DEPARTMENT OF OCCUPATIONAL THERAPY · University, the CU Occupational Therapy Program, and the...

DEPARTMENT

OCCUPATIONALTHERAPY

FIELDWORKEDUCATORMANUAL

SONUNIVER

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TABLEOFCONTENTSMeettheFieldworkTeam………………………………………………………………………………………….…………..3GlossaryofTerms…………………………………………………………..……………………………….…….....…….……..4OccupationalTherapyProgramOverview………………………………..…………………….……….....…..……..6FieldworkEducationandCurriculumDesign………………………………………….……….…….……....……….7SelectionofFieldworkSites………………………………………………………………………….……………..………….9SiteManagement……………………………………………………………………………………….…………….………….…9 MemorandumofUnderstanding……………………………………………………………………….………10 FieldworkDataForm..…………………………………………………………………………………….…………10 Site-SpecificObjectives…………………………………………………………………………………….……....10On-SiteVisits…………………………………………………………………………………………………………..…11Confidentiality……………………………………………………………………………………………………….…..11LevelIFieldworkIntroduction……………………………………………………………………………………………….12Objectives………………………………………………………………………………………………………………….12AssignmentProcess…………………………………………………………………………………………………..14Attendance………………………………………………………………………………………………………………..14Supervision……………………………………………………………………………………………………………..…15Grading……………………………………………………………………………………………………………………..15LevelIIFieldworkIntroduction…………………………………………………………………………………………..…16Objectives……………………………………………………………………………………………………….………..16AssignmentProcess…………………………………………………………………………………………………..17Dates…………………………………………………………………………………………………………………………19Attendance…………………………………………………………………………………………………………….….19Supervision……………………………………………………………………………………….……………………….20FieldworkSitePolicy…………………………………………………………………………………………..…..…21EvaluationofStudentPerformance……………………………………………………………….............21TerminationofFieldwork…………………………………………………………………………………….….…23StudentGrievanceProcess……………………………………………………………………………….….……24StudentResponsibilities…………………………………………………………………………………………………….....25Readiness………………………………………………………………………………………………………………….25OrientationtoFieldwork……………………………………………………………………………………………26HealthRequirements………………………………………………………………………………………………...26CPR&Certifications……………………………………………………………………………………………..…..27CriminalBackgroundCheck……………………………………………………………………………………….27ProfessionalLiability………………………………………………………………………………………………….27DressCode………………………………………………………………………………………………………………..27RolesandResponsibilities……………………………………………..……………………………………………………...27FieldworkStudent……………………………………………..…………………………………………………...…27AcademicFieldworkCoordinator…………………………………………………………………………….…27FieldworkEducator………………………………………….……..…………………………………………..…….28

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FieldworkEducatorRightsandPrivileges……….…………………………………………………………….….……29Supervision………………………………………………………………………………………………………………………...…30Characteristics…………………………………………………………………………………………………………….30TipsforSuccess…………………………………………………………………………………………………………..31SampleWeeklySupervisionLogs..………………………………………………………………………………33TipsforIntegratingPsychosocialFactorsintoFieldwork……..………………………………………………..35ActivitiestoReinforceCurricularThreads…………………………….……………………………………………….37ACOTECStandards…………………………………………………………………………………………………….…….…..40

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MEETTHEFIELDWORKTEAM!CindyHammecker-McLeanAcademicFieldworkCoordinatorClinicalAssistantProfessorchammeck@clarkson.eduBox58838ClarksonAvePotsdam,NY13699OfficePhone(315)268-7692Fax:(315)268-7743

Responsibilities:AdvisesallstudentsforLevelIandLevelIIfieldworkexperiencesInitiatescontactwithpotentialsites&establishesinitialcollaborativerelationshipManagessiteselectionandCollaborateswithandadvisesfieldworksiteadministration,fieldworkcoordinatorsandeducatorsEnsuressupportofcurriculumdesignthroughfieldworkexperiencesEvaluatequalityoffieldworkprogram,fieldworksitesandeducatorsSupportsfieldworkeducatorsthrougheducationopportunitiesResponsibleforaddressinganyfieldworkand/orstudentissues

JenniferZoanettiAcademicSupportAssistantjzoanetti@clarkson.eduRespoBox58838ClarksonAvePotsdam,NY13699OfficePhone:(315)268-4476Fax:(315)268-7743

Responsibilities: CommunicateswithstudentsregardinggeneralLevelIandLevelIIfieldworkinformation Maintainsfieldworkinformationine*Valueandallrecordsrelatedtofieldwork AssistsAFWCwithobtainingandmaintainingrequiredfieldworksitedocumentation Responsibleformaintainingallfieldworkfiles(siteandstudent)

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Communicateswithfieldworksiteadministration,fieldworkcoordinatorandeducatorsregardinggeneralfieldworkinformation

GLOSSARYOFTERMSAcademicFieldworkCoordinator(AFWC):TheAFWCistheacademicfacultypersonwithintheoccupational therapy program who has been designated to be responsible for the clinicaleducationcoursesoutlinedintheprogram’scurriculum.

AccreditationCouncil forOccupationalTherapyEducation(ACOTE):ACOTE is theaccreditingbodythatsetsthestandardsforoccupationaltherapyeducationalprograms.ACOTEislocatedatACOTEc/oAccreditationDepartment,AmericanOccupationalTherapyAssociation(AOTA)4720MontgomeryLane,Suite200Bethesda,MD20814-3449,(URL:www.acoteonline.org).

AffiliationAgreements:AffiliationAgreementsare contractual agreementsbetweenClarksonUniversity,theCUOccupationalTherapyProgram,andtheclinicalfacilities.Priortothestartofstudents’fieldworkeducationexperience,anexecutedagreementmustexist.

American Occupational Therapy Association (AOTA): AOTA is the organization thatprofessionallyrepresentsoccupational therapists insettingpolicy,procedures,standards,andservesasagovernmentalliaison.AOTAislocatedat4720MontgomeryLane,Suite200Bethesda,MD20814-3449,(URL:www.aota.org).Telephone:(301)652-AOTA;Fax:(301)652-7711.

E*Value: This is the software program ClarksonUniversity utilizes tomanage fieldwork dataincludingaffiliationsites,scheduling,communication,assessmentsandoutcomemeasures.

FieldworkCoordinator(FWC):TheFWCisthepersononstaffwithinafacilitywhoisdesignatedtoberesponsibleforthefieldworkeducationprogram.Theirresponsibilitiesincludebutarenotlimited to maintaining contracts, structuring students’ fieldwork education experiences,communicatingwiththeAFWCtheavailabilityoffieldworkeducators,monitoringthestudentwhileatthefacility,providingguidancetothestudentsandfieldworkeducatorsasneeded,andassuringthatalearning-conduciveenvironmentismaintained.TheFWCmayserveasfieldworkeducator.

FieldworkDataForm(FDF):Documentutilizedtodiscloseeachaffiliatingsites’demographics(i.e. - scope of practice, practice setting, site-specific requirements, clinical staff) to theUniversity.Thisdocumentisupdatedannually.

FieldworkEducator(FWE):AlsoreferredtoasClinicalInstructor(CI).TheFWEisastaffmemberwithin the clinical settingwho is responsible for the teaching and supervisionof an assignedstudent.TheFWEcanalsoserveastheCC.

FieldworkPerformanceEvaluation(FWPE):ThisstandardizedformisapprovedforusebyACOTEtoassessthestudent’sperformanceonLevel IIFieldworkatmid-termandatfinal.Theratingscaleusedinthisdetermineswhetherastudenthasbeensuccessfulonfieldwork.

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NationalBoardforCertificationinOccupationalTherapy(NBCOT):NBCOTisthecredentialingagency thatprovides certification for theoccupational therapyprofession.NBCOT serves thepublicinterestbydeveloping,administeringandcontinuallyreviewingacertificationprocessthatreflectscurrentstandardsofcompetentpracticeinoccupationaltherapy.NBCOTis locatedatTheEugeneB.CaseyBuilding,800SouthFrederickAvenue,Suite200,Gaithersburg,MD20877-4150.Office:(301)990-7979;Fax:(301)8698492;orweb:www.nbcot.org.

NewYorkStateOccupationalTherapyAssociation(NYSOTA):NYSOTAistheonlyprofessionalorganization for Occupational Therapy in New York State. Its mission is to promote theprofessionalofoccupationaltherapypractitionerswhoworkandliveinNYS.NYSOTAislocatedatPOBox609,Glenmont,NY12077.www.nysota.org.Telephone(518)301-9187.

Professional Behaviors Rating Scale:This document serves as the Level I student evaluationwhichiscompletedbythefieldworkeducatoronthelastdayoftheclinicalrotation.Thisstudentevaluationconsistsof40itemsaddressingprofessionalbehaviors.

StudentEvaluationoftheFieldworkExperience(SEFWE):Thisdocumentprovidesinformation(objective and subjective data) from the student and their fieldwork supervisor regarding aspecificfieldworkexperienceatanaffiliatingsite.

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OTPROGRAMOVERVIEW

TheClarksonUniversityDepartmentofOccupationalTherapyprogramiscommittedtograduatingtherapistswhoarepreparedtorespondtobothcurrentandemergingsocietalneedsthatinfluenceindividuals'occupations.Weintegrateexperientiallearningtohelpstudentsdevelopinternalizedworkingmodelsforactivatingoccupationaltherapyinculturallydiverse,innovativepracticesettings.Inaddition,theprogramiscommittedtoexpandingtheknowledgeoftheprofessionthroughinter-professionalscholarshipandpractice.TomeetobjectivestheOTprogramhasestablished5curriculargoals:Goal1:Designanddeliverhumanistic,ethicalandhighquality,individualizedoccupationaltherapyservicestoindividualclientsandtheirfamily/caregiversinbothindividualandgrouptreatment.

Goal2:Studentswillunderstandandbeabletorespondwithoccupation-basedprogramstocontemporaryandglobalissuesaffectingahealth,well-beinganddisability,withspecificfocusonunmetandemergingneedsinruralandunderservedpopulations.

Goal3:Integrateinnovative,technological,imaginativeartandeducationalresourcesintoprogramplanning,design,managementandintervention.

Goal4:Demonstratetheabilitytoreflectonscienceandtechnology,includingtheirrelationshiptosociety,theirimpactontheenvironmentandoccupation,anddemonstratethecapacityandcommitmenttogrowbothasanindividualandaprofessional.

Goal5:Collaborateskillfullywithclients,inter-professionalteammembersandnon-professionalcolleagues,familiesandcommunitymembersanddemonstratetheimportantcontributionofoccupationaltherapybydoinggoodwork.

Tosupporttheachievementofthese5curriculargoal,theClarksonUniversityOccupationalTherapyacademicprogramhasfivecurricularthreadsinterwoventhroughoutthecurriculum.These5threadsareasfollows:Thread1:ProfessionalIdentityStudentswillvalueandassumeanidentityofserviceandcontribution,bypromotingoccupationandparticipationinmultiplecontextsthroughtheidentificationofbarrierstoandprovidingsupportsforoccupationalrolesandperformancepatterns.

Thread2:InnovationStudentswilldeveloptheabilitytomeettheneedsoflocal,regional,andglobalsociety,includingafocusonruralcommunities,throughresearchandscholarship.

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Thread3:TechnologyStudentswilllearntoengineersolutionsthroughtechnologyincludingtelehealth,assistivetechnology,andvirtualcontexts.

Thread4:Education&ResearchStudentswilldevelopproblem-solvingabilitiesthroughscience-drivenpracticeandtheuseofpractice-basedevidence,withafocusonoccupationasbothinterventionandoutcome.

Thread5:Inter-ProfessionalPracticeStudentswillexhibitstrongleadershipandcollaborativeskillsastheyassumerolesofadvocacyandactivismforbothclientsandtheprofession.

FIELDWORKEDUCATIONANDCURRICULARDESIGNFieldworkcanbelikenedtotheThomasEdisonofacademiaatClarksonUniversity’sDepartmentofOccupationalTherapy!Itisatimewhere“lightbulbs”gooffasstudentsbegintomakeconnectionsbetweendidacticinstructionandoccupationaltherapypractice.Fieldworkprovidesanopportunityforstudentstosynthesizedidacticcourseworkwithclinicalskillsbyapplyingtheoreticalandscientificconstructsthroughouttheoccupationaltherapyprocess,understandingandintegratingtheoccupationalneedsofvariousclientpopulations,refiningclinicalskillsthroughevidencebasedpracticeandestablishingprofessionalcollaborativerelationshipswithsupervisorsandfuturecolleagues.

InkeepingtheACOTEStandards,fieldworkeducationisanintegralcomponentoftheClarksonUniversity’sDepartmentofOccupationalTherapycurriculum.FieldworkeducationatClarksonUniversity’sDepartmentofOccupationalTherapyprovidesanopportunityforstudentstosynthesizedidacticcourseworkwithclinicalskillsbyapplyingtheoreticalandscientificconstructsthroughouttheoccupationaltherapyprocess,understandingandintegratingtheoccupationalneedsofvariousclientpopulations,refiningclinicalskillsthroughevidencebasedpracticeandestablishingprofessionalcollaborativerelationshipswithsupervisorsandfuturecolleagues.Assuch,ourcurriculargoalsandthreadsareinterwoventhroughoutallfieldworkexperiences(ACOTEStandardsC.1.0,C.1.1).

TopromoteintegrationofthecurriculardesignintofieldworkeducationatClarksonUniversityallfieldworkeducatorsareprovidedwiththedocumentStrategiesforReinforcingCurricularThreadsinFieldwork.Furthermore,fieldworksitesarerequiredtoindicateontheFieldworkDataFormtheextenttheirsitespecificfieldworkprogramprovidesopportunitiestoreinforceourcurricularthreads.Foranysiteindicatingnoorlimitedopportunitiesforanyparticularthreadthisdocumentisreviewedwiththefieldworkeducatortoexpandlearningopportunities(ACOTEStandardsC.1.0,C.1.1).

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SELECTIONOFFIELDWORKSITESToensurethefieldworkprogramreflectsthesequenceandscopeofourcurriculardesign,LevelIandLevelIIfieldworksitesareselectedbasedonthefollowingcriteria(ACOTEStandardC.1.2):

• SiteprovidesexperiencesconsistentwiththeClarksonfieldworkobjectives• Sitephilosophy,model, andpopulations reflect the sequence,depthand focusof the

ClarksonOTcurriculardesign• Sitecontributes tobroadeningthe fieldworkopportunities in regards topracticearea,

populations,orgeographicarea • Siteprovidesexperiencethatpromotescriticalthinkingandclinicalreasoning

Inaddition,atleastonefieldworkexperience(LevelIorLevelII)willfocusprimarilyonpsychosocialfactors(ACOTEStandardC.1.7). AfieldworksitewillmeetClarkson’scriteriaforpsychosocialfocusifitsprogramming(clinical,community-based,orrole-emergent)addressesanyofthefollowing:

• Thementalhealth–mentalillnesscontinuum• Emotionalorbehavioralregulation• Impairmentsininterpersonalorsocialskills• Specificpsychological/psychiatricdiagnoses• Socio-economicfactorsresultinginhealthdisparities• Afocusonthebody-mind-spiritrelationship

Finally,studentsmaynotbeplacedatthesamefieldworksiteforbothLevelIandLevelIIexperiencesunlesstheyareinsignificantlydifferentsettingssuchasadultrehabilitationandchildren’shospital.

SITEMANAGEMENTClarksonUniversity’sDepartmentofOccupationalTherapyutilizestheweb-basedprogramE*Valuetocoordinateandmanagefieldworkinformation.Thesystemhasextensivecapabilitiesandhousesallfieldworksitedata,communication,andsitespecificforms.Thesoftwareallowsfieldworkeducatorsandstudentstocompleteandsubmitevaluationson-lineinaconfidentialplatform.KeyFeaturesofE*ValueforFieldworkEducatorsinclude:

ê Evaluations:Generateevaluationsandassessmentformsforstudents,educatorsandfieldworkexperiences.Fieldworkeducatorsandsitescanthengeneratereportstoenhancethefieldworkprogramandskillsasafieldworkeducator.

ê Scheduling:Streamlinefieldworkschedulingforstudent,fieldworkeducatorforallsites.Studentsarelinkeddirectlytofieldworkeducatorstoallowforsmoothcollaborationandmanagementofdocuments.

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MEMORANDUMOFUNDERSTANDINGAfullyexecutedmemorandumofunderstanding(MOU)ismaintainedbetweenClarksonUniversityandeachagencyprovidingfieldworkopportunities.RevisionstothestandardClarksonMOUmustbereviewedandauthorizedbytheDirectorofClarkson’sRiskManagementDepartment.Priortotheinitiationofanyfieldworkplacement,theAFWCwillensurethatacurrentMOUisinplaceandwillnotexpirewithinthedurationofthefieldworkexperience(ACOTEStandardsC.1.2,C.1.6).

1. AnMOUmustberenewedatleasteveryfiveyears,ormorefrequentlyifrequestedbythefieldworksite.AllstepsofthecontractmanagementprocessaredocumentedintheFieldworkCoordinator’sNotesportionofe*Value.

2. E*Valuewillautomaticallysendanalert3monthspriortoMOUexpiration.Atthistime,twocopiesoftheContractAmendmentwillbecompletedandmailedtothefieldworksite,extendingthecontractexpirationdatebynomorethan5years.Somesitesmayrequireanewcontract,forwhichtheaboveprocesswillberepeated.

Ifoneagencyprovidesfieldworkopportunitiesintwoormoredistinctlydifferentprograms,oneMOUismaintainedfortheagencyandseparateFieldworkSiteDataFormsaremaintainedforeachprogram.

FIELDWORKSITEDATAFORMFieldworkSiteDataFormsarerequiredforallsitesandstudentswillnotbeginafieldworkplacementwithoutacurrentdataformonfile.Clarkson’sFieldworkSiteDataFormhasbeenmodifiedfromtheAOTAFieldworkDataFormtocapturethelanguageintheOccupationalTherapyPracticeFramework,includeinformationrelatedtotraditionalandroleemergentfieldworkexperiences/settingsandprogrammingfocusingonpsychosocialfactors.ItalsoincludesasurveyofopportunitiestoreinforceClarksonUniversity’sDepartmentofOccupationalTherapycurricularthreads(ACOTEStandardsC.1.1,C.1.7,C.1.8).

EachfieldworksiteisrequiredtoreviewandupdatetheFieldworkDataFormannuallytoensureinformationiscurrent.AnannualreviewnotificationisautomaticallygeneratedviaE*ValuetoallsitesonJanuaryfirst.TheFieldworkSiteDataFormisavailableontheClarksonUniversityDepartmentofOccupationalTherapywebsiteunderfieldwork>fieldworkeducators.

SITESPECIFICOBJECTIVESLeveIIObjectives:learningobjectivesaredevelopedbyClarksonUniversity’sDepartmentofOccupationalTherapyandaresharedwitheachlevelIsite.InordertocomplywithACOTEStandardseachsitemustaddressesthestudentsunderstandingofhowpsychosocialfactorsinfluenceengagementinoccupationtofacilitateclient-centeredoutcomes.

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LevelIIObjectives:aresite-specificstudentlearningobjectivesandarerequiredforLevelIIplacements.Sitespecificobjectivesmustreflecteachsite’sspecificphilosophy,modelofservicedelivery,clientneedsandstudenteducationprogram.InordertocomplywithACOTEStandardseachsitemusthaveatleastoneobjectivethataddressesthestudentsunderstandingofhowpsychosocialfactorsinfluenceengagementinoccupationtofacilitateclient-centeredoutcomes.

Sitespecificobjectivesmustbereviewedannuallybythesitetoensuretheyarereflectiveofcurrentpracticeandthestudentfieldworkprogram.Anannualsite-specificobjectivereviewnotificationisautomaticallygeneratedviaE*ValueonJanuaryfirsttoallsites.

Samplesite-specificstudentlearningobjectivescanbefoundontheClarksonUniversityDepartmentofOccupationalTherapywebsiteunderfieldwork>fieldworkeducatorsandontheAOTAwebsite.

SITEVISITSWhenpossible,allLevelIandLevelIIsiteswillbevisitedinitiallyuponenteringintoafieldworkaffiliationagreement.Subsequently,LevelIsiteswillbevisitedevery3yearsormoreoftenifdeemednecessarybythefieldworkeducatororAFWC.LevelIIsitevisitsoccurwhenrequestedbythesite,thestudent,orifdeemednecessarybythefieldworkcoordinator.

CONFIDENTIALITYStudentsmustcompletetheHIPAAtrainingasdirectedbytheAFWCandpassthepost-assessmentwithaminimumof80%accuracypriortoinitiatinganyfieldworkplacement.Itisthestudent'sresponsibilitytoabidebyHIPAAguidelinesinallclinicalsettings,whetherexperientiallearningaspartofanycourseorinformalfieldworksettings.Studentsmustnotincludeanyclient'sidentifyinginformationinacademicfieldworkassignments,suchascasestudies,discussiongroups,orpresentations.DocumentationcontainingdataprotectedunderHIPAAmustbemaintainedinalockedorsecurelocationandshreddedwhennolongerinuse.StudentswhoviolateHIPAAriskterminationandfailureoffieldworkplacement.Likewise,students'personalhealthrecordsarealsoprotectedunderHIPAAguidelines.TheAFWCmaynotshareinformationaboutastudent'shealth(beyondconfirmationofmeetingminimumhealthrequirements)ordisabilitystatuswithafieldworksitewithoutobtainingwrittenpermissionfromastudent.Ifastudenthashealthconsiderationsoradisabilitythat(s)hebelievesmayimpactperformanceatafieldworksite,ormayqualifyforaccommodationsundertheRehabilitationActof1973,heisencouragedtoself-disclosethisinformationtothefieldworkeducatoratthebeginningofthefieldworkplacement.

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TheFamilyEducationalRightsandprivacyAct(FERPA)wasenactedin1974andprotectstheprivacyofinformationcontainedintheacademicrecordsofstudents.FERPAdoesallowsomesharingofacademicinformationbetweentheAFWCandfieldworkeducatorswithoutastudent'spermissionwhentheinformationsharedsupportsthatstudent'ssuccessfulcompletionoffieldwork.However,itisunethicaltoshareirrelevantstudentinformationorinformationthatcouldnegativelybiasfieldworkeducatorsagainstastudent.MoreinformationonFERPAanditsrelationshiptofieldworkexperiencesisavailableatwww.aota.org.

LEVELIFIELDWORK(OT700)

INTRODUCTIONAccording to the Accreditation Council for Occupational Therapy Education (ACOTE) 2011Standards,thegoalofLevelIfieldworkistointroducestudentstofieldwork,toapplyknowledgeto practice, and to develop understanding of client’s needs. Our Level I fieldwork programprovidesstudentswithexposuretoavarietyofpopulations(bothdisabledandwell)inavarietyofpracticesettingsthroughdirectobservationandparticipationinselectedexperiences.Throughsupervisionofthefieldworkeducatorandcourserequiredcourseassignments,studentsbegintomakeconnectionsbetween thedidactic coursework todateand theoccupational therapyprocess(ACOTEStandardC.1.8).Studentswillenhancetheirunderstandingofoccupationacrossthe lifespan and explore factors, including psycho-social, that influence occupationalperformance(ACOTEStandardC.1.7).Studentsbegintocultivatenotonlyprofessionalismbuttheirprofessionalidentity.LevelIAfieldworkexperiencesarea2-weekfull-timerotationandbeginfollowingthestudent’sfirstfullacademicyear.LevelIBFieldworkisembeddedduringthefallorspringsemesterofthesecondacademicyeartoallowsimultaneousclassroomandclinicaleducationopportunities.Thisfieldworkexperienceruns1dayperweekfor10weeks.LevelIfieldworkcannotbesubstitutedforanypartoftheLevelIIfieldworkrequirement(ACOTEStandardC.1.10).ExamplesofLevelIplacements may include a variety of settings including day care centers, special educationclassrooms,adultcommunitycenters,adultassistedlivingfacilities,independentlivingcenters,clinicalorhealthsettingsandcommunity-basedprogramssuchascamps,recreation,artorsocialprograms.

LEVELIFIELDWORKOBJECTIVESLevelIobjectivesaremeasuredthroughtheProfessionalBehaviorsRatingScalecompletedbyfieldworkeducatorsandthroughembeddeddidacticcoursework.

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1.Studentswillbegintodevelopprofessionalidentityby:a.Demonstratinganincreasedcomfortandconfidencewheninteractingwithclients,colleaguesandadministratorswithinpracticesettings(Thread:ProfessionalIdentity)b.Demonstratingempathyforclient’sperceptionofqualityoflife,occupationalroles,andinterventionpriorities,anddemonstraterespectfortheimpactthatsocialandculturaldiversityhaveonbeliefs,attitudesandvalues.(Thread:ProfessionalIdentity)c.Demonstratinganabilitytoaccuratelydocumentobservationsofclientbehaviors.(Thread:ProfessionalIdentity)d.Demonstratingprofessionalandethicalbehavior,andrespondingappropriatelytosupervisoryfeedback.(Thread:ProfessionalIdentity)

2.Studentswillincreaseawarenessofexistingandpotentialoccupationaltherapyrolesby:

a. Recognizinglocalorregionaloccupationalneedsthatmaybenefitfrominnovativeortechnology-basedinterventions.(Threads:Technology,Innovation)

b. Exploringtheuniqueinfluencethataruralcontexthasonoccupationalparticipationandperformance.(Thread:Innovation)

c. Identifyingexistingandpotentialinter-professionalcollaborationswithintheirfieldworksetting.(Thread:Inter-professionalCollaboration)

3.Studentswilldevelopbasicclinicalreasoningskillsby:

a.Reflectinguponservicedeliverysystems,respectingsetting-specificpoliciesandprocedures,anddemonstratingabasicunderstandingoftheassessmentandinterventionprocess.(Thread:ProfessionalIdentity)b.Recognizingtheuseofoccupationasbothaninterventionandclient-centered,meaningfuloutcome.(Thread:ProfessionalIdentity)c.Reflectingonhowpsycho-socialfactorsinfluenceengagementinoccupation.(Thread:ProfessionalIdentity)

4.StudentswillbegintoidentifyandintegratetheOTprogramcurricularthreadsintofieldworkexperiences.(Threads:All)

AssignmentsinOT700areintendedtoreinforceconceptscoveredduringthefirstyearofdidacticcourseworkaswellassupportcurricularthreads.StudentscompleteanoccupationalprofileduringeachlevelIfieldworkrotationandengageinasynchronousonlinediscussionboardpostsfacilitatedandmanagedbytheAFWC.Theseassignmentsaredesignedtodeepenstudent’sunderstandingofindividualsasoccupationalbeings,howpsychosocialfactorsinfluenceengagementinoccupation,theroleofoccupationaltherapy(orpotentialroleforrole

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emergentsettings),thedynamicnatureofprofessionalandinter-professionalrelationships,andenhancingstudent’sprofessionalidentity(ACOTEStandardsC.1.0,C.1.1).

LEVELIFIELDWORKASSIGNMENTPROCEDURETheLevelIfieldworkassignmentprocessbeginsinFebruaryofthesecondtrimester.StudentshavetheopportunitytoreviewpotentialLevelIfieldworksitesontheacademicmanagementwebsite,E*Value.StudentsthencompleteandsubmitaLevelIFieldworkPlacementPreferenceForm by thedeadlineprovided. ClarksonUniversity’sDepartmentofOccupational TherapydoesNOTguaranteeplacementinstudentpreferredfieldworksiteshowever,preferencesaretakenintoconsiderationtotheextentpossiblewhenassigningfieldworkplacements.StudentsarenotifiedofLevel I fieldworkplacementsbythetargetdateofMarch30th inthespring trimesterprior toOT700. It is the responsibility of the student tomake living and/ortransportationarrangementstofulfillfieldworkobligations.Once students are assigned, the AFWC sends confirmation to the fieldwork sites and to thestudent.TheAFWCalsoprovidesthefieldworksitewiththefollowinginformation:• studentpersonaldata(i.e.name,address,contactinformation)• verificationofinsurance• dateofcertifiedbackgroundcheck• verificationofHIPAAandinfectioncontroltraining• verificationofcurrentCPRandFirstAidtraining• copyofHealthCenter’sHealthandImmunizationVerificationform.Uponconfirmation,itisthestudent'sresponsibilitytocontactthesite(andscheduleaninterviewif required). Students must verify site requirements and provide all documentation andinformationrequiredbythesiteinatimelymanner.Ifthesitehashealthorbackgroundcheckrequirements above and beyond those required by the CUOT Program, it is the student'sresponsibilitytocoverthecostandproviderequireddocumentation.

LEVELIATTENDANCEStudentsareexpectedtocompletetheentirefieldworkrotation(minimumof70hours)duringthe assigneddates, unless previously arrangedwith theAFWCand the fieldwork site. Workschedulewillbeprovidedbythefieldworksiteeducatorandisnotflexible.Tardinessorleavingearlyisunacceptableandreflectsunprofessionalbehavior.Unscheduledabsencesareallowedonlyintheeventofillnessoremergencyandaretobemadeup.Inthecaseofanunscheduled

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absence,thestudentmustnotifythefieldworksupervisorperthesite’spolicy.Inaddition,thestudentmustcontacttheAFWCbyphoneore-mailpriortothestartofthescheduledworkday.

LEVELIFIELDWORKSUPERVISIONThe Academic Fieldwork Coordinator must ensure supervision during Level I fieldworkplacementsisprovidedbyqualifiedpersonnel,withafocusonenhancingopportunitiesforinter-professional collaboration, development of professional identity and professionalism (ACOTEStandardC.1.9).Thismayinclude,butisnotlimitedto,currentlylicensedorotherwiseregulatedoccupationaltherapistsandoccupationaltherapyassistants,orotherrelevantprofessionalssuchas teachers, social workers, psychologists, nurses, physical therapists, speech languagepathologists,orcommunity-basedprogramstaff(ACOTEStandardC.1.9).QualificationsofLevelIfieldworkeducatorswillbedocumentedinE*Value.All fieldwork educators are provided with Clarkson University’s Department of OccupationalTherapy Fieldwork Educator’s Fieldwork Manual that includes an orientation to the Level Ifieldworkprocess,objectivesandresourcestoenhancestudentlearning,andintegrationofourcurricular threads to support them in their critical roles as supervisor and educator (ACOTEStandardC.1.1,C.1.3).Thefieldworkeducatorwillberesponsibleforverifyingthecompletionoffieldwork,completingandreviewingtheProfessionalBehaviorsRatingScalewiththestudent,andreturningthecompletedProfessionalBehaviorsRatingScaletotheAFWCinatimelymanner.StudentsarerequiredtocompletetheLevelIStudentEvaluationofFieldworkExperience(SEFWE)formasamechanismforstudentreflectionontheirlearningexperiences,theeffectivenessoftheir fieldworkeducatorand supervision. Students complete this form followingeach level Irotation (ACOTEStandardC.1.2,C.1.10). It is thenuploaded toE*Valueand reviewedby theAFWC to ensure the site and supervision meets ACOTE’s and the Clarkson University’sDepartmentofOccupationalTherapystandards.

LEVELIFIELDWORKGRADINGAProfessionalBehaviorsRatingScalewasdevelopedtointegratetheprofessionalbehaviorexpectationsoftheClarksonUniversityDepartmentofOccupationalTherapyProgram.Fieldworkeducatorsandstudentreceivenotificationbye-mailgrantingaccesstotheProfessionalBehaviorsRatingScalethroughE*ValuepriortotheendoftheLevelIplacement.TheProfessionalBehaviorsRatingScaleiscompletedindividuallybyboththestudent(self-assessment)andthefieldworkeducatorandthenreviewedtogether(ACOTEStandardC.1.10).ThefieldworkeducatorandstudenteachsubmittheProfessionalBehaviorsRatingScaletotheAFWCelectronicallythroughE*Valuewithin3daysofcompletionofthefieldworkexperience.

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TheProfessionalBehaviorsRatingScaleFormisavailableontheClarksonUniversityDepartmentofOccupationalTherapywebsiteunderfieldwork>fieldworkeducators.

Successful completion of Level I fieldwork ismeasured by a grade of C or better on courseassignments (see syllabus) and a passing score of 100 out of 120 points on theProfessionalBehaviors Rating Scale for each fieldwork experience. Students who do not successfullycompleteOT700arerequiredtorepeatthecoursebeforeproceedingtothenextcoursesinthecurriculumsequence.StudentsmayrepeatOT700once.

LEVELIIFIELDWORK(OT705&710)

INTRODUCTION

Studentsarerequiredtocompletetwo12-weekfull-timefieldworkexperiencesandoccurattheendofallacademiccoursework(ACOTEStandardC.1.13).InkeepingwithACOTE’sidentifiedgoalof Level II fieldwork, the Level II fieldwork program at Clarkson University Department ofOccupationalTherapyisdesignedtotransitionstudentsoutofthestudentroleandintotheroleof an ethical entry-level generalist therapist by promoting practice skills reflective of currentevidenceandenhancingclinicalreasoningskills(ACOTEStandardC.1.11).FieldworkplacementsreflectthecurricularthreadsoftheClarksonOTprogramandincludeexperiencesintraditionalclinical settings as well as in innovative, role-emerging settings. The Academic FieldworkCoordinator is responsible forensuring that the sitesaredevelopmental innature,provideaclient-centeredexperience,andprovidestudentswithdiverseexperiences.Studentshavetheopportunitytochoosefromavarietyofsettingsservingindividualsacrossthelifespan.

LEVELIIFIELDWORKOBJECTIVESLevelIIfieldworkprovidestheopportunityforsynthesisoffall5curriculargoalsandthreadsasstudents flourish into competent entry level occupational therapists (ACOTE StandardsC.1.0,C.1.1).Eachfieldworksitedevelopsitsownlearningobjectivesthatdepictitsspecificphilosophy,model of service delivery and client needs. In addition, students are expected tomeet theobjectivesestablishedforLevelIIfieldworkbytheClarksonOTprogramwhichmirrorandaremeasured by the AOTA Fieldwork Performance Evaluation. Level II programmatic fieldworkobjectivesareasfollows:

1. Studentswilldevelopentry-levelcompetenciesinOTasdemonstratedbyachievingtheminimalpassingscoreontheAOTAFieldworkPerformanceEvaluation.

2. Studentswillapplyknowledgeandskillsobtainedintheacademicsettingtothefieldworksetting,includingallaspectsoftheOTPracticeFramework.

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3. Studentswillunderstandtheimpactofpsychosocialfactorsonoccupationalengagementandintegratethesefactorsintoclient-centered,meaningful,occupation-basedoutcomes(ACOTEStandardC.1.12)

4. Students will integrate all aspects of developmental, psychosocial, behavioral andphysicalfunctionsintotherapeuticintervention.

5. Students will demonstrate a science-driven practice through the analysis and use ofrelatedevidence.

6. Studentswillfollowprotocolandproceduresduringevaluationandinterventionpractice.7. Studentswilldemonstrateprofessionalandethicalbehaviorsinrelationshipswithclients,

familymembers,colleaguesandsupervisorthroughouttheOTinterventionandfieldworkeducationprocess(ACOTEStandardC.1.11).

8. Studentswill communicate the role and valueofOT to clients, professionals, and thegeneralpublic(ACOTEStandardC.1.11).

9. Students will demonstrate effective written communication skills through accurate,appropriateandtimelydocumentation.

10. Studentswilldemonstrateself-initiativeinseekingnewlearningopportunities.11. Studentswilldemonstrateeffectiveinter-professionalcollaborationtomeetprogramand

clientneeds.12. Studentswillincorporateinnovation,technologyandscholarship,astheyrelatetotheir

fieldworksettingandpopulation.

LEVELIIFIELDWORKASSIGNMENTPROCEDUREStudentsareencouragedtotakeanactivecollaborationroleinplanningtheirLevelIIfieldworkexperienceswith theAFWC.Studentshaveaccess toFieldworkSiteDataFormsandpreviousStudentEvaluationofFieldworkExperienceFormsandanysupplementalsiteinformationwithinE*Value.Previousstudentevaluationsofthefieldworksiteshouldbeconsideredasubjectivereportofoneindividual'sexperience.Informationaboutpotentialsitesshouldbereviewedbystudentstogaininsightintothepracticesetting,population,caseload,supervisionformat,andsiteexpectations.Diversityamongfieldworkplacements(i.e.setting,population,servicedelivery,practicearea)isrequiredandwillbeensuredbytheAFWCusingtheFieldworkPlanningMatrix. StudentscancompleteLevelIIfieldworkplacementsatonesiteprovidedtheplacementsarereflectiveofmorethanonepracticeareaorinamaximumoffourdifferentsettings(ACOTEStandard(C.1.12).Inaddition,LevelIIfieldworkcanbecompletedonapart-timebasisaslongasitisatleast50%ofaFTEperthesitespecificpersonnelpolicies(ACOTEStandardC.1.13).Finalsiteplacementisat

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theprofessionaldiscretionoftheAFWCtoensurediversityinsettings,populationsandskillsareachieved.TherearecurrentlytwotimeperiodsforthecompletionofLevelIIfieldwork:MSOT705duringthesummertrimester,andMSOT710duringthefalltrimester.TheLevelIIfieldworkassignmentprocessforbothperiodswillbeginduringthefallsemesterofthesecondyearofstudy.

1. In the fall trimesterof thesecondyearof study, studentsmeetwith theAFWConanindividual basis to review the Fieldwork Planning Matrix form. The AFWC ensuresfieldwork settings preferences continue to represent a balance of clinical experienceswithregardstosettings,populations,andpracticeareas.TheAFWCalsoverifiesthatatleastoneplacement(LevelIorLevelII)focusesonpsycho-socialfactors.

2. InDecemberstudentsbeginreviewingpotentialLevelIIfieldworksitesontheacademicmanagementwebsite,E*Value.StudentsthencompleteandsubmittheLevelIIFieldworkPlacementPreferenceFormbythedeadlineprovided(January).Formsturnedinlatewillbegivenlowerprioritywhendeterminingplacements.

3. LevelIIFieldworkPlacementPreferenceFormsarereviewedbytheAFWCandmatchedbased on academic needs of the student and site availability. Clarkson University’sDepartment of Occupational Therapy does NOT guarantee placement in studentpreferred fieldwork sites however, preferences are taken into consideration to theextentpossiblewhenassigningfieldworkplacements

4. ThetargetdateforstudentnotificationofLevelIIfieldworksiteplacementsisJanuary31inthespringtrimesterpriortoOT705&OT710.

5. Uponconfirmationofplacement,theAFWCsendsconfirmationtothesiteregardingthestudentplacement.

6. ByApril1st,theAFWCsendsalettertoeachsiteconfirming:AOTAPersonalDataForm,verificationof insurance,dateofcertifiedbackgroundcheck,verificationofHIPAAandinfectioncontroltraining,verificationofcurrentCPRandFirstAidtraining,copyofHealthCenter’s Health and Immunization Verification form regarding current immunizations,PPD’sandphysical.

7. Upon confirmation, it is the student's responsibility to contact the site to introducethemselvesandsendtheircompletedAOTAPersonalDataFormwhich isavailableviaMoodle. Studentsmust verify site requirements and provide all documentation andinformationrequiredbythesiteinatimelymanner.Nostudent,norfamilymember,istocontactaLevelIIfieldworksitewithoutreceivingpriorpermissiontodosofromtheAcademic Fieldwork Coordinator. Students who do not adhere to this policy willjeopardizetheirplacementandwillmovetothebottomoftheplacementlist.

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8. Itistheresponsibilityofthestudenttomakelivingand/ortransportationarrangementstofulfillfieldworkobligations.

LEVELIIFIELDWORKDATESStudents may begin a Level II fieldwork affiliation once they have met the followingrequirements:

• AlldidacticcoursesmustbecompletedwithaminimumgradeofC(73orhigher)• StudentshavemaintainedanoverallGPAof3.0orhigher• SatisfactorycompletionofLevelIplacements.

OT705affiliationswillbescheduledfora12-weekperiodfromMaythroughAugust,whileOT710affiliationswillbescheduledfora12-weekperiodfromAugust–December.Specificdatesaredeterminedbythesiteandmayvaryand,attimes,falloutsidetherangeoftypicalplacementschedules.Studentsshouldnotcommittoanyvacationplanspriortoconfirmationoffieldworkplacementanddates.TimeoffduringLevelIIfieldworkaffiliationsforvacation,servicetripsorstudyabroadisnotpermitted.

LEVELIIATTENDANCEStudentsareexpectedtocomplete12fullweeksforeachfieldworkassignment,inconsecutiveweeksunlesspreviouslyarrangedwiththeAFWCandthefieldworksite.Workschedulewillbeprovidedbythesite’s fieldworkeducatorand isnotnegotiable. Insiteswhereaworkday isshorter(e.g.K-12schoolsettings),thestudent’shourswillreflectthoseofthesite’sfieldworkeducator. Tardiness or leaving early is unacceptable and reflects unprofessional behavior.Unscheduledabsencesareallowedonlyintheeventofillnessoremergency.Inthecaseofanunscheduledabsence,thestudentmustnotifythefieldworksupervisorbyphoneore-mailpriorto,oratthestartofthescheduledworkday.Inaddition,thestudentmustcontacttheAFWCbyphoneore-mailpriortothestartofthescheduledworkday.Anyadditionalattendancepoliciesof the fieldwork sitemust be followed. Absencesmust bemade up at the discretion of thefieldworkeducator.Acceptableabsencesinclude:

• Medicalillnessthatpreventsstudentfromdoingduties• Holidaysrecognizedbythefieldworksite.• Religious holidays occurring during affiliation (students must discuss with fieldwork

educatorpriortobeginningtheaffiliation• Familyemergency

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LEVELIIFIELDWORKSUPERVISIONStudentscompletingLevelIIfieldworkintraditionalsettings(wherethereisafull-timeOTonsite)willbesupervisedbyaregisteredoccupationaltherapistwhohasaminimumofoneyearclinicalexperience,NBCOTcertification,andmeetsallstate-specificregulatorycriteria(ACOTEStandardC.1.14). In “role-emergent” fieldwork settings (those settings where an OT is not currentlyemployedfulltime)supervisionwillbesharedbyanonsite,non-OTsupervisorandaqualifiedoccupationaltherapistwithaminimumof3yearsofclinicalexperience.Aminimumof8hoursof supervision per week must be provided by the occupational therapist in role-emergentplacements(ACOTEStandardC.1.17).Fieldworksupervisioncanbeprovidedinavarietyofformats.Thisincludes:

• Onestudenttoonefieldworkeducator• Multiplestudentstoonefieldworkeducator• Multiplefieldworkeducatorstoonestudent• Multiplefieldworkeducatorstomultiplestudents• Role-enhancing/role-emergingsupervision(supervisionsharedbyfieldworkeducatorand

onsitesupervisor)Ratioofstudentstofieldworkeducatorswillnotexceed3:1;appropriatesupervisionratiowillbedeterminedbasedonstudentandsiteneeds,ensuringthatlearningobjectivescanbemetandthatstudentscanperformtheirdutiessafely.Ifmultiplefieldworkeducatorsareassignedtoastudent,orstudents,itisrecommendedthatonepersonassumetheroleanddutiesastheprimaryfieldworkeducator.ThesupervisionprocessisdesignedtoevolveasthestudentsgaincompetencethroughoutthelevelIIFWexperiences.Tomaintainsafetyofallpartiesinvolved,thefieldworkeducators'areinstructedontheuseofdirectandlessdirectsupervisionwhichisappropriateforthesetting,theseverityoftheclient'scondition,andtheabilityofthestudent(ACOTEStandardC.1.16).

INTERNATIONALFIELDWORKPLACEMENTSSupervisionforLevelIIfieldworkplacementsoutsideoftheUnitedStatesmustbeprovidedbyanoccupationaltherapistwhograduatedfromanOTprogramapprovedbytheWorldFederationofOccupationalTherapists,withaminimumof1yearofexperienceinpracticeor3yearsforarole-emergentsetting(ACOTEStandardC.1.19.).

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FIELDWORKSITEPOLICIESWhileonaLevelIIfieldworkexperience,studentsmustabidebythesite’sestablishedpoliciesandproceduresregardingdressandprofessionalbehavior.Useofcellphonesfortalking,texting,or checkinge-mail isprohibitedduringworkhoursunless required in fulfillmentof fieldworkdutiesandresponsibilities.

EVALUATIONOFSTUDENTPERFORMANCEMid-TermContactTheAFWCordesignatedfacultywillinitiatecontactwiththeFWEandthestudentduringthe6thor7thweek.Initialcontactwiththefieldworkeducatormaybebyphone,e-mailoranon-sitevisit(ACOTEStandardC.1.3).Discussionatthemidtermcontactisdocumentedinthestudent'srecordsandaddressesthefollowingquestions:● Howisthestudent'soverallperformancetodate?● Whatarethestudent'sstrengths?● What areas does the student need to focus on during the remaining weeks of thefieldworkplacement?● Doesthefieldworkeducatorhaveanyspecificconcerns?● DoesthefieldworkeducatorfeelthatthestudenthasbeenadequatelypreparedfortheLevel II experience, or are there any questions regarding the Clarkson OT curriculumand/orsupportingcurricularthreads?● Doesthestudentdemonstrateanunderstandingandintegrationofpsychosocialfactorsimpacting occupational performance to develop client-centered intervention andoutcomes?Anyadditionalquestionsorcommentsthatresultfromthisdiscussion.The midterm contact with the student will take place following contact with the fieldworkeducator (ACOTE Standard C.1.3). Strengths and areas for improvement based on fieldworkeducatorfeedbackwillbesharedwithstudentandtheirfeedbackwillberequested.Theywillalsobeaskedtoindicateiffieldworksupervisionhasbeenadequate.Studentswillberemindedthat theyarewelcome to contact theAFWCat any time if questionsor concerns arise. Themidtermcontactandresponseisdocumentedinthestudent'srecords.Mid-TermEvaluationFieldworksitesmayassignsite-specificlearningactivitiesduringthecourseofafieldworkexperience,whichstudentsareobligatedtocomplete.Atmid-pointoftheLevelIIfieldworkexperience(week6),boththestudentandthefieldworkeducatormustcompletetheAOTAFieldworkPerformanceEvaluation(FWPE)fortheOccupationalTherapyStudent(ACOTE

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StandardC.1.18).AsampleoftheAOTAFieldworkPerformanceEvaluation(FWPE)fortheOccupationalTherapyStudentisavailableontheClarksonUniversityDepartmentofOccupationalTherapywebsiteunderfieldwork>fieldworkeducators.Thepurposeofthismidtermevaluationistohelpstudentsidentifystrengthsandweaknesses,andhelpdirectfocusduringthesecondhalfofthefieldworkexperience.Studentsandfieldworkeducatorsmustutilizethemidtermscoringcriteriaasapointofreferenceforperformance.SatisfactoryperformanceatmidtermissetbyAOTAat90points.Scoresthatfallatorbelow89areunsatisfactoryandmustbereportedimmediatelytotheAcademicFieldworkCoordinatorbythefieldworkeducator.Ascoreof"1"onItem2oftheFWPE("AdherestoSafetyRegulations")isgroundsforautomaticfailureofthecurrentfieldworkassignment.

Ifastudentisnotmeetingstudentobjectives, isatriskforfailing,orisatriskforterminationfromthefieldworkexperience,theAFWC,fieldworkeducator,andstudentwillmeeteitherinpersonorviaconferencecalltodevelopaplanofaction.Thismayincludealearningcontractincircumstanceswhereastudenthastheopportunitytoimproveperformance.Alearningcontractwillbesignedbyallthreeandwillinclude:purposeofcontract,objectivesanddesignatedtime-frame,criteriaformeasuringchange,andconsequencesfornotattainingobjectives.Failuretocomplywiththe learningcontractormeetingfieldworkeducator’sexpectationsmayresult interminationofLevelIIfieldworkexperience.TheFieldworkExperienceAssessmentTool(FEAT)maybeofferedatanytimethroughoutthestudent’sfieldworkexperienceasatooltopromoteopencommunication,enhancethesupervisoryexperienceandimprovestudentsuccess.FinalEvaluationAt theendofLevel II fieldworkexperience, the finalAOTAFieldworkPerformanceEvaluation(FWPE) for theOccupational Therapy Studentmustbe completedby the fieldwork educator,reviewedwiththestudent,andsignedbybothparties(ACOTEStandardC.1.18).ThefieldworkeducatorwillkeeponecopyoftheevaluationandreturntheoriginaltotheAcademicFieldworkCoordinator. Students are entitled to request a copy of the evaluation from the fieldworkeducator.AcompletedFWPEwithapassingscoremustbereceivedbytheUniversitybeforethefieldworkexperiencecanbeconsideredcomplete.Satisfactory(passing)completionofLevelIIfieldworkisdependentuponaFWPEscoreof122orhigher,andwithallitemsin"FundamentalsinPractice"scoredata3orabove(meetsstandards).WithinthelastweekofeachLevelIIfieldworkexperience,studentsarerequiredtocompletetheSEFWE.TheSEFWEistobereviewedandsignedbyboththestudentandthefieldworkeducator.TheSEFWEistobereturnedtotheAFWCwithinoneweekfollowingcompletionoftheLevelIIexperience.SEFWEsarereviewedbytheAFWCtoassessthequalityofthefieldworkexperience,

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studentpreparation,andfieldworksupervision.AllSEFWEswillbeuploadedintothee*Valuesystemandavailabletosubsequentstudentsinthefieldworksiteselectionprocess.Agradeof“W”(withdrawal)willbegivenonlyincircumstanceswhereanemergencyinterruptsthecompletionofthefieldworkexperiencesandstudentobtainswrittenpermissionfromtheAFWC.Studentswishingtowithdrawfromafieldworkexperiencebecausetheyarenotmeetingperformanceexpectationsmayreceiveagradeof“F”(failure).Astudentmayreceiveagradeof“W”or“F”inonlyoneLevelIIexperience.Inthiscase,studentsarerequiredtorepeatandrepayforanadditionalfieldworkplacementfollowingthedevelopmentofarevisededucationalplanandconsultationwiththeAFWC,thestudent’sadvisor,andtheDepartmentChair.Intheunlikelyeventthatastudentreceivesagradeof“W”or“F”asecondtime,heorshewillbeseparatedfromtheOTprogram. AsperUniversitypolicy,studentshaveanopportunitytoappeal theirgrade.

ApassinggradeforLevelIIfieldworkwillbesubmittedtotheregistraruponreceiptofallrequiredpaperwork(FWPEandSEFE).StudentsmustcompleteallLevelIIfieldworkrequirementswithinoneyearaftercompletionof theacademiccoursework. If circumstancesariseandastudentneedstocompletefieldworkoutsideoftheone-yeartimeline,studentscanpetitionandthecasewillbereviewedbythefaculty.Approvalisneededtoextendfieldworkplacements.Thispolicyensurestimelystudentprogressionandmatriculation.Onceastudentsuccessfullycompletesallcoursework,includingthefirstLevelIIFieldwork,theyareeligibletosubmitanapplicationforgraduation.Upongraduation,thestudentisabletoapplytotaketheNBCOTCertificationExam.

TERMINATIONOFLEVELIIFIELDWORKCommunicationbetweentheClarksonUniversityOTdepartmentandclinicalsiteisconstant.Itis the responsibility of the AFWC to intervene when a FWE reports that a student exhibitsunsatisfactorybehaviororastudent’spotentialforachievingentry-levelcompetencebytheendof theaffiliation is inquestion.TheAFWCandFWEmayconsultwith theClarksonUniversityprogram director and other Clarkson University OT faculty when necessary. Decisions toterminatefieldworkassignmentswillbebasedonconcreteinformationprovidedtotheAFWCandwhenmutually agreeduponbyboth theAFWCand FWE. Thedecisionwill bebasedonfeedback from the student, AFWC and FWE. However, since a facility’s participation in thefieldworkeducationofstudentisaprivilegeandnotanobligation,theAFWCdoesnothavetheright tomaintaina rotationassignment if the facilitydoesnotagree.TheClarksonUniversitystudent may petition in writing to terminate a fieldwork rotation. The decision will requireapprovalfromthefieldworksite,theAFWC,theClarksonUniversityOTprogramdirector,andtherespectivecollegeDeanpriortothestudentbeingreleasedbythefieldworksite.

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Agradeof“F”willbegivenwhenthestudentdoesnotsuccessfullycompleteaLevelIIfieldworkduetoanyofthefollowingcircumstances:

• Studentfailedtomeetestablishedlearningcontract.• Studentdemonstratedunsafeand/orunethicalbehavior.• Studentabandonedestablishedresponsibilities.• Failure to meet minimum required final score of 122 on the Fieldwork Performance

Evaluation.

STUDENTGRIEVANCEAstudentwhobelievesthefieldworkevaluationisinaccurate,shoulddiscusstheevaluationwiththefieldworkeducator.Ifthefieldworkissueremainsunresolved,thestudentshouldcontacttheacademicfieldworkcoordinator.Mostconcernsareresolvedthisway.However,ifitisnotpossibleforthestudenttoresolvetheproblemwiththeimmediatefieldworkeducatorand/ortheacademicfieldworkcoordinator,thentheprogramdirectorshouldbecontacted.IftheconcernisnotresolvedbydiscussionwiththeprogramdirectorthenthestudentmayrequestthatthecollegeDeanmeetjointlywiththestudent,academicfieldworkand/orthefieldworkeducator/programdirectortoresolvethecomplaint.ThecollegeDeanmayinvolveothersinresolvingthematterif,inhisorherdiscretion,itseemsappropriate,includingaskingapaneltoheartheconcern.AdditionalinformationcanbefoundintheClarksonUniversityGrievanceProcedureinsectionVIIIoftheClarksonRegulations2016-2017.http://www.clarkson.edu/studentaffairs/regulations/index.html

STUDENTRESPONSIBILITIES

STUDENTREADINESSStudentsmustachieveacumulativeGPAof3.0andmustconsistentlydemonstrateappropriateprofessional behaviors and necessary competencies to be permitted to enroll in fieldworkcourses.LackofsafeorethicalbehaviorinanyacademicorclinicalenvironmentmayresultinDepartmentaction,upto,andincluding,separationfromtheoccupationaltherapyprofessionalprogram. The safety requirement for clinical skills is 100%. Studentsmustmeet these safetyrequirementstocontinueintothenextsemesterorclinicalfieldworkassignments.Studentsareexpectedtotakeanactiveroleinthelearningprocesswhetherinatraditionaloremergingpracticearea.Studentswillparticipate throughbothguidedobservationandactiveparticipation in selected activities. Students must abide by site’s established policies and

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procedures.Useofcellphonesfortalking,texting,orcheckinge-mailisprohibitedduringworkhoursunlessrequiredinfulfillmentoffieldworkdutiesandresponsibilities.

STUDENTORIENATIONTOFIELDWORKOrientationtofieldworkisembeddedintheProfessionSeminarCourseswithintheCUOTcurriculum.StudentsreceiveanoverviewofthefieldworkprogramandtheintegrationwithintheOTcurriculum,areorientedtothesyllabusandrelatedassignments,thestudentevaluationprocessandevaluationtoolandacademicandfieldworkexpectationsarediscussed.Emphasisisplacedonstudentstakingownershipoftheirlearning,supervision,communication,andsafety.Inaddition,theroleofpsychosocialfactorsandtheimpactonoccupationalengagementisreviewedandstressedasanimportantcomponentofthefieldworkprocess.Thestudentfieldworkmanualisprovidedandreviewedwithasignedacknowledgementofreceiptandresponsiblyobtainedfromeachstudent.

HEALTHREQUIREMENTSPriortoeveryfieldworkplacement,itisthestudent’sresponsibilitytoensurethattheirphysicalandallrequiredimmunizationsarecurrentandwillremaincurrentthroughoutthefieldworkexperience.AllstudenthealthrecordswillbemaintainedbyClarksonStudentHealthServices.NoelectronicorhardcopiesofhealthrecordswillbemaintainedwithintheOTDepartment,withtheexceptionofaHealthandImmunizationVerificationdocumentsignedbyStudentHealthServicesmedicalstaff.Acopyofthisverificationformwillbeavailabletothestudentthroughthee-Valuewebsiteandprovidedtofieldworksitesuponassignment.TheDepartmentwilltakeallreasonablemeasurestoensuresecurityandprivacyofthisinformation.Uponassignmenttoafieldworkplacement,acopyoftheClarksonStudentHealthCenter’sHealthandImmunizationVerificationformissenttothefieldworksite.Studentsarerequiredtoprovideverificationofthefollowing:

UponMatriculation• TetanusorTdap,withinthepast10yearsofcompletionoffinalfieldwork• MMR–Proofofimmunization,documentedevidenceofhavinghadthedisease,

orseparateMeasles,MumpsandRubellatitersdemonstratingimmunity• Varicellatiterorimmunization• HepatitisBimmunizationorsignedwaiver

UpdatedAnnually• PPD(Mantoux)2-stepor2separatePPD's(nottoexpireduringanyfieldwork

period)• Annualphysicalexam(uponmatriculationandrenewedannually)• Influenzavaccinationisnotrequiredbutstronglyencouraged

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CPRANDCERTIFICATIONSAHealthCareProviderCPRandFirstAidcertificationisrequiredpriortostartinganyfieldworkexperience.StudentsmustalsocompletetrainingonOSHA Workplace Safety andinfectionControl,satisfactorilypassingapost-testwithaminimumscoreof80%.Acertificateofcompletionisthenawardedanduploadedintothestudent'srecordinE*Value.

CRIMINALBACKGROUNDCHECKAsatisfactorycriminalbackgroundcheckisrequiredforadmissiontotheClarksonOTProgram.TheClarksonUniversityOTProgramusestheservicesofCertifiedBackgroundtocompletethisprocessandincludes:• 7yearUS/countycriminalrecords• Residencyhistory• Socialsecuritytrace• Nationalrecordindicatorwithsexoffenderregistry• Nationalhealthcarefraud• Abusescan

StudentbackgroundreportsaremaintainedbyCertifiedBackgroundandverificationofstudentclearanceisprovidedtotheOTDepartment.Inaddition,somefieldworksitesmayrequireanupdatedcriminalbackgroundcheckordrugtestingpriortobeginninganaffiliation.ThisinformationisavailabletostudentsinE*Valueduringthesiteselectionprocess,andshouldbeconfirmedbystudentspriortoacceptingafieldworkassignment.Studentsareobligatedandfinanciallyresponsibletofollowanyestablishedpoliciesandprocedurespertainingtohealthandsafetyscreeningsatassignedfieldworksites.

PROFESSIONALLIABILITYINSURANCEAllstudentsarerequiredtohaveliabilityinsurancepriortoinitiatingfieldworkassignments.ThisformofriskmanagementminimizesriskstostudentsandtheUniversity,whileprovidingstudentsopportunitiestolearnanddevelopduringfieldworkexperiencesandassignments.Clarkson’sOfficeofRiskManagement,incooperationwithitsvendors,overseesstudentprofessionalliability(malpractice)coverageandrelatedissues.StudentsarecoveredbytheClarksonUniversityHealthSciences’umbrellapoliciesforprofessionalandgeneralliabilitywhileengagedinfieldwork.

DRESSCODEWhenstudentsarerepresentingClarksonUniversity,theDepartmentofOccupationalTherapy,businesscasualdressisexpectedperthestudenthandbook.Whenataclinicalsite,studentsare

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expectedtoadheretothehigherstandardofappearance.Studentsareexpectedtofollowthedresscodeestablishedperpolicyateachoftheirfieldworkplacements.Nametagsarerequiredto be worn at all times in accordance with Federal law during fieldwork placements. Thedepartmentprovidesanappropriatenametagduringthefirstsemesterof thecurriculum,oruponlegalnamechange,atnocharge.Fieldworksitesmayrequirestudenttoobtainanddisplayanalternateformof identification(nametag,badge,etc.)whichwill takeprecedentovertheCUOTnametag.

ROLESANDRESPONSIBILITIES

FIELDWORKSTUDENTStudentsarerepresentativesofClarksonUniversity,areresponsiblefortheirownlearning,andformaintainingthereputationoftheClarksonOTProgram.Studentsarerequiredto:

• Completeallfieldworkassignments,includingthosethatarenotgraded• Maintainconfidentialityatalltimes• Actwithinthescopeofthestudent’sknowledge,trainingandexpertise• Demonstrateprofessionalbehavioratalltimes,includingtimeliness• Complywithpoliciesandproceduresofthefieldworksite• Activelyparticipateinthesupervisoryandlearningprocess• Arrangefortransportationandhousingasrequiredbyassignedfieldworkplacement• FollowtheOTCodeofEthics.

ACADEMICFIELDWORKCOORDINATORTheAFWCatClarksonUniversityisCindyHammecker-McLean,MS,OTR/L.AssistanceisprovidedtotheAFWCbytheAcademicSupportAssistant,JenniferZoanetti.TheAFWCisresponsibleforoverseeingallfieldworkprogramdevelopmentandcoordination,including:

• Researchandidentifypotentialfieldworksitesandopportunities• Developandmaintaincontractswithfieldworksites• Establishandmaintaincurrentfieldworksitedataforms• Ensurefieldworkagreementsaresufficientinscopeandnumbertoallowcompletionof

graduationrequirementsinatimelymanner(ACOTEStandardC.1.5)• Ensurevarietyofplacementopportunities,includingbothtraditionalandrole-emergent

settings• Ensurefieldworkprogramreflectsthescopeandcontentofthecurriculum• Assistfieldworkeducatorswiththedevelopmentofsite-specificobjectives(LevelII)• Ensurequalificationsoffieldworkeducators

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• Ensurerationoffieldworkeducatorstostudentsenablespropersupervisionandabilitytoprovideadequateassessmentofstudentperformanceandprogress(ACOTEStandardC.1.5)

• Collaboratewith,support,andtrainfieldworkeducators• Collaboratewithstudentstoidentifyfieldworkneedsandpreferences,andestablisha

“goodfit”forfieldworkexperiences• Communicatewithstudentsregardingfieldworkplacements,assignmentsand

requirements• Maintainongoingcommunicationwithfieldworkeducatorsandstudentstoensure

adequatesupervision,monitorstudentprogressandperformance,andprovidesupportasneeded

• Ensureatleastonefieldworkexperiencehasafocusonpsycho-socialfactors• Reviewstudentperformanceevaluationsandassigngrades• ReviewStudentEvaluationofFieldworkExperiencetoassesseffectivenessand

appropriatenessoffieldworkplacement

FIELDWORKEDUCATORAllfieldworkeducatorsareenrolledbytheAFWCintothee*Valuesystem,wheretheyhaveaccesstofieldworkresources,digitalevaluations,ande-mailremindersforfieldworkassignments.Priortothearrivalofastudenttheyreceivealinktoapre-recordedfieldworkeducatororientation,whichincludesinformationregardingtheOTcurriculum,fieldworkobjectives,studentexpectations,andrequirementsofthefieldworkeducator.FieldworkEducatorsarerequiredtomeetACOTEstandardsanddemonstratethefollowingminimumcompetencies:

• Demonstratecompetencyinprofessionalknowledge,skills,andjudgment• Modelprofessionalismandinter-professionalcollaboration• DemonstrateOTpracticethatsupportsclientengagementinmeaningfuloccupation• Facilitatethestudent'sclinicalreasoninganditsapplicationtoentry-levelpractice• Utilizeastudent-centeredapproachtofieldworkeducationwiththeobjectiveof

developingentry-levelcompetencies• Engagethestudentinclientinteraction• Reviewstudentassignmentsandprovidemeaningfulfeedback• Evaluatestudentperformanceobjectivelyandfairly• Developand/orimplementsanorganizedfieldworkprogramconsistentwithlegaland

professionalstandardsandenvironmentalfactors

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• MaintainongoingcommunicationwiththeAFWC,studentandothersinvolvedinthestudent’sfieldworkexperience.

ItistheresponsibilityofclinicalsitestoensurecompliancewithMedicareandotherpayerrequirementsforstudentsupervision.Ifrequested,theAFWCcanprovideguidanceregardingstudentsupervisionwhenavailable.

FIELDWORKEDUCATORRIGHTSANDPRIVILEGESTherightsoffieldworkeducatorsinclude,butarenotlimitedtothefollowing:

• Tobetreatedfairlywithdignityandwithoutdiscriminationbyallstudentsandfaculty/administrationoftheoccupationaltherapydepartment

• Toreceivetimelyinformationregardingrequestsforstudentplacements,upcomingstudentplacements,changesinplacement,theacademicandclinicaleducationcurriculumandpolicies

• Torequestassistancefromtheacademicprograminhandlingfieldworkeducationorstudentissuesthatarise

• TOrequestonsitein-servicesrelatedtoclinicaleducation,effectiveteachingstrategiesorclinicallyrelatedtopicsbytheAFWCorotherfacultymembers

Theprivilegesoffieldworkeducatorsinclude,butarenotlimitedtothefollowing:

• ParticipationinfieldworkeducationworkshopsandOTrelatedconferences;• UtilizationoftheUniversitylibrary;• DistributionofrecruitmentmaterialstostudentsviatheAFWC;• ConsiderationtobecomeamemberoftheCUOTAdvisoryBoard;• CollaborationwiththeCUOTfacultyandAFWC;• Linktovaluableresources(i.e.FW,EBP)viaCUOTwebsite• ReceiveCEUcertificateforprovidingstudentsupervision

ThebenefitsoftakinganOTstudentfromClarksonUniversity’sOTprogram:

• Updatedclinicalknowledge• Awealthofnewideas• Energizedpracticeenvironment• Evidence-basedpracticesupport• Opportunitiesfornewlearning• Programdevelopment• Technologyandinnovationdriven

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CLINICALSUPERVISIONClinicalsupervisionoffieldworkstudentsisconsideredavitalaspectofoccupationaltherapytraining.Itisthefieldworkeducator’sresponsibilitytocreateanenvironmentthatfosterslearning,enhancesclinicalinquiry,andprogressesstudentstowardgreatercompetencyintheirroleasoccupationaltherapists.TheAmericanOccupationalTherapyAssociation(1994)definessupervisionas:aprocessinwhichtwoormorepeopleparticipateinajointefforttopromote,establish,maintain,and/orelevatealevelofperformanceandservice.

Supervisionisamutualundertakingbetweenthesupervisorandthesuperviseethat:

• fostersgrowthanddevelopment;• assuresappropriateutilizationoftrainingandpotential;• encouragescreativityandinnovation;• providesguidance,support,encouragement,andrespectwhileworkingtowardagoal.

Supervisionmayvarypersitebasedonthesetting,severityoftheclients’conditionandtheabilitylevelofthestudent.Asstudentsbegintotransitionfromtheroleofastudenttotheroleofanentryleveloccupationaltherapistthelevelofsupervisionisexpectedtoevolvefromdirecttolessdirectsupervisionwhileensuringthesafetyofallperson’sinvolvedandthatthestudentlearningobjectivesaremet.

CHARACTERISTICSOFANEFFECTIVEFIELDWORKEDUCATORDifferentapproachestosupervisionmaybeindicatedfordifferentstudents.Also,differentsupervisorsmaygravitatetowardsaparticularstyleorapproach.Thereisnosinglecorrectwaytohandleeveryproblemorsituation.Researcheshavebeendiscussingandstudyingthecharacteristicsofsuccessfulsupervisorsfordecades.Hereareafewtokeepinmindasyouembarkonyourjourneyasfieldworkeducator:

1) GoodCommunicator-activelistener;asksopenendedquestions;encouragesproblemsolving;givesconstructive,timelyfeedback,bothverballyandwritten;openandhonest.

2) Supportive/Sensitive-encouragesquestioning;enthusiastic;honest;objective;rewardsgoodperformance;empathetic;flexible;abletorecognizestudents’needsandadjustsstructuretomeetthem.

3) Guidesthelearningprocess-fromsimpletocomplex,realisticassignments;willingtoshareknowledgeandresources;abletoexplainclinicalreasoning;encouragesproblemsolving;motivatesstudenttogrowandlearn;abletousediverseteachingstrategies;recognizesdifferentlearningstylesandadjustsaccordingly.

4) Organized-objectivesareclearandrealistic;providesadequatestructure;setsasidetimeforsupervisionandrespectsthattime;preparesforsupervisionsessions.

5) Competentclinician-servesasapositiverolemodel;knowslimitations;reliableandprompt;keepsup-to-datebyreadingprofessionalliteratureandattendingworkshops.

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TIPSFORSUCCESSFULSUPERVISIONClarksonUniversityDepartmentofOccupationalTherapy

BEPREPARED!

• Fieldworksitesarestronglyencouragedtodevelopastudentmanual.Thisprovidesstructureforthestudentaswellasthefieldworkeducatortocarryoutaneffectivesupervisoryplanandsupportstudentsuccess.

• Developsite-specificlearningobjectivesandweekbyweekexpectationsrelatedtolearningexperiences,responsibilities,caseloadexpectations,documentationandbilling,participationinteammeetingsorcareplanning.Documentationoftheseexpectationsguideasuccessfulfieldworkexperienceforclients,thefacilityandforthestudent.Theseeffortsallowforthestudenttorealizetheexpectationsandworktowardaccomplishment.

• BeforeassumingtheroleasfieldworkeducatorcompletetheSelf-AssessmentToolfortheFieldworkEducator.Itprovidesamechanismtoevaluatepersonalknowledgeandskillsrelatedtocompetencyinprofessionalpractice,education,supervision,evaluation,andadministration.

GETTOFFONTHERIGHTFOOT!

• Communicationofexpectationsisanessentialstepofsuccessfulsupervision.• Ensureyouhaveallottedadequatetimeonthestudentsfirstdayfororientationand

mentoring.Thishelpscreateacalm,supportiveatmospherethatpromoteslearning.• Welcomestudentasacollaboratorandteammember.• Reflectbacktoyourfirstdayoffieldwork,howyouwerefeeling,whathadpositive

impactsonyoursuccess,whatdoyouwishhappeneddifferently?• Gradelearningexperiencesthroughobservation,assisting,co-treatingandrole-

modeling.SUPERVISIONSTRATEGIES!

• Remember,aswithclientinterventionplans,youshouldadapteducationalandsupervisoryapproachestothestudent’slearningstyletosupportoptimumprogress.

• Focusonfeedback:isittimelybutalsogivenattheappropriatetime,provideabalancebetweenpositiveandconstructivefeedback,doesitguidestudent’sclinicalreasoning

• Devotetimetostudentlearningprocess• Provideweeklyformalsupervisorymeetingsthroughoutthe12weekrotation• Challengestudentperformancegraduallybyreducingdirection,andaskingprobing

questionstosupportprogressivelygreaterindependence.• Adaptyourteachingstyletostudent’slearningstyleandneeds.

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• Rolemodelyourthoughtprocessforsolvingclinicaldecision-makingbysayingitoutloud

• Promotestudentindependencethroughtrialanderrorwithinreasontoensureclientandstudentsafetywhileyoustepslowlybackasthestudentgainscompetence

• Letyourcolleaguesknowthestudentiscomingandinvitethemtoparticipateinthestudent’slearningexperiencebynotifyingyouofpotentialopportunitiesandactivities.Seekoutresourcesforuniqueinterventionsandlearningopportunities.

• EnjoyhavingastudentandappreciatewheretheyareintheirlearningprocessasafutureOT!

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WEEKLYSUPERVISIONLOG

ClarksonUniversityDepartmentofOccupationalTherapy

Week#:________Student_____________________FieldworkEducator___________________

STRENGTHS

AREASFORGROWTH

STRATEGIESUSEDTOADDRESSPSYCHOSOCIALFACTORS

GOALSFORNEXTWEEK(refertoFWobjectivesandSiteSpecificobjectives)

MEETINGS,ASSIGNMENTSDUE,ETC.

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STUDENT/SUPERVISORWEEKLYREVIEWClarksonUniversityDepartmentofOccupationalTherapy

Student____________________FieldworkEducator:______________________Week#:________Studentcompletesgridbelowandreviewswithfieldworkeducator:

STUDENTSTRENGTHS

AREASFORGROWTH

STRATEGIESUSEDTOADDRESSPSYCHOSOCIALFACTORS

GOALSFORNEXTWEEK

MEETINGS,ASSIGNMENTSDUE,ETC.

2NotAdequate

3Adequate

4MeetsNeeds

5ExceedsNeeds

Levelofsupervision

Myroleinthesupervisoryprocess

Level&qualityoffeedback

Caseload

Confidence

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TIPSFORINTEGRATINGPSYCHOSOCIALFACTORSINTOTHEFIELDWORKEXPERIENCE

Accordingtothe2011ACOTEStandardC.1.7,allmaster’sdegreeleveleducationalprogramsfortheoccupationaltherapistmustensurethatatleastonefieldworkexperience(eitherlevelIorLevelII)hasasitsfocuspsychologicalandsocialfactorsthatinfluenceengagementinoccupation.Inaddition,StandardC.1.12requiresthatinalllevelIIsettingspsychosocialfactorsinfluencingengagementinoccupationmustbeunderstoodandintegratedforthedevelopmentofclient-centered,meaningful,occupation-basedoutcomes.ThistipsheethasbeendevelopedtosupportfieldworkeducatorsinmeetingtheseStandards.

ExamplesofPsychosocialFactors(notintendedtobeanexhaustivelist)

DepressionAnxietyIsolation GriefSocialSkills BehaviorRegulation AcuteStress FearPost-traumaticStressDisorder Loss SuicidalIdeation CopingAdjustmentDisorder SubstanceAbuse HealthDisparities ControlSelf-Efficacy MentalHealthDx Self-Esteem Pain

TipsfortheFieldworkEducator

ê Sitespecificlearningobjectivesincludeunderstandingofpsychosocialfactorsimpactonoccupationalperformance

ê Encouragestudenttocompleteformalorinformalassessments/interviewsspecificallydesignedtoassesspsychosocialfunction(ie.COPM,LifeSatisfactionQuestionnaire)aspartofeachindividual’soccupationalprofile

ê Includepsychosocialfactorswhendiscussing,orhavingstudentidentify,individual’sstrengthsandweakness

ê UtilizedClarksonUniversity’sDepartmentofOccupationalTherapyWeeklySupervisionLogwhichincludedstudentimplementedstrategiestoaddresspsychosocialfactors

ê Guidestudentsinwritingclient-centeredgoalsthatareoccupation-basedê Engageindialogwiththestudentregardingtheimpactofpsychosocialfactorson

occupationalperformanceê Discusswithstudentsbarriersandresourcesformitigatingtheimpactofpsychosocial

factorsonoccupationalperformanceê Rememberalldiagnoseslabeledasphysicaldisabilitiesorillnesseshaveanemotional

healthcomponentthatarefrequentlyunaddressed.Teachstudentstoidentifyandaddresstheemotionalhealthcomponentsofphysicaldisabilities.

ê Provideopportunitiesforstudentstomeetwithotherprofessionalstodiscusshowpsychosocialfactorsimpactoccupationalperformancesuchascounselors,socialworkers,casemanagers,familymembers,caregivers,etc.

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ê Assignstudentreadingsregardingtheimpactofpsychosocialfactorsonoccupationalengagement

TipsfortheStudent

ê Useyourtherapeuticuseofselfê Considerandintegratemeaningfuloccupationsintoallaspectsofservicedeliveryê Empowertheindividualsyouworkwithê Besureallgoalsandinterventionsareclient-centeredê Includepsychosocialfactorswhilegatheringinformationfortheoccupationalprofileê Doyourresearchê Engageinconversationswithyourfieldworkeducatorabouttheimpactofpsychosocial

factorsonoccupationalperformanceê Engageinconversationswiththeindividualsyouaretreating(orotherappropriate

individuals)abouthowpsychosocialfactorsareimpactingtheiroccupationalperformanceandincludetheminthetreatmentplanningprocess

AOTAResourcesRelatedtoPsychosocialFactors

DealingWithMajorLifeEventsandTransitions:ASystematicLiteratureReviewonandOccupationalAnalysisofSpiritualityhttp://ajot.aota.org/article.aspx?articleid=2525286&resultClick=1

EffectivenessofInterventionsforAdultsWithPsychologicalorEmotionalImpairmentAfterStroke:AnEvidence-BasedReviewhttp://ajot.aota.org/article.aspx?articleid=2087150

EffectivenessofInterventionstoImproveOccupationalPerformanceforPeopleWithPsychosocial,Behavioral,andEmotionalImpairmentsAfterBrainInjury:ASystematicReviewhttp://ajot.aota.org/article.aspx?articleid=2516190&resultClick=3

Engagement,Exploration,Empowermenthttp://ajot.aota.org/article.aspx?articleid=2466844&resultClick=1

ImprovingQualityofLifeandDepressionAfterStrokeThroughTelerehabilitationhttp://ajot.aota.org/article.aspx?articleid=2110755

InterventionStrategiesUsedbyOccupationalTherapistsWorkinginMentalHealthandTheirTheoreticalBasishttp://ajot.aota.org/article.aspx?articleid=2582808&resultClick=1

PerspectiveofSchool-BasedOccupationalTherapyPractitionersinAddressingStudents’MentalHealthNeedshttp://ajot.aota.org/article.aspx?articleid=2582714&resultClick=1

SystematicReviewofYogaInterventionsforAnxietyReductionAmongChildrenandAdolescentshttp://ajot.aota.org/article.aspx?articleid=2469573&resultClick=1

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Clarkson University Department of Occupational Therapy Strategies for Reinforcing Curricular Threads in Fieldwork

Professional Identity Student will value and assume an identity of service and contribution, by promoting occupation and participation in multiple contexts through the identification of barriers to and providing supports for occupational roles and performance patterns.

• Contributor, service • Occupation and participation in multiple contexts • Addressing barriers to and supports for occupational roles and performance patterns

SAMPLE LEVEL I ACTIVITIES

ê Defines or describe role of OT to non-OT staff, clients, or caregivers at site.

ê Describe how the unique context of fieldwork site contributes to occupational engagement.

ê Identify simple changes at site that can increase occupational engagement.

ê Interview clients to gain insight into the meaning and value of particular occupations.

ê Interview clients to explore barriers to occupational engagement.

SAMPLE LEVEL II ACTIVITIES

ê Define or describe role of OT to non-OT

staff, clients, or caregivers at site. ê Inservice for existing OT staff on the

current OT Practice Framework. ê Inservice for existing OT staff or

administrators on emerging trends in OT practice.

ê Engage in client-centered, evidence-based OT practice through either direct services, consulting, or promotion and education activities.

ê Needs assessment of agency, community or population and identifies potential roles for existing or new OT services.

Innovation Students will develop the ability to meet the needs of local, regional, and global society, including a focus on rural communities, through research and scholarship.

• Meeting needs of local, regional and global society • Research and scholarship • Addressing needs of a rural environment

ê Use existing resources to learn about the site’s geographic region (i.e. population, socio-economics, health status, etc.).

ê Presentation on current trends in

innovative OT practice.

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ê Share strategies for expanding site’s outreach efforts.

ê Describe how the context of a rural environment impacts occupational engagement and performance in this setting (if rural).

ê Compare and contrast urban and rural programs similar to fieldwork placement.

ê Project to explore potential community outreach and education programs to support the mission of the fieldwork site.

ê Project to explore strategies for carry-over of client OT intervention in communities where access to care is limited (i.e. home programs or discharge plans).

ê Literature review, project or presentation exploring global trends for populations or settings similar to fieldwork site

Education & Research Students will develop problem-solving abilities through science-driven practice and the use of practice-based evidence, with a focus on occupation as both intervention and outcome.

• Science-driven practice • Practice-based evidence • Problem solvers • Occupation as intervention and outcome

ê Assist with collecting and compiling data on program outcomes.

ê Assist staff in brainstorming potential solutions and resources to address existing challenges to client performance and engagement.

ê Identify simple modifications or adaptations that may enhance client participation and engagement.

ê Assist existing staff with study exploring

outcomes of services. ê Develop manualized approach to

interventions commonly used at site. ê Research and develop new resources for

use by staff, therapists, or clients at fieldwork site.

ê Provide inservice to existing staff on evidence-based practice

ê Use access to University resources to obtain research articles to review and share with staff.

Interprofessional Practice Students will exhibit strong leadership and collaborative skills as they assume roles of advocacy and activism for both clients and the profession.

• Leadership • Collaboration • Advocacy and activism for both clients and the profession alike

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ê Actively learn about the background and

roles of other professional and non-professional staff at the site

ê Identify an individual at the site who demonstrates strong leadership and reflect on their traits/characteristics.

ê Identify and reflect upon examples of effective collaboration among staff.

ê Describe the existing or potential role of OT within the current interprofessional team.

ê Participate in interprofessional

(multidisciplinary) team meetings. ê Participate in collaborative assessments

and interventions (co-treatment). ê Articulate the unique roles that each

interprofessional team member shares in meeting the needs of clients.

ê Partner with staff from other disciplines to develop new program, resource, or project to meet the needs of clients.

ê Partner with other professionals to complete needs assessment of program, clients, or community.

Technology Students will learn to engineer solutions through technology including telehealth, assistive technology, and virtual contexts.

• Telehealth • Assistive technology • Virtual context • Engineering solutions

ê Explore ways in which technology can be leveraged to expand the reach of the agency’s program or services.

ê Define assistive technology and describe simple low-tech or readily available tech solutions to enhance participation and engagement of clients.

ê Explore the use of virtual contexts among clients (i.e. social media, texting, e-mail, online learning, gaming) and its relationship to client participation, engagement and outcomes.

ê Make simple adaptations to equipment or activities to enhance participation.

ê Work with staff and clients to identify

strategies for utilizing digital resources to establish networks for professional collaboration or client support.

ê Presentation on range of assistive technology solutions to staff.

ê Fabrication of low-tech AT solutions for the setting.

ê Presentation to staff on the role of OT in promoting participation invirtual contexts.

ê Presentation on the potential use of digital technology to provide follow-up, consulting and educational services to clients in a broad geographic area.

403/2017CHM,5/2017CHM

ACOTECSTANDARDS:FIELDWORKEDUCATIONMASTER’SDEGREELEVELFORTHEOCCUPATIONALTHERAPIST

C.1.0:FIELDWORKEDUCATIONFieldworkeducationisacrucialpartofprofessionalpreparationandisbestintegratedasacomponentofthecurriculumdesign.Fieldworkexperiencesshouldbeimplementedandevaluatedfortheireffectivenessbytheeducationalinstitution.Theexperienceshouldprovidethestudentwiththeopportunitytocarryoutprofessionalresponsibilitiesundersupervisionofaqualifiedoccupationaltherapypractitionerservingasarolemodel.Theacademicfieldworkcoordinatorisresponsiblefortheprogram’scompliancewithfieldworkeducationrequirements.Theacademicfieldworkcoordinatorwill

C.1.1.Ensurethatthefieldworkprogramreflectsthesequenceandscopeofcontentinthecurriculumdesignincollaborationwithfacultysothatfieldworkexperiencesstrengthenthetiesbetweendidacticandfieldworkeducation.

C.1.2.Documentthecriteriaandprocessforselectingfieldworksites,toincludemaintainingmemorandaofunderstanding,complyingwithallsiterequirements,maintainingsiteobjectivesandsitedata,andcommunicatingthisinformationtostudents.

C.1.3.Demonstratethatacademicandfieldworkeducatorscollaborateinestablishingfieldworkobjectivesandcommunicatewiththestudentandfieldworkeducatoraboutprogressandperformanceduringfieldwork.

C.1.4.Ensurethattheratiooffieldworkeducatorstostudentsenablespropersupervisionandtheabilitytoprovidefrequentassessmentofstudentprogressinachievingstatedfieldworkobjectives.

C.1.5.EnsurethatfieldworkagreementsaresufficientinscopeandnumbertoallowcompletionofgraduationrequirementsinatimelymannerinaccordancewiththepolicyadoptedbytheprogramasrequiredbyStandardA.4.14.

C.1.6.TheprogrammusthaveevidenceofvalidmemorandaofunderstandingineffectandsignedbybothpartiesatthetimethestudentiscompletingtheLevelIorLevelIIfieldworkexperience.(Electronicmemorandaofunderstandingandsignaturesareacceptable.)Responsibilitiesofthe

413/2017CHM,5/2017CHM

sponsoringinstitution(s)andeachfieldworksitemustbeclearlydocumentedinthememorandumofunderstanding.

C.1.7.Ensurethatatleastonefieldworkexperience(eitherLevelIorLevelII)hasasitsfocuspsychologicalandsocialfactorsthatinfluenceengagementinoccupation.

ThegoalofLevelIfieldworkistointroducestudentstothefieldworkexperience,toapplyknowledgetopractice,andtodevelopunderstandingoftheneedsofclients.Theprogramwill

C.1.8.EnsurethatLevelIfieldworkisintegraltotheprogram’scurriculumdesignandincludeexperiencesdesignedtoenrichdidacticcourseworkthroughdirectedobservationandparticipationinselectedaspectsoftheoccupationaltherapyprocess.

C.1.9.EnsurethatqualifiedpersonnelsuperviseLevelIfieldwork.Examplesmayinclude,butarenotlimitedto,currentlylicensedorotherwiseregulatedoccupationaltherapistsandoccupationaltherapyassistants,psychologists,physicianassistants,teachers,socialworkers,nurses,andphysicaltherapists.

C.1.10.DocumentallLevelIfieldworkexperiencesthatareprovidedtostudents,includingmechanismsforformalevaluationofstudentperformance.EnsurethatLevelIfieldworkisnotsubstitutedforanypartofLevelIIfieldwork.

ThegoalofLevelIIfieldworkistodevelopcompetent,entry-level,generalistoccupationaltherapists.LevelIIfieldworkmustbeintegraltotheprogram’scurriculumdesignandmustincludeanin-depthexperienceindeliveringoccupationaltherapyservicestoclients,focusingontheapplicationofpurposefulandmeaningfuloccupationandresearch,administration,andmanagementofoccupationaltherapyservices.Itisrecommendedthatthestudentbeexposedtoavarietyofclientsacrossthelifespanandtoavarietyofsettings.Theprogramwill

C.1.11.Ensurethatthefieldworkexperienceisdesignedtopromoteclinicalreasoningandreflectivepractice,totransmitthevaluesandbeliefsthatenableethicalpractice,andtodevelopprofessionalismandcompetenceincareerresponsibilities.

C.1.12.ProvideLevelIIfieldworkintraditionaland/oremergingsettings,consistentwiththecurriculumdesign.Inallsettings,psychosocialfactorsinfluencingengagementinoccupationmustbeunderstoodandintegratedforthedevelopmentofclient-centered,meaningful,occupation-

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basedoutcomes.ThestudentcancompleteLevelIIfieldworkinaminimumofonesettingifitisreflectiveofmorethanonepracticearea,orinamaximumoffourdifferentsettings.

C.1.13.Requireaminimumof24weeks’full-timeLevelIIfieldwork.Thismaybecompletedonapart-timebasis,asdefinedbythefieldworkplacementinaccordancewiththefieldworkplacement’susualandcustomarypersonnelpolicies,aslongasitisatleast50%ofanFTEatthatsite.

C.1.14.Ensurethatthestudentissupervisedbyacurrentlylicensedorotherwiseregulatedoccupationaltherapistwhohasaminimumof1yearfull-time(oritsequivalent)ofpracticeexperiencesubsequenttoinitialcertificationandwhoisadequatelypreparedtoserveasafieldworkeducator.Thesupervisingtherapistmaybeengagedbythefieldworksiteorbytheeducationalprogram.

C.1.15.Documentamechanismforevaluatingtheeffectivenessofsupervision(e.g.,studentevaluationoffieldwork)andforprovidingresourcesforenhancingsupervision(e.g.,materialsonsupervisoryskills,continuingeducationopportunities,articlesontheoryandpractice).

C.1.16.Ensurethatsupervisionprovidesprotectionofconsumersandopportunitiesforappropriaterolemodelingofoccupationaltherapypractice.Initially,supervisionshouldbedirectandthendecreasetolessdirectsupervisionasappropriateforthesetting,theseverityoftheclient’scondition,andtheabilityofthestudent.

C.1.17.Ensurethatsupervisionprovidedinasettingwherenooccupationaltherapyservicesexistincludesadocumentedplanforprovisionofoccupationaltherapyservicesandsupervisionbyacurrentlylicensedorotherwiseregulatedoccupationaltherapistwithatleast3years’full-timeoritsequivalentofprofessionalexperience.Supervisionmustincludeaminimumof8hoursofdirectsupervisioneachweekofthefieldworkexperience.Anoccupationaltherapysupervisormustbeavailable,viaavarietyofcontactmeasures,tothestudentduringallworkinghours.Anon-sitesupervisordesigneeofanotherprofessionmustbeassignedwhiletheoccupationaltherapysupervisorisoffsite.

C.1.18.DocumentmechanismsforrequiringformalevaluationofstudentperformanceonLevelIIfieldwork(e.g.,theAOTAFieldworkPerformanceEvaluationfortheOccupationalTherapyStudentorequivalent).

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C.1.19.EnsurethatstudentsattendingLevelIIfieldworkoutsidetheUnitedStatesaresupervisedbyanoccupationaltherapistwhograduatedfromaprogramapprovedbytheWorldFederationofOccupationalTherapistsandhas1yearofexperienceinpractice.

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