OTAS 212 - Externship/Fieldwork Level 2-A
PREREQUISITES: OTAS 208 Occupational Performance in Adults and Elder Care; OTAS 209 Assistive Technology and Modalities in Occupational Therapy; OTAS 210 Transitional Roles and Practice in Occupational Therapy; OTAS 211 Current Issues and Emerging Trends
COREQUISITES: OTAS 213 Fieldwork 2-B
CREDIT HOURS MIN: 2
INTERNSHIP/EXTERNSHIP HOURS MIN: 2
TOTAL CONTACT HOURS MIN: 160
Level 2 Fieldwork aims to develop competent, entry-level generalist occupational therapy assistants, and Level 2-A is the first of two integral clinical experiences essential to the program’s curriculum design, which concentrates on applying knowledge and skills for an Occupational Therapy Assistant (OTA) student. Includes in-depth experience in delivering occupational therapy services to clients, focusing on applying purposeful and meaningful occupation. It is recommended that the student be exposed to various clients across the lifespan and various settings. In compliance with 2023 ACOTE Standard C.1.12, the student will complete a total of 16 weeks, with eight (8) weeks for this placement, of full-time supervised fieldwork in a setting uniquely different from OTAS 213 (Fieldwork Level II-B). Level II fieldwork hours will be consistent with a 32-40 hour/5-day work week, with some weekends potentially required, and will be completed in a minimum of one setting if reflective of more than one practice area, or in a maximum of three different settings.
MAJOR COURSE LEARNING OBJECTIVES: MAJOR COURSE LEARNING OBJECTIVES: Objectives align with the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Assistant student. In order to pass this fieldwork, students must score at or above a satisfactory on items. Upon successful completion of this course, the student will:
Fundamentals of OTA Practice:
1. Adhere to ethics, safety regulations, and professional reasoining and judgement during FW Level 2 [B.2.8; B.2.10; B.3.2].
Basic Tenets and Knowledge in OTA Practice:
2. Demonstrate ability through practice or discussion to clearly, confidently, accurately, and concisely explain the values, beliefs, and distint nature and value of occupation as a method and desired outcome of occupational therapy to students, families, significant others, colleagues, service providers, and the public [B.2.3; B.2.4; B.3.21].
3. Demonstrate knowedge through practice or discussion of the human body, human development, and human behavior with knowedge applied to the application and use of occupation [B.1.1] and be able to explain to the community of interest the interaction of occupation and activty [B.2.3], and the role of OT in the promotion of health and wellness and prevention [B.2.5].
4. Demonstrate knowedge through practice or discussion of the experience and effects of the disease process [B.2.6] and how it affects occupational perfomance and function within all areas of occupation.
5. Apply and demonstrate knowledge through practice or discussion regarding OT’s history, philiosphy, values, and sociopolitical climate and explain their importance and influence on and from OT’s ability to meet current and future occupational needs [B.2.2].
6. Demonstrate ability to clearly, confidently, accurately, and concisely explain the role of an OTA and OTR to clients, families, significant others, colleagues, service providers, and the public [B.3.19; B.3.21; B.4.9].
7. Demonstrate ability to effectively communicate and collaborate with a client, family, and significant others throughout the occupational therapy process [B.3.21; B.2.9; B.10; B.3.1, B.3.2; B.3.5; B.3.6; B.3.21; B.3.22; B.4.6].
8. Demonstrate ability to explain and apply scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments [B.2.1].
Evaluation and Screening:
9. Articulate a clear and logical rationale for the evaluation process [B.3.2; B.3.21].
10. Select relevant screening and assessment methods while considering such factors as client’s priorities, context(s), theories, and evidence-based practice; report to OTR to discuss and implement [B.3.3; B.3.5, B.3.21].
11. Determine client’s occupational profile and performance through appropriate assessment methods; report to OTR [B.3.3; B.3.5; B.3.21]; assess client factors and context(s) that support or hinder occupational performance [B.3.2; B.3.21].
12. Obtain suffient client data and information; administrer assessments; verbalize understandiong on the importance of using reliable and valid assessment tools [B.3.3; B.3.5, B.3.21].
13. Adjust or modify the assessment procedures based on client’s needs, behaviors, and culture; interpret evaluation results; establish an accurate and appropriate planl and document the results of the evaluation process with objective measurements of client occupational perofmance.
Intervention:
14. Articulate a clear and logical rationale for the intervention process [B.3.2; B.3.21].
15. Utilize evidence from published research and relevant resources to make informed decisions during OT delivery [B.5.1; B.5.3].
16. Select motivating, challenging, meaningul, relevant occupations or activities that support occupational perfomance (occupation-centered) to facilitate clients meeting established goals; implement plans that are occupation-based or centered [B.2.3; B.3.6].
17. Modifiy task approach, occupations, and/or the environment to maximize client performance (i.e., grading; activity anlaysis) [B.2.7; B.3.6-B.3.9].
18. Update, modify or terminate the intervention plan based upon careful monitoring of the client’s status; accurately document client’s response to services in a manner that demonstrates the efficacy of service [B.3.7-B.3.10; B.4.3].
Management of OT Services:
19. Demonstrates through practice or discussion the ability to assign appropriate responsibilities to the occupational therapy assistant and occupational therapy aide [B.4.9].
20. Demonstrates through practice or discussion the ability to actively collaborate with the occupational therapy assistant [B.4.9].
21. Demonstrates understanding of the costs and funding related to occupational therapy services at this site [B.4.3; B.4.4].
22. Accomplish organizational goals by establishing priorities, developing strategies, and meeting deadlines [B.4.4].
23. Produce the volume of work required in the expected time frame [B.4.4].
Communication and Documentation Essentials:
24. Clearly and effectively communicate verbally and nonverbally (including documentation of services) [B.3.21; B.4.3].
25. Produce clear and accurate documentation according to site requirements; written communication is legible with approriate language used for receipient [B.4.3].
Professional Behavior:
26. Collaborate with supervisor(s) to maximize the learning experience; take responsisbility for learning and attatining competence; respond cconstruictively to feedback, and implement positive change.
27. Demonstrate consistent work behaviors including initiative, preparedness, dependability, effective time mamnagement, and work site maintenance.
28. Demonstrate positive interpersonal skills and intra-/interprofessionalism that include, but are not limited to: communication, collaboration, cooperation, flexibility, tact, theraputic use of self, and empathy [B.3.21; B.3.1; B.3.22].
29. Demonstrate respect for diversity factors of others including, but not limited to, sociocultural, socioeconomic, spiritual, cultural, and lifestyle choices [B.1.2].
30. Satisfactorily meet the performance criteria of the Fieldwork Performance Evaluation Form (FWPE) for Occupational Therapy Assistant Students.
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