-time.” Since
students are assigned two different sites, we require each placement to be 8 weeks full time.
Students are required to make the necessary arrangements to be able to travel and participate in
the clinic hours of their assigned FWE. Facility hours vary greatly with some settings scheduling
patients earlier or later in the day. Students must be available and present during those hours. We
ask facilities to limit the student’s work hours to a maximum of forty hours per week. If the FWE
and student are scheduled to work a weekend, the student should be provided time off during the
week to compensate or be allowed to end the experience a day or so earlier. If a FWE works 10
hour days, the student, FWE, and AFWC must agree on a schedule that meets the minimum
requirements of the fieldwork experience and is acceptable to all parties. Days and hours should
be a discussion between the FWE and the student prior to the start of the fieldwork experience.
Inclement Weather
Clinics generally do not close due to inclement weather. Each student must consider both the
benefits and risks when making a decision regarding fieldwork during inclement weather.
Students are responsible for their own safety. Students must notify the clinic and AFWC, prior
to the start time for that day, of any decision not to attend due to inclement weather. Students are
48
required to complete the minimum number of clinic hours for each affiliation and therefore, will
be required to make up any missed days.
Pregnancy
In the event that a student becomes pregnant during her matriculation in the OCAT Program, she
must notify the Program Director immediately. The student is also encouraged to see her
physician as soon as possible and to discuss with him/her the physical demands of the academic
and fieldwork portions of the program. The student must submit documentation from her
physician indicating the date on which the student is to suspend unrestricted participation in all
OCAT Program activities. It is the student’s responsibility to inform the fieldwork educator of
any medical condition that prevents the student from safe participation in all aspects of the
fieldwork experience.
Parking
During your orientation to each facility you will be told where to park and will be advised of any
rules or regulations pertaining to parking. Carpooling is encouraged since in some areas parking
space may be limited.
Dress Code
The dress code of the facility that the student has been assigned is to be followed at all times.
The student is expected to be well groomed and be professionally attired. The student is required
to wear a nametag that is purchased through the school, unless otherwise directed.
Blouses and shirts must be long enough to cover the body when bending over or reaching up.
Front low cut blouses or shirts are not to be worn. No jeans, shorts, sweat clothes, halter tops, t-
shirts, tank tops, doubled seemed pants or “bib” overalls are to be worn. If required, uniform tops
or lab jackets should be clean, in good repair and free from wrinkles.
Shoes are to be low-heeled with a closed toe, clean and/or polished. Some facilities will allow
athletic shoes. Nails should be clean and moderately short. No nail polish. No jewelry, except
wedding rings, name pin and watch may be worn. If ears are pierced, one pair of small, post-
type (stud) earrings may be worn. Long, dangling earrings, which could be pulled from student’s
ear, may not be worn. Other body piercings are not to be visible. Tattoos are to be covered at all
times.
If a student reports for clinical improperly dressed or groomed, the fieldwork educator will
have the right to instruct the student to return home to change clothes or to take other
appropriate corrective action. The student will have to make up any time lost from the site and
further violation of the dress policy will be noted on the student clinical evaluation.
49
Social Network
Even with strong privacy settings, it is important that you avoid posts or photos on Facebook,
Twitter, or any other public social network site about your fieldwork experiences. Specifically,
revealing the names of supervisors, name of your facility, comments or criticism about sites, or
information about what is happening at sites are not appropriate. If you choose to be on these
sites, please consider what you are posting. Potential employers and fieldwork educators may go
to these sites to see what you have posted to determine if they are interested in having you as a
student or employee.
It is a HIPAA violation if you mention a client/patient with enough information that the person
might be identified, even if you avoid Protected Health Information (PHI). The consequences for
violations, as you know, are severe. For more information:
http://www.aota.org/Educate/EdRes/Fieldwork/Supervisor/HIPAA/39884.aspx
Students violating this policy through revealing information on social network sites may be
dismissed from the fieldwork experience. Failure to complete a fieldwork experience (Level I or
Level II) will result in the student’s inability to meet progression standards as detailed in the
OCAT Program Student Handbook (pg 19-20), and affect their ability to meet program
requirements necessary to graduate with an Associate of Applied Science Degree in
Occupational Therapy Assistant Technology at Kent State University. The student will have the
opportunity to repeat the academic course associated with the Level I fieldwork experience one
time however; it will not be offered until the following year. A Level II fieldwork experience
may also be repeated one time. The student must wait until the start of the next fieldwork
rotation cycle to resume their Level II fieldwork experiences.
Smoke and Tobacco-Free Workplace Environments
The program is advising all students to be aware of a facility’s current smoke and tobacco-free
work place policies and understand that each facility has the right to expect them to follow their
guidelines, including the possibility of requiring students to be a non-smoker/non-tobacco user
to attend a clinical affiliation at their facility. Students may be denied access to clinical facilities
at any time during the Occupational Therapy Assistant Technology Program if they are non-
compliant with facility guidelines or policies. Failure to complete a fieldwork experience (Level
I or Level II) will result in the student’s inability to meet progression standards as detailed in the
OCAT Program Student Handbook (pg 19-23), and affect their ability to meet program
requirements necessary to graduate with an Associate of Applied Science Degree in
Occupational Therapy Assistant Technology at Kent State University. The student will have the
opportunity to repeat the academic course associated with the Level I fieldwork experience one
time, however, it will not be offered until the following year. A Level II fieldwork experience
may also be repeated one time. The student must wait until the start of the next fieldwork
rotation cycle to resume their Level II fieldwork experiences.
50
Fieldwork Experience Requirements for Clinical Sites
During affiliations students are to abide by the policies and procedures of each institution. These
facilities may require specific health testing and immunizations. Students are expected to contact
the assigned facility to determine these requirements. Students will be covered by liability
insurance prior to and throughout all fieldwork experiences.
To ensure both patient and student safety and because of contractual agreements with community
agencies, students must follow certain health practices. All students must submit proof of a
physical, current immunizations, Mantoux test, Hepatitis vaccination/waiver verification,
malpractice insurance and CPR certification, to the Academic Fieldwork Coordinator.
For the safety of the student, pregnancy, once medically confirmed should be reported to the
Program Director and the Academic Fieldwork Coordinator.
All students are required to purchase an OCAT Fieldwork Manual during the fall semester of
their first year. Mandatory fieldwork seminars will be conducted throughout the semester
covering material in this manual to prepare the students for fieldwork.
In addition to completing the clinical work the student will be required to submit written
assignments, present in-services and complete other assignments that are part of the clinical
experience. Students will be supervised by a registered Occupational Therapist or Certified
Occupational Therapy Assistant with at least one year of work experience, who meets the state
regulations governing practice.
Safety at Off-Campus Sites
It is the policy of the OCAT Program to provide safe learning experiences for our student.
During off-campus experiences, students are ultimately responsible for their own health and
safety. The Fieldwork Coordinator reviews the “Off-Campus Safety” policy with students prior
to their fieldwork experiences during orientation and it is printed in the OCAT Student
Handbook. For student safety, information dealing with blood borne pathogens, and hazardous
materials is presented in the OCAT 20192 Clinical Applications and Therapeutic Techniques –
Physical Dysfunction courses.
To ensure both patient and student safety during fieldwork experiences and because of
contractual agreements with fieldwork sites, student must follow certain professional practices.
Prior to the assignment of the first fieldwork experience, all students are required to demonstrate
proof of liability insurance, physical examination, CPR certification, current immunizations,
Hepatitis B immunization or waiver, and results of the Mantoux test or chest X-ray.
It is the responsibility of the fieldwork educator to instruct students in the use of equipment at
their facility. This includes, but is not limited to facility policy and procedures, safety regulations
and equipment use. It is the responsibility of the student to review these safety guidelines.
51
A student, who becomes ill or is injured at a hospital, will be seen in the Emergency Department
of that hospital. In other clinical sites, such as an out-patient or nursing home setting, the facility
policy will be followed. Fieldwork education sites enter into a contractual agreement with the
OCAT Program to provide emergency treatment in case of accident or illness to students
assigned to their facility at the student’s expense.
Ferpa (Family Educational Rights And Privacy Act)
Just as your patients’ rights are protected under HIPAA, students are protected under FERPA.
What does this mean for you? Any information regarding the student and their performance in
fieldwork experience(s) is considered confidential, except for statistical purposes.
Resources
KSUEL offers fieldwork educators various resources regarding fieldwork education. Examples
include: OTA Reflections, the annual newsletter of the OCAT program at East Liverpool, annual
AOTA article and resource listings, continuing education seminars, opportunities to guest
lecture, and notification of upcoming events. We also offer CEU certificates to all fieldwork
educators taking students under the Ohio licensure guidelines and NBCOT guidelines.
Remediation
Instances where a student demonstrates extreme deficiencies in skills, knowledge or behaviors
may result in the sudden and immediate removal from his/her facility. Students also have the
right to discontinue their fieldwork experience at a facility. When doing so, the fieldwork
coordinator and program director must be notified previous to the actual withdrawal. Reasons for
withdrawal must be legitimate and approved by the fieldwork coordinator and program director.
At that time, the student will be advised that this is considered a failure to progress. The student
will not be eligible for graduation with his/her class and must wait to the beginning of the next
rotation to resume with their level II fieldwork experience. Whenever a student is removed from
a fieldwork experience or self withdraws, a process of counseling with the student, Fieldwork
Coordinator, and/or Program Director, will be initiated to address all issues related to the failure
or withdrawal from the fieldwork experience. A remediation plan will be developed for
improvement of any areas where the student is having problems. This remediation may include,
but not limited to written activities, completion of a lab practical and comprehensive
examination. Upon successful completion of the terms of the remediation plan, the Fieldwork
Coordinator will determine the student’s next fieldwork assignment.
Remediation Plan
If a student is recognized by a fieldwork educator as displaying difficulties with learning OT
concepts or unprofessional behavior, the following process will occur:
4. A private meeting between the student and fieldwork educator to identify problems
with student performance and seek solutions.
52
5. If #1 is not successful, a site visit will be performed by Fieldwork Coordinator. The
meeting will consist of the student, fieldwork educator, and Fieldwork Coordinator.
During the visit, student performance will be identified and addressed. A remediation
plan will be established. This plan will contain statement of the problems with
student performance, expected student performance, clearly written objectives to
achieve expected performance, target dates for objectives to be met and consequences
for non-compliance of the plan. All parties involved sign this remediation plan.
6. A failure to comply with any remediation plan will result in an immediate termination
of the fieldwork placement.
53
Kent State University
Occupational Therapy Assistant Technology
Remediation Plan
Student Name: Date:
Facility:
Type of Fieldwork:
Please list student problems.
What are the target behaviors?
54
Objectives and learning activities required to meet target behaviors.
Targeted Date:
Consequences:
Student Signature/Date Fieldwork Educator/Date
Fieldwork Coordinator Signature/Date
55
SECTION 6
56
57
LEVEL I FIELDWORK ASSIGNMENTS
Assignments – General Instructions
It is important that you understand that many facilities already have established fieldwork
programs including student expectations; these facilities MAY NOT use your student manual at
all. If you are assigned to one of these facilities you are to comply with their requirements.
The following assignments have been designed to correlate with skills and topics covered in
classroom course instruction. If a given task is inappropriate or unfeasible at the assigned
facility, the fieldwork educator (FWE) and student should modify the task to accomplish a
similar objective.
The fieldwork educator may also assign additional activities that are appropriate to the student’s
level of knowledge and skill. If questions arise concerning assignments, the FWE and/or student
may contact the Fieldwork Coordinator.
Written Assignments
1. Directed Log / FWE Feedback Form
Each week the student is required to complete a form. The student will answer the questions with
sufficient detail to promote reflective thinking and clinical reasoning skills. This form MUST be
reviewed by the FWE so that he/she may provide feedback about your comments if appropriate,
and both parties must sign the form. The student will submit the completed form each week to
the Fieldwork Coordinator for review.
2. Orientation Report or AOTA Fieldwork Data Form:
Using the Orientation outline provided, the student will gather information from staff,
department policies and procedures manuals to complete the report. Please type report as seen
on the outline with categories in BOLD and your findings after each category. Also complete the
Orientation Checklist and submit.
If you are assigned an AOTA Fieldwork Data Form, please use template provided by the
Fieldwork Coordinator. You may also request a copy of the report electronically. Complete the
Data Form instead of the Orientation Report and submit by midterm of the fieldwork experience.
3. Patient Interview Form (Psychosocial OR Physical Dysfunction):
After observing a minimum of one (1) patient interview or screen, the student will conduct three
(3) patient interviews under direct supervision. Please complete the interview using the forms
provided. Prior permission must be received from the fieldwork educator in order to conduct
these interviews. The fieldwork educator may modify our form as appropriate. After the
psychosocial interview, the student will observe the patient/client in a treatment session and
complete the Guided Observation form on the reverse side.
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4. Treatment Plans:
Students will complete two (2) Treatment Plans using the form provided. Students will list the
appropriate information under each heading using information found in medical records, through
interviews, or as part of daily interactions with the patient. The categories should tie together and
show the process from identifying problems, how those are tied to specific goals, what
treatments or activities could you use, and the rationale of those interventions.
5. Inter-professional Healthcare Delivery Activity:
Over the course of the entire fieldwork experience, students will track collaboration with other
healthcare professionals and the context of that collaboration. Place slash marks in appropriate
boxes each time you partner with another member of the facility staff.
6. ADL Activity (Physical Dysfunction only):
If fieldwork experience is an inpatient setting, the student will assist the fieldwork educator in
completing three ADL tasks. These activities will be focused on bathing, dressing, grooming,
oral hygiene, and/or feeding as necessary. Adaptive equipment will be incorporated as
appropriate.
If fieldwork experience is an outpatient setting or a site where actual ADL tasks are not
completed, the student is expected to complete three interviews with patients/clients to gather
the information and determine current ADL status. The checklists will be completed by student
and signed by the fieldwork educator.
7. Self-Assessment:
This form is to be completed by the student before the last day of the fieldwork experience. The
FWE is expected to review and sign/date this document. This document will be submitted
following the last fieldwork day.
8. Student Evaluation of Fieldwork Experience (SEFWE):
This form is to be completed by the student and turned into the fieldwork coordinator at the
conclusion of the fieldwork experience.
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Kent State University
Occupational Therapy Assistant Technology Program
Directed Log Week #___ / FWE Feedback Form
Student Name _______________________________________ Date _______________
Facility_____________________________________________
1. In the clinical site you are assigned to for this Level I fieldwork assignment, a
patient/client/family member asks you “What is occupational therapy?” Write your response
using the actual style of language (not something from a textbook or website) you would use
with this particular patient/client/family member that is appropriate for the setting you are
assigned.
2. Describe two examples in your clinical site that will illustrate your explanation of
occupational therapy to the patient/client/family member in question #1.
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Fieldwork Educator Feedback:
Student Strengths:
Areas for Improvement:
Professional Behavior:
Punctuality/Attendance:
Receptiveness to feedback:
Initiative:
Other:
Other Comments/Concerns: [please address all concerns with student immediately; please
contact the Program Director or Fieldwork Coordinator for follow-up]
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________ ____________________
Student Signature Date
________________________________________ ____________________
Fieldwork Educator Signature Date
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Kent State University
Occupational Therapy Assistant Technology Program
Orientation Report Outline
1. The Institution (Name)
a. Name of facility
b. Mission Statement
i. write complete facility mission statement, ii. explain in your own words,
iii. describe one way you saw the mission acted out in the facility
c. Type of institution (governmental, private, etc.)
d. Sources of funding / financing
e. Services available to patients (in-patient, out-patient, home care, diagnostic, etc.)
f. Administrative structure (can attach organizational chart)
2. The Patients/Clients
a. Demographic information (age groups, socioeconomic status, etc.)
b. Common clinical conditions
c. Length of stay
d. Admission system – source of referrals
e. Manner of payment (how paid, how much)
f. What happens to patients after discharge (follow-up)
3. The OT (or Activities) Department
a. Organizational Structure
b. Numbers and kinds of personnel on staff
c. Physical facilities of department (location of tools, records, etc.)
d. Theoretical frames of references utilized
e. Referral system
f. Inter-professional relationships (method of communication, team meetings, etc.)
Orientation Checklist
The following items have been shown, discussed, and/or reviewed with me.
Please note N/A if facility does not have or use.
1. Tour of office and facility ________
2. Introduction to staff members ________
3. Philosophy and Goals of the Practice ________
4. Organizational Structure ________
5. Location of charts ________
6. Documentation requirements/system ________
7. Staff meetings and reporting ________
8. Location of equipment ________
9. Billing procedures ________
10. Personnel Manual ________
11. Student Fieldwork Manual ________
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63
Kent State University
Occupational Therapy Assistant Technology Program
Patient / Client Interview (Psychosocial)
Where do you live? House Apt Hospital/Facility _______________
If inpatient, what is your room number? __________
Do you live: Alone with Spouse _______________________
How long have you been here (or been coming here)? ____________________________
Do you have hobbies or activities that you regularly participate in? YES NO
What are they? ___________________________________________________________________
Do you feel that you have too much free time? YES NO
Do you ever want to try something new or different? YES NO
What? __________________________________________________________________________
How would you describe yourself? ____________________________________________________
________________________________________________________________________________
Can you get dressed by yourself? YES NO
If no, how much help do you need? ___________________________________________________
Do you often become angry at others or yourself? YES NO
Do you relax or sleep easily? YES NO
Do you make your wants and needs known? YES NO
Do you need more exercise / Physical activity? YES NO
What is the hardest part of your day? __________________________________________________
Do you set goals and work toward them? YES NO
Can you concentrate for a long time? YES NO
Do you often get stressed out by people or events? YES NO
Do you have any physical or medical problems that would prevent you from participating in a therapeutic
activities program? ________________________________________________________________
___ Crafts ___ Card/Board Games ___ Movies
___ Small building projects ___ Reading ___ Music / Dancing
___ Crossword Puzzles ___ Puzzles ___ Cooking/Baking
___ Exercise ___ Word Search ___ Other_______________
RECREATIONAL / LEISURE INTERESTS
PROBLEM AREAS
WHAT INTERESTS YOU
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After completing the patient interview on the front, observe the patient in an OT or activities session. Fill in
the information below by using the OTPF
Clinical Setting: Goal(s) of Session:
Client’s Demeanor start of session:
AREAS OF OCCUPATION:
Strengths:
Areas for improvement:
CLIENT FACTORS:
Strengths:
Areas for improvement:
PERFORMANCE SKILLS:
Strengths:
Areas for improvement:
Interventions Utilized:
Practitioner’s Use of Self:
Client’s Response to Intervention:
Ideas for Future Sessions:
Comments:
__________________________________________ ____________________
Student Signature Date
__________________________________________ ____________________
Fieldwork Educator Signature Date
GUIDED OBSERVATION
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Kent State University
Occupational Therapy Assistant Technology Program
Patient Interview Form (Physical Dysfunction)
I. BACKGROUND INFORMATION
Patient’s First Initial: _____________________________________ Age: _____
Primary diagnosis: ______________________________________________________
Secondary diagnoses: ___________________________________________________
Precautions: __________________________________________________________
Living status prior to admission: ___________________________________________
Plans for Discharge: ____________________________________________________
II. PHYSICAL STATUS
Visual deficits:
Hearing deficits:
Mobility status:
Client Ambulation:
Assistive devices: _________________________________________________________
Upper Extremity status:
Limitations noted: Yes _____ No _____
B U/E ROM Testing__________________________________________________
_________________________________________________________________
Coordination (finger opposition; in-hand manipulation):______________________
__________________________________________________________________
B U/E Strength Testing___________________________________________________________
Explain what the deficits are? ______________________________________________________
Any splints or braces noted: _______________________________________________________
Complaint of pain? _________________________________________________________
Where?
What does it interfere with? __________________________________________________
III. ACTIVITIES OF DAILY LIVING
Please put an X next to the performance area in which client has a deficit:
Performance Ares Deficit Strategies for Improvement
Grooming/Hygiene
Dressing Skills
Bathing Skills
Feeding Skills
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Money Management
Energy Conservation
Meal prep/homemaking
IV. COMMUNICATION AND COGNITIVE PATTERNS
Method of communication: [ ] verbal [ ] nonverbal
Can make needs known [ ] yes [ ] no Alert [ ] yes [ ] no
Understands others [ ] yes [ ] no Confused [ ] yes [ ] no
Oriented to [ ] person [ ] place [ ] time
V. OVERALL ATTITUDE
[ ] enthusiastic [ ] cooperative [ ] cheerful [ ] willing to try
[ ] motivated [ ] depressed [ ] uncooperative [ ] withdrawn
VI. SUMMARY OF REPORT / PLAN OF CARE
(List specific activities that will be utilized to meet goals – Use attached sheet if necessary)
___________________________________ ____________________
Student Signature Date
___________________________________ ____________________
Fieldwork Educator Signature Date
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Treatment Plan #_____
Patient First Initial: _____________
Diagnosis: ___________________________________________________________________
Precautions: _________________________________________________________________
Problems Tx Goals Tx plan/activities Rationale
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Level I Inter-professional Healthcare Delivery Activity (B.5.21)
Student Name: ________________________________________ Date: ____________________
Facility: __________________________________________________
Type of setting: Acute Care _____ IP Rehab _____ SNF _____ Outpatient _____ School____
Home Health _____ Psychosocial _____ Other _____________________
Throughout your Level I Fieldwork Experience, please track all practitioners with whom you
collaborate and the context of the collaboration by placing slash marks in the appropriate
column(s) below:
Professions
Observation
Co-Treat
Sessions
Informal
Pt.
Updates
In-service/
Education
by others
Other Patient
Documentation Other
Medicine
(MD, PA, DO)
Nursing
Physical Therapy
Speech Therapy
Recreational
Therapy
Respiratory
Therapy
Social Work
Dietary
Education
Other (specify):
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ADL Activity Checklist # ________
Student:
Date/Minutes of Treatment:
Therapist/FWEd:
Pain Scale:
ADL ACTIVITY ASSISTANCE LEVEL AND COMMENTS
Bathing Training
Upper Body Dressing
Lower Body Dressing
Toilet Training
Grooming Training
Eating/Self Feeding
Training:
Sit to Stand Transfer
Training
Bed Mobility
Bed to Chair Transfer
Training
Toilet Transfer Training
OT Notes (Free Text)
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Level I Self-Assessment
The following abilities assessed in this tool are attributes, characteristics, and behaviors that are clinical
components required to become successful in the occupational therapy profession. Upon completion of
this assessment, you will be able to identify your strengths and weaknesses and analyze ways to enhance
those areas. Using the scale given and your objective form as a guide, please rate yourself as a developing
professional occupational therapy assistant.
1 2 3 4
None of the above Some of the time Most of the time All of the time
As a result of my fieldwork experience, I am able to:
______1. Observe a patient/client assessment/evaluation and then informally participate with
formulating intervention goals and objectives with guidance from my supervisor.
______2. Verbally suggest suitable activities to address a specific goal after reviewing the
intervention plan.
______3. Observe and report a patient/client performance.
______4. Assist with a treatment session.
______5. Attend team treatment meetings.
______6. Suggest appropriate adaptation/grading of specific activities during or following
treatment sessions.
______7. Participate in discharge planning.
______8. Demonstrates the responsibility for set-up, maintenance of supplies, and clean-up of a
treatment session.
______9. Complete assignments within the established departmental guidelines.
______10. Demonstrate awareness of the facility’s policies and procedures.
______11. Interact effectively with my OT supervisor and other professional personnel.
______12. Demonstrate the ability to adhere to AOTA’s Code of Ethics.
______13. Demonstrate good safety techniques and awareness of potential hazards associated
with treatment.
______14. Introduce myself as an occupational therapy assistant student and explain the role of
occupational therapy to the patient/client, on their level of understanding.
______15. Demonstrate the respect of the patient/client’s right to confidentiality and privacy.
______16. Gather pertinent information from patient/client’s chart.
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______17. Identify sources and seek out feedback for effective use in order to enhance my
skills.
______18. Manage my time effectively.
______19. Fulfill commitments and be accountable for my actions, outcomes, and self-learning.
______20. Identify my stressors, and develop an effective coping behavior.
Based on this self-assessment, I will work to develop the following skills and behaviors during my
next fieldwork experience:
To achieve the goals I have set, I will take the following actions:
Student Signature / Date
Fieldwork Educator Signature / Date
Fieldwork Coordinator Signature/Date
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Student Evaluation of Fieldwork Experience Level I
Student Name: _______________________________________ Placement Dates: _______________
Facility: _______________________________ Fieldwork Educator: __________________________
ORIENTATION: 1. Did they offer a formal orientation to facility? Yes No
How could it be improved?
2. Did they offer an orientation to the department? Yes No
How could it be improved?
3. Did they inform you of safety/emergency procedures? Yes No
How could it be improved?
SUPERVISION:
4. Was adequate supervision provided? Yes No
If not, explain why:
5. Did you feel that the fieldwork educator was available and facilitated
in your learning experience?
Yes No
Please give feedback about your Fieldwork Educator:
EXPECTATIONS:
6. Did you feel that the objectives and expectations for the fieldwork
experience were appropriate given your level of knowledge?
Yes No
If not, explain why:
7. What additional information would you have liked to have had prior to beginning this fieldwork
experience? Please indicate whether you feel this information should be provided by the
university, facility or through independent study.
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EXPERIENCE:
8. Did the facility provide a good variety of patient diagnoses and
intervention programs?
Yes No
If not, explain why:
9. If problems arose during the experience, were they handled in a
professional, timely and effective manner?
Yes No
If not, explain why:
10. Were adequate learning resources made available to you? Yes No
If not, explain why:
11. Were other students at the facility during your placement?
If yes, were they there the same day and time as you?
Yes
Yes
No
No
What type of student were these (circle)? OTA OT Other _____________________
How did this affect your learning experience?
12. Which of the following treatments did you see at your site?
Other Therapeutic Activities/Treatments
_________________________________________________________________
_________________________________________________________________
13. Would you recommend this facility/placement for other students? Yes No
Please explain why:
ADDITIONAL COMMENTS:
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Level I Fieldwork Objectives (Fieldwork Site Copy)
The “Standards of an Accredited Educational Program for the Occupational Therapy Assistant” requires
fieldwork sites and the Occupational Therapy Assistant program to meet the following standard:
C.1.3 Demonstrate that academic and fieldwork educators collaborate in establishing fieldwork
objectives and communicate with the student and fieldwork educator about progress and
performance during fieldwork.
The objectives for the Level I Fieldwork experience for Kent State University Occupational Therapy
Assistant Technology program are listed below. If you feel that these objectives are currently being met in
your program and that, to the best of your knowledge, your program design is consistent with the
educational philosophy of the KSU-OTA program, please indicate your agreement with your signature
and date below. You are strongly encouraged to add additional objectives specific to your site in the
empty boxes. Thank you again for your work with our students.
Facility Name ______________________________________________________________
Signature _____________________________________________ Date _______________
Level I Objectives
1. Student will observe and/or assist in an evaluation or interview, participate in formulating
intervention goals, and suggest intervention activities.
2. Student will observe and report patient/client performance orally and in writing.
3. The student will assist in individual or group treatments and suggest adaptation and/or grading
of specific activities.
4. The student will work effectively with occupational therapy and /or facility personnel.
5. The student will observe departmental rules and regulations and adhere to standard safety
precautions for self and others.
6. The student will practice ethical and professional behavior.
7. The student will exhibit therapeutic use of self and appropriate interactions with patients/clients.
8. The student will practice safety techniques and demonstrate awareness of potential hazards.
9.
10.
11.
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Level I Fieldwork Performance Evaluation Directions
1. Introduction
This evaluation provides important feedback for the student, fieldwork educators, and the school.
Please use this one form at midterm and for the final. It is hoped that every attempt will be made
to offer the types of experiences described on the evaluation form.
2. Directions
a. Mid-term
i. The midterm evaluation should be completed approximately half-way through the
fieldwork experience.
ii. The total score of the midterm will NOT be used as part of the final grade.
iii. The Fieldwork Coordinator or Program Director at Kent State should be notified as
soon as possible if any student is in danger of failing the fieldwork experience.
iv. If a student is in danger of failing at mid-term, a meeting will be set up with the
fieldwork educator, Fieldwork Coordinator, and the student to devise a remediation
plan for helping the student to successfully complete the Level I fieldwork
experience.
v. While it is possible that a student passing at midterm could still fail the experience,
the supervisor should be alert to possible problems and attempt to prevent this from
happening.
b. Final Evaluation
i. The student MUST score 56 or above on the Level I Performance Evaluation tool
in order to pass the fieldwork experience.
c. Assignments
i. Satisfactory completion of the fieldwork experience includes satisfactory
completion of all fieldwork assignments.
ii. The required assignments are graded by the Fieldwork Educator or Fieldwork
Coordinator depending on the assignment discretion.
iii. These assignments should be taken into consideration when completing the
evaluation form; however, the specific grades of the assignments will not appear on
the final evaluation form.
iv. Comments are welcome if you want to give credit for work done on the required
assignments.
3. Scoring Techniques
a. The minimum passing grade at finals for the Level I fieldwork is 56; the maximum score is
80.
b. On the final evaluation the student must not have any “Unsatisfactory” or “1” ratings.
Thus, even the student who has 4’s on 24 items and a “1” on only one of these items will
not pass their fieldwork experience.
c. Comments are required for any items given an “Unsatisfactory” or “1” rating, or a rating of
“Exceeds Expectations” or “4”, since this should be reserved for the top 5% of students.
d. If a particular statement is not observable in the facility or not observed in the student,
check “N/A”. The student will be given 3 points for this score so as not to be penalized.
Excessive use of the “N/A” category indicates the need to reexamine your interpretation of
the student.
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Level I Fieldwork Performance Evaluation
Student Name: __________________________ Dates of Placement: ______________________
Facility: ________________________________Fieldwork Educator: _____________________
Rating Scale: Students should be graded according to the following scale.
N/A Not Applicable, Please grant a score of “3” for each.
1-Unsatisfactory: Below expected standards, concerned about performance.
2-Needs Improvement: Progressing, but still room to learn, typical performance at midterm.
3-Meets Standard: Average, involvement and understanding consistent with current expectations,
typical at finals.
4-Exceeds Standard: Above average, high initiative and strong beginning skills, top 5% of students,
rarely given.
Performance Area Midterm Final
I. Facility Knowledge
1) Understands and defines the purpose and philosophy of the facility.
2) Understands the role and function of various team members.
3) Explores and/or identifies department and facility resources (i.e. therapeutic tools, etc.)
Comments/Recommendations at Midterm: Subtotal:
Comments/Recommendations at Final:
II. Professional Behaviors Midterm Final
4) Demonstrates awareness of patient safety.
5) Demonstrates awareness of patient confidentiality and privacy.
6) Demonstrates comfort and respect for diversity factors of others, including sociocultural, socioeconomic, spiritual and lifestyle choices.
7) Consistently prepared and motivated to participate
8) Dresses appropriately with good hygiene
9) Consistently on time and meets deadlines as expected
10) Displays a positive attitude, accepts constructive criticism, displays professional and mature behavior
11) Displays ability to function well in a team; seeks support as appropriate
12) Exhibits ability to get along with staff, group members, and patients
13) Understands own role in groups and treatments; respects roles of others
14) Shows initiative; seeks new learning and uses available resources to attain goals.
15) Displays problem solving abilities; reasons with new information, independently researches for new solutions.
Comments/Recommendations at Midterm: Subtotal:
Comments/Recommendations at Final:
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III. Therapeutic Interactions: Student demonstrates BEGINNING level of understanding-- Midterm Final
16) -- of client diagnosis/condition and the impact on functional performance.
17) -- of treatments, assisting in selection of treatments, and developing occupation-based interventions as appropriate.
18) -- of grading/adapting treatment interventions, tools and/or environment to meet the clients’ current need.
19) Applies therapeutic use of self during interactions with clients.
20) Verbalizes purpose of OT and interventions to educator and patients
Comments/Recommendations at Midterm: Subtotal:
Comments/Recommendations at Final:
Scoring:
Midterm Subtotals:
Facility Knowledge __________ Overall Midterm Score:
Professional Behaviors __________ `
Therapeutic Interactions __________ Satisfactory Performance……….40 and above
Unsatisfactory Performance…….39 and below
Midterm Score: ____________________________________ ____________________________________ _________________ Student Signature Fieldwork Educator Signature Date _________________________________________________________________________________________________________ Final Subtotals:
Facility Knowledge __________ Overall Final Score:
Professional Behaviors __________ `
Therapeutic Interactions __________ Satisfactory Performance……….56 and above
Unsatisfactory Performance….… 55 and below
Final Score:
____________________________________ ____________________________________ _________________ Student Signature Fieldwork Educator Signature Date
Summary Comments: (Addresses student’s overall clinical competence)
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SECTION 7
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LEVEL II FIELDWORK ASSIGNMENTS
Assignments – General Instructions
The following assignments have been designed to correlate with skills and topics covered in
classroom instruction. If a given task is inappropriate or unfeasible at the assigned facility, the
fieldwork educator (FWE) and student should modify the task to accomplish a similar objective.
The FWE may also assign additional activities appropriate to the student’s level of knowledge
and skill. If questions arise concerning assignments, please contact the AFWC (KSU).
ALL SETTINGS
1. Directed Log / FWE Feedback Form
At the end of each week, the student will complete the Directed Log / FWE Feedback Form.
Answers should be well thought out with no less than 4 sentences. After completing the student
portion, the form is given to the FWE for supervisor feedback and both parties sign the form.
Please fax the completed for to me as soon as possible (number is on the form). Level II
experiences require 8 feedback forms for each experience.
2. Orientation Report or AOTA Fieldwork Data Form
Using the outline template, the student will gather information from staff, department policies
and procedures manuals to complete the report. Please type report with categories in BOLD and
your findings after each category. Also complete the Orientation Checklist and submit. If you are
assigned an AOTA Fieldwork Data Form, use the template provided. You may request a copy of
the report electronically.
3. Progress Notes The student will write progress notes for assigned patients/clients as they become due. Some
facilities may record patient/client progress after each treatment while others may use a weekly
summary, etc. The notes should be spread out over the course of the experience and
improvement should be noted in the quality and accuracy of the reporting. DO NOT SUBMIT
NOTES TO AFWC (KSU).
4. Inter-professional Healthcare Delivery Activity Tracking Form
Throughout the fieldwork experience, indicate each time you actively collaborate with other
healthcare practitioners and the context of the collaboration by placing slash marks in the
appropriate column(s) on the form. Follow instructions to write a brief narrative of one of those
events.
5. Bi-weekly LEARN Discussions
Every other week, students will receive a discussion question or topic via LEARN. Students are
expected to respond, discuss, and ask questions of their peers to facilitate learning and
interaction.
6. Midterm Self- Assessment
The student will complete the midterm self-assessment form, discuss with the FWE, and have
both parties sign prior to midterm visit by AFWC.
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7. In-Service
The student will present an in-service to the OT department or other departments as related to a
patient diagnosis, OT treatment technique, or other topic as decided by student and FWE. After
the presentation, the student will complete the In-Service Assessment form and the FWE will
complete the In-Service Evaluation form.
8. Student Evaluation of Fieldwork Experience (SEFWE)
This tool is to be completed by the student and turned into the fieldwork coordinator at the
conclusion of the fieldwork experience.
***************************************************************
SETTING SPECIFIC ASSIGNMENTS:
Psychosocial— Group Protocol
One (1) group protocol will be written based on the needs of a given population and as
determined by your supervisor. It must be a new group. The protocol must be written on a
group that the student may conduct independently or in conjunction with other staff and may
introduce evidence based research. Template provided.
Physical Dysfunction—ADL Activity
If experience is an inpatient setting, the student will assist or conduct six (6) complete ADL
tasks. These activities will be focused on bathing, dressing, grooming, oral hygiene, and feeding
as necessary. Adaptive equipment will be incorporated as appropriate. The checklists will be
completed by student and signed by the fieldwork educator.
Outpatient OR Pediatrics—Adaptive toy/equipment/activity and report
The student must adapt a toy/activity/piece of equipment for a client that targets the client’s
treatment goals. The student must also submit a written explanation of the adaptive toy,
equipment, or activity, its purpose, and the population/diagnosis it targets. This equipment can
also serve as the focus of student’s in-service if appropriate.
* * *
**If time and resources permit, the student should be given the opportunity to observe other disciplines
employed by the facility, take a fieldtrip in an area with which the primary facility works cooperatively
(i.e., acute care, rehab facility, nursing home, home health, hospice, etc.), be encouraged to attend in-
services available to the facility, and made aware of relevant programs offered in your geographic area
(State OT Association meetings, open houses, etc.)
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Level II Directed Log / FWE Feedback Form Week #____
*Answers should be well thought out with no less than 4 sentences.* ~Fax to (330) 382-7564~
Write in detail about EACH of the following as it applies to this week of Level II fieldwork: Reflect on and describe:
a) your caseload and responsibilities, b) positive and negative feelings, c) challenges and accomplishments.
Fieldwork Educator Feedback:
Punctuality/Attendance: __________________________________Initiative _______________________________
Receptiveness to Feedback: __________________________________________
Student Strengths:
Areas for Improvement:
Other Comments/Concerns: [please address all concerns with student immediately; contact the Program Director
or Fieldwork Coordinator for follow-up]
_____________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________ ____________________
Student Signature Date
________________________________________ ____________________
Fieldwork Educator Signature Date
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Orientation Report Outline
4. The Institution (Name)
a. Name of facility
b. Mission Statement
i. write complete facility mission statement, (2) explain in your own words, (3)
describe one way you saw the mission acted out in the facility
c. Type of institution (governmental, private, etc.)
d. Sources of funding / financing
e. Services available to patients (in-patient, out-patient, home care, diagnostic, etc.)
f. Administrative structure (can attach organizational chart)
5. The Patients/Clients a. Demographic information (age groups, socioeconomic status, etc.)
b. Common clinical conditions
c. Length of stay
d. Admission system – source of referrals
e. Manner of payment (how paid, how much)
f. What happens to patients after discharge (follow-up)
6. The OT (or Activities) Department a. Organizational Structure
b. Numbers and kinds of personnel on staff
c. Physical facilities of department (location of tools, records, etc.)
d. Theoretical frames of references utilized
e. Referral system
f. Inter-professional relationships (method of communication, team meetings, etc.)
Orientation Checklist
The following items have been shown, discussed, and/or reviewed with me.
Please note N/A if facility does not have or use.
1. Tour of office and facility ________
2. Introduction to staff members ________
3. Philosophy and Goals of the Practice ________
4. Organizational Structure ________
5. Location of charts ________
6. Documentation requirements/system ________
7. Staff meetings and reporting ________
8. Location of equipment ________
9. Billing procedures ________
10. Personnel Manual ________
11. Student Fieldwork Manual ________
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Inter-professional Healthcare Delivery Activity Tracking Form (B.5.21)
Student Name: __________________________________________ Date: __________________________
Facility: ______________________________________________
Type of setting: Acute Care _____ IP Rehab _____ SNF _____ Outpatient _____ School _____
Home Health _____ Psychosocial _____ Other ___________________________
Please indicate all practitioners with whom you ACTIVELY collaborated and the context of the collaboration by
placing slash marks in the appropriate column(s) below:
Professions
Weekly Case
Conference
D/C Planning
Meeting
Phone Call Family
Meeting
Electronic
Communication
In-service /
Education
Medicine (MD, PA)
Nursing
Physical Therapy
Speech Therapy
Recreational Therapy
Respiratory Therapy
Social Work
Dietary
Education
Other (specify):
Choose one of the above inter-professional activities and briefly describe (1) your personal, ACTIVE level of
participation/collaboration during this event, (2) the important clinical outcomes for the patient and (3) educational
outcomes for yourself as a result of inter-professional collaboration. Include a brief anonymous description of the
patient. i.e. During a case conference, consulted with the pharmacist re: 25 y/o female with traumatic brain injury.
We reviewed medications and identified potential side effects that might impact level of alertness. No medication
changes were made, however, will continue monitoring level of alertness for future needs. Use back of sheet for
assignment.
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Student In-service Assessment (to be completed by Student)
Name: _____________________________________ Date Given: ___________________________
Clinic Site: __________________________________ Participants: ____________________________
Topic: __________________________________________________________________________
1. How was your topic chosen?
_____ it was assigned _____ I decided _____ I chose from several suggestions
2. The time allowed for this in-service was ________ minutes. Was the time adequate? How?
3. In preparing for this in-service, I took the following steps…
4. Give a brief description of the in-service content.
5. I was pleased with the following aspects of my in-service…
6. If I were to do my in-service over again, I would change the following…
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Student In-service Evaluation (to be completed by FWEd)
Student Name: ____________________________________ Date Given: _________________
Clinic Site: ____________________________________City: _______________________
Topic: ____________________________________________________________________
Please Rate each question on a scale of 1(least) to 10 (most). Provide written comments where appropriate.
Was the topic relevant to your clinical setting? Rating _____
Was the topic relevant to the audience? Rating _____
Was the presentation appropriate to the educational level of the audience? Rating _____
Did the student demonstrate adequate knowledge of the topic? Rating _____
Did the student integrate multiple sources to research the topic? Rating _____
Was the student adequately prepared for the presentation? Rating _____
Did the student demonstration good public speaking skills? Rating _____
Did the student effectively use handout materials? Rating ____
Was the material presented with demonstration or audio-visual materials? Rating _____
Did the student incorporate class participation into the presentation? Rating _____
Please provide additional feedback regarding this in-service ….
FWEd Signature ___________________________________ Date ___________
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Group Protocol Format
Name of group: Should convey therapeutic purpose.
Description: Brief, clear, conveying purpose and accurate sense of what happens in
the group.
Goals or behavioral May be multiple and extensive. Should be clear and
Objectives: behavioral and as specific as possible.
Referral criteria: Describes the kind of patient who might benefit from the group. May
include intake procedures.
Methodology: Includes both media (activity) and method (how the activity or media is
used). This section includes more detail on the flow of activities within
the time period of the group meeting.
Curriculum or agenda: For groups that have an educational or topical focus, this section gives
detail on specific items of instruction to be covered in each of a number
of successive sessions.
Leader roles: States what the leader will and will not do within the group. Addresses
the functional roles to be taken by the group leader.
Evaluation: Indicates now the achievement of the group will be assessed (through
patient survey, therapist observation, peer supervision, etc.)
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ADL Activity Checklist # ____ (Physical Dysfunction)
Student:
Date/Minutes of Treatment:
Therapist/FWEd:
Pain Scale:
ADL ACTIVITY ASSISTANCE LEVEL AND COMMENTS
Bathing Training
Upper Body Dressing
Lower Body Dressing
Toilet Training
Grooming Training
Eating/Self Feeding Training:
Sit to Stand Transfer Training
Bed Mobility
Bed to Chair Transfer Training
Toilet Transfer Training
OT Notes (Free Text)
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Kent State University
Occupational Therapy Assistant Technology Program
Level II Fieldwork Objectives (Fieldwork Site Copy)
The “Standards of an Accredited Educational Program for the Occupational Therapy Assistant” requires
fieldwork sites and the Occupational Therapy Assistant program to meet the following standard:
C.1.3 Demonstrate that academic and fieldwork educators collaborate in establishing fieldwork
objectives and communicate with the student and fieldwork educator about progress and
performance during fieldwork.
The objectives for the Level II Fieldwork experience for Kent State University Occupational Therapy
Assistant Technology program are listed below. If you feel that these objectives are currently being met in
your program and that, to the best of your knowledge, your program design is consistent with the
educational philosophy of the KSU-OTA program, please indicate your agreement with your signature
and date below. You are strongly encouraged to add additional objectives specific to your site in the
empty boxes. Thank you again for your work with our students.
_________________________________________________________________________________
Fieldwork Educator Signature Facility Date
Level II Objectives
1. Student will consistently exhibit professional behaviors.
2. Student will recognize and appreciate that professional standards and Code of Ethics are an integral
component of being a professional.
3. Student will modify behaviors in response to feedback by the fieldwork educator.
4. Student will take initiative with exploring new learning opportunities.
5. Student will observe all policies and procedures, rules and regulations of the fieldwork site and Kent State
University Occupational Therapy Assistant program to assure patient/client safety.
6. Student will gather all necessary, relevant information prior to patient/client interventions.
7. Student will report orally and in writing information gathered during treatment to appropriate staff members.
8. Student will complete all documentation accurately, concisely, and in a timely manner.
9. Student will utilize clinical reasoning when designing intervention plans, and implementing intervention
techniques in accordance with identified patient/client performance deficits/assets.
10. Student will utilize interventions that address the person, occupation, and environmental issues related to
the patient/client goals.
11. Student will assess activities based on appropriate theoretical frame of reference which will be most
effective in maximizing patient performance and achieving established goals.
12. Student will articulate the rationale for discontinuation of services, discharge planning and follow-up
progress.
13. Student will attend all meetings as directed by the fieldwork educator.
14. Student will assume full patient/client caseload, as defined by the fieldwork site by the end of the
experience.
15. Student will develop entry-level competencies for the Level II fieldwork by the end of the experience as
defined by achieving the minimal passing score or above on the AOTA Level II Fieldwork Performance
Evaluation.
16.
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SECTION 8
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OCCUPATIONAL THERAPY CODE OF ETHICS AND ETHICS STANDARDS (2010)
PREAMBLE
The American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics
and Ethics Standards (2010) (“Code and Ethics Standards”) is a public statement of principles
used to promote and maintain high standards of conduct within the profession. Members of
AOTA are committed to promoting inclusion, diversity, independence, and safety for all
recipients in various stages of life, health, and illness and to empower all beneficiaries of
occupational therapy. This commitment extends beyond service recipients to include
professional colleagues, students, educators, businesses, and the community.
Fundamental to the mission of the occupational therapy profession is the therapeutic use of
everyday life activities (occupations) with individuals or groups for the purpose of participation
in roles and situations in home, school, workplace, community, and other settings. “Occupational
therapy addresses the physical, cognitive, psychosocial, sensory, and other aspects of
performance in a variety of contexts to support engagement in everyday life activities that affect
health, well being, and quality of life” AOTA, 2004). Occupational therapy personnel have an
ethical responsibility primarily to recipients of service and secondarily to society.
The Occupational Therapy Code of Ethics and Ethics Standards (2010) was tailored to address
the most prevalent ethical concerns of the profession in education, research, and practice. The
concerns of stakeholders including the public, consumers, students, colleagues, employers,
research participants, researchers, educators, and practitioners were addressed in the creation of
this document. A review of issues raised in ethics cases, member questions related to ethics, and
content of other professional codes of ethics were utilized to ensure that the revised document is
applicable to occupational therapists, occupational therapy assistants, and students in all roles.
The historical foundation of this Code and Ethics Standards is based on ethical reasoning
surrounding practice and professional issues, as well as on empathic reflection regarding these
interactions with others (see e.g., AOTA, 2005, 2006). This reflection resulted in the
establishment of principles that guide ethical action, which goes beyond rote following of rules
or application of principles. Rather, ethical action it is a manifestation of moral character and
mindful reflection. It is a commitment to benefit others, to virtuous practice of artistry and
science, to genuinely good behaviors, and to noble acts of courage.
While much has changed over the course of the profession’s history, more has remained the
same. The profession of occupational therapy remains grounded in seven core concepts, as
identified in the Core Values and Attitudes of Occupational Therapy Practice (AOTA, 1993):
altruism, equality, freedom, justice, dignity, truth, and prudence. Altruism is the individual’s
ability to place the needs of others before their own. Equality refers to the desire to promote
fairness in interactions with others. The concept of freedom and personal choice is paramount in
a profession in which the desires of the client must guide our interventions. Occupational therapy
practitioners, educators, and researchers relate in a fair and impartial manner to individuals with
whom they interact and respect and adhere to the applicable laws and standards regarding their
area of practice, be it direct care, education, or research (justice). Inherent in the practice of
occupational therapy is the promotion and preservation of the individuality and dignity of the
client, by assisting him or her to engage in occupations that are meaningful to him or her
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regardless of level of disability. In all situations, occupational therapists, occupational therapy
assistants, and students must provide accurate information, both in oral and written form (truth).
Occupational therapy personnel use their clinical and ethical reasoning skills, sound judgment,
and reflection to make decisions to direct them in their area(s) of practice (prudence). These
seven core values provide a foundation by which occupational therapy personnel guide their
interactions with others, be they students, clients, colleagues, research participants, or
communities. These values also define the ethical principles to which the profession is
committed and which the public can expect.
The Occupational Therapy Code of Ethics and Ethics Standards (2010) is a guide to professional
conduct when ethical issues arise. Ethical decision making is a process that includes awareness
of how the outcome will impact occupational therapy clients in all spheres. Applications of Code
and Ethics Standards Principles are considered situation-specific, and where a conflict exists,
occupational therapy personnel will pursue responsible efforts for resolution. These Principles
apply to occupational therapy personnel engaged in any professional role, including elected and
volunteer leadership positions.
The specific purposes of the Occupational Therapy Code of Ethics and Ethics Standards (2010)
are to
1. Identify and describe the principles supported by the occupational therapy profession.
2. Educate the general public and members regarding established principles to which
occupational therapy personnel are accountable.
3. Socialize occupational therapy personnel to expected standards of conduct.
4. Assist occupational therapy personnel in recognition and resolution of ethical dilemmas.
The Occupational Therapy Code of Ethics and Ethics Standards (2010) define the set of
principles that apply to occupational therapy personnel at all levels:
DEFINITIONS • Recipient of service: Individuals or groups receiving occupational therapy.
• Student: A person who is enrolled in an accredited occupational therapy education
program.
• Research participant: A prospective participant or one who has agreed to participate in an
approved research project.
• Employee: A person who is hired by a business (facility or organization) to provide
occupational therapy services.
• Colleague: A person who provides services in the same or different business (facility or
organization) to which a professional relationship exists or may exist.
• Public: The community of people at large.
BENEFICENCE
Principle 1. Occupational therapy personnel shall demonstrate a concern for the well-being
and safety of the recipients of their services.
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Beneficence includes all forms of action intended to benefit other persons. The term beneficence
connotes acts of mercy, kindness, and charity (Beauchamp & Childress, 2009). Forms of
beneficence typically include altruism, love, and humanity. Beneficence requires taking action
by helping others, in other words, by promoting good, by preventing harm, and by removing
harm. Examples of beneficence include protecting and defending the rights of others, preventing
harm from occurring to others, removing conditions that will cause harm to others, helping
persons with disabilities, and rescuing persons in danger (Beauchamp & Childress, 2009).
Occupational therapy personnel shall A. Respond to requests for occupational therapy services (e.g., a referral) in a timely manner
as determined by law, regulation, or policy.
B. Provide appropriate evaluation and a plan of intervention for all recipients of occupational
therapy services specific to their needs.
C. Reevaluate and reassess recipients of service in a timely manner to determine if goals are
being achieved and whether intervention plans should be revised.
D. Avoid the inappropriate use of outdated or obsolete tests/assessments or data obtained
from such tests in making intervention decisions or recommendations.
E. Provide occupational therapy services that are within each practitioner’s level of
competence and scope of practice (e.g., qualifications, experience, the law).
F. Use, to the extent possible, evaluation, planning, intervention techniques, and therapeutic
equipment that are evidence-based and within the recognized scope of occupational
therapy practice.
G. Take responsible steps (e.g., continuing education, research, supervision, training) and use
careful judgment to ensure their own competence and weigh potential for client harm
when generally recognized standards do not exist in emerging technology or areas of
practice.
H. Terminate occupational therapy services in collaboration with the service recipient or
responsible party when the needs and goals of the recipient have been met or when
services no longer produce a measurable change or outcome.
I. Refer to other health care specialists solely on the basis of the needs of the client.
J. Provide occupational therapy education, continuing education, instruction, and training that
are within the instructor’s subject area of expertise and level of competence.
K. Provide students and employees with information about the Code and Ethics Standards,
opportunities to discuss ethical conflicts, and procedures for reporting unresolved ethical
conflicts.
L. Ensure that occupational therapy research is conducted in accordance with currently
accepted ethical guidelines and standards for the protection of research participants and
the dissemination of results.
M. Report to appropriate authorities any acts in practice, education, and research that appear
unethical or illegal.
N. Take responsibility for promoting and practicing occupational therapy on the basis of
current knowledge and research and for further developing the profession’s body of
knowledge.
NONMALEFICENCE
Principle 2. Occupational therapy personnel shall intentionally refrain from actions that
cause harm.
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Nonmaleficence imparts an obligation to refrain from harming others (Beauchamp & Childress,
2009). The principle of nonmaleficence is grounded in the practitioner’s responsibility to refrain
from causing harm, inflecting injury, or wronging others. While beneficence requires action to
incur benefit, nonmaleficence requires non-action to avoid harm (Beauchamp & Childress,
2009). Nonmaleficence also includes an obligation to not impose risks of harm even if the
potential risk is without malicious or harmful intent. This principle often is examined under the
context of due care. If the standard of due care outweighs the benefit of treatment, then
refraining from treatment provision would be ethically indicated (Beauchamp & Childress,
2009).
Occupational therapy personnel shall A. Avoid inflicting harm or injury to recipients of occupational therapy services, students,
research participants, or employees.
B. Make every effort to ensure continuity of services or options for transition to appropriate
services to avoid abandoning the service recipient if the current provider is unavailable
due to medical or other absence or loss of employment.
C. Avoid relationships that exploit the recipient of services, students, research participants, or
employees physically, emotionally, psychologically, financially, socially, or in any other
manner that conflicts or interferes with professional judgment and objectivity.
D. Avoid engaging in any sexual relationship or activity, whether consensual or
nonconsensual, with any recipient of service, including family or significant other,
student, research participant, or employee, while a relationship exists as an occupational
therapy practitioner, educator, researcher, supervisor, or employer.
E. Recognize and take appropriate action to remedy personal problems and limitations that
might cause harm to recipients of service, colleagues, students, research participants, or
others.
F. Avoid any undue influences, such as alcohol or drugs, that may compromise the provision
of occupational therapy services, education, or research.
G. Avoid situations in which a practitioner, educator, researcher, or employer is unable to
maintain clear professional boundaries or objectivity to ensure the safety and well-being
of recipients of service, students, research participants, and employees.
H. Maintain awareness of and adherence to the Code and Ethics Standards when participating
in volunteer roles.
I. Avoid compromising client rights or well-being based on arbitrary administrative
directives by exercising professional judgment and critical analysis.
J. Avoid exploiting any relationship established as an occupational therapist or occupational
therapy assistant to further one’s own physical, emotional, financial, political, or business
interests at the expense of the best interests of recipients of services, students, research
participants, employees, or colleagues.
K. Avoid participating in bartering for services because of the potential for exploitation and
conflict of interest unless there are clearly no contraindications or bartering is a culturally
appropriate custom.
L. Determine the proportion of risk to benefit for participants in research prior to
implementing a study.
AUTONOMY AND CONFIDENTIALITY
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Principle 3. Occupational therapy personnel shall respect the right of the individual to self-
determination.
The principle of autonomy and confidentiality expresses the concept that practitioners have a
duty to treat the client according to the client’s desires, within the bounds of accepted standards
of care and to protect the client’s confidential information. Often autonomy is referred to as the
self-determination principle. However, respect for autonomy goes beyond acknowledging an
individual as a mere agent and also acknowledges a “person’s right to hold views, to make
choices, and to take actions based on personal values and beliefs” (Beauchamp & Childress,
2009, p. 103). Autonomy has become a prominent principle in health care ethics; the right to
make a determination regarding care decisions that directly impact the life of the service
recipient should reside with that individual. The principle of autonomy and confidentiality also
applies to students in an educational program, to participants in research studies, and to the
public who seek information about occupational therapy services.
Occupational therapy personnel shall A. Establish a collaborative relationship with recipients of service including families,
significant others, and caregivers in setting goals and priorities throughout the
intervention process. This includes full disclosure of the benefits, risks, and potential
outcomes of any intervention; the personnel who will be providing the intervention(s);
and/or any reasonable alternatives to the proposed intervention.
B. Obtain consent before administering any occupational therapy service, including
evaluation, and ensure that recipients of service (or their legal representatives) are kept
informed of the progress in meeting goals specified in the plan of intervention/care. If the
service recipient cannot give consent, the practitioner must be sure that consent has been
obtained from the person who is legally responsible for that recipient.
C. Respect the recipient of service’s right to refuse occupational therapy services temporarily
or permanently without negative consequences.
D. Provide students with access to accurate information regarding educational requirements
and academic policies and procedures relative to the occupational therapy
program/educational institution.
E. Obtain informed consent from participants involved in research activities, and ensure that
they understand the benefits, risks, and potential outcomes as a result of their
participation as research subjects.
F. Respect research participant’s right to withdraw from a research study without
consequences.
G. Ensure that confidentiality and the right to privacy are respected and maintained regarding
all information obtained about recipients of service, students, research participants,
colleagues, or employees. The only exceptions are when a practitioner or staff member
believes that an individual is in serious foreseeable or imminent harm. Laws and
regulations may require disclosure to appropriate authorities without consent.
H. Maintain the confidentiality of all verbal, written, electronic, augmentative, and non-
verbal communications, including compliance with HIPAA regulations.
I. Take appropriate steps to facilitate meaningful communication and comprehension in cases
in which the recipient of service, student, or research participant has limited ability to
communicate (e.g., aphasia or differences in language, literacy, culture).
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J. Make every effort to facilitate open and collaborative dialogue with clients and/or
responsible parties to facilitate comprehension of services and their potential
risks/benefits.
SOCIAL JUSTICE
Principle 4. Occupational therapy personnel shall provide services in a fair and equitable
manner.
Social justice, also called distributive justice, refers to the fair, equitable, and appropriate
distribution of resources. The principle of social justice refers broadly to the distribution of all
rights and responsibilities in society (Beauchamp & Childress, 2009). In general, the principle of
social justice supports the concept of achieving justice in every aspect of society rather than
merely the administration of law. The general idea is that individuals and groups should receive
fair treatment and an impartial share of the benefits of society. Occupational therapy personnel
have a vested interest in addressing unjust inequities that limit opportunities for participation in
society (Braveman & Bass-Haugen, 2009). While opinions differ regarding the most ethical
approach to addressing distribution of health care resources and reduction of health disparities,
the issue of social justice continues to focus on limiting the impact of social inequality on health
outcomes.
Occupational therapy personnel shall A. Uphold the profession’s altruistic responsibilities to help ensure the common good.
B. Take responsibility for educating the public and society about the value of occupational
therapy services in promoting health and wellness and reducing the impact of disease and
disability.
C. Make every effort to promote activities that benefit the health status of the community.
D. Advocate for just and fair treatment for all patients, clients, employees, and colleagues,
and encourage employers and colleagues to abide by the highest standards of social
justice and the ethical standards set forth by the occupational therapy profession.
E. Make efforts to advocate for recipients of occupational therapy services to obtain needed
services through available means.
F. Provide services that reflect an understanding of how occupational therapy service
delivery can be affected by factors such as economic status, age, ethnicity, race,
geography, disability, marital status, sexual orientation, gender, gender identity, religion,
culture, and political affiliation.
G. Consider offering pro bono (“for the good”) or reduced-fee occupational therapy services
for selected individuals when consistent with guidelines of the employer, third-party
payer, and/or government agency.
PROCEDURAL JUSTICE
Principle 5. Occupational therapy personnel shall comply with institutional rules, local,
state, federal, and international laws and AOTA documents applicable to the profession of
occupational therapy.
Procedural justice is concerned with making and implementing decisions according to fair
processes that ensure “fair treatment” (Maiese, 2004). Rules must be impartially followed and
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consistently applied to generate an unbiased decision. The principle of procedural justice is based
on the concept that procedures and processes are organized in a fair manner and that policies,
regulations, and laws are followed. While the law and ethics are not synonymous terms,
occupational therapy personnel have an ethical responsibility to uphold current reimbursement
regulations and state/territorial laws governing the profession. In addition, occupational therapy
personnel are ethically bound to be aware of organizational policies and practice guidelines set
forth by regulatory agencies established to protect recipients of service, research participants, and
the public.
Occupational therapy personnel shall A. Be familiar with and apply the Code and Ethics Standards to the work setting, and share
them with employers, other employees, colleagues, students, and researchers.
B. Be familiar with and seek to understand and abide by institutional rules, and when those
rules conflict with ethical practice, take steps to resolve the conflict.
C. Be familiar with revisions in those laws and AOTA policies that apply to the profession of
occupational therapy and inform employers, employees, colleagues, students, and
researchers of those changes.
D. Be familiar with established policies and procedures for handling concerns about the Code
and Ethics Standards, including familiarity with national, state, local, district, and
territorial procedures for handling ethics complaints as well as policies and procedures
created by AOTA and certification, licensing, and regulatory agencies.
E. Hold appropriate national, state, or other requisite credentials for the occupational therapy
services they provide.
F. Take responsibility for maintaining high standards and continuing competence in practice,
education, and research by participating in professional development and educational
activities to improve and update knowledge and skills.
G. Ensure that all duties assumed by or assigned to other occupational therapy personnel
match credentials, qualifications, experience, and scope of practice.
H. Provide appropriate supervision to individuals for whom they have supervisory
responsibility in accordance with AOTA official documents and local, state, and federal
or national laws, rules, regulations, policies, procedures, standards, and guidelines.
I. Obtain all necessary approvals prior to initiating research activities.
J. Report all gifts and remuneration from individuals, agencies, or companies in accordance
with employer policies as well as state and federal guidelines.
K. Use funds for intended purposes, and avoid misappropriation of funds.
L. Take reasonable steps to ensure that employers are aware of occupational therapy’s ethical
obligations as set forth in this Code and Ethics Standards and of the implications of those
obligations for occupational therapy practice, education, and research.
M. Actively work with employers to prevent discrimination and unfair labor practices, and
advocate for employees with disabilities to ensure the provision of reasonable
accommodations.
N. Actively participate with employers in the formulation of policies and procedures to
ensure legal, regulatory, and ethical compliance.
O. Collect fees legally. Fees shall be fair, reasonable, and commensurate with services
delivered. Fee schedules must be available and equitable regardless of actual payer
reimbursements/contracts.
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P. Maintain the ethical principles and standards of the profession when participating in a
business arrangement as owner, stockholder, partner, or employee, and refrain from
working for or doing business with organizations that engage in illegal or unethical
business practices (e.g., fraudulent billing, providing occupational therapy services
beyond the scope of occupational therapy practice).
VERACITY
Principle 6. Occupational therapy personnel shall provide comprehensive, accurate, and
objective information when representing the profession.
Veracity is based on the virtues of truthfulness, candor, and honesty. The principle of veracity in
health care refers to comprehensive, accurate, and objective transmission of information and
includes fostering the client’s understanding of such information (Beauchamp & Childress,
2009). Veracity is based on respect owed to others. In communicating with others, occupational
therapy personnel implicitly promise to speak truthfully and not deceive the listener. By entering
into a relationship in care or research, the recipient of service or research participant enters into a
contract that includes a right to truthful information (Beauchamp & Childress, 2009). In addition,
transmission of information is incomplete without also ensuring that the recipient or participant
understands the information provided. Concepts of veracity must be carefully balanced with
other potentially competing ethical principles, cultural beliefs, and organizational policies.
Veracity ultimately is valued as a means to establish trust and strengthen professional
relationships. Therefore, adherence to the Principle also requires thoughtful analysis of how full
disclosure of information may impact outcomes.
Occupational therapy personnel shall A. Represent the credentials, qualifications, education, experience, training, roles, duties,
competence, views, contributions, and findings accurately in all forms of communication
about recipients of service, students, employees, research participants, and colleagues.
B. Refrain from using or participating in the use of any form of communication that contains
false, fraudulent, deceptive, misleading, or unfair statements or claims.
C. Record and report in an accurate and timely manner, and in accordance with applicable
regulations, all information related to professional activities.
D. Ensure that documentation for reimbursement purposes is done in accordance with
applicable laws, guidelines, and regulations.
E. Accept responsibility for any action that reduces the public’s trust in occupational
therapy.
F. Ensure that all marketing and advertising are truthful, accurate, and carefully presented to
avoid misleading recipients of service, students, research participants, or the public.
G. Describe the type and duration of occupational therapy services accurately in professional
contracts, including the duties and responsibilities of all involved parties.
H. Be honest, fair, accurate, respectful, and timely in gathering and reporting fact-based
information regarding employee job performance and student performance.
I. Give credit and recognition when using the work of others in written, oral, or electronic
media.
J. Not plagiarize the work of others.
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FIDELITY
Principle 7. Occupational therapy personnel shall treat colleagues and other professionals
with respect, fairness, discretion, and integrity.
The principle of fidelity comes from the Latin root fidelis meaning loyal. Fidelity refers to being
faithful, which includes obligations of loyalty and the keeping of promises and commitments
(Veatch & Flack, 1997). In the health professions, fidelity refers to maintaining good-faith
relationships between various service providers and recipients. While respecting fidelity requires
occupational therapy personnel to meet the client’s reasonable expectations (Purtillo, 2005),
Principle 7 specifically addresses fidelity as it relates to maintaining collegial and organizational
relationships. Professional relationships are greatly influenced by the complexity of the
environment in which occupational therapy personnel work. Practitioners, educators, and
researchers alike must consistently balance their duties to service recipients, students, research
participants, and other professionals as well as to organizations that may influence decision-
making and professional practice.
Occupational therapy personnel shall A. Respect the traditions, practices, competencies, and responsibilities of their own and other
professions, as well as those of the institutions and agencies that constitute the working
environment.
B. Preserve, respect, and safeguard private information about employees, colleagues, and
students unless otherwise mandated by national, state, or local laws or permission to
disclose is given by the individual.
C. Take adequate measures to discourage, prevent, expose, and correct any breaches of the
Code and Ethics Standards and report any breaches of the former to the appropriate
authorities.
D. Attempt to resolve perceived institutional violations of the Code and Ethics Standards by
utilizing internal resources first.
E. Avoid conflicts of interest or conflicts of commitment in employment, volunteer roles, or
research.
F. Avoid using one’s position (employee or volunteer) or knowledge gained from that
position in such a manner that gives rise to real or perceived conflict of interest among
the person, the employer, other Association members, and/or other organizations.
G. Use conflict resolution and/or alternative dispute resolution resources to resolve
organizational and interpersonal conflicts.
H. Be diligent stewards of human, financial, and material resources of their employers, and
refrain from exploiting these resources for personal gain.
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References
American Occupational Therapy Association. (1993). Core values and attitudes of occupational
therapy practice. American Journal of Occupational Therapy, 47, 1085–1086.
American Occupational Therapy Association. (2005). Occupational therapy code of ethics
(2005). American Journal of Occupational Therapy, 59, 639–642.
American Occupational Therapy Association. (2006). Guidelines to the occupational therapy
code of ethics. American Journal of Occupational Therapy, 60, 652–658.
American Occupational Therapy Association. (2004). Policy 5.3.1: Definition of occupational
therapy practice for State Regulation. American Journal of Occupational Therapy, 58, 694-695.
Beauchamp, T. L., & Childress, J. F. (2009). Principles of biomedical ethics (6th ed.). New
York: Oxford University Press.
Braveman, B., & Bass-Haugen, J. D. (2009). Social justice and health disparities: An evolving
discourse in occupational therapy research and intervention. American Journal of Occupational
Therapy, 63, 7–12.
Maiese, M. (2004). Procedural justice. Retrieved July 29, 2009, from
http://www.beyondintractability.org/essay/procedural_justice/
Purtillo, R. (2005). Ethical dimensions in the health professions (4th ed.). Philadelphia:
Elsevier/Saunders.
Veatch, R. M., & Flack, H. E. (1997). Case studies in allied health ethics. Upper Saddle River,
NJ: Prentice-Hall.
Authors
Ethics Commission (EC):
Kathlyn Reed, PhD, OTR, FAOTA, MLIS, Chairperson
Barbara Hemphill, DMin, OTR, FAOTA, FMOTA, Chair-Elect
Ann Moodey Ashe, MHS, OTR/L
Lea C. Brandt, OTD, MA, OTR/L
Joanne Estes, MS, OTR/L
Loretta Jean Foster, MS, COTA/L
Donna F. Homenko, RDH, PhD
Craig R. Jackson, JD, MSW Deborah Yarett Slater, MS, OT/L, FAOTA, Staff Liaison
Adopted by the Representative Assembly 2010CApr17.
Note. This document replaces the following rescinded Ethics documents 2010CApril18: the
Occupational Therapy Code of Ethics (2005) (American Journal of Occupational Therapy, 59,
639–642); the Guidelines to the Occupational Therapy Code of Ethics (American Journal of
Occupational Therapy, 60, 652–658); and the Core Values and Attitudes of Occupational
Therapy Practice (American Journal of Occupational Therapy, 47, 1085–1086).
Copyright © 2010 by the American Occupational Therapy Association, Inc. To be published in
2010 in the American Journal of Occupational Therapy, 64 (November/December Supplement).
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