Year- End Report Department: Occupational Therapy Assistant Document Prepared By: Karen Walker, MA, OTRL

Transcription

1 Year- End Report Department: Occupational Therapy Assistant Document Prepared By: Karen Walker, MA, OTRL

2 Department Information Annual Updates Review & Documentation: Current year goals & outcomes Current year goals Long Term Goals Action Plan Peron(s) Identify use of electronic documentation in OT practice. Research, select and implement documentation program to record OT assessment and treatment. Research and select an electronic documentation program to record OT assessment and treatment. Survey of users on application, benefit and service. Communicate with vendors identifying features, application and service. Identity software, application to OT setting, cost, installation, maintenance and upgrades. Identify type of system-internal or web based. Consult with GRCC IT personnel on software selection and compatibility with GRCC system. Selection of software and vendor. Purchase and install software. Train faculty on use of software. Conduct test trials of the program and identify application in the OTA curriculum. Integrate software in OTA curriculum identifying specific learning objectives and activities. responsible Karen Walker Lynda Jansen Matthew Mekkes, Sarah Ryder Due dates for Action semesters: fall 2012, winter 2013 fall 2013 winter 2014 fall 2014 Results/update OTA faculty selected webpt as a vendor for electronic documentation for the OTA curriculum. Coordinated the communication between the vendor and GRCC IT director to purchase the product and review and sign the business associate agreement. Contacted the webpt representative to access the documents, training videos and materials. Faculty and student users logins were created. Training videos were reviewed by the OTA faculty prior to the staff training session. Staff training of WebPT on April 14, Integrate attitudes of professionalism and responsiveness to the client, community and society that encompasses lifelong learning Need and interest identified for continued education on advanced OT treatment techniques. Plan and develop a course on advance OT treatment techniques. Identify course content, credit hours awarded and method of instruction and sequence in the curriculum. Lynda Jansen Winter 2012 Winter 2013 Summer 2013 Developed OT 215 Supplemental OT Practice Skills course to offered summer Student evaluations identify that this course was very beneficial in content and delivery to enhance their OT skills. Recommended to OTA students and graduates. Course added to OTA curriculum.

3 Reaccreditation OTA program of Compile and analyze program and institutional data for self- study for re-accreditation. Write and submit self study On-site visit for program evaluation Karen Walker November 8, 2013 February 10-12, 2014 At its April 5-6, 2014 meeting, ACOTE reviewed the Report of On-Site Evaluation (ROSE) regarding the Occupational Therapy Assistant Program at Grand Rapids Community College, Grand Rapids, Michigan, and voted to Grant a Status of Accreditation for a period of 7 years. Report On-Site Evaluation 1. The dean and associate dean of Workforce Development are commended for the substantial allocation of funding for supplies and equipment and for the building of state-of-the-art laboratory space. This commitment to financial resources has resulted in graduates whose ability to integrate knowledge between the classroom and practice environment has been recognized by fieldwork educators. 2. The program director is praised for her ability to model characteristics of a life-long learner as evidenced by her participation in a wide range of externships. She uses her experiences to infuse the curriculum with new knowledge regarding current occupational therapy practice in the community. In addition, she inspires a creative vision through collaborative faculty endeavors. This vision has strengthened the curriculum design and led to program enhancement. 3. The faculty are recognized for their ability to link the classroom experience with community agency involvement. This partnering exposes the students to the diversity of populations in their community who otherwise might not be recognized as needing occupational therapy services. 4. The fieldwork educators are noted for their continued support of the program in providing challenging clinical experiences for the students. Their contributions have guided students toward a sense of confidence in

4 Emphasis on education and training of OTA faculty to maintain and develop expertise in current and emerging areas of practice that meet the Accreditation Participation in workshops, conferences, in-services and externships Karen Walker Lynda Jansen Matthew Mekkes, Sarah Ryder fall 2013, winter 2014 their future professional and clinical roles. 5. The students are complimented for their professionalism and clinical preparedness. Their investment in their experiential learning has positively contributed to the strong reputation of the program in the healthcare community. Part B, Suggestions to enhance the program Suggestions are items related to broadening or enrichment of programs. They are listed in order of the Standards and may be accompanied by an explanation. No response from the program is required. While the program has instructional aids and technology sufficient in quantity and quality to be consistent with program objectives and teaching methods it is suggested that the program explore additional technological advancements in software already available at the institution to enhance the experiential learning of the students. [2011 OTA Standard A.2.27.] Part C, noncompliance with the standards. Cited areas are based on noncompliance with the referenced Standard(s) and are listed in order of the Standards. A response from the program is required. Documentation must be submitted that the program routinely secures and documents sufficient qualitative and quantitative employer satisfaction information to allow for meaningful analysis about the extent to which the program is meeting its stated goals and objectives. [2011 OTA Standard A.5.3.] Participation in continuing education activities resulting in curricular revisions of addition to lecture content. Attended the American Occupational Therapy Conference with specific topic presentation on

5 Council for Occupational Therapy Education standards. Student successful completion of the OTA program. OT 102 required as a pre-requisite for program admission. Monitor student successful completion of the OTA program. Karen Walker Matthew Mekkes Fall 2013, Winter 2014 OT practice areas in mental health, rehabilitation and issues regarding OT practice. Fall semester 2013 and winter semester 2014 OT 102 reserved seats for students scheduled to begin the OTA program in fall Additional Accomplishments not noted as program goals: Use of Camtasia relay to record lecture material in three classes. This provided additional time in class for active learning application. This learning activity was used to provide lectures in several OTA classes that were canceled due to inclement weather in winter semester The OTA faculty plan to record lectures for additional classes in the future. The OTA program hosted the annual West Michigan Occupational Therapy Educational Consortium on November 8, This is a one day educational event to foster life-long learning between OT and OTA students representing three educational Occupational Therapy programs in west Michigan. The colleges represented were Grand Valley State University, Baker College and Grand Rapids Community College. Occupational Therapy professionals presented information related to their practice specialties. A case study and videos were created of a patient with a diagnosis of right Cerebral Vascular Accident to be used throughout the OTA curriculum to illustrate OT treatment process, The scenario of a self-care activity was introduced in the OT 108 class to promote students' skills to identify characteristics of the disability, develop observation and documentation skills and identify therapeutic use of self. The students watched the treatment video on self-care and completed a worksheet as a small group activity. The worksheet was effective as it provided a guideline for treatment observation and documentation skills. Student reported observations and documentation illustrated a basic understanding of the objectives. OTA faculty identify use of Ipad in OT treatment identified in professional publications, feedback from local OT professionals and advisory board members. Collaboration with GRCC IT personnel to determine Ipad capacity needs, purchasing, registration and connection for OTA classroom use. Implementation in OT 208 to increase awareness of use of assistive technology in OT practice specifically apps on Ipad devices. Occupational Therapy Knowledge Exam was administered to the sophomore OTA students in April This is a practice test designed by the National Board for Certification in Occupational Therapy in preparation for the certification exam. The student s took the timed exam in a similar setting to the actual test. They received written feedback on their

6 performance on the test. The students reported that this was beneficial for their exam preparation. Goals for next year 1. The OTA program was not in compliance with standard A.5.3 of the Accreditation Council for Occupational Therapy Education standards. It states that documentation must be submitted that the program routinely secures and documents sufficient qualitative and quantitative employer satisfaction information to allow for meaningful analysis about the extent to which the program is meeting its stated goals and objectives. The program does not gather sufficient data regarding employer satisfaction. Employer survey data was provided for 2013, 2006, and 2005, with one respondent for each year. This amount of data does not allow for meaningful analysis. OTA Program goal is to increase employer survey return response to 15% annually. This will provide data for meaningful analysis of the effectiveness of the graduate preparation for employment in OTA practice. Plan to review the current survey, methods for distributions and response rate and identify more effective strategies to obtain employer surveys. Implement these strategies by May 30, Identify use of electronic documentation in OT practice. The OTA faculty researched and selected an electronic documentation program to document OT assessment and treatment. WebPT was purchased and faculty was trained on use of the program. The third phase of a project to research, select and implement electronic documentation program to record OT assessment and treatment. Design documentation templates for specific areas of OT practice and treatment. Develop learning activities on documentation and the use of these templates. 3. Monitor student performance in the courses in the OTA curriculum after successful completion of OT 102 when taken as a prerequisite to the OTA program. 4. Continuing education opportunities for OTA faculty. Participation in workshops, conferences and externships. Internal collaborations and partnerships Occupational Therapy curriculum includes many service learning activities as a part of the curriculum to provide students with hands-on exposure to clients and treatment provided by Occupational Therapy Assistants. The OTA students perform ergonomic screenings of GRCC s Dental Assisting students while they are treating clients in the dental clinic. The students assess, identify the need for ergonomic intervention and make recommendations to the dental assistant students.

7 The OTA students perform a backpack awareness activity with GRCC students identifying desired bag weight and make recommendations. The OTA students pair with students from GRCC Culinary Arts program to facilitate a baking activity for developmentally delayed children at Lincoln School. The OTA students administer developmental screens on children at the Grand Rapids Community College Preschool. The OTA students administer, score and report the findings of a developmental screen. External collaborations and partnerships The Occupational Therapy curriculum includes many service learning activities as a part of the curriculum to provide students with hands-on exposure to clients and treatment provided by Occupational Therapy Assistants. The OTA students identify barriers to the independent living for individuals who are disabled and aged by conducting barrier free assessments at Heron Woods Assistive Living Center. The students interview the seniors and assess their apartments to make recommendations regarding safety and accessibility. The OTA students plan, facilitate, evaluate and document results of an activity of daily living discussion group with clients at Michigan Works First. The group topics compliment the Steps program at Michigan Works First. The GRCC OTA/ Culinary Arts program activity is external as well as internal partnership. The OTA faculty coordinates a baking activity for the GRCC students to work with the children of Lincoln School. The GRCC students use their therapeutic intervention skills with the developmentally delayed children to facilitate this activity. The OTA students plan and facilitate gross motor activities with developmentally delayed young adults at Kent Vocational Options. The OTA students select and analyze activities appropriate for the students developmental and chronological age. The OTA students observe and implement sensory integration activities with pediatric population at developmental centers. The children have preprimary impairments and attend Ken-O-Sha of the Grand Rapids Public Schools. The OTA students plan and facilitate a leisure activity for geriatric residents at Brookcrest Retirement Center and Pilgrim Manor. Students collaborate with the facilities activity directors to identify the population and resources.

8 The OTA students conduct a leisure assessment with of geriatric residents at Oak Ridge assistive living center. The students interview the residents to identify their interests, function and activity level. The OTA students observe geriatric clients at Care Tree of Gerontology Network. They are able to observe, interact and write observations of clients with cognitive and physical impairments at a day treatment center. The OTA students observe and interact with geriatric participants of a wellness program at Porter Hills Village. The students observe and document the participants function. Departmental needs for support from other departments within the college IT department staff provided assistance in the selection and installation of apps for IPads for the OTA students for assistive technology. The IT staff provided advice and assistance in the selection and purchasing of an electronic documentation program in the OTA curriculum. Program accreditation Updates The OTA program was granted re-accreditation for a period of 7 years on April 6, 2014 after completion of a self-study and an on-site evaluation by evaluators from the Council for Education of the American Occupational Therapy Association. Description of departmental advising plan and outcomes Educational Development Plans were created with students on the OTA ready list. OTA faculty provided academic advising for students by correspondence, telephone conversation and meeting individually and in small cohort groups to provide information about the OTA program. Students attended open Academic Advising sessions. These sessions were offered once a month and were posted on the program s web page. Departmental professional development activities Lynda Jansen created a course on advance OT treatment techniques, OT 215, Supplemental OT Practice Skills. The course was added to the OTA curriculum in summer The responses from students on the course evaluation state that the course was very beneficial as it increased their knowledge base and had practical application. The summer 2014 course enrollment has been extended to OT graduates of the program due to interest in the content. Matthew Mekkes serves on the Commission on Education as the Occupational Therapy Assistant faculty representative. Term

9 Karen Walker and Matthew Mekkes planned and hosted the Annual West Michigan Education Consortium, an intercollegiate one day conference for OT students in West Michigan. See Additional Accomplishment section. Matthew Mekkes participated in the GRCC Introduction to Formation Retreat and completed an Online Certification Course. Matthew Mekkes and Karen Walker completed Faculty Evaluation System training. Matthew Mekkes completed CLS Instructor Training Sarah Ryder attended workshops on current OT practice and treatment techniques on sensory integration and play as a therapeutic modality. Karen Walker completed an externship at Pine Rest Psychiatric Hospital under the supervision of Occupational Therapy practitioners in an acute psychiatric setting to enhance knowledge and skills as a OT practitioner.. Karen Walker attended annual Program Director and educational summit. Topics or the meetings included national board of certification, educational trends, COTA practice and educational standards. Matthew Mekkes serves as a representative of the GRCC OTA Program in the Michigan Occupational Therapy Education Consortium. Student Awards McClellan Occupational Therapy Assisting Scholarship was awarded to Kathleen Ouellette. Other department updates A full time tenured faculty position was posted for an academic fieldwork coordinator and faculty. Qualified candidates were interviewed and the position was filled by Matthew Mekkes, a current temporary full time Occupational Therapy Assistant faculty. Matthew has made a significant contribution to the OTA program as a faculty, academic fieldwork coordinator and student club advisor. EOL/Release Time Work Perkins Grant Included in goal section.

10 Faculty & Staff Accomplishments/Awards Faculty Development for Upcoming Year Perkins Grant activities for include all OTA faculty to conduct test trials of electronic documentation program and identify application in the OTA curriculum. Integrate electronic documentation in OTA curriculum identifying specific learning objectives and activities. Attend workshops, conferences and in-services related to Occupational Therapy practice and teaching and learning skills.

11 GRCC Program Review Follow-Up Action Checklist Action Needed? YES NO Brief Action Statement Resources Needed Academic Year for Work DEPARTMENT External Collaborations & Partnerships Internal Collaborations & Partnerships Accreditation Departmental Advising FACULTY/STAFF Faculty credentialing Faculty online certification Academic Service Learning Ratio Fulltime/Adjunct faculty Faculty professional development Resources MISSION/PURPOSE Mission/Purpose Target Audience Program Admissions Requirements x Implementation of OT 102 as a pre-requisite to program admission June 1, Will monitor student s performance in this course and correlation to subsequent OTA courses. Data personnel to assist track progress. Begin in 2014 with the first cohort with OT 102 as prerequisite.

12 DATA New Student Enrollment Total Student Enrollment Student Progress Monitor progress of students in program after completing OT 102 as a prerequisite. Student Participation in Nontraditional Fields Credential, Certificate, or Degree Attainment Student Completion in Nontraditional Fields Student Placement Student Retention and Transfer Technical Skills Attainment Course Enrollment by Semester Course Success Rates Course Grade Distributions x Promotion of males and minorities in the OTA program. Marketing represented by male OT faculty. Pictures for health brochure and GRCC 100 th anniversary represent males and minorities in the COTA role in treatment. Promotion of males and minorities in the OTA program. Marketing represented by male OT faculty Same as program admissions Marketing opportunities Marketing opportunities CURRICULUM Program structure Curriculum alignment with external professional standards Transfer alignment

13 Curriculum Alignment K-12 Program Outcomes Program Learning Outcomes ILOs Course offerings General Education Honors Program Study Away Program Internship Academic Service Learning Course sequencing Pre-requisites Implementation of OT 102 as a program prerequisite Preparing students for change Preparing students for change ASSESSMENT OF STUDENT LEARNING Identifying Measures for each Program Learning Outcome x Monitor the program learning activities implemented and board scores in related categories. Monitor the progress of the students in the program who took OT 102 as a prerequisite to the OTA program. Data personnel to assist to track progress is incomplete at this date. The national board of certification produces a customized score form that reports test performance by domain. Anticipated date to receive this form about the GRCC OTA student s performance on 2013 Domain scores. Begin 2014

14 2013 graduates is May 30, Will review and analyze the data at that time. Reporting out longitudinal data in a meaningful format x Data collection on board scores and student progress. Data personnel to assist to track progress. Begin in 2014 with the first cohort with OT 102 as prerequisite. Creating meaningful improvement projects x The learning activities with patient simulation and case studies promoted practice skills. PREPARING FOR THE FUTURE Program Planning Continuing education for OTA faculty related to OT practice. Electronic documentation in OT practice. OTA faculty retreat to review curriculum, learning activities and related program policies. Securing resources for course/program development/administration Facilities/equipment upgrades Continuing education for OTA faculty. In-services, conferences, externships OTHER Address and correct area of non-compliance for program accreditation. Perkins Grant Perkins Grant Secretarial support Summer 2014 and academic year On going activities May 2014 May 2105.

15 Other: Other: Other: Other: