Prep For Fieldwork Level I & 2 Cara Westerman, MOT, OTR

Academic Settings & Clinical Environments While both consider learning, the academic and clinical settings are very different Students need to adapt from “classroom” students to “clinical” students. See page 22 in your fieldwork manual for reference.

Let’s Relate this to your simulation experience Adapted from AOTA Conference 2001 presentation by:J. Gorecki and B. Grassett from the Delaware Technological and Community College in Wilmington, DE. Clinical EnvironmentHow can you transition to a “Clinical” Student? Environment is Client Centered rather than centered on the student Must take responsibility for own learning Review recommended materials before arrival Fewer supportive relationships; seldom have other students from class at the same site Take ownership of performance Do not “hide” behind classmates Evaluation is based on performance, clinical judgment rather than a test or practical

Clinical EnvironmentHow to transition to a “clinical student” Supervisors may not answer questions as quickly. Supervisor is still responsible for expectations of the job. Supervisors may want you to reason through a thought process, or look up something you should have access to. May use terminology or jargon specific to setting

The Ideal Student You are ultimately responsible for your learning while on fieldwork. Here are some tips to being an “ideal” rather than “challenging” student. Fieldwork is your top priority when on fieldwork. Leave personal concerns at home. Prepare for your rotation. Review any information that may be relevant before your arrival. Remember that appearances and first impressions do matter! ▫Dress in appropriate, professional clothing ▫Its not just the basics- affect, attitude and non-verbals “speak louder than words.” Demonstrate to the clinician that you are engaged, interested and enthusiastic. Clinicians put extra time preparing for a student and while you are there.

The Ideal Student Continued Jot down any questions. In the moment may not be the most appropriate time to ask. If you have any assignments, complete in a timely manner. Notice your environment & be a quick study. Try to solve your own problems. Questions are great- but sometimes you need to review for yourself or reason through the process. Try new things! Even if you are intimidated or afraid of doing it wrong. This is a good opportunity to ask for a chance to try things that you have role-played or done in practicals. Adapted from Creating a Positive Level I Fieldwork Experience, AOTA, 1995

Professional Development You got your professional development sheet back today. Goals should have been SMART goals. Goals were either for the end of the semester or the end of fieldwork. Goals should have been related to professional development. Please revise based on feedback. Choose a trusted partner to review your goals and to evaluate if you have made progress thus far. If you need to revamp your goals, now is the time to do so. Access the professional development worksheet. You will input your goals, tie them to fieldwork as we have talked about at the beginning of today’s lecture.

Professional Development Worksheet & Final Statement Note Change in Due Date- April 11 th. Bring Form To Class You will be identifying a “peer” to share your goals with and gain feedback. Please make sure your advisor’s name is in the designated blank. Indicate Upper Left Corner if you would like a meeting with your advisor this semester regarding professional development. The Worksheet & Grading Rubric are located on Blackboard ▫Content ▫Assignments ▫Professional Development Worksheet and Rubric

Level I FW Evaluation FW Evaluation is located on Blackboard. Worth 30% of Grade, so read carefully before the rotation. You will fill out the form to self-rate your performance and go over with your clinical instructor the final day. Take a blank copy with you during the week just in case the CI does not have access to the form. You will return the evaluation form to me Monday, March 25, before 5 pm. I do not need the copy of the evaluation you filled out for yourself.

Evaluation of Fieldwork Site You will be filling out an evaluation of the FW site. You DO NOT need to go over this with your CI. This is due Monday, March 25 Before 5 pm.

Journals You have six journals to be completing during the one – week FW rotation. The first is due March 8 before 11:59 pm. They are located on blackboard, under the assignments tab. Each corresponding journal submission is due each day before 11:59 pm. The writing prompt is included in each journal.

Case Study & Presentation You will be completing a Case Study assignment March 28 th from 3-5 pm in MML Lab. You will need to collect data beforehand during your week of FW. The data instructions are located on Blackboard, under assignments. You will be responsible for bringing the data to class March 28 th. You will be presenting your cases April 4 th from 3-6 pm (Take Note of Calendar Change) You will be notified of seminar instructors and group assignments

Discussion & Simulation April 11 th 3-6 pm Will spend 1.5 Hours completing discussion with a clinician. Remaining 1.5 Hours, you will be completing a similar simulation experience. The clinicians will give you feedback based on your performance.

Level II FW A full-time internship. After students successfully complete the academic portion of the MOT curriculum Two 3-month rotations Students work full-time at an occupational therapy site By the end of each clinical rotation students must demonstrate entry-level competency in that area of occupational therapy practice. Must pass each rotation in order to graduate.

Do I Get To Choose? Yes, to an extent Submit ranked list of top 5 preferences for EACH Level II rotation. No guarantee that students will get their selected sites. I’ll work with students who don’t get chosen sites. Must be flexible. Clinical sites may cancel at any time. Expenses may be incurred with a change in FW site. ▫Must work hard and engage in the learning process even when placed at the site that was not a 1 st choice or in a site where area of practice is not a primary interest.

Process Rank 5 choices for each rotation Types: ▫1 physical health ▫1 either mental health or developmental health Must send choices of same type of facilities for each rotation, don’t mix them – i.e. 3 choices must be all in adult PD or all in pediatrics, don’t mix them. Consider risks with ranking / types

Level II Placements 1 st Rotation2 nd Rotation FW Site 1 1 Student 1- 1st Choice 1 Student 2- 1 st Choice FW Site 1 1 Student 1- 1st 0 Student 2- 1st FW Site 2 1 Student 2- 1 st Choice Student 3- 2 nd Choice Student 4- 3 rd Choice 1 Student A- 1 st Student B- 2 nd choice Student C- 3 rd Choice FW Site 3 1 Student 4- 1 st Choice Student 5- 1 st Choice Student 6- 1 st Choice Student 7-2 nd Choice Student 8- 2 nd Choice Student 9- 3 rd Choice 1 Student 2- 1 st Student 3- 1 st Student 4- 1 st Student 5- 1 st Student 6- 1 st Student 7- 1st FW Site 4 0 Student 10- 1st 0 Student st Choice FW Site 5 Lake Charles MC with free housing 1 No Student 1 No Student FW Site 6 1 No Student 1 Student st Student 12- 1st

When are Requests Due Requests are due at the time of meeting with me. You must review Ch. 5 & 6 of your Sladyk Text before meeting with me & finish a worksheet reflecting on your strengths and weaknesses (Posted after Level I FW). I will post a sign-up sheets with available times after completion of Level I FW.

Take Note: Delivering Your Confirmations to you is rewarding! Some tips on making this process go smoothly. ▫Avoid ing me repeatedly regarding your placement. If you don’t hear from me, I am probably waiting for a facility to get back with me. Answering repeated s takes time away from securing your placements.

Take Note: You are NOT PERMITTED to contact any fieldwork sites until you are confirmed with a placement or have been permitted to do so. You will be copied on the confirmation to the fieldwork site with the name and contact information. NO CHANGES ARE ALLOWED AFTER YOU RECEIVE YOUR CONFIRMATION.

Take Note: I will be working on this most of the summer semester. Some may get confirmations sooner than others. ▫You may contact the facility and ask to take a tour etc. during the break you have between summer and fall semesters. ▫Your facility may not get back to you right away since there is quite some time before you come on site. The facilities are most likely hosting students from other universities.

Facilities Contracts with over 100 OT facilities across Texas New Contracts however take time. May not be done “on demand.” Mrs. Isbel and I are working on updating the listing. We are getting more contracts all the time Types of settings: ▫Hospitals ▫Community Agencies ▫Nursing Homes ▫Private Practices ▫Residential Programs ▫Schools ▫Early Childhood Intervention Programs

Some Rules on Choosing Can’t be in a facility in which you previously volunteered or worked Can’t be in a facility in which a family member or close friend works Know the dress code and be able to comply ▫May need to purchase new clothes ▫May need to cover tattoos, remove piercings, etc.

Planning for that time ACOTE standards: students must complete 12 weeks (480 hours) of clinical time In addition to work, students will need to study most evenings after work; therefore, personal time may be quite limited during this exciting learning time Students are NOT entitled to any time off during their fieldwork rotations ▫Not even 1 day! ▫It is like the “Probation Period” of a new job Students should avoid planning events such as weddings or vacations during Level II fieldwork

Fit is More Important Than Name Facilities Take Students for a variety of reasons You are trained as a generalist; and your role as student is to prepare to be an entry-level practitioner. There is no good or bad site. It’s all about matching the level of challenge to your academic performance. Just like you think about the PEO model for your clients, you need to apply the same thinking to yourself. That is why reviewing Ch. 5 & 6 of Sladyk text is important!!!!