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Cluster: Occupational Therapy |
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Description of Cluster: Occupational therapy is the use of purposeful activities or interventions to achieve functional outcomes such as doing the activities a person wants to do, enhancing a person’s quality of life, finding new activities to do, changing the environment to be a facilitator of a person’s activities. |
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Mentorship Agreement: |
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Domains: |
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I. Technical/Clinical Knowledge |
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II. Cultural Awareness |
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III. Analytical/Decision-Making Skills |
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IV. Interpersonal/Communication Skills |
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Prerequisite Knowledge and Skills |
References and Resources |
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The student will complete the didactic objectives for MSII with a grade of 80 or higher |
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The student will write a one page essay on |
Domain: Technical/Clinical Knowledge
Standard: The student will understand and demonstrate knowledge of designated skills needed to be an occupational therapist.
Activity |
Student
Accomplishment |
Evaluation |
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Complete a scavenger hunt, identifying the items provided on the list provided by your mentor (appendix A) After instruction, the student will demonstrate use of the items chosen from the adaptive equipment items above. |
From the list of items chosen by the mentor, the student successfully finds 95%. The student adequately demonstrates the equipment identified as judged by the mentor. |
Observation by the mentor. Observation of the student using the equipment. |
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The student will correctly identify the following terms relevant to occupational therapy practice. |
From the list of terms (Appendix B) provided by the teacher, the student will correctly identify 90%. |
Jacobs, K. (1999). Quick Reference Dictionary for Occupational Therapy. Thorofare, NJ: Slack Inc. |
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After observing the mentor and reading the material on transfers in the textbook, the student will practice a stand-pivot transfer using a peer from a wheelchair to a chair and back. |
The student will demonstrate 90% proficiency on the procedures outlined in the text. |
Simmers, L. (1993). Diversified Health Occupations. Washington: Delmar Publishers or current text. |
Domain: Cultural Awareness
Standard: The student will identify the relationship of activity and language to occupational performance in a given setting.
Activity |
Student Accomplishment |
Evaluation |
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Culture includes the customs, beliefs, activity patterns, behavior standards and expectations accepted by the society to which you belong. Identify an activity that is important to your culture. Reflect on how you could or could not continue the activity if you were a client or patient in the clinical experience you are engaged in. Pay attention to the language that is used by the professionals at your clinical site. Make a list of the terms that you believe are unique to your clinical site—terms that clients or your classmates would not understand. Observe a therapist working with a client from a different cultural or ethnic group. |
Write a one-page paper that describes how you could or could not continue the activity. For each term on your list, write a definition. Create a brochure appropriate for the clients of the facility that describes the terms. Describe the accommodations provided by the therapist to address the differences in culture between the client and the therapist. These could include the use of oral and written language, body language, changes in evaluation processes, incorporation of additional persons to the intervention plan. |
Discuss your paper with your mentor and present your paper to your classmates. Review with your mentor. Present your brochure to your classmates. During your presentation, reflect on why language is such a powerful tool in communicating about the culture. Include how you feel when you do not understand the language being used. Discuss your observations with your mentor. |
Domain: Analytical/Decision-Making Skills
Standard: The student will demonstrate analytical skills important to the occupational therapy intervention process.
Activity |
Student Accomplishment |
Evaluation |
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Observe an occupational therapist conducting an evaluation. Meet with the therapist to review the results of the assessment and proposed intervention plan. |
Write a one-page paper explaining why the therapist made the recommendations identified regarding the intervention plan. |
Review paper with mentor and discuss the rationale provided by the student. |
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Write a one-page paper identifying how the therapist would know if his or her intervention plan was successful. |
Review paper with mentor and discuss. |
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Observe a therapist from a different discipline (physical therapy, speech, psychology, social work, etc) |
Write a one page paper comparing and contrasting occupational therapy with the therapy you observed. |
Review paper with mentor and discuss. |
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Record daily events and activities completed on clinical experience. Include therapist’s name, date, persons present (use initials to maintain confidentiality), diagnosis of any patients present |
Complete a daily journal of the clinical experience. Appendix C contains a model questions for the journal. |
Review journal with teacher and mentor. |
Domain: Interpersonal/Communication Skills
Standard: The student will demonstrate professional competence in oral and written communication.
Activities |
Student Accomplishments |
Assessment |
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Behave in a professional manner to assure best results. |
Student reflection on professional behaviors resulting in the development of 2 goals to be worked on during clinical experience. |
Professional Behavior Assessment Form (Appendix D) completed by student, mentor and teacher |
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Attend clinical experiences as assigned |
Maintain 95% attendance with absences approved by mentor ahead of time |
Time sheet signed by mentor |
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Interview an occupational therapist or occupational therapy assistant about his or her career in occupational therapy. |
Complete a one page written summary of the interview. |
Paper Assessment Form (Appendix E) completed by teacher. |
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Visit 2 or more web sites about occupational therapy (Appendix F). |
Prepare an annotated list of the web sites and the information they contain that would be useful for any peers who want to know more about occupational therapy. |
Share the list with your peers using a format suitable for your class (paper, presentation, web). |
Appendix A
Scavenger Hunt
The setting in which you have been placed uses “tools” to help clients perform meaningful occupations. Find the following: an item that would help a person to eat, an item that would help a person to drink, an item that would help a person to pick up something on the floor, an item that would help someone walk unassisted, an item that would help a person fasten clothes, an item that would help a person pull up pants, and item that would help a person put on shoes, an item that would help a person put on socks, an item that would help a person shower or bathe.
Appendix B
occupation, activity, ADL, assistive equipment, splint, occupational behavior, range of motion, activity analysis, affect, cognition, allied health, ambulate, assessment, reflex, reinforcement, strength, endurance, caregiver, context, occupational therapy practitioner, occupational therapy aide, impairment, confidentiality, culturally competent, outcome measure, intervention, intervention plan.
Appendix C
The process of
writing in a journal is a journey in personal growth and self-reflection. The questions we are using are designed to
heighten your awareness about occupational therapy. We will try to use a
variety of mediums to capture our feelings. When it is journal time, find a
space where you are comfortable working.
Try and answer the questions in a way that you get a clearer perspective
of occupational therapy
How do I feel
right now about my OT clinical
experience? Close your eyes and think about the question for a
while. Pay attention to the physical
sensations and your emotional feelings.
See if any visual images or words come to mind. Channel those out in any form: doodles,
scribbles, shapes, images, words, or poems.
Look over what you have done.
Record your reactions.
What does my
inner self look like when I’m participating in my OT clinical experience? Your internal world is a private world of
physical sensations, emotional feelings, fantasies, memories, wishes, and
thoughts. Close your eyes and meditate.
Draw an expression of your inner self while engaged in your clinical
experience. Use any form
appropriate. Look at your drawing. On the next page write what your graphic
expressions say to you?
What does my
outer self look like when I’m watching an OT assessment? Your outer world is what your show to the
outside world and the ways you express yourself in actions, behavior, and with
your body. Close your eyes and
meditate. Draw an expression of your
outer self watching today’s evaluation.
Use any form appropriate. Look
at your drawing. On the next page write
your reaction to what you have recorded.
Close your eyes
and replay your clinical experience today.
Retrace the sequence, recall your significant thoughts, feelings, interactions,
objects and environment. Draw or write
about the highlights of this activity experience. Reflect upon your reflection and record your observations.
Haiku is a form
of poetry through which you express yourself and your impressions of the world. Begin by naming the OT intervention
experience you had today. Now, describe
it. Name the setting, describe the
setting. Then describe the feelings
have about the image. Now, go back
through what you’ve written and underline the key words and phrases that really
describe the essence of the experience.
Move these around and play with them in your mind until there are only 7
syllables: one line of five syllables, one of seven syllables, and another line
of five syllables.
Highlights of
your OT clinical experience. Close your
eyes and replay your experience in your clinical experience. Retrace the sequence; recall your
significant thoughts, feelings, team and participant interactions, objects,
culture, and physical environment. Draw
or write about the highlights of this experience. Reflect upon the highlights you recorded and report your
observations.
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Appendix
D
PROFESSIONAL
BEHAVIOR
I.
A Positive
Self Regard As Demonstrated By:
A)
A
direct forthright manner of verbal and nonverbal
communication such as:
-making eye contact
-clearly stating an opinion
-asking a question
-asking for clarification
-addressing questions/concerns in a timely manner
-exhibiting a confident body posture
B)
Speaking
out to identify one’s position such as:
-Expressing one’s opinion
-Acknowledge one’s stand on
an issue
-Clarifying one’s position
C)
Constructive
response to criticism such as:
-acknowledging an error
and/or asset
-acknowledging
responsibility for self
-altering behavior based on
feedback
-depersonalizing feedback,
recognizing that criticism is
directed at behavior, not at a person.
D) Tolerance of error such as:
-trying
out the new behaviors
-acknowledge
that errors are a reality of learning
-speculating
-asking
for a critique
E) Self starting, self-reliant
behaviors such as:
-taking
initiating for one’s learning
-identifying
and utilizing resources
-initiating
an endeavor
-taking
responsibility
F) Self advocacy such as:
-stating
one’s wants and needs
-speaking
and acting affirmatively in regard to oneself
-articulating
one’s strengths and assets
-asking
for commendation
G) Being dependable, reliable such
as:
-following
through on a task
-meeting
deadlines
-being
consistent
-using
sound, rational judgment
-being
accountable, responsible
H)
Acknowledge one’s contribution
such as:
-identifying
and describing one’s contributions, one’s skills
-volunteering
to use assets and skills
-describing
and assessing one’s limitations
-seeking
personally referenced feedback
II.
An Increasing
Self Awareness As Demonstrated By:
A) Seeking and obtaining feedback such as:
-asking
others for their perception of one’s behaviors
-seeking feedback from multiple sources
including but not limited
to
peers, superiors, other colleagues and clients
B) Reflective
ness such as:
-giving
events a second thought
-engaging
in thoughtful review
-retrospectively
considering one’s response
C)
Becoming
more aware of what is happening around one self such
as:
-noting observations of the dimensions and dynamics
of the
immediate
-noting verbal and nonverbal
cues
-identifying the
interrelationships among people, politics, economy, and
culture
-questioning the
interrelatedness of events and one’s personal action
D)
Appraising
self realistically such as:
-weighing self assessment with assessment of others
-acknowledging similarities and discrepancies of
these assessments
-acknowledging and explaining one’s beliefs, values
and biases
-recognizing a self appraisal as a continuing
process
E)
Clarifying
values continually such as:
-questioning one’s beliefs and attitudes
-evaluating how one’s behaviors relate to one’s own
beliefs and attitudes
-assessing how and why one’s behaviors relate values
differ or are the
same as other’s
F)
Expanding
the boundaries of one’s behavioral repertoire such as:
-trying out new behaviors
-practicing different ways of responding
-engaging in unfamiliar situations critiquing one’s
nonverbal behavior
-seeking opportunity to work on self identified
limitations
G)
Clarifying
relationship with others such as:
-asking for feedback about the impact of one’s
behavior
-confronting another with regard to where things
stand between self and
other
-asking others for the rationale of their opinions
-explaining one’s own opinion and its rationale
-defining and explaining the nature of the contract
between oneself and
other within
the context of the respective roles of each
-identifying and considering nonverbal cues
III.
An Interpersonal Competence
As Demonstrated By:
A)
Sensitivity
to feelings, values and agenda of others such as:
-acknowledging one’s own feelings and expressing how
they are like/
different
from another
-responding by word, voice tone, facial expression,
touch and/or gestures
to the
feeling tone of another
-encouraging another to clarify or share their
values and opinions
-expressing respect for the right of another to hold
different values and
beliefs
B)
Listening
to and hearing others such as:
-paraphrasing the statements of another
-asking for clarification
-responding to what is being said
-responding to non verbal cues
C)
Skills
of dialogue such as:
-asking another to share/explain their point of view
-withholding judgment during another’s explanation
-explaining one’s own point of view and rationale
-encouraging others to critically explore one’s
perspective
D)
Skills
of collaborating such as:
-asking others for their ideas/perspectives
-acknowledge the importance
of the knowledge, expertise/skills, of
another
-contributing ideas,
critique, to the task at hand
-acknowledging the value of various interactive
styles
-compromising to reach a consensus without abdicating
one’s basic
values
E)
Empowering
others such as:
-acknowledging the contribution of another
-supporting another toward a self agency
-acknowledging the strengths and skills of another
and encouraging
their use
-asking another to participate
F)
Contributing
to the learning of others such as:
-sharing knowledge, ideas
and questions
-eliciting input, opinions
and participation from others
-stimulating and originating
discussion
-completing assignments on
time
-offering thoughtful
contribution to discussion
III.
A Commitment
To Learning As Demonstrated By:
A)
Enthusiasm
for inquiry and discovery such as:
-expressing excitement about
new learning
-seeking new ideas, new
perspectives through questioning, reading,
discussion
-trying out new
perspectives, new ideas
B)
Being
content – prepared such as:
-completing assignments on
time
-formulating clarifying
questions
-contributing thoughts and
ideas
C)
Contributing
beyond requirements such as:
-volunteering a special
assignment
-contributing materials,
information beyond assignments
-stimulating others to
contribute
Appendix F
American
Occupational Therapy Association
National Board for
Certification in Occupational Therapy
Advance for
Occupational Therapy Practitioners
East Carolina
University
Department of
Occupational Therapy
Virginia Commonwealth
University
Department of
Occupational Therapy
The University of
Tennessee
Health Science
Center
College of Allied
Health Sciences
Occupational
Therapy Program
www.utmem.edu/allied/occu_therapy_home.html
Medical University
of South Carolina
College of Health
Professions
Occupational
Therapy Program
University of
North Carolina at Chapel Hill
Department of
Occupational Science
www.alliedhealth.unc.edu/ocsci
American
Occupational Therapy Association
National Board for
Certification in Occupational Therapy
Advance for
Occupational Therapy Practitioners
East Carolina
University
Department of
Occupational Therapy
Virginia
Commonwealth University
Department of
Occupational Therapy
The University of
Tennessee
Health Science
Center
College of Allied
Health Sciences
Occupational
Therapy Program
www.utmem.edu/allied/occu_therapy_home.html
Medical University
of South Carolina
College of Health
Professions
Occupational
Therapy Program
University of
North Carolina at Chapel Hill
Department of
Occupational Science
www.alliedhealth.unc.edu/ocsci
Appendix E
Evaluation of Paper
Precision
and Clarity (3-9 pts)
Spelling 1 2 3
Paragraph 1 2 3
Syntax 1 2 3
Economy
of Expression (3-9 pts)
Meets length 1 2 3
Avoids wordiness 1 2 3
Avoids redundancy 1 2 3
Orderly
Presentation of Ideas (3-9 pts)
Continuity of thought 1 2 3
Effective use of transitions 1 2 3
Appropriate use of punctuation 1 2 3
Smoothness
of Expression (3-9 pts)
Clear communication 1 2 3
Avoids contradictions 1 2 3
Adequately addresses topic 1 2 3
Name
of Student:____________________________________
Total
Score___________________________________________
Appendix F
Ideas for assignments that will help students understand occupations or activities and the diversity of activities in people’s lives
FIND SOMEONE
WHO...Circulate among the group and write the name of one person who does each
of the following. You may not use the
same person more than once.
1. Has an unconventional hobby or pastime.
2. Works three jobs.
3. Watches TV a lot.
4. Writes poetry.
5. Makes quilts.
6. Plays volleyball.
7. Prefers to be alone during leisure.
8. Attends baseball/softball games.
9. Entertains at home.
10. Is involved in community service.
11. Reads short stories or novels.
12. Plays board games.
13. Can braid hair.
14. Enjoys speaking in front of groups.
15. Has been involved in a debate.
16. Is able to knit or crochet.
17. Can use power tools for woodworking.
18. Is proficient at APA or MLA editorial
style
19. Is good at meeting deadlines.
20. Keeps a journal.
21. Is engaged in research.
22. Prefers a bath to a shower.
23. Likes to sing.
24. Enjoys cooking.
25. Reads the morning newspaper.
ARE YOU MORE
LIKE?
Have students
form a line down the center of a room. Read a pair of items from the following
list. Designate a direction for participants to move depending on the object
each associates with.
Are you more
like (a)
Hiking boot or a ballet
slipper?
Top hat or
a baseball
cap?
Rock and roll
song or a country
ballad?
Pen or
a pencil?
Letter or
an email?
Computer or a
typewriter?
Sweat pants or business
attire?
Tennis racquet or a piano?
Cartoon or
a novel?
Photograph or a painting?
Create an activity file.
The purpose of the activity file is to increase your repertoire of activities. Provide 3 cards each for the following activity categories: Active Games, Mixers, Table Games, Crafts, Art, Drama, Music, Woodworking, Self Care, Home Care. Each card should include:
Name
of Activity; Age Group; Number of Participants needed; Type of Activity;
Purpose/Goal; Formation; Action; Leadership; Equipment/Materials; Environment;
Variations.