Occupational Therapy Department OT 6400 INTERMEDIATE FIELDWORK I DESCRIPTION MOT Year 1: Academic Courses Basic Fwk. Academic Courses Intermediate Fieldwork I Aug Nov (12 wks) Nov-Dec(4 wks) Jan April (16 weeks) May-Aug (8 weeks) MOT Year 2: Academic Courses Intermediate Fieldwork 2 Academic Courses Advanced Fieldwork Aug-Dec (16 weeks) Jan-Feb (8 weeks) March June (16 weeks) July-Sept(6 wks) Purposes of Intermediate 1 Fieldwork Experience (Level 2 Acquisition/Transition/Coaching) To provide students with the opportunity to: 1. Develop professional knowledge, skills and attitudes. 2. Develop clinical/professional reasoning and problem-solving skills. 3. Develop and integrate independent work skills (e.g. time management, setting priorities etc.). 4. Plan, implement and evaluate all aspects of the client's program. 5. Integrate constructive feedback into performance. 6. Integrate previous academic and fieldwork experiences with current experiences. University of Manitoba Learning Outcomes for Intermediate 1 Fieldwork Experience By the end of Intermediate 1 fieldwork, by building on opportunities in this course in conjunction with previous academic and fieldwork experiences, the student will be able to**: 1. Work in collaboration with the fieldwork educator to analyze information from all relevant assessments and sources to formulate and implement the occupational therapy process in a way that is appropriate to the client and their situation. 2. Describe professional reasoning and evaluate that reasoning in relation to the impact of the reasoning on client outcomes. 3. Adapt interaction skills based on the demands of the situation. 4. In consultation with the fieldwork educator complete written documentation which demonstrates analysis of the client, their needs and their situation as well as the needs of the fieldwork 5. In consultation with the fieldwork educator analyze team dynamics and respond appropriately to the interactions 6. In consultation with FW educator manage day to day practise environment including appraising practise demands and implementation of a time management plan based on this appraisal. 7. In conjunction with the fieldwork educator demonstrate an understanding of the OT role in advocacy 8. Evaluate personal learning needs to meet the demands of the fieldwork opportunity. 9. Conduct research as required to meet the educational demands of the fieldwork setting. 10. In conjunction with fieldwork educator evaluate information related to best practice research and develop methods of integrating this information into the practice process. 11. In collaboration with fieldwork educator evaluate the fieldwork situation and demonstrate ethical occupational therapy practice based on this evaluation. **Not all fieldwork sites will offer all students opportunities to achieve all these objectives. August 2011 Page 1 of 6
Level of Student Involvement and Degree of Supervision (Acquisition Stage) The emphasis during this level of placement should be on actual practice and experience in professional problem-solving, assessment and intervention. Students should begin to share and assume responsibility for all components of client-centred practice such as referral analysis, assessment, planning, implementation of intervention programs, discharge planning and follow-up. Students should be encouraged to try and develop their own ideas and insights regarding their clients. They should be able to engage in discussion of several solutions to occupational performance problems and begin to make decisions about the most viable course of action. Students should be encouraged to engage in self-analysis and reflection and to share and integrate previous learning experiences into their practice. Recommended Strategies for the Fieldwork Educator: have student identify occupational performance goals prompt with appropriate questions encourage a search for alternatives and options & engage in discussion of viable solutions lead student to see that not all solutions are equally good and explain reasoning provide 2-3 alternative suggestions - allow student to form own opinions & choose course of action. gentle guidance facilitate student self-analysis increase challenge in complex situations provide positive reinforcement for creativity when possible August 2011 Page 2 of 6
Course Learning Outcomes Intermediate 1 Fieldwork OT 6400 MOT Educational Outcome In Support of Development Toward CAOT - Profile of OT in Canada Role(s) ACOTRO Essential Competencies Unit(s) 1. Work in collaboration with the fieldwork educator to analyze information from all relevant assessments and sources to formulate and implement the occupational therapy process in a way that is appropriate to the client and their situation. Statement 1: Appraise, integrate, and apply philosophical values, beliefs, theoretical concepts, models and frames of reference related to occupation, occupational engagement. Statement 2: Analyze, integrate and apply knowledge of individuals, families, groups, communities, populations and environments that relates to facilitating engagement. 1. Expert in Enabling Occupation 2. Thinks Critically 3. Demonstrates Practice Knowledge 4. Utilizes an Occupational Therapy Process to Enable Occupation Statement 3: Examine, integrate, select and implement components of the occupational therapy process to enable occupation for a variety of clients. Statement 4: Engage clients in decisions about their own care, services, programs and policies. August 2011 Page 3 of 6
2. Describe professional reasoning and evaluate that reasoning in relation to the impact of the reasoning on client outcomes. Statement 1: Appraise, integrate, and apply philosophical values, beliefs, theoretical concepts, models and frames of reference related to occupation, occupational engagement. 1. Expert in Enabling Occupation 2. Thinks Critically Statement 2: Analyze, integrate and apply knowledge of individuals, families, groups, communities, populations and environments that relates to facilitating engagement. Statement 3: Examine, integrate, select and implement components of the occupational therapy process to enable occupation for a variety of clients. 3. Adapt interaction skills based on the demands of the situation. Statement 9: Establish, adapt, and maintain effective collaborative working relationships. 2. As a Communicator 5. Communicates and Collaborates Effectively 4. In consultation with the fieldwork educator complete written documentation which demonstrates analysis of the client, their needs and their situation as well as the needs of the fieldwork 2. As a Communicator 5. Communicates and Collaborates Effectively August 2011 Page 4 of 6
5. In consultation with the fieldwork educator analyze team dynamics and respond appropriately to the interactions Statement 9: Establish, adapt, and maintain effective collaborative working relationships 2. As a Communicator 3. As a Collaborator 5. Communicates and Collaborates Effectively 6. In consultation with FW educator manage day to day practice environment including appraising practice demands and implementation of a time management plan based on this appraisal. 4. As a Practice Manager, 7. Manages own Practice and Advocates Within Systems 7. In conjunction with the fieldwork educator demonstrate an understanding of the OT role in advocacy Statement 10: Integrate and apply knowledge and skills to influence individual, social and political change that enables the advancement of occupation, occupational engagement and client participation. 5. As a Change Agent 7. Manages own Practice and Advocates Within Systems 8. Evaluate personal learning needs to meet the demands of the fieldwork opportunity. 6. As a Scholarly Practitioner 6. Engages in Development Statement 7: Critically appraise, synthesize and integrate current evidence from literature, best practice guidelines, experience, and client perspective into occupational therapy practice. August 2011 Page 5 of 6
9. Conduct research as required to meet the educational demands of the fieldwork setting. 6. As a Scholarly Practitioner 6. Engages in Development Statement 7: Critically appraise, synthesize and integrate current evidence from literature, best practice guidelines, experience, and client perspective into occupational therapy practice. 10. In conjunction with fieldwork educator evaluate information related to best practice research and develop methods of integrating this information into the practice process. Statement 7: Critically appraise, synthesize and integrate current evidence from literature, best practice guidelines, experience, and client perspective into occupational therapy practice. 6. As a Scholarly Practitioner 2. Thinks Critically 6. Engages in Development 11. In collaboration with fieldwork educator evaluate the fieldwork situation and demonstrate ethical occupational therapy practice based on this evaluation. Statement 5: Critically evaluate and act in accordance with occupational therapy professional & ethical beliefs, values and attitudes. 7. As a, 1. Assumes Responsibility August 2011 Page 6 of 6