Occupational Therapy Assistant Program

Transcription

1 Occupational Therapy Assistant Program Student Policy Manual 2015 OTA Program Phone: (864) OTA Program Fax: (864) Revised: January 27,

2 Table of Contents Occupational Therapy Assistant Program... 1 INTRODUCTION AND DISCLAIMER... 5 ACCREDITATION STATUS... 6 CERTIFICATION... 6 LICENSURE... 7 GREENVILLE TECHNICAL COLLEGE... 8 MISSION STATEMENT... 8 Vision... 8 Mission... 8 Role and Scope... 8 Values... 9 Strategic Imperatives... 9 CORE COMPETENCIES OCCUPATIONAL THERAPY ASSISTANT PROGRAM MISSION PHILOSOPHY PROGRAM COMPETENCIES STUDENT LEARNING OUTCOMES PROGRAM OUTCOMES PROGRAM COMPETENCIES GRADUATION REQUIREMENTS TECHNICAL PERFORMANCE STANDARDS FOR ADMISSIONS AND PROGRESSION PROFESSIONAL INFORMATION PARTICIPATION IN PROFESSIONAL ORGANIZATIONS STUDENT OCCUPATIONAL THERAPY ASSOCIATION PROFESSIONAL DEVELOPMENT POLICY PROFESSIONAL BEHAVIOR RUBRIC (page one) PROFESSIONAL BEHAVIOR RUBRIC (page two) PROGRAM INFORMATION CURRICULUM DESIGN FULL TIME CURRICULUM LAYOUT, PHASE I FULL TIME CURRICULUM LAYOUT- PHASE II PART-TIME CURRICULUM LAYOUT- PHASE II ACADEMIC RECYCLE POLICY FIELDWORK RECYCLE POLICY VALIDATION of ACADEMIC WORK TRANSFER POLICY PROGRAM POLICIES ACADEMIC DISHONESTY POLICY ATTENDANCE POLICY ATTENDANCE POLICY GUIDELINES CLASSROOM BEHAVIORAL EXPECTATIONS POLICY

3 CLASSROOM GRADING POLICY Lab Clinical Competency Policy STUDENT CONDUCT POLICY DEPARTMENTAL COMPUTER USE POLICY DRESS CODE POLICY DOCUMENTATION OF INFRACTIONS AND ENFORCEMENT OF POLICIES NON-COMPREHENSIVE LISTING OF INFRACTIONS CAUSING FACULTY INTERVENTION STUDENT ETHICS AND COMMUNICATION POLICY FIELDWORK PLACEMENT POLICY TYPES OF FIELDWORK EXPERIENCES EXTENDED FIELDWORK LEAVE POLICY DISMISSAL FROM FIELDWORK EDUCATION GRIEVANCE PROCESS HARASSMENT POLICY STUDENT EMPLOYMENT DIVISIONAL INFORMATION ACCIDENT AND CRITICAL INCIDENT POLICY CELL PHONE AND OTHER PERSONAL ELECTRONIC DEVICES POLICY PROGRAM STUDENT CHANGE OF MAJOR POLICY PROGRAM COMPLIANCE PROCEDURES DIVISIONAL CRIMINAL BACKGROUND CHECK POLICY DIVISIONAL DISMISSAL/READMITTANCE POLICY DIVISIONAL STUDENT DRUG TESTING POLICY HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT OF 1996 (HIPAA) STUDENT HEALTH POLICY INCLEMENT WEATHER POLICY INFECTIOUS DISEASE POLICY INFLUENZA VACCINATION INFORMATION FOR HEALTH CARE STUDENTS PROFESSIONAL LIABILITY INSURANCE STUDENT FEES FOR CERTIFICATION EXAMS TOBACCO USE POLICY GENERAL OTA PROGRAM INFORMATION Faculty Office Hours Faculty Advisors Professional Liability Insurance Worker s Compensation Smoking Bookstore Emergencies Copy Machine Use Printer Use Contacts BENSON CAMPUS SERVICES Student Services Center

4 Bookstore Computer Lab and Library Lockers Telephones Campus Facilities Study Areas Lunch Facilities Parking STUDENT AFFAIRS SERVICES BARTON CAMPUS The Career Center Transitions Program STUDENT DISABILITY SERVICES APPENDICES ANECDOTAL FORM... A DRUG SCREENING WITH REASONABLE SUSPICION... B 4

5 INTRODUCTION AND DISCLAIMER Policies within the OTA Student Policy Manual are in compliance with Greenville Technical College policies. All policies are subject to revision as necessary. Any changes or additions to the OTA Student Policy Manual will be in writing and provided to the students. These policies are in addition to all Greenville Technical College policies as stated in the College Student Handbook and to the policies of the Fieldwork Education settings (facilities). Policies in the College Student Handbook can be found on the Greenville Technical College website at The Occupational Therapy Assistant Program Student Policy Manual has been developed to assist you with your education. It is important to read and become familiar with all of the information presented in this manual. Please refer to this as the main source of information regarding operation of the Occupational Therapy Assistant Program. Please keep your Student Policy Manual readily available and use it as a main source of information regarding the operation of the Occupational Therapy Assistant Program. It is required that you sign the Student Policy Manual Memorandum to indicate that you received and understood the content of the OTA Student Policy Manual. The content is subject to change and any additions will be presented in writing in addendum format to this Handbook. 5

6 OCCUPATIONAL THERAPY ASSISTANT PROGRAM As a professional program, we have an obligation to ensure that our graduates are provided with adequate knowledge; develop values, attitudes, and behaviors congruent with the profession s standards and ethics. To ensure successful completion of this program, it is essential that you as the student fulfill your part of the contract. ACCREDITATION STATUS APPROVED BY AREA COMMISSION, APRIL 25, 2007 The program is accredited by the: Accreditation Council for Occupational Therapy Education (ACOTE) c/o Accreditation Department American Occupational Therapy Association (AOTA) 4720 Montgomery Lane, Suite 200 Bethesda, MD (301) 652-AOTA (or 2682) FAX: CERTIFICATION The National Board for Certification in Occupational Therapy (NBCOT) In order to become a Certified Occupational Therapy Assistant (COTA) a student must graduate from an accredited program in occupational therapy assistant education and take the NBCOT examination. It is the student s responsibility to request the certification examination application from NBCOT or apply online. All correspondence and requests for information concerning the administration of the certification examination should be directed to: NBCOT 800 Frederick Avenue, Suite 200 Gaithersburg, MD

7 LICENSURE The South Carolina Department of Labor, Licensing and Regulation BOARD OF OCCUPATIONAL THERAPY Before a graduate of an accredited program in occupational therapy can practice, most states, including South Carolina, require the graduate to obtain a license. In South Carolina, the graduate must be registered to take the NBCOT examination before a license will be issued. To obtain the application for licensure to practice as a COTA in South Carolina, the graduate must contact the Board of Occupational Therapy at: SC Board of Occupational Therapy PO Box Columbia, SC Phone: (803)

8 GREENVILLE TECHNICAL COLLEGE MISSION STATEMENT Vision Greenville Technical College s vision is to be an exemplary center for learning that enables student success and promotes economic development. Mission Greenville Technical College drives personal and economic growth through learning. Role and Scope Greenville Technical College is the largest public two-year college in South Carolina, serving a fall headcount of more than 15,000 curriculum students. The college provides exceptional learning opportunities primarily to the residents of Greenville County. Curricular offerings include (1) technical courses, certificates, diplomas and associate degrees in business, computer technology, health sciences, engineering technologies, industrial technologies, and public service; and (2) university transfer courses and associate degrees. The college also provides an extensive offering of continuing education courses for occupational advancement and personal interest, as well as economic development services that encourage business and industrial growth in a diverse economic community. In addition, developmental courses serve under-prepared students seeking to enter a program of study. Upon completion of their educational goals, the majority of graduates either are employed in fields related to their programs of study or transfer to four-year colleges and universities. Since the college is an open admission institution, students come from diverse socioeconomic and educational backgrounds. Affordable education is provided at times and locations convenient to students. Faculty and staff are student-centered, flexible, and recognized in their fields. Various educational support services are provided to facilitate the teaching/learning process and to enhance the academic and personal development of the student, including an emphasis on articulation with local high schools and other colleges and universities. 8

9 Values Greenville Technical College is committed to the following values: Learning: We are committed to providing quality learning opportunities that enable individual and community achievement and that are affordable and accessible for all members of our community. Integrity: We believe trust is an essential element in a safe and effective learning environment, so we promote and foster openness, honesty, respect, and fairness. Diversity: We recognize and celebrate diversity, so we value and support considerate, meaningful communication and inclusiveness in collaborative decision-making processes. Cooperation: We value collaboration and teamwork, so we foster caring, professional relationships among students, employees, and our community in an effort to expand partnerships. Excellence: We value continuous improvement, so we encourage innovation, creative problem-solving and responsible risk-taking as we act courageously, deliberately, and systematically to enhance and enrich our learning environment. Accountability: We value students, faculty, and staff, so we recognize their contributions, encourage their professional development, and regularly evaluate performance to improve learning outcomes, programs, processes, and services. Strategic Imperatives Greenville Technical College achieves its mission by implementing the following strategic initiatives: Teaching and Learning The College focuses its resources on achieving a dynamic learning environment that promotes student engagement. We provide both a high quality education and real-world experiences for our students by offering a contemporary curriculum structured to meet the learning needs of a diverse student body with ever-changing needs. Success requires that we clearly communicate our shared goals to all stakeholders, seek out and listen to feedback and ideas, and that we measure our progress at every step. Student Success Realizing that GTC's ultimate measure of achievement resides in the economic and personal success of each student; the college promotes practices, processes and policies to enhance students' progression towards their goals. Further, we prescribe remedies to address real and perceived barriers to student success. We offer an environment that encourages student engagement by creating a holistic college experience. Innovation GTC uses data to make decisions which improve policies, programs, services, or personnel for the purposes of improving student retention and persistence and/or to meet a community need. The college promotes an environment whereby ideas are encouraged from all; faculty, staff, and students alike. GTC seeks opportunities to implement new or existing ideas that are innovative and/or transformative. 9

10 Employee Development GTC provides the environment for employees to develop their individual career paths and aligned with GTC's mission. Professional, knowledgeable and high performing employees embrace the college's culture of quality and service excellence, successfully guiding GTC to its vision of becoming the best community and technical college for students seeking educational and career goals. Community Focus The College is a recognized leader in the community, having clearly aligned our mission with employer needs. Operating in a highly competitive environment, Greenville Technical engages the community at all levels as the "College of Choice" for students, faculty, staff, business and industry, and the communities we serve. 10

11 GREENVILLE TECHNICAL COLLEGE CORE COMPETENCIES Greenville Technical College endorses and promotes the following college core competencies for all associate degree, diploma or certificate students: Communication Core Competency Students will demonstrate effective written and oral communication skills to convey information, ideas, or opinions. Written Communication: Students will demonstrate effective written communication skills to convey information, ideas, or opinions. Oral Communication: Students will demonstrate effective oral communication skills to convey information, ideas, or opinions. Critical Thinking Core Competency Students will demonstrate effective reasoning, problem solving, or quantitative skills to develop an opinion or conclusion. Critical Reasoning: Students will employ inquiry, analysis, and synthesis of information to formulate and/or evaluate an opinion or conclusion. Problem Reasoning: Students will design and formulate a strategy to answer a question or achieve a desired goal. Quantitative Reasoning: Students will be able to analyze numerical information or observable facts resulting in informed conclusions. Information Literacy Core Competency Students will be able to locate, evaluate, and use information effectively from diverse sources. Professionalism Core Competency Students will demonstrate conduct and etiquette appropriate to the community and chosen career. Professionalism: Students will display professional conduct and work habits. Teamwork: Students will collaborate with others to accomplish a shared goal. 11

12 OCCUPATIONAL THERAPY ASSISTANT PROGRAM MISSION The mission of the Occupational Therapy Assistant program, in conjunction with Greenville Technical College s mission, is to offer a quality post-secondary program that is accessible and drives personal and economic growth through learning. The program faculty is committed to assisting students from diverse backgrounds in achievement of the skills, knowledge, and professional behaviors necessary for successful employment as an occupational therapy assistant in a variety of healthcare settings. Greenville Technical College s OTA program strives to graduate competent individuals who are able to perform as entry-level, state licensed and nationally Certified Occupational Therapy Assistants, while upholding the ethical standards and values of the profession. PHILOSOPHY Greenville Technical College s Occupational Therapy Assistant program philosophy encompasses the AOTA Philosophical Base of Occupational Therapy (2011) and the Philosophy of Occupational Therapy Education. (2007) The OTA curriculum emphasizes the core principles of occupation through practice, education and research. Therefore, the curriculum content will consistently focus on engagement in meaningful and purposeful occupations to promote optimal functioning and participation in daily life activities across the lifespan. The OTA Program faculty believes that it is essential to assert the uniqueness of each human being throughout the curriculum, while also modeling this belief during the advisement and instruction of OTA students. We believe that each human is shaped by their environment, continually adapting and changing, thus requiring individualized plans for learning. The OTA Program faculty view learning as a continuous developmental process that prepares students to undertake their personal and professional roles. This approach to learning and the integration of this approach throughout the OTA curriculum demonstrates the belief that learning occurs with respect to contexts, performance patterns and activity demands. 12

13 OCCUPATIONAL THERAPY ASSISTANT PROGRAM PROGRAM COMPETENCIES The rapidly changing and dynamic nature of contemporary health and human services delivery systems requires the occupational therapy assistant to possess basic skills as a direct care provider, educator, and advocate for the profession and the consumer. A graduate from an ACOTE-accredited associate degreelevel occupational therapy assistant program must: Have acquired an educational foundation in the liberal arts and sciences, including a focus on issues related to diversity. Be educated as a generalist with a broad exposure to the delivery models and systems used in settings where occupational therapy is currently practiced and where it is emerging as a service. Have achieved entry-level competence through a combination of academic and fieldwork education. Be prepared to articulate and apply occupational therapy principles and intervention tools to achieve expected outcomes as related to occupation. Be prepared to articulate and apply therapeutic use of occupations with individuals or groups for the purpose of participation in roles and situations in home, school, workplace, community, and other settings. Be able to apply occupational therapy interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, well-being, and quality of life. Be prepared to be a lifelong learner and keep current with the best practice. Uphold the ethical standards, values, and attitudes of the occupational therapy profession. Understand the distinct roles and responsibilities of the occupational therapist and occupational therapy assistant in the supervisory process. Be prepared to effectively communicate and work inter-professionally with those who provide care for individuals and/or populations in order to clarify each member s responsibility in executing components of an intervention plan. Be prepared to advocate as a professional for the occupational therapy services offered and for the recipients of those services. 13

14 OCCUPATIONAL THERAPY ASSISTANT PROGRAM STUDENT LEARNING OUTCOMES Upon successful completion of the Associate of Applied Science in Occupational Therapy Assistant, students will: Select, modify, and implement interventions that are safe, evidence based, culturally relevant and support participation in occupation. Model professional behaviors that are appropriate for the academic and healthcare environment. Uphold professional standards and responsibilities to promote quality in practice Interpret evidence based research for use in clinical applications. Gather, interpret, assess, and report appropriate data for client-centered occupation based practice. PROGRAM OUTCOMES The Occupational Therapy Assistant program will: Provide opportunities for students to achieve entry-level competence, as a generalist, through a combination of academic and fieldwork education. Provide opportunities/resources to equip students with skills required to become gainfully employed as an OTA. 14

15 OCCUPATIONAL THERAPY ASSISTANT PROGRAM COMPETENCIES The rapidly changing and dynamic nature of contemporary health and human services delivery systems requires the occupational therapy assistant to possess basic skills as a direct care provider, educator, and advocate for the profession and the consumer. A graduate from an ACOTE-accredited associate degreelevel occupational therapy assistant program must: Have acquired an educational foundation in the liberal arts and sciences, including a focus on issues related to diversity. Student Learning Outcome 1: Select, modify, and implement interventions that are safe, evidence based, culturally relevant and support participation in occupation. Domain 2 Implement interventions in accordance with the intervention plan and under the supervision of the OTR to support client participation in areas of occupation throughout the occupational therapy process. Task 1 Implement interventions for the infant, child, or adolescent client using clinical reasoning, the intervention plan, and best practice standards consistent with pediatric condition(s) and typical developmental milestones (e.g., motor, sensory, psychosocial, and cognitive) in order to support participation within areas of occupation. Task 2 Implement interventions for the young, middle-aged, or older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with general medical, neurological, and musculoskeletal condition(s) order to achieve functional outcomes within areas of occupation. Task 3 Implement interventions for the young, middle-aged, and older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with psychosocial, cognitive, and developmental abilities in order to achieve functional outcomes within areas of occupation. Student Learning Outcome 5: Gather, interpret, assess, and report appropriate data for clientcentered occupation based practice. Domain 1 Assist the OTR to acquire information regarding factors that influence occupational performance throughout the occupational therapy process. Task 1 Use available resources to acquire information about a client s functional skills, roles, context, and prioritized needs in order to contribute to the development of an occupational profile. Task 2 Provide information regarding the influence of current condition(s) and context(s) on occupational performance in order to assist the OTR in planning interventions and monitoring progress throughout the occupational therapy process Task3 Collaborate with the client, the client s relevant others, occupational therapy colleagues, and other professionals and staff using a client-centered approach to provide quality services guided by evidence and principles of best practice. Be educated as a generalist with a broad exposure to the delivery models and systems used in settings where occupational therapy is currently practiced and where it is emerging as a service. Program Learning Outcome 6: Provide opportunities for students to achieve entry-level competence, as a generalist, through a combination of academic and fieldwork education. Have achieved entry-level competence through a combination of academic and fieldwork education. 15

16 Program Learning Outcome 7: Provide opportunities/resources to equip students with skills required to become gainfully employed as an OTA. Be prepared to articulate and apply occupational therapy principles and intervention tools to achieve expected outcomes as related to occupation. Student Learning Outcome 1: Select, modify, and implement interventions that are safe, evidence based, culturally relevant and support participation in occupation. Domain 2 Implement interventions in accordance with the intervention plan and under the supervision of the OTR to support client participation in areas of occupation throughout the occupational therapy process. Task 1 Implement interventions for the infant, child, or adolescent client using clinical reasoning, the intervention plan, and best practice standards consistent with pediatric condition(s) and typical developmental milestones (e.g., motor, sensory, psychosocial, and cognitive) in order to support participation within areas of occupation. Task 2 Implement interventions for the young, middle-aged, or older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with general medical, neurological, and musculoskeletal condition(s) order to achieve functional outcomes within areas of occupation. Task 3 Implement interventions for the young, middle-aged, and older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with psychosocial, cognitive, and developmental abilities in order to achieve functional outcomes within areas of occupation. Be prepared to articulate and apply therapeutic use of occupations with individuals or groups for the purpose of participation in roles and situations in home, school, workplace, community, and other settings. Student Learning Outcome 1: Select, modify, and implement interventions that are safe, evidence based, culturally relevant and support participation in occupation. Domain 2 Implement interventions in accordance with the intervention plan and under the supervision of the OTR to support client participation in areas of occupation throughout the occupational therapy process. Task 1 Implement interventions for the infant, child, or adolescent client using clinical reasoning, the intervention plan, and best practice standards consistent with pediatric condition(s) and typical developmental milestones (e.g., motor, sensory, psychosocial, and cognitive) in order to support participation within areas of occupation. Task 2 Implement interventions for the young, middle-aged, or older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with general medical, neurological, and musculoskeletal condition(s) order to achieve functional outcomes within areas of occupation. Task 3 Implement interventions for the young, middle-aged, and older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with psychosocial, cognitive, and developmental abilities in order to achieve functional outcomes within areas of occupation. Be able to apply occupational therapy interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, wellbeing, and quality of life. 16

17 Student Learning Outcome 1: Select, modify, and implement interventions that are safe, evidence based, culturally relevant and support participation in occupation. Domain 2 Implement interventions in accordance with the intervention plan and under the supervision of the OTR to support client participation in areas of occupation throughout the occupational therapy process. Task 1 Implement interventions for the infant, child, or adolescent client using clinical reasoning, the intervention plan, and best practice standards consistent with pediatric condition(s) and typical developmental milestones (e.g., motor, sensory, psychosocial, and cognitive) in order to support participation within areas of occupation. Task 2 Implement interventions for the young, middle-aged, or older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with general medical, neurological, and musculoskeletal condition(s) order to achieve functional outcomes within areas of occupation. Task 3 Implement interventions for the young, middle-aged, and older adult client, using clinical reasoning, the intervention plan, and best practice standards consistent with psychosocial, cognitive, and developmental abilities in order to achieve functional outcomes within areas of occupation. Be prepared to be a lifelong learner and keep current with the best practice. Student Learning Outcome 4: interpret evidence based research for use in clinical applications. Domain 1 Assist the OTR to acquire information regarding factors that influence occupational performance throughout the occupational therapy process. Task 3 Collaborate with the client, the client s relevant others, occupational therapy colleagues, and other professionals and staff using a client-centered approach to provide quality services guided by evidence and principles of best practice. Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 1 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Uphold the ethical standards, values, and attitudes of the occupational therapy profession. Student Learning Outcome 3: uphold professional standards and responsibilities to promote quality in practice Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 1 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Task 2 Provide ethical and safe occupational therapy services in collaboration with the OTR and in accordance with applicable regulations, laws, facility policies and procedures, and accreditation guidelines governing practice in order to protect consumers. Understand the distinct roles and responsibilities of the occupational therapist and occupational therapy assistant in the supervisory process. Student Learning Outcome 2: model professional behaviors that are appropriate for the academic and healthcare environment. Domain 1 Assist the OTR to acquire information regarding factors that influence occupational performance throughout the occupational therapy process. 17

18 Task 3 Collaborate with the client, the client s relevant others, occupational therapy colleagues, and other professionals and staff using a client-centered approach to provide quality services guided by evidence and principles of best practice. Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 3 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Student Learning Outcome 3: uphold professional standards and responsibilities to promote quality in practice Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 1 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Task 2 Provide ethical and safe occupational therapy services in collaboration with the OTR and in accordance with applicable regulations, laws, facility policies and procedures, and accreditation guidelines governing practice in order to protect consumers. Be prepared to effectively communicate and work inter-professionally with those who provide care for individuals and/or populations in order to clarify each member s responsibility in executing components of an intervention plan. Student Learning Outcome 2: model professional behaviors that are appropriate for the academic and healthcare environment. Domain 1 Assist the OTR to acquire information regarding factors that influence occupational performance throughout the occupational therapy process. Task 3 Collaborate with the client, the client s relevant others, occupational therapy colleagues, and other professionals and staff using a client-centered approach to provide quality services guided by evidence and principles of best practice. Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 3 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Student Learning Outcome 3: uphold professional standards and responsibilities to promote quality in practice Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 1 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Task 2 Provide ethical and safe occupational therapy services in collaboration with the OTR and in accordance with applicable regulations, laws, facility policies and procedures, and accreditation guidelines governing practice in order to protect consumers. Be prepared to advocate as a professional for the occupational therapy services offered and for the recipients of those services. Student Learning Outcome 4: interpret evidence based research for use in clinical applications. Domain 1 Assist the OTR to acquire information regarding factors that influence occupational performance throughout the occupational therapy process. 18

19 Task 3 Collaborate with the client, the client s relevant others, occupational therapy colleagues, and other professionals and staff using a client-centered approach to provide quality services guided by evidence and principles of best practice. Domain 3 Uphold professional standards and responsibilities to promote quality in practice. Task 1 Maintain and enhance competence by participating in professional development activities and applying learned content as relevant to job role, practice setting, and regulatory body in order to provide effective services guided by evidence. Student Learning Outcome 5: Gather, interpret, assess, and report appropriate data for clientcentered occupation based practice. Domain 1 Assist the OTR to acquire information regarding factors that influence occupational performance throughout the occupational therapy process. Task 1 Use available resources to acquire information about a client s functional skills, roles, context, and prioritized needs in order to contribute to the development of an occupational profile. Task 2 Provide information regarding the influence of current condition(s) and context(s) on occupational performance in order to assist the OTR in planning interventions and monitoring progress throughout the occupational therapy process Task3 Collaborate with the client, the client s relevant others, occupational therapy colleagues, and other professionals and staff using a client-centered approach to provide quality services guided by evidence and principles of best practice. Program Learning Outcome 7: Provide opportunities/resources to equip students with skills required to become gainfully employed as an OTA. 19

20 OCCUPATIONAL THERAPY ASSISTANT PROGRAM GRADUATION REQUIREMENTS 1. Satisfy all Greenville Technical College graduation requirements (refer to the most recent Greenville Technical College Catalog). 2. Complete all general education courses with a grade of C or better. 3. Complete all didactic courses with a grade of C or better; grade of A for Level I fieldwork; grade of A for Level II fieldwork. 4. Receive C or better on all of the Professional Development Evaluation. 5. All OTA academic classwork must be completed in a timely manner. Students on a full time track must complete all classwork in 8 consecutive semesters. Students on part time track must complete all academic classwork n 10 consecutive semesters. 6. Successfully complete Level II fieldwork within 18 months following completion of OTA academic preparation. 7. Adhere to all Health and Wellness Divisional policies and procedures as well as OTA program policies and procedures. 20

21 OCCUPATIONAL THERAPY ASSISTANT PROGRAM TECHNICAL PERFORMANCE STANDARDS FOR ADMISSIONS AND PROGRESSION Purpose: To provide the applicant/student with a clear understanding of the physical demands required of the program based on the tasks performed by the graduate. Demonstration and/or documentation may be required. Cognitive ISSUE STANDARD EXAMPLES OF NECESSARY ACTIVITIES Communication Critical Thinking Interpersonal Motor Skills Problem Solving Professional Behavior Ability to perceive events realistically, think clearly and rationally, and to function appropriately in routine and stressful situations. Communication ability sufficient for interaction with others in verbal and written form. Critical thinking ability sufficient for clinical judgment. Interpersonal abilities sufficient to interact with individuals, families, and groups from a variety of social, emotional, cultural, and intellectual Gross and fine motor abilities sufficient to perform tasks accurately, safely and efficiently. Ability to collect, interpret and integrate information and make decisions. Ability to present professional appearance; budget time to carry out assigned duties; follow facility policies; and to take advantage of opportunities to learn new techniques or refine those already known. PERFORMANCE ABILITY (circle answer) Responds to stressful environments or impending deadlines with maturity, good judgment, sensitivity, and emotional stability when in academic and professional settings status/environments. Manage heavy academic schedules and deadlines. Concentrate on professional duties without distraction in all settings. Set priorities and perform all aspects of therapy YES NO* services in fast-paced academic and clinical situations. Cope effectively with psychosocial issues involving illness, disability and death without hindering effective performance of duties. Identify and respond to changes in patient/client health status. Handle multiple priorities in Communicate effectively in Standard English using verbal, non-verbal and written formats with faculty, other students, patients, families, and health care workers. Explain occupational therapy and treatment procedures to patients, care givers, supervisors, and other professionals. Demonstrate active listening skills; complete records and reports accurately; write YES NO* concisely using correct spelling and grammar; distinguish appropriately between objective and subjective data. Identify cause/effect relationships in clinical situations; identify patient problems and develop appropriate treatment goals and modify as needed; ability to respond appropriately and quickly in emergency YES NO* situations. Establish and maintain supportive relationships with all OTA students, faculty, patients, caregivers, and other professionals. Vary approach in accordance with needs and background YES NO* Sufficient mobility to provide treatment in all treatment areas; ability to support, position, transfer, and provide functional activities for patients; administer CPR, resuscitation. Ability to administer assigned evaluation and treatment procedures and maintain equipment, supplies and treatment area in good order. Recognize physiological and psychological responses to therapy and make necessary modifications; recognize potential hazards and/or risks and take appropriate safety precautions; develop strategies to resolve problems, make informed decisions, formulate action plans, and monitor results Handle personal and professional problems so they do not interfere with the performance of job duties and school tasks. Demonstrate sufficient time management skills for preparation, cleanup, or review of treatment. Maintain equipment, supplies, and treatment area in good order. Carry out policies and procedures of the facility, including implementing universal precautions. Accept feedback and appropriately modify behavior in response to supervisory feedback. Consistently demonstrate respect for student, faculty, patient, and other professional s rights. Take advantage of planned opportunities and actively seek out independent learning experiences. Display values, attitudes, and behavior consistent with the Professional Code f Ethi U d l h i YES YES YES NO* NO* NO* Revised 1/27/15 21

22 ISSUE STANDARD EXAMPLES OF NECESSARY ACTIVITIES Sensory Abilities Sufficient auditory, visual, and tactile ability to monitor and assess health needs. Visual (corrected as necessary) recognize and interpret facial expressions and body language and patient posture, identify normal and abnormal patterns of movement, discriminate color changes and interpret and assess the environment up to 20 feet; read or set parameters on occupational therapy equipment. Read patient records including both paper and digital screen formats. Auditory (corrected as necessary) recognize and respond to soft voices or voices under protective garb, auditory timers, equipment/emergency alarms, and effectively use devices for the measurement of vital signs and breathe sounds. Be able to hear patients and respond to patient critical needs when not in direct line of site. Tactile palpate a pulse and detect changes or abnormalities of surface texture, skin temperature, body segment contour, muscle tone and joint movement I, the undersigned, do hereby testify that I have read and understand the Technical Performance Standards for admission to the Health and Wellness Division and that the above statements, as indicated, are true. PERFORMANCE ABILITY (circle answer) YES NO* Applicant s Signature Date Telephone Number Print Name *Indicates awareness of applicant to make an appointment with Student Disabilities Services by calling (864) between the hours of 8:00 and 5:30 (Mon-Thurs) to determine reasonable accommodations. Demonstration may be required. Revised 1/27/15 22

23 PROFESSIONAL INFORMATION PARTICIPATION IN PROFESSIONAL ORGANIZATIONS Purpose: To introduce and encourage students to become active members of the Occupational Therapy Profession. The following is a list of organizations that students are required to join and participate in: 1. American Occupational Therapy Association (AOTA) Why join AOTA? Free articles you can download for research papers Insights into the latest advances in the field Weekly updates with a wealth of information Access to member only information on the website 2. South Carolina Occupational Therapy Association (SCOTA) Why join SCOTA? Network with OTs and OTA s across the state. Stay updated on legislation that affects our profession Job postings Participation in the wide variety of educational events, sponsored by these and other professional organizations is highly encouraged. To attend an educational event that is scheduled during class or fieldwork time, the student must: 1. Petition in writing to the department head for permission to attend the meeting at least 2 weeks prior to the event. 2. Be in good academic and attendance standing in all courses that will be missed. 23

24 STUDENT OCCUPATIONAL THERAPY ASSOCIATION The Student Occupational Therapy Program (SOTA) is a campus organization of Greenville Technical College, comprised of occupational therapy assistant students in phase II of the OTA curriculum and is also open to those students in Phase I of the OTA curriculum. The mission of Greenville Technical College s Student Occupational Therapy Association (SOTA) is to promote public awareness of occupational therapy, to enhance the quality of the student's educational experience through local and national advocacy, community service, and professional development. SOTA is an integral part of the professional and personal growth of each student in the OTA Program. It is strongly encouraged that each student joins and participates in the student organization. (See appendix for bylaws). Officers include: Co-chairs, secretary, and treasurer. Duties of the Co-chairs: Preside over all SOTA functions Coordinate SOTA activities Inform all SOTA members of organization activities, including secretary for proper posting. No vote, unless casting the deciding vote in the event of a tie Serve as a liaison between SOTA and the administration of Greenville Technical College and the OTA Advisory Board. Meet with the faculty advisor one week prior to each SOTA meeting to discuss the agenda for the upcoming meeting Represent SOTA at SCOTA and AOTA meetings and report information from these meetings to SOTA members Duties of the Secretary: Record and transcribe and distribute all SOTA meeting minutes, posting one copy on the OTA bulletin board, distribute a copy to the OTA Program Director, and keep one copy in the SOTA notebook Read the minutes from the previous meeting at the beginning of each new meeting Assume responsibility for all correspondence from the club Take attendance at SOTA meetings Post notice of meetings and events Duties of the Treasurer: Keep SOTA s financial records and attend to all financial transactions of the organization, including arranging disbursements of the SOTA s expenses Biweekly ledger review, monies counted, coins rolled and checks tallied for deposit Section Representatives: (Rotates each semester) Daily attendance list turned into instructors Section area maintenance Communication tree Student faculty liaison 24

25 Student Occupational Therapy Assistant Committee Bylaws Preamble The students of Greenville Technical College, with the approval of the College, hereby establish the Greenville Technical College Student Occupational Therapy Assistant Organization as of By- Laws have been amended on September 27, The rights, privileges, and responsibilities of student set forth are recognized as such by the college in its entirety. Article I Name The name of this organization shall be the Student Occupational Therapy Assistant Organization (SOTA). Article II Purpose The Student Occupational Therapy Assistant Organization shall have the following objectives and responsibilities: Commit to representing the Occupational Therapy Assistant student body to those who are interested in joining, provide students with a voice in policies affecting students, promote the OTA program, recruit Job Fair participants, recruit speakers, sponsor and organize programs for Occupational Therapy students, and enhance the program level of future OTAs. Article III Membership 1. The membership of the organization is open to all full-time and part-time students in Phase I and Phase II of the Occupational Therapy Assistant Program. Part-time students shall have voice, but not vote until senior year. 2. Membership may be revoked after two consecutive absences from required meetings without valid excuse. 3. Race, creed, handicap, sex, nationality or religion shall not be a factor in deciding which students may join the organization. Article IV Officers and Duties 1. Elected officers shall be presently in Phase II of the Occupational Therapy Assistant Program. No student shall hold their elected position for more than one term., 2. Two Co-chairs are elected by majority vote of organization and shall only serve a term of one year. The co-chairs shall have at least one full time student. These officers will preside over meetings, represent the organization, call special meetings, set and prepare the agenda, and perform other duties as directed by the Student Occupational Therapy Association. Specific representation duties may include but are not limited to: writing an article for the SCOTA Script quarterly, attending SCOTA meetings, attending AOTA annual conference, acting as liaison between OTA class and state/national meetings, and represent the OTA class at the quarterly Advisory Board meetings. 3. The secretary is elected by majority vote of the organization and shall serve a term of one year. This officer will record and read minutes of all Student Occupational Therapy Assistant Organization, maintain complete and accurate files of meetings, count and record votes, post/announce regular and special SOTA meetings, maintain SOTA correspondence and read correspondence at meetings, 25

26 prepare and send thank-you notes and correspondence to speakers and maintain accurate files of all correspondence, and perform other duties as directed by the Student Occupational Therapy Association.. 4. The treasurer is elected by majority vote of organization and shall serve a term of one year. This officer will maintain accurate records of all Student Occupational Therapy Assistant Organization expenditures and provide this information to the organization during meetings, and perform other duties as directed by the Student Occupational Therapy Association. Written report will be given to the secretary to be included in the minutes. Article V Powers Section 1: The Slate of Officers shall have the rights and powers to determine policies, inaugurations programs and all standards subject to the stipulations established by Greenville Technical College. Section 2: To develop and adopt such by-laws as may be necessary, provided that they do not conflict with the elements and spirit of this constitution of Greenville Technical College. Section 3: To organize, publicize and supervise election of officers. Section 4: To appoint standing and special committees. Section 5: To publicize to the college community the policies and activities of the organization. Section 6: To utilize the resources of Greenville Technical College including facilities and funding in accordance with the Procedures of Student Organizations. Article VI Advisor Section 1: The organization shall have a regular faculty/staff advisor approved by the college who will attend meetings and advise the organization. Section 2: Duties of the advisor: A. Be available to assist the Student Occupational Therapy Assistant Organization in planning, promoting, and implementing programs and activities to address the diverse needs of the students. B. Provide leadership training to representatives of the Student Occupational Therapy Assistant Organization. C. Be aware of budget status and adhere to budget guidelines at all times. D. Be present or provide another member of the student services staff at all official Student Occupational Therapy Assistant Organization meetings and activities. Article VII Meetings 1. Regular meetings of the Student Occupational Therapy Assistant Organization shall be held monthly. Additional or emergency meetings may be scheduled as necessary. 2. The proceedings of the Student Occupational Therapy Assistant Organization shall be conducted according to Roberts Rules of Order. 3. The Student Occupational Therapy Assistant Organization advisor or another member of the Student Occupational Therapy Assistant Organization staff must be present at all meetings. 4. Business will be conducted by a single majority vote of representatives present. 5. Special meetings may be called by the Co-chairs or Advisor. 26