2017 Fieldwork LEVEL II and

OTD Doctoral Experiential Component

MANUALFor MSOT17, OTD18 and OTD17 students

WASHINGTON UNIVERSITY SCHOOL OF MEDICINEPROGRAM IN OCCUPATIONAL THERAPY

St Louis, MO

FIELDWORK PERSONNEL

Academic Fieldwork Coordinator (AFC)Jeanenne Dallas, MA, OTR/L, FAOTA dallasj@wustl.edu office number: 314-286-1623; Room 1521

Assistant Director of Entry-Level Doctoral Degree ProgramStacy Smallfield, DrOT, OTR/L, BCG, FAOTA office number: 314-286-1109: Room 1524

stacy.smallfield@wustl.edu

Fieldwork Administrative CoordinatorLeise Amann (Leise)amannl@wustl.edu office number: 314-286-1639; Room 1522

Table of Contents Requirements for Level II Fieldwork & Doctoral Experiential Component……………………... 3 Prerequisites for Fieldwork Coursework…………………………………………………………...3-4 Timeline Requirements………………………………………………………………………….….….4 Level II Fieldwork Objectives………………………………….…….…………………………..….…5 ACOTE Standards for Level II Fieldwork………………………………………………………….6- 7 Supervision Requirements on Level II FW …………………………… ……………………...…… 8 Dates for 2017 Fieldwork..……….………………………….…….………………………….…....… 8 Evaluation Methods & Grading for FW Level II …………………………. …………………..…8 - 9 OTD Doctoral Experiential Component Objectives..……………………………………….….…10 ACOTE Standards for the OTD Doctoral Experiential Component ...…………………..……11-12 Special Circumstances for Doctoral Experiential Components....…………………………… 12-13 Supervision Requirements for the OTD Doctoral Experiential Component……………………..13 Evaluation Methods and Grading for the OTD Doctoral Experiential Component…………….. 13 Preparing for Fieldwork and Doctoral Experiential Component…………………………….…. 14 Accommodations on Fieldwork………………………………………………………………….….. 14 Attendance………………………………………………………………………………………….14-15 Correspondence Between the University and the Fieldwork Site.………….……………….….. 15 Correspondence Between the University and the Student…….………………………………15-

16 Health Insurance Coverage…………………………………………………………………..…… 16 HIPAA……………………………………………………………………………………………… 17-18 Performance Problems on Fieldwork and Development Plan…………………………………….19 Withdrawal and Failure from Fieldwork II Experience……………………………………………..20 Withdrawal and Failure from the OTD Doctoral Experiential Component ………………………21 NBCOT Exam Registration Procedures ……………….……………………………………..…22-23 State Licensure & Transcript Info……………………………………………..…………….………. 23 General Information………………………..…………………………………………………….........24 What Happens If (various questions) …………………………………………………….. ..... 25 - 29 Hints for a Successful Fieldwork Experience….……………………………………..…….……… 30 ASD Tips for A Successful Experience…………………………………………………...…………31 The Effective vs. Challenging Student…………………………………………………….......32 – 33 AOTA Position Paper: Fieldwork Level II and OT Students (2012)………………………..34 - 36

FORMS for FIELDWORK and OTD DOCTORAL EXPERIENTIAL COMPONENT

Appendix A: Level II Fieldwork Mid-Term for the Occupational Therapy Student………...37 - 41 Appendix B: Student Evaluation of the Fieldwork Experience …….……...….…………..…42 - 49 Appendix C: Weekly Review Forms …………………………………………………..............50 - 51 Appendix D: AOTA FW Performance Evaluation (PDF copy)………………………….……52 - 59 Appendix E: OTD Doctoral Experiential Component Plan D-4.……………………………60 - 63 Appendix F: OTD Doctoral Experiential Component Learning Plan & Evaluation D-6.... 64 - 68 Appendix G: Award for Excellence in Fieldwork Education………………………...…….…69 - 73

2

Requirements for Level II Fieldwork & OTD Doctoral Experiential Component

In accordance with the ACOTE Standards (2011), each MSOT student must successfully complete two Level II fieldwork experiences in order to complete the requirements for graduation from the Washington University Program in Occupational Therapy. Each OTD student must successfully complete two Level II fieldwork experiences and one 16 week Doctoral Experiential Component (referred to as the OTD Doctoral Experiential Component) in order to complete the requirements for graduation from the Washington University Program in Occupational Therapy. The Level II fieldwork and OTD Doctoral Experiential Component experiences are credited courses (6 credit hours each). It is highly recommended that students (MS and OTD) complete at least 1 clinically based FWII.

OT593A Fieldwork II This course provides fieldwork experience under the supervision of an occupational therapist. Students’ participation includes in-depth experience in delivering occupational therapy services to clients including evaluation, treatment and intervention. Students have the opportunity to practice in a variety of clinical or community based settings. During the fieldwork process, students are expected to assume increasing responsibilities related to patient or client care. The fieldwork experience is designed to promote clinical reasoning, professionalism and competency. Duration is 12 weeks.

OT 593B Fieldwork IIThis course provides a second fieldwork experience under the supervision of an occupational therapist. Students’ participation includes in-depth experience in delivering occupational therapy services to clients including evaluation, treatment and intervention. Students have the opportunity to practice in a variety of clinical or community based settings. Because this is the second of two fieldwork II experiences, students are expected to build on their first fieldwork and assume increasing responsibilities related to patient or client care. The fieldwork experience is designed to progressively build competencies in clinical reasoning, professionalism and entry-level skills. Duration is 12 weeks.

OT 793C OTD Doctoral Experiential Component (OTD students only)This course provides a customized experience specific to the doctoral pursuit of the student. Students may participate in research, policy, clinical practice, advocacy, teaching, etc. Students may or may not be supervised by an occupational therapist. Students are expected to achieve specific goals established by the student, the site supervisor, and the doctoral chair. Duration is 16 weeks.

Prerequisites for Fieldwork and Doctoral Experiential Component Coursework Level II Fieldwork: Must successfully complete all first and second year coursework prior

to first Level II experience; including all Masters Project requirements.

OTD Doctoral Experiential Component: Must successfully complete Level II fieldwork experiences (OT 593A & B) and all third year coursework prior to the Doctoral Experiential Component experience, including ALL Doctoral Project requirements.

o As stated in the ACOTE (2011) standards (C.2.0), both FW Level II experiences are to be completed prior to the OTD Doctoral Experiential Component .

o No portion of a FWII experience or work experience will be substituted for the Doctoral Experiential Component.

o It may be beneficial that the OTD student complete at least 1 clinically based FWII prior to the Doctoral Experiential Component.

3

Each student MUST complete a competency requirement after completion of the 2nd FWII before beginning the Doctoral Experiential Component. To fulfill that requirement, OTD students will complete the NBCOT General Practice Entry Level Self-Assessment Tool online and submit a PDF copy to the OTD Doctoral Experiential Component Blackboard site. *

o Students will receive a reminder email about this requirement during week 10 of the FWII experience.

o The General Practice Entry Level Self-Assessment Tool can be found on the NBCOT website: www.nbcot.org.

o Certification Candidates tab/Entry-Level Self-Assessment. You may choose to do any of the self-assessments but the OTR General Practice self – assessment is REQUIRED.

o The direct link is: https://secure.nbcot.org/ReadinessTools/Default.aspx?Testid=2

o The Course Coordinator and the Entry-Level Assistant Director will monitor OTD forms.

* New in 2017

FW and Doctoral Experiential Component Pre-requisites

WUOT covers standard pre-requisites required by FW sites: A 6 panel drug screen at the beginning of the curriculum – WUSM Student Health Drug screens over 6 panels needed for some FW sites – Barnes Care

o The FW Administrative Coordinator (Leise Amann) coordinates this CPR re-certification through the American Heart Association

o The WUOT Administration (Shannon Eckhoff) office coordinates this Annual TB tests and immunizations – WUSM Student Health

o Ask your site about their specific requirement for the timing of any 2-Step TB tests Background check at the beginning of the curriculum – Certifiphi Background

o The WUOT Administrative office coordinates this Updated background checks IF needed for FWII – Certiphi Background

o The WUOT Administrative office coordinates this Standard fingerprinting (as needed) – WUSM Campus Protective Services

If a student gets any of these tests/checks elsewhere, they will be responsible for those costs.

Timeline RequirementsAll students must successfully complete the required Level II Fieldwork and/or OTD Doctoral Experiential Component experiences within 12 months of completion of academic coursework. Failure to successfully complete the Level II experiences within the 12-month period will result in dismissal from the Program. Unforeseen circumstances may require a leave of absence or an extension to the fieldwork experience that may allow the 12-month time frame to be extended.

The Committee on Academic and Professional Evaluation of Students (CAPES) will determine the impact of a Leave of Absence or extension on the 12-month time frame for completion of the FW Level II and/or OTD Doctoral Experiential Component experiences. A leave of absence or an extension during Fieldwork must be approved by the CAPES.

4

LEVEL II FIELDWORK OBJECTIVES FOR WASHINGTON UNIVERSITY

Fieldwork is an integral part of the educational experience. It is during this time that the student gains the opportunity to “operationalize” their knowledge and be mentored in the process. Fieldwork is also the first time the student has responsibility for their own clients in which they demonstrate behaviors and ethical decision-making and use the evidence available of person, environment and occupational factors that help clients achieve their own goals. It is our objective for the students to engage in and demonstrate the capacity to practice in ways that support their clients in achieving quality of life through occupation.

The following objectives should set the tone for the fieldwork experience. Students will (ACOTE 2011 standards are identified):1. Demonstrate the ability to perform assessment and treatment planning processes

consistent with the AOTA Practice Framework using the Models of Practice consistent with their educational preparation (ACOTE B.4.1, B.4.2, B.4.3, B.4.4).

2. Administer and interpret occupational performance based assessments at the individual outcome, program evaluation and program development levels in a skillful manner (B.4.4, B.5.1, B.7.5, and B.7.6).

3. Use evidence to inform practice on a consistent manner; including evidence based on experience, expert practitioners, from controlled studies, and from descriptive literature (B.8.3, B.6.6).

4. Work collaboratively with team members and occupational therapy assistants to plan, implement, and terminate interventions that address the occupational goals of the client (B.4.5, B.5.22, B.5.25. and B.5.27).

5. Implement interventions centered on occupation, participation and environment as client-centered care is planned and implemented (B.5.0, B.5.1).

6. Provide services focused on consumers and family to enable the client’s occupation and maximizing occupational performance once discharged (B.5.28)

7. Advocate for those who may be vulnerable or at risk with secondary conditions (B.2.9).

8. Use occupational histories to create occupational profiles to guide client-centered care (B.4.4).

9. Demonstrate a sensitivity to and inclusion of culture in the design of interventions (B.4.7).

10. Plan and implement assessment and intervention plans that demonstrate a balance of the person, occupation and environmental factors (B.5.1, B.5.2).

11. Transition clients from one service level to the next to insure an outcome of full participation and well being in addition to occupational performance goals (B.5.25, B.5.29).

12. Document occupation-based care plans, progress notes, goals and knowledge of billing methodologies that support occupational-based practice (B.4.10, B.5.32)

13. Treat a full client caseload, as defined by fieldwork site, by the end of experience.14. Submit correct and complete documentation in a timely manner, according to policies

and procedures of fieldwork site (B.5.32).15. Consistently report to site on time.16. Follow all policies and procedures as instructed by the fieldwork site and Washington

University Program in Occupational Therapy.17. Demonstrate initiative when exploring new learning opportunities.18. Actively participate in the supervisory process.19. Utilize treatment approaches that demonstrate in depth knowledge of the various

frames of reference in Occupational Therapy practice.20. Demonstrate entry-level competencies for the practice setting. 21. Demonstrate professional behaviors consistently. 22. Achieve all additional objectives set by the specific fieldwork site.

5

ACOTE Standards (2011) for Level II Fieldwork

The Program in Occupational Therapy at Washington University follows all standards developed by the Accreditation Council for Occupational Therapy Education for fieldwork II. These standards serve as official policies of Washington University for level II fieldwork. ACOTE’s fieldwork Level II standards are outlined below.

The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings.

The program will:C.1.11 Ensure that the fieldwork experience is designed to promote clinical reasoning and

reflective practice, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities.

C.1.12 Provide Level II fieldwork in traditional and/or emerging settings, consistent with the curriculum design. In all settings, psychosocial factors influencing engagement in occupation must be understood and integrated for the development of client-centered, meaningful, occupation-based outcomes. The student can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice area, or in a maximum of four different settings.

C.1.13 Require a minimum of 24 weeks’ full-time Level II fieldwork. This may be completed on a part-time basis, as defined by the fieldwork placement in accordance with the fieldwork placement’s usual and customary personnel policies, as long as it is at least 50% of an FTE at that site

C.1.14 Ensure that the student is supervised by a currently licensed or otherwise regulated occupational therapist who has a minimum of 1 year full-time (or its equivalent) of practice experience subsequent to initial certification and who is adequately prepared to serve as a fieldwork educator. The supervising therapist may be engaged by the fieldwork site or by the educational program.

C.1.15

C.1.16

C.1.17.

Document a mechanism for evaluating the effectiveness of supervision (e.g., student evaluation of fieldwork) and for providing resources for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, articles on theory and practice).

Ensure that supervision provides protection of consumers and opportunities for appropriate role modeling of occupational therapy practice. Initially, supervision should be direct and then decrease to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student. Ensure that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least 3 years’ full-time or its equivalent of professional experience. Supervision must include a minimum of 8 hours of direct supervision each week of the fieldwork experience. An occupational therapy supervisor must be available, via a variety of contact measures, to the student during all working hours. An on-site supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site.

6

C.1.18

C.1.19

Document mechanisms for requiring formal evaluation of student performance on Level II fieldwork (e.g., the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student or equivalent).

Ensure that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has 1 year of experience in practice.

7

SUPERVISION REQUIREMENTS ON LEVEL II FIELDWORKACOTE standards (2011) for fieldwork are followed by Washington University. Supervision of the Level II fieldwork student must be provided by a currently licensed or otherwise regulated occupational therapist who has a minimum of one year full-time (or its equivalent) of practice experience subsequent to initial NBCOT certification and who is adequately prepared to serve as a fieldwork educator (C.1.14). Supervision may be shared between therapists or a collaborative model of supervision may be employed. The supervision model is determined by the fieldwork site.

According to the ACOTE standards (C.1.17), supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least 3 years full-time or its equivalent of professional experience. Supervision must include a minimum of 8 hours of direct supervision each week of the fieldwork experience. An occupational therapy supervisor must be available, via a variety of contact measures, to the student during all working hours. An on-site supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site.

Supervision for students performing international Level II fieldwork experiences must be provided by an occupational therapist who has graduated from a program approved by the World Federation of Occupational Therapists (WFOT). This therapist must have one year of experience in practice (C.1.19). A language barrier between the supervising therapist and student should not exist. At this time, Washington University Program in OT does not allow international fieldwork experiences

Dates for 2017 Fieldwork and Doctoral Experiential Component

Level II – MSOT17 Level II – OTD18 June 26 - September 15, 2017 May 22 – August 11, 2017September 25 – December 15, 2017

Level II – OTD17 Doctoral Experiential Component – OTD17June 26 - September 15, 2017 September 18 – December 15, 2017

(+ 3 additional weeks to equal 16 weeks)

Evaluation Methods & Grading for Fieldwork Level II

Weekly Review Forms (Appendix C) should be completed weekly by the fieldwork supervisor and reviewed with the student. Weekly goals should be set based upon these updates. If problems develop, please contact the Academic Fieldwork Coordinator (AFC) immediately. These forms do not need to be sent to the AFC unless requested.

The AOTA Fieldwork Performance Evaluation (FWPE) (Appendix F on separate PDF file) is completed at mid-term (6 weeks). The student completes the Student Evaluation of Fieldwork Mid-term Evaluation (Appendix A) at mid-term (6 weeks). The FWPE must be promptly sent (via fax or email) to the Academic Fieldwork Coordinator by the student or site. This should occur promptly as the Academic Fieldwork Coordinator must monitor student progress and assess the quality of the fieldwork education.

Students who are not demonstrating satisfactory performance by achieving a score of 90 points at mid-term must immediately contact the Academic Fieldwork Coordinator by phone for discussion

8

and a learning plan will be developed. This learning plan will be collaboratively developed between the site Fieldwork Educator, Academic Fieldwork Coordinator, and student.

The AOTA Fieldwork Performance Evaluation (FWPE) is also completed at the end of the Level II experience. The FW Educator is asked to fax the cover sheet and the score page to the AFC at the end of the FWII. The FW Educator will then mail the original FWPE and the original copy of the student’s final evaluation of the site. The cover sheet and score sheet serve as “proof” of passing so the AFC can enter the student’s grade.

The student completes the Student Evaluation of Fieldwork (Appendix B) at the end of the Level II experience.

The site must send these evaluations promptly to the Academic Fieldwork Coordinator. This must occur promptly as the student must pass the first level II experience prior to beginning the second fieldwork II experience. We cannot send transcripts to NBCOT until we receive these evaluations after the final fieldwork experience.

Level II fieldwork is graded on a Pass/Fail basis. Students must meet the cut-off point of 122 points on the AOTA Fieldwork Performance Evaluation. The final grade for level II fieldwork will be assigned by the Academic Fieldwork Coordinator.

Do not send the Fieldwork Performance Evaluation to AOTA.

All students are encouraged to keep a copy of all weekly review forms, mid-term evaluations, final evaluations and learning plans for personal files.

9

OTD DOCTORAL EXPERIENTIAL COMPONENT OBJECTIVES FOR WASHINGTON UNIVERSITY

The goal of the doctoral experiential component is to develop occupational therapists with advanced skills (those that are beyond a generalist level). The doctoral experiential component shall be an integral part of the program’s curriculum design and shall include an in-depth experience in one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. The student must successfully complete all coursework and Level II fieldwork and pass a competency requirement prior to the commencement of the doctoral experiential component. The specific content and format of the competency requirement is determined by the program. Examples include a written comprehensive exam, oral exam, NBCOT certification exam readiness tool, and the NBCOT practice exams. (ACOTE, 2011; Std C.2.0)

OTD Doctoral Experiential Component objectives are individualized to the learning needs and goals of the student. The Doctoral Chair, the occupational therapy doctoral student and the Doctoral Experiential Component site supervisor will determine the objectives for the Doctoral Doctoral Experiential Component experience. Development of these objectives should begin prior to contacting possible Doctoral Experiential Component sites via the D-4 form Part 1, The Doctoral Experiential Component Plan (in Appendix D).

The D-4, Part 1: Doctoral Experiential Component Planning form outlining the area of focus, educational goals, and potential sites for the Doctoral Experiential Component will be due to Program’s Course Coordinator by Nov. 1st of the student’s 3rd year in the curriculum. Important points about the Doctoral Experiential Component Planning Process:

The Doctoral Experiential Component Plan form is for the student and the Doctoral Chair to use to identify the area of focus for the Doctoral Experiential Component, general educational goals, and potential sites for the Doctoral Experiential Component.

The general development of objectives should begin prior to contacting possible Doctoral Experiential Component sites by using the D-4 form and discussing options with the Doctoral Chair.

An explanation of the relationship between the student’s doctoral coursework/research and the Doctoral Experiential Component experience should be developed and included in the Doctoral Experiential Component Plan.

The D-4 form Part 1 will be due to the Entry-Level OTD Assistant Director by Nov. 1st of the student’s 3rd year in the curriculum. The D-4 will be submitted via the OTD Doctoral Experiential Component Blackboard site.

The D-4, Part 2: Final Doctoral Experiential Component Request form listing the site or sites (2 maximum) that have agreed to work with the student on the Doctoral Experiential Component is due by March 15th (February 1st for international sites) of the student’s 3rd year in the curriculum. Submission of the form does not guarantee the placement.

The D-4 form Part 2 will be due to the Entry-Level OTD Assistant Director by March 15th of the student’s 3rd year in the curriculum. The D-4 will be submitted via the OTD Doctoral Experiential Component Blackboard site.

The FW Administrative Coordinator will be informed of the site that is chosen and agreed upon for the Doctoral Experiential Component via the D-4 Part 2 form.

A contract between WUOT and the site is required and the FW office will coordinate contract negotiation if this is a new site.

It is important for the FW office to know the contact information of the chosen Doctoral Experiential Component site by the due dates of March 15 th for U.S. sites and February 1st for international sites.

The FW Administrative Coordinator will confer with the Entry-Level OTD Assistant Director regarding any issues or timing regarding the contract process.

D-6 Form Doctoral Doctoral Experiential Component Learning Plan and Evaluation

10

The D-6 form serves as the Evaluation for the OTD Doctoral Experiential Component. The formal objectives should be agreed upon by the Doctoral Chair prior to the student beginning the Doctoral Experiential Component experience and recorded on the D-6 form.

Objectives should be reviewed and finalized with the Doctoral Experiential Component site supervisors by the second week of the Doctoral Experiential Component.

A signed copy of the objectives must be given to the Doctoral Chair and the Entry-Level OTD Assistant Director.

The D-6 will be submitted on the OTD Doctoral Experiential Component Blackboard site. The course coordinator and the Entry-Level OTD Assistant Director will monitor compliance.

Evaluation of the Doctoral Experiential Component The Doctoral Chairs are to be in communication with their students during the Doctoral

Experiential Component via email or personal communication. The D-6 serves as the evaluation tool for the Doctoral Experiential Component supervisor

to evaluate the student’s performance and mid-term and the final. The evaluation will be performed at mid-term (6-8 weeks) and promptly submitted to the

OTD Doctoral Experiential Component Blackboard site. The Doctoral Chair and the Entry-Level OTD Assistant Director will spearhead remediation

planning if needed. The evaluation will also be completed at the end of the Doctoral Experiential Component.

The final evaluation will be submitted to the OTD Doctoral Experiential Component Blackboard site.

The Doctoral Chair will be responsible for assigning the final grade for the Doctoral Experiential Component experience.

The completed D-6 will be kept in the student’s permanent file.

OTD ACOTE (2011) Standards for the Doctoral Experiential ComponentThe Program in Occupational Therapy at Washington University follows all standards developed by the Accreditation Council for Occupational Therapy Education for the Doctoral Experiential Component (Doctoral Experiential Component). These standards serve as official policies of Washington University for the OTD Doctoral Experiential Component. ACOTE’s fieldwork Level II standards are outlined below.

C.2.1. Ensure that the doctoral experiential component is designed and administered by faculty and provided in setting(s) consistent with the program’s curriculum design, including individualized specific objectives and plans for supervision

C.2.2. Ensure that there is a memorandum of understanding (contract) that, at a minimum, includes individualized specific objectives, plans for supervision or mentoring, and responsibilities of all parties.

C.2.3. Require that the length of this doctoral experiential component be a minimum of 16 weeks (640 hours). This may be completed on a part-time basis and must be consistent with the individualized specific objectives and culminating project. No more than 20% (128 hours or 3 weeks) of the 640 hours can be completed outside the mentored practice setting(s). Prior fieldwork or work experience may not be substituted for this experiential component.

NOTE: In order for OTD students to complete the required 16 weeks of Doctoral Experiential Component following the 2nd FWII and prior to graduation date in mid-December, students have 2 options:

11

1st Option (most preferred): Individually negotiate an earlier start date with the summer FWII site AFTER the placement has been made. This will be done after asking and receiving permission in writing (email is acceptable) to do so from the AFC. Alternate FW dates have to be communicated in writing to the AFC and the Fieldwork Administrative Coordinator.The student will complete the 16-week Doctoral Experiential Component following the end of the FWII and will complete the Doctoral Experiential Component prior to the date that final grades are due (typically mid to late December).

2nd option: Complete 3 weeks (120 hours – less than 20% of the 640 hours) of Doctoral Experiential Component following the graduation “ceremony” mid-May and prior to the beginning of the summer FWII. Changes to this schedule have to be made to the Entry-Level OTD Assistant Director to approve.The student will complete this 3-week period at the Program in OT under the direction of their OTD mentor or other designated mentor. Objectives for this 3-week period will prepare the student for the remainder of the Doctoral Experiential Component. The objectives will be recorded on the D-6 form Part A.

The student will have to complete the remaining 13 weeks BEFORE the end of the semester when grades are due (typically mid to late December).

C.2.4. Ensure that the student is mentored by an individual with expertise consistent with the student’s area of focus. The mentor does not have to be an occupational therapist.

C.2.5. Document a formal evaluation mechanism for objective assessment of the student’s performance during and at the completion of the doctoral experiential component.

Many students arrange Doctoral Experiential Components in countries outside of the US. When traveling internationally, students are required to refer to information on this website: https://global.wustl.edu/international-policies-resources/

Students must follow the Washington University International Policies and Procedures. Those can be found on this website: https://global.wustl.edu/international-policies-resources/international-travel-policy/

Students are not covered by Student Health on international studies. Refer to the policy and information on acquiring health coverage.

SPECIAL CIRCUMSTANCES FOR DOCTORAL EXPERIENTIAL COMPONENTS

The OTD Doctoral Experiential Component may take place at a site where the student completed a FWII, but the experience will be designed totally separate and no FWII hours will count towards the OTD Doctoral Experiential Component.

The OTD Doctoral Experiential Component objectives are developed between the student, the site supervisor, and the Doctoral Chair.

If a student needs to complete the Doctoral Experiential Component on a part-time basis, the objectives and timelines for the experience will be reflected on the evaluation form (the D-6 form). The Doctoral Chair and student will meet with the Entry-Level OTD Assistant Director to make a plan for this change.

Students will track their time on the Doctoral Experiential Component to ensure having the equivalent of 640 hours. The Committee on Academic and Professional Evaluation of Students (CAPES) will need to approve this plan and the student’s graduation date will be postponed. All of

12

this is will be explained to the student and all parties (site supervisor and the OTD mentor) will have to agree before allowing the Doctoral Experiential Component to be part-time. It will be the student’s responsibility to coordinate financial implications with Financial Aid if necessary.

In some cases, a work site may be used to satisfy the 16-week requirement, but typical work duties will not be considered as objectives for the Doctoral Experiential Component. Objectives for the Doctoral Experiential Component have to be additional activities conducted at the site. These objectives will be developed by the student, the OTD mentor and the site supervisor.

SUPERVISION REQUIREMENTS FOR THE OTD DOCTORAL EXPERIENTIAL COMPONENTAs stated in the 2011 ACOTE Standards (C.2.4), the OTD Doctoral Experiential Component student should be mentored by an individual with expertise consistent with the student’s area of focus. The mentor does not have to be an occupational therapist. The Student and the Doctoral Chair will plan the Doctoral Experiential component (OTD Doctoral Experiential Component) together through a thoughtful process. They will seek sites and mentors who will meet the goals the student has set for him/herself and the experience.

Many professionals are qualified to supervise OTD Doctoral Experiential Component students as they carry out research, program development, advocacy, teaching or policy work specific to their doctoral pursuits. The level and type of supervision will vary dependent upon the student’s competencies. The Doctoral Chair will be instrumental in helping the student find sites that may be able to accommodate a student. The student and the Doctoral Chair will use the D-4 form Part 1 to identify possible goals and objectives. The next step is to identify possible sites and contact them to see if the site and the mentor may be a good fit. During this process the Doctoral Chair and student will inquire about the prospective supervisor’s expertise and qualifications to ensure a good fit between the student’s interests and the prospective supervisor’s experience.Part of the process is to seek out mentors in the area of the student’s interests and goals for their career. The OTD Doctoral Chair may know specific people or organizations that may want to work with the student. The mentor should have enough experience at the site to feel comfortable leading the student during the Doctoral Experiential Component.

The qualifications of the site supervisor/mentor are listed on the D-6 form. Examples of supervisors in the past few years are: Master’s in Social Work, PhD, OTD, MD.

Direct clinical practice activities performed by the OTD Doctoral Experiential Component student should be supervised by a professional who meets the state and national requirements to perform the area of practice. When the most appropriate professional to supervise students performing direct clinical practice activities is an occupational therapist, then the supervising occupational therapist must meet the state regulations and have a minimum of one-year practice experience post initial NBCOT certification.

Evaluation Methods & Grading for the OTD Doctoral Experiential ComponentAn Doctoral Experiential Component Learning Plan and Evaluation – D-6(Appendix E) developed collaboratively between the student, doctoral chair, and Doctoral Experiential Component supervisor will guide the experience and serve as the evaluation method for the Doctoral Experiential Component. This evaluation should be performed at mid-term (6-8 weeks) and promptly sent to the Course Coordinator who will pass it on to the doctoral chair. The doctoral chair will spearhead remediation planning, if needed. The Learning Plan should also be completed at the end of the Doctoral Experiential Component. The doctoral chair will be responsible for assigning the final grade for the Doctoral Experiential Component experience.

13

PREPARING FOR FIELDWORK AND DOCTORAL EXPERIENTIAL COMPONENT

Contact BOTH FIELDWORK SITES IN MARCH (for FWs starting in May, June AND September) to confirm placement and fieldwork dates. You may ask the site for the supervisor’s name, but this may not be known at this early date. The AFC must have your direct supervisor’s name and email address. Each student will provide this information to the AFC via email during the first week of the FW.

Important: Confirm the requirements specific to BOTH sites: CPR certification, drug test, police background check, etc. Students will not be allowed to start fieldwork until all site requirements have been fulfilled. Students are required to follow all applicable rules and regulations of the fieldwork site. Some sites may have specific requirements regarding drug screening and or criminal background checks. It is the student’s responsibility to complete these requirements in accordance with the site’s procedures, including any related expenses (see page 4). It is in the students’ best interest to get most of the prerequisites done in St Louis prior to graduation and leaving town!

Secure housing at least six-eight weeks prior to fieldwork. Three - four weeks prior to beginning the fieldwork, contact your fieldwork site for more

detailed information. If you do not receive timely email answers, call the site! Find out work location, address, work days, hours, parking, lunch arrangements, etc. Ask specific dress code questions and begin to gather appropriate wardrobe.

Complete CPR re-certification, drug test, background check and all site requirements. Make sure that CPR certification will be current throughout BOTH Fieldworks and Doctoral Experiential Component.

Get adequate medical care and medications from Student Health prior to leaving for fieldwork.

Gather all pertinent textbooks, journals, evaluation materials, etc. which could assist you on fieldwork.

Bring this Fieldwork Manual to fieldwork, share with supervisor, and refer to it often.

ACCOMMODATIONS ON FIELDWORK

Students who have documented disabilities requiring accommodations need to work with the AFC several months prior to the Fieldwork II placement to identify the specific reasonable accommodations needed in the fieldwork setting.

Fieldwork placements will be made in sites that can meet the student’s accommodations. If new documented needs arise on fieldwork that necessitates further accommodations,

the student MUST notify the AFC. The student, with the AFC’s assistance/knowledge, will then request these

accommodations from the fieldwork site.

ATTENDANCE POLICY Students must complete 12 weeks of full time fieldwork for each experience; therefore,

regular attendance is required. Students must promptly contact the Fieldwork Educator to report all absences or late

arrivals. Students will follow the site’s procedures for time off. Washington University DOES NOT ALLOW scheduled “days off” from a fieldwork

experience. Sick time and days off for personal needs are at the discretion of the fieldwork site. If time off for any reason is required, the fieldwork site may require that time is made up through overtime, alternative scheduling, extra assignments, etc.

Student must contact the Academic Fieldwork Coordinator via email to inform of absences on the day the absence occurs.

14

Failure to do so in a timely manner will result in the AFC adjusting the score for #39 on the FWPE.

Students CANNOT make decisions about their fieldwork timeline independent of discussing the issues with the AFC.

Students receiving legal notice of jury duty or other court related appearances while on FWII or Doctoral Experiential Component should contact the AFC immediately. We will help the student request an extension or postponement of this obligation.

CORRESPONDENCE BETWEEN THE UNIVERSITY AND THE FIELDWORK SITE Each site will be provided with hard copies of:

o the AOTA Fieldwork Performance Evaluation (FWPE)o the Student Midterm Evaluation of FW Siteo Student Final Evaluation of FW Site (SEFWE)o Weekly Progress Review formso Fieldwork objectiveso Program in OT catalogo Student Professional Experience Recordo Student Personal Data Information formo Student Immunization recordo Attestation that the student has completed a drug screen and a background check

Some sites MAY require more recent drug screens and/or background checks. It is up to the student to know this and make sure these requirements are completed.

o A letter stating that the student is covered through Washington University for liability purposes.

The Academic Fieldwork Coordinator will contact the Fieldwork Educator periodically during the fieldwork to check on the student’s progression towards achieving the fieldwork objectives.

The Academic Fieldwork Coordinator may make site visits to facilities in the metropolitan St. Louis area while the student is on fieldwork.

The Academic Fieldwork Coordinator will collaborate with the site to maximize the learning process and troubleshoot any problems that may develop.

FW Educators are invited to educational programs offered to fieldwork sites twice yearly through the Gateway OT Educational Council (GOTEC).

FW Educators are encouraged to attend continuing education training on supervision strategies.

CORRESPONDENCE BETWEEN THE UNIVERSITY AND THE STUDENT The Academic Fieldwork Coordinator (AFC) will contact students during the fieldwork for

progress reports via e-mail, telephone, or in person. During the first week of fieldwork , each student will email the AFC with the following

information: Name of Supervisor, email and/or phone number to reach supervisor. Students should contact the Academic Fieldwork Coordinator at any times needed for

discussion or problem solving. If a problem develops at any point, students must contact the AFC immediately.

The AFC will communicate with students via their WU email accounts frequently during the FW experiences. Students will be asked to give periodic reports via email.

Students must check and answer messages on their university e-mail account at least 2 times a week during fieldwork for electronic notifications from the university, AFC or the FW Administrative Assistant.

15

Failure to be timely with correspondence will result in the AFC adjusting the score for #39 on the FWPE.

The AFC will provide all students with phone numbers to use for phone contacts. The AFC will be available on evenings and weekends for phone contacts.

Students will be provided an online survey link towards the end of each FWII. This survey will focus on the Academic Preparation for the particular fieldwork. This is a REQUIRED survey to complete! NO fieldwork grade will be posted for the student until the survey has been completed.

Students’ WU email accounts remain active for ~ 2 months’ post-graduation.

HEALTH INSURANCE COVERAGE ON FIELDWORK (subject to updates annually)

Health insurance benefits will remain the same if in St. Louis while on Fieldwork. Benefits on out-of-town Fieldwork include Emergency Room and Hospitalization. There is

a $50.00 deductible and it is payable at 80%*. WUMS Student Health is always secondary to private insurance. You must notify Student Health of emergency room visits on the next working day. If

closed, notify them the following working day. Emergency Room and Hospitalization are covered with a $50.00 deductible, payable at

80%. Benefits for outpatient care away from Student Health Services are only covered when

referred by an emergency room. All hospital care expenses are covered at 80%.

Students may purchase additional coverage by request information from Student Health at: WUMS Student Health 660 So. Euclid, Campus Box 8030St. Louis, MO 63110Phone: 314-362-2346; Fax – 314-362-0058

The effective dates of coverage by student health are matriculation through graduation. You are also covered 30 days past graduation (through January 2017 if MSOT or 3 rd year OTDS) for Emergency Room and Hospitalization only with a $50 deductible and payable at 80%. No medication or outpatient care.

Student Health offers a Student Assistant Program (SAP) available for students away from the campus. This service includes professional counseling, legal and financial resources, referrals and help with issues such as academics, relationship problems, substance abuse, emotional problems, stress, etc. Information on accessing this service can be found on the Student Health website:http://wusmhealth.wustl.edu/. Click on Mental Health Services (on the left side of the page) and there will be information on the SAP.

Important Information regarding international travel: When traveling out of the country, there is no medical coverage provided by the Student Health Service. Students are encouraged to take

advantage of the very affordable medical plan for international travel. Information regarding travel insurance is available at the Student Health Service. Talk with the Student Health personnel!!!

*Refer to the Student Handbook or contact Student Health for the most up to date information!!

HIPAA Refer to http://secpriv.wusm.wustl.edu for complete information on HIPAA.

16

Every student has completed HIPAA training at WUOT and is to comply with the HIPAA policies of the organization and Washington University while on Fieldwork Level I, II or OTD Doctoral Experiential Component. Students violating HIPAA while on Fieldwork Level I, II or OTD Doctoral Experiential Component will face sanctions from the organization and the university. The level of violation of HIPAA will be determined by the organization and WUOT. Students found in violation of HIPAA will be brought to the CAPES committee and will face disciplinary action as determined by WUOT and the CAPES committee.

Sanctions for Non-Compliance with HIPAA Policies Washington University and its member organizations (collectively, “Washington University” or “WU”) are committed to conducting business in compliance with all applicable laws, regulations and WU policies. WU has adopted this policy regarding sanctions for violations by workforce members of the Health Insurance Portability and Accountability Act of 1996 (“HIPAA”).

This Policy covers all workforce members within Washington University covered entity component parts whose actions or failures to act violate WU HIPAA policies. Workforce members include employees (both faculty and staff), appointees, volunteers, trainees and other persons whose conduct, in the performance of work for Washington University, is under the direct control of the University whether or not they are paid by the University.

Sanctions for violations of HIPAA policies may include, without limitation, verbal counseling, written warning, suspension, and discharge. Sanctions may also be applied for failure to report a known or suspected HIPAA violation. Factors in determining appropriate disciplinary action may include, but are not limited to:

Whether workforce member self-reported the violation Whether the breach was intentional or inadvertent The nature of the breach, including whether the breach involved specially protected

information such as HIV, psychiatric, substance abuse, or genetic data The magnitude of the breach, including the number of patients and the volume of protected

health information accessed or disclosed Workforce member’s motive in accessing or disclosing protected health information Whether the workforce member has committed prior HIPAA violations Workforce member’s response or conduct during investigation Harm to the breach victim(s)

Investigation and Disciplinary Process: Potential violations of the WU HIPAA Policy should be reported to the WU HIPAA Privacy

Office. The HIPAA Privacy Office will notify the HIPAA Security Office if a violation of a HIPAA Security Policy is involved. A workforce member who becomes aware of a potential violation should immediately notify his/her supervisor and/or the HIPAA Privacy Office. Reports may also be made anonymously to the HIPAA Privacy Office (866-747-4975) or the WU Compliance Hotline (314-362-4998).

Upon notification of a potential violation of a WU HIPAA Policy, the HIPAA Privacy Office will investigate, review and assess the alleged violation. The investigation may necessitate, among other things, workforce member interviews, computer audit trails, telephone log reviews, etc. The HIPAA Privacy Office will determine whether and what sanctions are appropriate in consultation with relevant administrators from the workforce member’s department or other business unit, Human Resources and/or the Office of the Executive Vice Chancellor & General Counsel, and the HIPAA Security Office if the matter involves a breach of the HIPAA Security Policy.

Disciplinary actions will be documented in writing and maintained in the appropriate personnel record. Disciplinary action may be appropriately delayed if the action could adversely affect or compromise patient care.

Last Revision Date: February 8, 2012

17

Performance Problems on Fieldwork The student and/or Fieldwork Educator should contact the AFC as soon a concern arises with student performance or the mid-term evaluation does not meet the cut-off point for passing.

If possible, the AFC will visit the fieldwork site to discuss the problems and develop a plan. If the fieldwork location is not within travel distance for an on-site meeting, a telephone conference will be held between the student, Fieldwork Educator and AFC.

A development plan will be designed by the FW Educator with collaboration from the student and the AFC. Any failing marks at mid-term will be reviewed through the CAPES process outlined in the Student Handbook.

Development Plan Example

If problems develop on fieldwork, the AFC will collaborate with the Fieldwork Educator and student. A development plan will be designed that outlines the development areas, describes the learning plan, and sets behavioral objectives. The student’s performance will be evaluated on a daily basis and written feedback provided. Below is an example.

Development Area Learning Plan Performance Objective by end of FW

1. Design evaluation plan that meets the referral source need’s and the patient’s needs.

1. Student will diagram an evaluation plan for all new rehab patients using the PEO framework.2. Occupational history will be integrated into this PEO diagram.3. Student will identify appropriate assessments that adequately address the PEO needs of the patient.4. Student will prioritize the assessments for the patient.5. Supervisor will review evaluation plan and provide specific feedback.6. Student will modify plan based on supervisor feedback.

1. Evaluation plan will adequately address all PEO needs of the patient and meet the referral source needs.

Withdrawal from the Fieldwork II Experience

18

Withdrawals (either by the student or by the AFC) from the fieldwork Level II experience will be referred to the Committee on Academic and Professional Evaluation of Students (CAPES). The CAPES rules outlined in the Student Handbook will be followed.

Withdrawal of a Fieldwork II will result in the implementation of an individualized enabling plan at the Program in OT in St. Louis. This plan, and all steps of the plan, must be completed prior to completion of the program and resuming FWII.Subsequent fieldwork placements will be adjusted appropriately. The student will have to retake the Fieldwork II course (or portion of) as decided by the CAPES committee.

Withdrawals from a Fieldwork Level II assignment will be considered a “Fail”. The CAPES committee and the AFC will consider the circumstances for withdrawal prior to deciding on the grade or plan to complete the 12 weeks requirement. In most circumstances, the entire 12-week experience must be repeated.

Refer to the student handbook for specifics about grading policies, health insurance coverage, withdrawal timelines, and re-enrollment fees. Student loan repayment begins after six months of non-enrollment; therefore, Student Financial Aid should be consulted.

Failure of Fieldwork II Experience

Students who fail a Fieldwork Level II (a failing grade at the final or termination by the site due to failing performance) will be referred to CAPES. The CAPES rules outlined in the Student Handbook will be followed.

Failure of a fieldwork Level II assignment will result in the implementation of an individualized enabling plan at the Program in OT in St. Louis or placement decided by CAPES and the AFC. This plan, and all steps of the plan, must be completed prior to resuming FWII and for completion of the program, whether it is another Level II fieldwork experience or doctoral level coursework (in the case of a doctoral student failing the first FWII).

Subsequent fieldwork placements will be adjusted appropriately. The student will have to retake the Fieldwork II course (or portion of) as decided by the CAPES committee. In most circumstances, the entire 12 week experience must be repeated.

STUDENTS ARE ALLOWED TO REPEAT ONLY ONE FAILED FIELDWORK EXPERIENCE.

A “Fail” will be entered in the student’s grades. Refer to the student handbook for specifics about grading policies, health insurance coverage, withdrawal timelines, and re-enrollment fees. Student loan repayment begins after six months of non-enrollment; therefore, Student Financial Aid should be consulted. After the course has been retaken, a passing grade will be given and an “R” will be reflected on the final transcript.

Failure of Two Fieldwork II Experiences

Students who fail two Fieldwork II experiences will face dismissal from the program. Refer to the student handbook. CAPES will make the final ruling regarding dismissal or other consequences.

Withdrawal from the OTD Doctoral Experiential Component

Withdrawals (either by the student or by the doctoral chair) from the OTD Doctoral Experiential Component experience will be referred to CAPES. The CAPES rules outlined in the Student Handbook will be followed.

19

Withdrawal (either by the student or by the Doctoral Chair) from the OTD Doctoral Experiential Component will result in the student and the Doctoral Chair developing an individualized plan to complete the Doctoral Experiential Component. This plan, and all steps of the plan, must be completed prior to completion of the program.

The Doctoral Chair must consult with the Assistant Director of Entry-Level Doctoral Degree Program and the Associate Director of Professional Programs and CAPES before the student is able to continue in the Doctoral Experiential Component.

The student must retake the Doctoral Experiential Component (or portion of) as decided by the CAPES.

Withdrawals from an OTD Doctoral Experiential Component will be considered a “Fail”, except by decision of the CAPES. The CAPES and the Doctoral Chair will consider the circumstances for withdrawal prior to deciding on the grade or plan to complete the 16 weeks’ requirement.

Refer to the student handbook for specifics about grading policies, health insurance coverage, withdrawal timelines, and re-enrollment fees. Student loan repayment begins after six months of non-enrollment; therefore, Student Financial Aid should be consulted.

Failure of the OTD Doctoral Experiential Component

Students who fail an OTD Doctoral Experiential Component (a failing grade at the final or termination by the site due to failing performance) will be referred to CAPES. The CAPES rules outlined in the Student Handbook will be followed.

Failure of an OTD Doctoral Experiential Component will result in the student and the Doctoral Chair developing an individualized plan to complete the Doctoral Experiential Component. This plan, and all steps of the plan, must be completed prior to completion of the program,

The Doctoral Chair must consult with the Assistant Director of Entry-Level Doctoral Degree Program and the Associate Director of Professional Programs and CAPES before the student is able to continue in the Doctoral Experiential Component.

The student must retake the Doctoral Experiential Component (or portion of) as decided by the CAPES committee. Students are allowed to repeat only one failed OTD Doctoral Experiential Component.

A “Fail” will be entered in the student’s transcript. Refer to the student handbook for specifics about grading policies, health insurance coverage, withdrawal timelines, and re-enrollment fees. Student loan repayment begins after six months of non-enrollment; therefore, Student Financial Aid should be consulted. After the course has been retaken, a passing grade will be given and an “R” will be reflected on the final transcript.

Failure of Two OTD Doctoral Experiential Components

Students who fail two OTD Doctoral Experiential Component experiences will face dismissal from the program. Refer to the student handbook. CAPES will make the final ruling regarding dismissal or other consequences.

NBCOT Registration Procedures

20

Individuals, who successfully complete the degree requirements, including the required twenty-four weeks of Level II Fieldwork for MSOT students and the additional 16 weeks of OTD Doctoral Experiential Component for the OTD students, are eligible to sit for the Certification Examination administered by the National Board for Certification in Occupational Therapy (NBCOT). Successful completion qualifies the practitioner as a registered occupational therapist denoted by the initials O.T.R.

Registration Application Process Request an applicant packet from NBCOT on-line at www.nbcot.org. A new candidate handbook is published annually in December. It is best to follow the up-to-date procedures outlined in the new handbook. NBCOT contact info:

National Board for Certification in Occupational Therapy, Inc. 12 Summit Ave, Suite 100Gaithersburg, MD 20877-4150(301) 990-7979, Fax (301) 869-8492

Closely read the candidate handbook and follow all procedures. Retain a hard copy of the handbook for personal reference.

Complete the application accurately. You may apply for the exam before completing your last FWII/Doctoral Experiential Component. The applicant must answer a series of questions, including information about criminal and/or felony charges.

The school codes for Washington University are: 22902 (MSOT) and 32902 (OTD)It is VERY important to use the CORRECT code on your application! If NBCOT asks for the Student ID number, that refers to the student ID number

used while at WUOT. REMEMBER this number!!

You must show verification of program completion. NBCOT accepts the final transcript as proof of program completion. Therefore, in order to complete the application process, you HAVE to wait for the final transcript to be available for evidence of program completion. NBCOT will allow a student to take the examination prior to receiving the official

transcript if the student uses the ACVF (found on the NBCOT website) as a temporary proof of program completion. If a student uses this form, NBCOT will not release the pass/failure status to the student or other entities until the official transcript is received.

Check the NBCOT website to ensure that they are still using the ACVF, their procedures may change without warning.

The FW office will alert students to this process via email in November each year.

Washington University official transcripts are available approximately one month after graduation (typically the 3rd week of or near the end of January). There is typically a “black out” period for NBCOT the week before/between Christmas and

New Years. You will not be able to apply for the exam during this period. The Program will send the final official transcripts to NBCOT as soon as they are

available. The Program in OT has no control over when the final transcripts are issued by the Medical School Registrar. We request to have these transcripts as early as possible and send to NBCOT via overnight mail.

For students choosing to use the ACVF, the program will mail the completed forms to NBCOT to arrive on the day the blackout period ends.

It is the students’ responsibility to send the completed application to NBCOT for examination registration.

NBCOT Certification ExaminationAfter processing the application and determining eligibility for the exam, NBCOT will send the

21

applicant the Authorization to Test (ATT) letter to present to the testing center. Applicants schedule the exam at a convenient time at one of 300 Prometric Test Center locations across the US (check website for sites: www.nbcot.org). It is the student’s responsibility to arrange testing.

State Licensure ProcessThe NBCOT certification examination is recognized by all states as proof of competence. Applicants may have to wait for a state license until they have received a passing score on the NBCOT examination. Many states will issue a temporary license. Most states require proof that you are planning to sit for the NBCOT exam. Many states will accept the Authorization to Test (ATT)letter as proof that you are eligible to sit for the exam – see specific state information for details.

Many state licensure boards require that the university granting the OT degree complete documentation or provide a letter of completion. You must have successfully completed all coursework; including all fieldwork placements/OTD Doctoral Experiential Component and the Program must have the final fieldwork evaluations prior to fulfilling your request. In addition, students must satisfy all financial obligations to the university.

Send required forms or a written request and your current contact information (address, telephone, e-mail, fax) to the Program in OT. You may fax, email or mail this information; however telephone contact or voice-mail is not acceptable. If an original form is required send the form and instructions as to where to mail it via US mail to:

Leise AmannWashington University Program in Occupational TherapyCampus Box 85054444 Forest Park Ave.St. Louis, MO 63108Fax: 314-286-0631 or 314-286-1601 E-mail: amannl@wustl.edu

If you require additional academic information to process your licensure application; such as GPA, unofficial transcript, letter of program completion, or letter of recommendation, you must request these separately. The Program must have a signed Release of Information form on file. These forms are in the Student Handbook. Send your request in writing and contact information (address, telephone, e-mail, fax) via fax, e-mail, or US mail to:

Shannon EckhoffWashington University Program in Occupational TherapyCampus Box 85054444 Forest Park Ave.St. Louis, MO 63108Fax: 314-286-1601E-mail: eckhoffs@wustl.edu

The Program in OT does not provide transcripts for state licensure. If official transcripts are required for state licensure or other purposes, you must request these from the Registrar’s Office. Washington University School of Medicine

Registrar’s Office660 S. Euclid, Campus Box 8021St. Louis, MO 63110Fax: 314-362-4658, Phone: 314-362-6848

General Information

The student must keep the Program in OT updated as to contact and emergency information throughout fieldwork; including name changes. Name changes require legal documentation of

22

the change and how you would like your name to read (Victoria Kathleen Smith versus Vicki K. Smith). Send updated contact information to:

Shannon EckhoffWashington University Program in Occupational TherapyCampus Box 85054444 Forest Park Ave.St. Louis, MO 63108Fax: 314-286-1601E-mail: eckhoffs@wustl.edu

Also, be sure to make the change on WebSTAC. If you do not know your PIN for WebSTAC, stop by the Registrar’s office or see Shannon Eckhoff in the Program in OT. You must request PINs in person or via written request (e-mails are NOT acceptable for requesting PINs).

Keep your permanent address on file with the Administration Office at the Program in OT up to date so supporting documents for your NBCOT application are sent to the correct location.

It is the student’s responsibility to contact state licensure boards and follow the guidelines they provide. Refer to the licensure information collected during the OT5620 course.

Graduation InformationYour official graduation date is December 15, 2017 Dates of attendance in the Program in OT for most students are:

MSOT (’17) program: 8/30/15 – 12/15/2017 OTD (’17) program: 8/25/14 – 12/15/2017 

Graduates of the program are included in an alumni list-serve for e-mail communication.

Assistance & QuestionsIf you have questions or concerns about your site and/or supervisor during your fieldwork, first discuss those concerns with your supervisor. If you are unsure of how to approach the topic or area of concern, you may call the Academic Fieldwork Coordinator or your adviser to “role play” and get advice.

Program in OT: 314-286-1600Toll Free: 800-279-3229

Academic Fieldwork Coordinator (JD): 314-286-1623Fieldwork Administrative Coordinator(Leise): 314-286-1639

WHAT HAPPENS IF ………….As students prepare for fieldwork, they often have a list a “what if” questions. The following list has been prepared as a quick reference for frequently asked questions.

What happens if….. Everything is fine:

Call or email your Academic Fieldwork Coordinator (AFC) at the school and tell her! A mid-term check-in is required. Mid-term check in will be emailed to AFC. You will have the AFC’s phone numbers.

I see unethical things going on: Do not automatically assume that you have interpreted the observed situation accurately. Call a trusted mentor to discuss. This could be your AFC, an advisor at school, etc. Students should seek clarification on the issue from the fieldwork educator before drawing conclusions. Yes, this can be intimidating. If you determine that you need to take action, the questioning approach can be along the lines “I observed __________ yesterday and I am confused, I do not understand why that happened, could you please clarify for me?” If the answer to this

23

query clears up your question, then no need to proceed further. If you are still not satisfied with the answer, there are several steps to take

Ask again, just to make sure that you are certain about what you have seen Tell your fieldwork educator that you are feeling uncomfortable with the

approach being used and would like to discuss the policy with the next up in the chain of command

Discuss the situation with your AFC If all involved determine that the action is questionable or unethical, then your

AFC will need to work with the site and you to determine what the next course of action should be. This could include but is not limited to changing of fieldwork educator, switching to another program at fieldwork site or removal from fieldwork site.

Dealing with questionable ethics is very difficult for anyone – student or practicing therapists. The above-described approach is direct and can be intimidating to carry through. Students must remember that they are learning how to be professionals, and one of the most important characteristics of any effective professional is the ability to address a situation openly and honestly.

I get hurt or become sick: Should you get an injury or become ill while at work, first, follow the program/facility

guidelines and obtain the appropriate medical services? If necessary and appropriate, contact family/friends etc.

If you are hurt or become ill outside of fieldwork hours, first seek appropriate medical attention. After you have been cared for and the physician has instructed you on activity restrictions (if any) contact both your fieldwork educator and your AFC. The fieldwork educator and AFC will determine the impact of this illness or injury on the fieldwork experience.

If you are using the school’s insurance plan as your medical coverage, you will need to contact your Student Health and let them know of the situation. Student Health: 314-362-3523.

Contact the AFC the week of the illness or injury and let her know what happened, how you are and the impact this might have on your fieldwork experience.

Should your fieldwork experience need to be delayed for any reason due to injury or illness– you, your fieldwork educator and the AFC will need to discuss possible options to make up time. Any changes in the fieldwork experience should involve a discussion with all parties; students should not make decisions about their fieldwork timeline independent of the school.

I have a family emergency: If you are contacted about an emergency at work, talk with your fieldwork educator about

your needs and concerns. Together you will need to determine, for the immediate future, what the plan of action will be.

If you are contacted about an emergency after work hours and cannot make it to work the next day, contact your fieldwork educator either at home or first thing in the morning. If possible, it is best to talk directly with the fieldwork educator and not leave a message. If you need to leave a message, call back later to make sure that the message was received.

At some point contact school and inform them of the situation. If you are unable to call the school, ask your fieldwork educator to contact the school for you. Once the situation has stabilized, contact your AFC to discuss how long you need to be away from fieldwork and other pertinent information. The school and the fieldwork site will make decisions on what will happen with the fieldwork experience after discussion with the student.

There is a natural disaster or emergency situation at my fieldwork site: Seek shelter, following the policies and procedures of the fieldwork site. Seek medical attention as needed. Follow same steps as described above if you are

injured.24

If/when possible get word to family and school to let them know what has happened and your condition.

There is a labor strike: Contact the AFC and follow procedures as directed:

If your fieldwork educator is going in to work, make plans to go into work as well. BUT, if at any point in time you feel that you are not physically safe, turn back and do not attempt to cross the picket lines.

If it appears that the strike will be lasting an indefinite period of time, you, your fieldwork instructor and AFC will talk about the future of your fieldwork at this site and discuss alternatives.

I do not like my Fieldwork Educator: In a working relationship, personal feelings about a co-worker or fieldwork educator need to be kept in check. You may have different views about politics, religion, life choices, etc., but these are personal opinions that should not enter into a working relationship. Is it easy to ignore? No. BUT, especially for a student, you are not there to debate the pros and cons of the latest Supreme Court decision. You are at the fieldwork site to learn. The first thing that you need to figure out is if you can learn from your fieldwork educator. If the answer is yes, then, you need to overcome your own personal feelings about subject matter that doesn’t relate to the fieldwork experience and forge ahead with the learning opportunity you have been given. As with most difficult situations, the best approach (and often times the most intimidating) is the direct approach. Talk with your fieldwork educator about your concerns of student/fieldwork educator compatibility. Give that fieldwork educator the opportunity to make some changes. Consider your role in the relationship, be prepared to get constructive feedback on your working style and be prepared to make changes in your approach to the fieldwork experience.

Keep in mind that this fieldwork experience is not forever and if you can make it work then do that. If you feel like you and your fieldwork educator really cannot get along, then explore other options. If another fieldwork educator is available, consider requesting a change. Remember, just as you want to know what you are doing right or wrong, your fieldwork educator needs to get that feedback as well. Do not show up one day requesting a change in fieldwork educators. Make sure that you have gone through the proper channels that your fieldwork educator is aware of your frustrations and agrees that this is the best idea in order for you to have a successful experience.

Contact the AFC if problems persist. Do not wait until the problem is insurmountable and you are at risk of failing the fieldwork experience.

There are other students at this site and I do not get along with one/some/all of them:This is a working relationship. You should handle the situation just like you would if you were an employee. Try to find common areas or interests for you and the other student to explore. If you find there is nothing in common, or your work styles do not mesh and you are having difficulty getting your job done, discuss with your fieldwork educator. Again, you do not have to personally like someone to work effectively with them.

I am concerned about the competence of my Fieldwork Educator: This is not an easy situation. The first thing you need to figure out is can you learn in that environment. If you can learn and contribute to the setting, then see if you can make it work for the remainder of your experience. If you do not think you can learn in the practice environment there are some options. First: Your fieldwork educator needs to know that you have concerns. Do not surprise

him/her with the fact that you are not happy. You do not have to say, “I think you are incompetent”, but you do need to address the issue. You can ask questions such as “I’m not sure I understand the rationale behind that approach, could you explain” or “I have read about ____, which is different that what you are doing, can you help me understand

25

the differences?” You may find that you have underestimated the fieldwork educator, or that you do not have a full grasp of the situation.

Next, contact the AFC and explain your concerns and efforts to remediate the situation. If, after discussion with your fieldwork educator and AFC, you still feel that you cannot learn in the current environment, a change in fieldwork educators can be requested if one is available, or request a withdrawal all together from the experience. The AFC should be involved in any discussions to change the AFC. Withdrawal from an experience has many ramifications and is not something that a student on fieldwork can decide without discussion with the fieldwork educator and AFC.

My Fieldwork Educator quits while I am there: Do not panic! Most places will develop a back up plan for situations like this. Either there is another therapist that you can work with or they have another location within their system that you can transfer to. Your fieldwork educator should contact the AFC at your school to inform them of the situation and to review options for the continuation of your fieldwork experience.

My fieldwork site does not practice OT the way I was taught:All practitioners are called on to follow the Standards Practice as outlined in The Guide to Occupational Therapy Practice (AOTA, 1998) and Occupational Therapy Practice Framework: Domain and Process, 3rd (AOTA 2014). Within this framework, there is a lot of leeway in how services are actually delivered. If the fieldwork site does not practice OT the way you were taught, there are typically two reasons why. First, OT schools work very hard to provide you with training in the latest advances in OT. These advances are perfected in the practice setting. If WUOT did not teach you a particular approach or technique, it may be that the approach is new or in the process of being developed – a great opportunity for you to take advantage of while on fieldwork. Second, the philosophy towards client care may be very different at your fieldwork site when compared to your school. The WUOT Program has taught you to be very client centered and to use a PEOP approach when developing interventions. On the flip side your fieldwork site may practice through one frame of reference with all clients. For example, the therapists at your fieldwork site may have a biomechanical approach and use interventions such as exercising or cone placement. If you find yourself in this dilemma, discuss the differences in what you have been taught and what you are seeing in practice with both your fieldwork educator and your AFC. The information you get from the AFC and fieldwork educator should help you balance out the discrepancies you are seeing in practice.

A word of caution, if you are told “well this is how it’s done in the real world”, be careful. A good fieldwork site combines many different educational and treatment approaches; there is no one way to do the right thing. A good therapist will stay open to new ideas and treatment approaches throughout his/her career.

By the same token, you have to be ready to bend and mold yourself to the situation as appropriate. You may be very clear on how an activity or intervention should be performed and still be told that you need to modify your approach. If you find that you have difficulty modifying, consider that it may not be the fieldwork site that has a problem, it may be you.

If you find yourself in a situation where you cannot seem to resolve the differences in what you were taught and what is in practice on fieldwork, discuss your issues with your AFC and your fieldwork educator what options are available for the remainder of your experience.

I am on a “non-traditional” fieldwork and the OT is not with me very often:The Accreditation Council for Occupational Therapy Education (AOTA, 2011) states that for Level II experiences when an OT practitioner is not on site, a plan for the provision of occupational therapy services must be documented and provided to the student, school and fieldwork site. When on-site supervision is provided, it must be in accordance with the plan and meet state credentialing guidelines. In this type of setting, the OT student must receive a minimum of eight (8) hours of occupational therapy supervision per week. This includes direct

26

observation of client interaction. During all working hours the occupational therapy fieldwork educator must be readily available for communication and/or consultation if needed. A “non-traditional” fieldwork should not last over twelve weeks.

If you are working in a setting with part-time OT supervision, make sure that you know who to go to when you have OT questions. On a Level II fieldwork, the supervision plan should outline whom to contact when you have a question about service delivery and occupational therapy in general. Contact the AFC immediately if you are not receiving adequate mentoring and supervision.

I am the primary caregiver for my (children, parents, grandparents, etc.). I have taken steps to make sure that they are taken care of while I’m on fieldwork, but sometimes they get sick and need me at home:Situations like this warrant open and honest discussion with your fieldwork educator. Your fieldwork educator needs to know that you have outside obligations that may impact your attendance at fieldwork. Prior to talking with your fieldwork educator, prepare a list of options to cover your caregiver obligations should you not be able to leave work and prepare a list of options to get your work covered if you need to leave work. Such options can include but are not limited to, working on Saturdays, extended evening hours, and working beyond the planned 12 weeks. Share this information with your fieldwork educator, this type of planning shows them that you are committed to the fieldwork experience and want make sure that your participate as a full member of the team.

The WUOT Program policy on Level II fieldwork attendance does not allow for days off during the experience. Sick time and days off for personal needs are at the discretion of the fieldwork site. If time off for any reason is requested, the fieldwork site may require that that time is made up through overtime, alternative scheduling, extra assignments, etc.

I do not agree with the marks that I’ve been given on my evaluation: Evaluating a student on fieldwork is not easy. There is much time, thought and effort that goes into completing an evaluation. The fieldwork educator is the expert while on your fieldwork experience. His/her judgment needs to be respected. There is a reason why he/she has that opinion of you and your work, figure out why that is and move on from there.

In the event of a personality clash between student and fieldwork educator and either the student or fieldwork educator feels that the poor personal relationship might interfere with the evaluation of performance, the AFC should be contacted as soon as possible. A discussion should occur with all parties and an action plan developed to address the personality issues.

Hints for a Successful Fieldwork Experience Communication is vital. Do not be afraid to share your strengths and growth areas on day one.

I highly encourage you to identify your own personal goals for this experience, and to share concerns you might have from the very beginning. If your supervisor is aware of your goals and your concerns, he/she can help you address those areas immediately and throughout your experience.

Remember that, as a student, Level II is not an 8-5 kind of job. You will be expected to put in extra hours, it will take you longer to get some tasks done and you will probably be asked to do more work than some of the other staff. It won’t always be like this, but for now, this is your hands on learning time, take advantage of it!

Take your books to your fieldwork site with you. You will still need to study throughout this experience.

Relax, have fun, enjoy working with your clients!

27

The AOTA website Student section has many helpful resources developed by the Assembly of Student Delegates (ASD). Check it out!

What to Take with You/Useful Resources Social Security and picture identification. Health forms including immunizations, personal health insurance, and liability insurance. Some type of word processing program (i.e. computer). OT textbooks including: Trombly, Willard & Spackman, Quick Reference to OT, class

notes, AJOT’s, other journals. Medical dictionary and reference to medical terminology. Other appropriate references for the setting (i.e. DSM-5). Ask your particular site what they recommend.

Advice from Those Who Have Been There "Don’t expect to know everything. This is a learning experience--ask questions! Don’t be

afraid to ask them." "Study up on things you don’t know or remember." "Use the therapist and resources available to you for optimal learning." Take the initiative

for your own learning.

Time & Stress Management Make a schedule and write it down. Be sure to budget time for yourself. Know your limits. Make a "to do" list and prioritize the tasks. Do not be afraid to ask for help. Schedule "down time" everyday. Allow time for documentation throughout the day and be prepared to take work home with

you. Allow time for research and study. Spend time with friends. Get away for lunch--to eat or take a walk. Eat healthy. Exercise. Get up a few minutes early. Allow adequate travel time.

28

ASD Tips for a Successful Experience

Ask lots of questions, get to know your supervisor well and establish a good relationship with him/her.

Have an open mind. Remember that you can learn from a less than optimal situation. Contact your academic

fieldwork coordinator for ideas and suggestions. Be prepared to use Uniform Terminology. Have a file of sample groups or individual activities on hand. Make a calendar of due dates. Work with other disciplines to gain their perspectives and further your own learning. Show appreciation to the nursing staff, they are a great source of help. Talk with your supervisor. Do not tell your supervisor that you did not want to come to this site or that you are not

going to practice in that area anyway... Be over prepared--have lots of ideas if something doesn’t work out. If away from home, take advantage of what the area has to offer. Be flexible with changing patients, times, problems, etc. If a facility has files of ideas, make copies and create references to take away with you. Know your facility expectations. Communicate with those around you. Be an active learner. Ultimately you, not your supervisor, are responsible for you fieldwork

experience. Study and know specific theories used at the facility and know the treatment techniques

guided by that theory."

Effective vs. Challenging student

Students bring many things with them to their fieldwork experience: books, notes, lab coats, etc. Perhaps two of the most important things a student brings to the placement are their personality and work ethic. Research has shown that students with a positive attitude towards their work are evaluated as having a higher degree of clinical skills than students with an expressed negative attitude. (Tickle-Degnen, 1999). How you approach your work significantly impacts how you and the outcome of your efforts are perceived.

Students are not expected to be “perfect.” They are expected to try hard, be academically prepared and ready to learn. The following comparison chart delineates the differences between an effective student and a challenging student. At any point in time a student could exhibit characteristics on either list. Students should strive to have more traits on the “effective” list, especially as the fieldwork progresses. (Figure 11-1) If you note that you are having problems, especially problems similar to the “challenging” student, talk with your fieldwork educator.

Comparison of characteristics of an effective student vs. a challenging student

Effective Student Challenging StudentAsks questions, speaks to others Withdrawn

Energetic, cheerful Depressed attitudeEffective Student Challenging StudentHonest, forthright Manipulative

Listens carefully to feedback and participates in the problem solving process

Has an excuse for most problems

Does not discuss the strengths and growth areas of others beyond appropriate

conversations

Projects own problems onto others

Continuously monitors own performance and seeks feedback from a variety of

sources

Poor insight

Develops personal system for organization of tasks and assignments

Poor organizational skills

Asks questions of others when needing assistance, independently monitors case

load, assignments, etc

Requires a lot of outside pressure to keep up with minimum standards

Seeks feedback from supervisor, shows initiative in trying new tasks, aware of

growth areas but not afraid to try new things

Heavy reliance on supervisor

Assignments and job tasks are completed in a timely manner

Work is consistently late, incomplete and/or not up to standards set

Honest DishonestIs open to hearing constructive feedback and seeks clarification on issues not fully

understood

Defensive when given constructive feedback

Calm, cool and collected HostileAppreciates the time, energy and efforts put

forth by fieldwork site and supervisorArrogant

Flexible Critical of department, staff, proceduresSeeks clarification if unsure about

performing new tasks, does not hesitate to perform routine tasks

Does not initiate tasks independently

Manages routine tasks effectively, initiates discussion with supervisor if having difficulty completing assignments

Often overwhelmed

Gives 110% effort Attempts to “get by” but falls shortAcademically prepared, spends own time

after work as needed preparing for fieldwork

Poorly prepared and cannot seem to “catch up” on the job

On time for work, completes paperwork and assignments on time, maintains client

schedule

Unreliable

Learns from mistakes, asks questions, initiates discussion if unsure of how to

complete task

Makes same mistakes repeatedly, regardless of how many times discussed

Effective Student Challenging StudentIs aware of strengths and growth areas. Modifies performance after feedback. Critiques own performance – finding both strengths and growth areas with minimal prompting

Extremely self critical

Supports school and/or uses professional language when critiquing program

Criticizes school

Keeps personal issues away from work. If having personal difficulty that interrupts work, discreetly discusses problems with supervisor

Emotional over-reactions: both work and non-work related

Completes assigned work in a timely manner. While at fieldwork site, concentrates on work related activities

Appears “busy”, but not with work related tasks

Rested Always tiredIs friendly to staff and patients. Does not get along with other students and

staffRequires close supervision at beginning of fieldwork. As fieldwork progresses, supervision can be pulled back due to the increasing level of independent performance

Requires constant supervision for entire fieldwork experience

Talks with supervisor when unsure of self or skills, or when wants to explore a new/different area of interventions

Does not communicate learning needs

Follows schedule, attends meetings, mingles well with other staff

Cannot seem to “get into” the routine

Gets along well with patients, directs intervention so that client feels that “personal touch” has been given and goals are met

Spends more time socializing with patients than treating them

Is aware of safety hazards and precautions Poor safety judgmentDelivers effective therapeutic interventions Can verbalize ideas but cannot carry them

out effectivelyProgresses patients, in a timely manner, towards their long term goals

Difficulty working with patients towards their long-term goals

Takes responsibility for own learning needs Does not take responsibility for self or learning experience

Adapted from: Bird, C. & Aukas, R. (1998). Meeting the fieldwork challenge: Strategies for a new century. Professional Development Program sponsored by the Continuing Education Department, American Occupational Therapy Association.

Note: Most people have some sort of a combination of skills of the effective student and challenging student. The important thing is that by the end of your fieldwork experience, you exhibit

more of the characteristics of the effective student. Should you see yourself having tendencies towards any of the identified challenging student characteristics be sure to address them with your

AFC prior to beginning the fieldwork, or with your fieldwork supervisor while on fieldwork.

Fieldwork Level II and Occupational Therapy Students: A Position Paper (2012)

The purpose of this paper is to define the Level II fieldwork experience and to clarify the appropriate conditions and principles that must exist to ensure that interventions completed by Level II fieldwork students are of the quality and sophistication necessary to be clinically beneficial to the client. When appropriately supervised, adhering to professional and practice principles, and in conjunction with other regulatory and payer requirements, the American Occupational Therapy Association (AOTA) considers that students at this level of education are providing occupational therapy interventions that are skilled according to their professional education level of practice.

AOTA asserts that Level II occupational therapy fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist in compliance with state and federal regulations. Occupational therapy assistant fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist or occupational therapy assistant under the supervision of an occupational therapist in compliance with state and federal regulations.

Occupational therapy Level II fieldwork students are those individuals who are currently enrolled in an occupational therapy or occupational therapy assistant program accredited, approved, or pending accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE; 2012a, 2012b, 2012c). At this point in their professional education, students have completed necessary and relevant didactic coursework that has prepared them for the field experience.

The fieldwork Level II experience is an integral and crucial part of the overall educational experience that allows the student an opportunity to apply theory and techniques acquired through the classroom and Level I fieldwork learning. Level II fieldwork provides an in-depth experience in delivering occupational therapy services to clients, focusing on the application of evidence based purposeful and meaningful occupations, administration, and management of occupational therapy services. The experience provides the student with the opportunity to carry out professional responsibilities under supervision and to observe professional role models in the field (ACOTE, 2012a, 2012b, 2012c).

The academic program and the supervising OT practitioner are responsible for ensuring that the type and amount of supervision meets the needs of the student and ensures the safety of all stakeholders. The following General Principles represent the minimum criteria that must be present during a Level II fieldwork experience to ensure the quality of services being provided by the Level II student practitioner: ¹

a. The student is supervised by a currently licensed or credentialed occupational therapy practitioner who has a minimum of 1 year of practice experience subsequent to initial certification and is adequately prepared to serve as a fieldwork educator.

¹When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2006).

b. Occupational therapy students will be supervised by an occupational therapist.

Occupational therapy assistant students will be supervised by an occupational therapist or an occupational therapy assistant in partnership with the occupational therapist who is supervising the occupational therapy assistant (AOTA, 2009).

c. Occupational therapy services provided by students under the supervision of a qualified practitioner will be billed as services provided by the supervising licensed occupational therapy practitioner.

d. Supervision of occupational therapy and occupational therapy assistant students in fieldwork Level II settings will be of the quality and scope to ensure protection of consumers and provide opportunities for appropriate role modeling of occupational therapy practice.

e. The supervising occupational therapist and/or occupational therapy assistant must recognize when direct versus indirect supervision is needed and ensure that supervision supports the student’s current and developing levels of competence with the occupational therapy process.

f. Supervision should initially be direct and in line of sight and gradually decrease to less direct supervision as is appropriate depending on the•Competence and confidence of the student,•Complexity of client needs,•Number and diversity of clients,•Role of occupational therapy and related services,•Type of practice setting,•Requirements of the practice setting, and•Other regulatory requirements. (ACOTE, 2012a, 2012b, 2012c)

g. In all cases, the occupational therapist assumes ultimate responsibility for all aspects of occupational therapy service delivery and is accountable for the safety and effectiveness of the occupational therapy service delivery process involving the student. This also includes provision of services provided by an occupational therapy assistant student under the supervision of an occupational therapy assistant (AOTA, 2009).

h. In settings where occupational therapy practitioners are not employed,1. Students should be supervised daily on site by another professional familiar with the role of occupational therapy in collaboration with an occupational therapy practitioner (see b above).

2. Occupational therapy practitioners must provide direct supervision for a minimum of 8 hours per week and be available through a variety of other contact measures throughout the workday. The occupational therapist or occupational therapy assistant (under the supervision of an occupational therapist) must have three years of practice experience to provide this type of supervision (ACOTE, 2012a, 2012b, 2012c).

i. All state licensure policies and regulations regarding student supervision will be followed including the ability of the occupational therapy assistant to serve as fieldwork educator.

j. Student supervision and reimbursement policies and regulations set forth by third-party payers will be followed.

It is the professional and ethical responsibility of occupational therapy practitioners to be knowledgeable of and adhere to applicable state and federal laws, and payer rules and regulations related to fieldwork education.

ReferencesAccreditation Council for Occupational Therapy Education. (2012a). Accreditation standards for a doctoral-degree-level educational program for the occupational therapist. American Journal of Occupational Therapy, 66.

Accreditation Council for Occupational Therapy Education. (2012b). Accreditation standards for a master’s-degree-level educational program for the Occupational Therapist. American Journal of Occupational Therapy, 66.

Accreditation Council for Occupational Therapy Education. (2012c). Accreditation standards for an educational program for the occupational therapy assistant. American Journal of Occupational Therapy, 66.

American Occupational Therapy Association. (2006). Policy 1.44: Categories of occupational therapy personnel. In Policy manual (2011 ed., pp. 33–34). Bethesda, MD: Author.

American Occupational Therapy Association. (2009). Guidelines for supervision, roles, and responsibilities during the delivery of occupational therapy services. American Journal of Occupational Therapy, 63, 797–803.

AuthorsDebbie Amini, EdD, OTR/L, CHT, Chairperson, Commission on PracticeJyothi Gupta, PhD, OTR/L, OT, Chairperson, Commission on EducationforThe Commission on PracticeDebbie Amini, EdD, OTR/L, CHT, ChairpersonandThe Commission on EducationJyothi Gupta, PhD, OTR/L, OT, ChairpersonAdopted by the Representative Assembly Coordinating Council (RACC) for theRepresentative Assembly, 2012 in response to RA Charge # 2011AprC26.Note. This document is based on a 2010 Practice Advisory, “Services Provided byStudents in Fieldwork Level II Settings.” Prepared by a Commission on Practice andCommission on Education Joint Task Force:Debbie Amini, EdD, OTR/L, CHT, C/NDTJanet V. DeLany, DEd, OTR/L, FAOTADebra J. Hanson, PhD, OTRSusan M. Higgins, MA, OTR/LJeanette M. Justice, COTA/LLinda Orr, MPA, OTR/LTo be published and copyrighted in 2012 by the American Occupational TherapyAssociation in the American Journal of Occupational Therapy, 66(6, Suppl.).

APPENDIX A

Level II Fieldwork Midterm Feedback Form (Student is to complete at midterm)

A hard copy of this form will be sent with the FW packet to your FW site

This form can be found on the student drive and the WUOT website

Washington University School of MedicineProgram in Occupational Therapy

LEVEL II FIELDWORK MID-TERM FEEDBACK FORM

This form should be utilized as a companion document to the AOTA Fieldwork Evaluation (FWE) for mid-term review. The form is to be completed by the student and discussed with the fieldwork instructor prior to the students’ mid-term review. It is hoped that this document will assist the student in identifying personal strengths and areas of growth, as well as facilitating discussion between the fieldwork instructor and student regarding student status at mid-term.

This form does not need to be returned to the program unless the FW Coordinator has requested it.

Student: _________________________________________________________

Fieldwork Instructor: ________________________________________________

Agency: _______________________________ Date: ____________________

Orientation:

1. Please describe the orientation you received. Was it adequate for your needs? If no, please comment as to how it could have been improved.

2. Have you been made to feel welcome at this agency?

3. How were the expectations for your fieldwork defined during the orientation period? Were the expectations explained clearly?

4. Please identify those areas to which you feel you need further or additional orientation.

Assignments/ Client Caseload:

1. Do you have a clear understanding of all assignments and what is expected?

2. Do you understand the rationale behind the assignments?

3. Are you completing required documentation as requested and in a timely manner? If no, why not?

4. How many hours per week are you spending on work related assignments outside of the scheduled work day?

5. Describe your current caseload. Are you maintaining a client caseload that is appropriate for your skill level at this time?

6. Are you able to find resource and reference material for your client needs and interests? What resources are you utilizing?

7. Please list any special interest areas that you would like to pursue during the remainder of your affiliation.

Supervision:

1. Please describe the supervision and feedback you are receiving.

Do you feel that you are receiving consistent supervision and feedback? If no, please identify ways and areas in which you would like further supervision.

2. Have suggestions and expectations been constructive?

3. How often do you meet with your supervisor? Describe the process of receiving feedback? Is it given in a timely manner?

Communication:

1. Is communication open and constructive?

2. What ways could you improve communication with your supervisor?

What ways could your supervisor improve communication with you?

3. Do you feel comfortable seeking assistance from professional staff and personnel from other disciplines?

4. Have you had the opportunity to supervise assistants, technicians, etc.? Please explain.

5. Are you comfortable with oral reports?

___ with instructor___ in staff/department meetings___ family/client conferences___ other

6. Are you comfortable with written reports?

___ note writing___ interdisciplinary reports___ funding requests

Professionalism/Personal Development:

1. Have you encountered a situation in which you felt that you were truly “an OT” and felt confident in your skills? If so please describe the situation and your actions.

2. Have you encountered a situation in which you felt that you were not prepared to deal with? If so, please describe the situation, how/why you did not feel prepared, and the actions you took. Describe in what ways you feel that the situation should have been handled.

3. Identify your strengths.

4. Identify further skills and areas for future development that are important to you.

Goals for the remainder of Fieldwork:

This Feedback was reviewed by the FW Student and FW Educator on ________ Date

__________________________________________________________Student Signature Date

__________________________________________________________Fieldwork Educator Date

APPENDIX B

Student Evaluation of Fieldwork Experience (Final)

A hard copy of this form will be sent with the FW packet to your FW site

This form can be found on the student drive and the WUOT website

STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE)

This is a new format developed by the AOTA SEFWE Task Force in 2016 and Revised by Washington University Program in OT 2017

Purpose: This evaluation serves as a tool for fieldwork sites, academic programs, and students. The main objectives of this evaluation are to:

Enable the Level II fieldwork student who is completing a placement at the site to evaluate and provide feedback to the fieldwork educator[s] and fieldwork setting

Enable academic programs, fieldwork sites, and fieldwork educators to benefit from student feedback in order to develop and refine their Level II fieldwork programs

Provide objective information to students who are selecting sites for future Level II fieldwork

This form is designed to offer each program the opportunity to gather meaningful and useful information. Programs may adapt this form to suit their needs.

Instructions to the Student: Complete the SEFWE before your final meeting with your fieldwork educator(s). Make a copy of the form for yourself. This form gets submitted to your fieldwork educator during or after you review your final

fieldwork performance evaluation (FWPE). The SEFWE is signed by you and the fieldwork educator(s). Make sure your OT program receives a copy

Instructions to the Fieldwork Educator(s): Review the SEFWE with the student after the final Fieldwork Performance Evaluation

(FWPE) has been reviewed and signed. The SEFWE is signed by both the fieldwork educator(s) and the student. Return both the FWPE and SEFWE promptly upon completion of the fieldwork to the

academic fieldwork coordinator.

STUDENT EVALUATION OF THE FIELDWORK EXPERIENCENew format as of 2017

Fieldwork Site:

Address:

Type of Fieldwork / Setting:

Acute Care____ Inpatient Rehab ____ Outpatient _____ SNF/LTC _____ School- Based ______

Placement Dates: from _________________________ to _______________________

Order of Placement: [ ] First [ ] Second

Student work schedule:Hours required: per week

Weekends required Evenings required

Flex/Alternate Schedules… Describe:

Identify Access to Public Transportation:

Please write your NON-WU e-mail address here so future students can contact you to ask you about

your experience at this site: ______________________________________

We have mutually shared and clarified this Student Evaluation of the Fieldwork Experience

report on . (date)

___________________________________

____________________________________

Student's Signature FW Educator's Signature

___________________________________

_________________________________________

Student’s Name (Please Print) FW Educator’s Name and credentials (Please Print)

FW Educator’s years of experience ____________

ORIENTATION—WEEK 1Indicate the adequacy of the orientation by checking “Yes” (Y) or “Needs Improvement” (I).

TOPIC Adequate CommentY I

Site-specific fieldwork objectivesStudent supervision processRequirements/assignments for studentsStudent schedule (daily/weekly/monthly)Agency/Department policies and proceduresDocumentation proceduresSafety and Emergency Procedures

CLIENT PROFILE

Check age groups worked with List most commonly seen occupational performance issues in this setting

Age Occupational Performance Issues / Diagnoses0–5 years old6–12 years old13–21 years old22–65 years old65+ years old

Describe the typical population:

OCCUPATIONAL THERAPY PROCESS

I. EVALUATION

List assessment tools used Observed Performed

II. INTERVENTIONList major therapeutic interventions frequently used and indicate whether each was provided as individual, group, or co-treatment, or as a consultation. List other professionals involved.

Types of Intervention Individual Group Co-Tx Consultation

Occupations: client-directed life activities that match/support/address identified goals

Activities: meaningful to client, address performance skills and patterns to facilitate occupational engagement

Preparatory methods: modalities, devices and techniques. These are provided to the client, no active engagement

Preparatory tasks: actions that target specific client factors or performance skills. Requires client engagement

Education: provides knowledge & enhances understanding about occupation, health and well-being to client to develop helpful behaviors, habits, routines

Training: develops concrete skills for specific goal attainment. Targets client performance

Advocacy: promotes occupational justice and empowers clients

Identify theory(ies) that guided intervention:

III. OUTCOMESIdentify the types of outcomes measured as a result of OT intervention provided:Type of outcome YES NO Provide exampleOccupational PerformancePreventionHealth & WellnessQuality of LifeParticipationRole competenceWell-beingOccupational Justice**OTPF-III terminology

ASPECTS OF THE ENVIRONMENT YES NO

The current Practice Framework was integrated into practice

Evidence-based practice was integrated into OT intervention

There were opportunities for OT/OTA collaboration

There were opportunities to collaborate with other professionals

There were opportunities to assist in the supervision of others — specify: YES NO There were opportunities to interact with other students

There were opportunities to expand knowledge of community resources

Student work area/supplies/equipment were adequate

Additional educational opportunities provided with comments (specify):

DOCUMENTATION AND CASE LOAD

Documentation Format: Narrative SOAP Checklist Other:_______________________

Hand-written documentation Electronic

If electronic, name format & program:

Time frame & frequency of documentation:

Ending student caseload expectation: _____ # of clients per week or day

Ending student productivity expectation: _____ % per day (direct care)

SUPERVISIONWhat was the primary model of supervision used? (check one)

one fieldwork educator: one student one fieldwork educator: group of students two fieldwork educators: one student one fieldwork educator: two students distant supervision (primarily off-site) three or more fieldwork educators: one student (count person as fieldwork educator if supervision

occurred at least weekly)

Frequency of meetings/types of meetings with fieldwork educator (value/frequency):

General comments on supervision:

SUMMARY of FIELDWORK EXPERIENCE 1 = Strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly agree

Circle oneExpectations of fieldwork experience were clearly defined 1 2 3 4 5Expectations were challenging but not overwhelming 1 2 3 4 5Experiences supported student’s professional development 1 2 3 4 5

What particular qualities or personal performance skills should a student have to function successfully on this fieldwork placement?

Advice for future students who wish to prepare for this placement: Study the following evaluations:

Study the following intervention methods:

Read up on the following in advance:

Overall, what changes would you recommend in this Level II fieldwork experience?

Please feel free to add any further comments, descriptions, or information concerning your fieldwork at this center.

Would you recommend this fieldwork site to other students? YES or NO ______

Why or why not?

INSTRUCTIONS One form must be completed for each fieldwork educator who provided supervision. You can detach this page and make more copies as needed.

Check the box that best describes your opinion of the fieldwork educator’s efforts in each area

FIELDWORK EDUCATOR NAME: ___________________________________

FIELDWORK EDUCATOR YEARS OF EXPERIENCE: __________

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly agree

1 2 3 4 5Provided ongoing positive feedback in a timely mannerProvided ongoing constructive feedback in a timely mannerReviewed written work in a timely mannerMade specific suggestions to student to improve performanceProvided clear performance expectationsSequenced learning experiences to grade progressionUsed a variety of instructional strategiesTaught knowledge and skills to facilitate learning and challenge studentIdentified resources to promote student developmentPresented clear explanations Facilitated student’s clinical reasoningUsed a variety of supervisory approaches to facilitate student performanceElicited and responded to student feedback and concernsAdjusted responsibilities to facilitate student’s growthSupervision changed as fieldwork progressedProvided a positive role model of professional behavior in practiceModeled and encouraged occupation-based practiceModeled and encouraged client-centered practiceModeled and encouraged evidence-based practiceModeled and encouraged interprofessional collaborationModeled and encouraged intra-professional collaboration

Comments:

APPENDIX C

Weekly Review Forms

These forms are suggested to be used by the FW Educator and student during weekly supervision meetings.

Retain copies at the FW site; these do not need to be sent to WUOT AFC unless specifically requested.

A hard copy of this form will be sent with the FW packet to your FW site

Washington University School of MedicineProgram in Occupational Therapy

STUDENT/SUPERVISOR WEEKLY REVIEW

Week #: ____ Student_____________ Fieldwork Instructor: _____________

STRENGTHS

GROWTH AREAS

GOALS FOR NEXT WEEK

MEETINGS, ASSIGNMENTS DUE, ETC.

APPENDIX D

AOTA Fieldwork Performance Evaluation

Used for the midterm and final evaluation of student performance.

A hard copy of this form will be sent with the FW packet to your FW site

EXAMPLE ONLY….DO NOT USE

EXAMPLE ONLY….DO NOT USE

EXAMPLE ONLY….DO NOT USE

EXAMPLE ONLY….DO NOT USE

EXAMPLE ONLY….DO NOT USE

EXAMPLE ONLY….DO NOT USE

EXAMPLE ONLY….DO NOT USE

APPENDIX E

OTD Doctoral Experiential Component Plan Doctoral Form D-4

for OTD students only

This form can be found on the student drive and the WUOT website

D-4 OTD Doctoral Experiential Component Planning

Student: ___________________ Doctoral Chair: _____________

Part 1: Doctoral Experiential Component Planning

Due: to Doctoral Mentor AND Entry-Level OTD Assistant Director by November 1st of third year. Submit to Entry-Level OTD Assistant Director via the OTD Doctoral Experiential Component Blackboard site.

Area of Focus for the Doctoral Experiential Component Experience:

Check Area of Interest

Research

Leadership and Management

Policy and Advocacy

Academic Education

Program Development

Advanced Clinical Practice

Other: (Describe) _____________________________________

Provide a brief (one paragraph) description of your desired Doctoral Experiential Component experience.

Educational Goals for the Doctoral Experiential Component Experience:

1.

2.

3.

Potential Sites for the Doctoral Experiential Component Experience developed with the mentor:

1.

2.

3.

4.

Relationship between Doctoral Concentration and the Doctoral Experiential Component Experience:

Signatures:

Student _____________________________________ Date ________

Doctoral Chair ________________________________ Date ________

Part 2: Final Doctoral Experiential Component Request

Once a site has agreed to take the student and there is a firm plan, the student and mentor will complete the D-4 Part 2 and turn it in to the Course Coordinator/Entry-Level OTD Assistant Director. The Course Coordinator will forward the form to the Fieldwork Administrative Coordinator to initiate the contract process with the site.

Submission of this form does not guarantee the placement.

Due to the OTD Doctoral Experiential Component Blackboard site: February 1 of third year for international contracts March 15 of third year for U.S. contracts

Agreed upon Site for the Doctoral Experiential Component Experience (only one(s) with firm commitment):

1)

a) Contact Person:

b) Contact Phone Number:

c) Mailing Address:

d) Fax (if applicable):

e) Circle one:

i) Split 3 week WUOT/13-week onsite experience

ii) 16 weeks on site

Signatures:

Student _____________________________________ Date ________

Doctoral Chair ________________________________ Date ________

APPENDIX F

Doctoral Doctoral Experiential Component – Learning Plan and Evaluation

Doctoral Form D-6 for OTD students only

This form can be found on the student drive and the WUOT website

D-6 OTD Doctoral Experiential Component Objectives and Evaluation

Student: ___________________ Doctoral Chair: _________________________

Part A: For 3 Week Experience (if applicable)

Due: to the OTD Doctoral Experiential Component Blackboard site by Day 2 of the experience

Location of the Doctoral Experiential Component Experience: WUOT Other: ____________________

Objectives for the 3 Week Experience (one required):

Objective Activities to Meet Objectives Outcome Measure

1.

2.

3.

(add rows as needed)

Signatures:

Student: Date:

Mentor: Date:

Part B: For 13 or 16 Week Experience

Due: to the OTD Doctoral Experiential Component Blackboard site by Week 2 of the experience

Location of the Doctoral Experiential Component Experience:

Site Supervisor and Qualifications:

Objectives for the 13 or 16 Week Experience (three required):

Objective Activities to Meet Objectives Outcome Measure

1.

2.

3.

4.

5.

6.

(add rows as needed)

I agree with the objectives and feel that all learning objectives are obtainable within the Doctoral Experiential Component timeframe. Additional objectives can be added as the situation and experience dictate.

Signatures:

Student: Date:

Supervisor: Date:

Mentor: Date:

Part C: Midterm

Due: Week 6 of the 13-week experience or Week 8 of the 16-week experience. Submit to the OTD Doctoral Experiential Component Blackboard site.

Objective Activities to Meet Objectives

Outcome Measure Status/Progress to Date

(1) Accomplished(2) Making Progress(3) Not Progressing-Needs Attention (Contact WUOT Doctoral Chair)

1.

2.

3.

4.

5.

6.

(add rows as needed)

We have reviewed Part C and agree that the student is making progress and is passing at midterm. If student is not meeting the objectives, the OTD doctoral mentor has been contacted.

Signatures:

Student: Date:

Supervisor: Date:

Mentor: Date:

Part D: Final

Due: At the end of the 13-week experience or the 16-week experience. Submit to the OTD Doctoral Experiential Component Blackboard site.

Objective Activities to Meet Objectives

Outcome Measure Status/Progress to Date

(1) Accomplished(2) Making Progress(3) Not Progressing-Needs Attention (Contact WUOT Doctoral Chair)

1.

2.

3.

4.

5.

6.

(add rows as needed)

Supervisor evaluation of student performance Please comment on students’ achievement for each objective. If not met, please identify reasons.

Student evaluation of supervisor, experience and self (please comment on this experience, supervisory relationship and your individual performance.

Please Check one:

We have reviewed the final evaluation and agree that the student has fulfilled the objectives for Doctoral Experiential Component. PASSED

We have reviewed the final evaluation and agree that the student has NOT fulfilled the objectives for Doctoral Experiential Component. DID NOT PASS

Signatures:

Student: Date:

Supervisor: Date:

Mentor: Date:

Appendix G:

Award for Excellence in Fieldwork Education

Award for Excellence in Fieldwork EducationPurpose:

Present an award to an outstanding Saint Louis area Fieldwork Educator who provides the students of WUOT superior guidance and education to enhance their professional growth and development

Acknowledge and recognize outstanding work being performed by Fieldwork Educators Encourage continued excellence in fieldwork education

Eligibility:An OT who has served as a Level II Fieldwork Educator for an OT student (MS or OTD) during the past yearThe OT will be from the greater St Louis area…including Illinois. WUOT faculty/staff serving as FW Educators are not eligible.

Criteria:Nominated by students on or completing FW Level II (either 3rd or 4th quarter)Students will be asked to nominate clinicians based on:

Clinical Skills – Role Model for Occupation Based OT Communication Skills Facilitating the Use of Evidence in Practice Role model for Professional Development Enthusiasm for teaching

Nomination and Award Procedures:1. The award will be given annually to a STL area Fieldwork Educator. Students on FWII in the area will

have the opportunity to nominate a supervisor from the 1st and/or 2nd FWII.

2. Nominations forms will be available to students in their FWII manual. The AFWC will email the forms to students during both FW Level II’s. Forms will also be made available electronically on the WUOT website.

3. Deadline for nominating a Fieldwork Educator will be Dec. 31st.

4. The Fieldwork Committee will review nominations in late January /early February and will notify the award winners in March. The award will be presented at the Annual Scholarship Day held late spring.

5. The award recipient will receive an engraved plaque and a gift certificate to a local establishment.

6. The award recipient will be published in the OT school’s newsletter.

Award for Excellence in Fieldwork EducationNomination Form

To nominate an individual for the award, please complete the following:

Nominee’s Name and Credentials: _____________________________________________________

Place of Employment: _______________________________________________________________

Work Address: ______________________________________________________________________

City, State: _________________________________________________________________________

Work Phone # ______________________________ Fax# _________________________________

Email Address: ______________________________ Years of OT experience: _________________

Nominated By: ______________________________________ WUOT Class of: ____________

Dates when Nominee provided Fieldwork Education:_______________________________

Contact information (email/permanent address): _____________________ __________

______________________________________________________________________

Phone # : ____________________________

Student Signature: ______________________________________ Date: ________________(electronic signature is allowed)

Award for Excellence in Fieldwork EducationNomination Form

Page 2

Please check the appropriate box and provide supporting comments in each of the following sections.Nominations without comments in each area will not be considered!

Outstanding = Consistently exceeds expectations (10/10 times)Commendable = Meets and occasionally exceeds expectations (8/10 times)Competent = Meets but never exceeds expectations (7/10 times)

Clinical Skills – Role Model for Occupation Based OT_____ Outstanding _____ Commendable _____ Competent

Role modeled the use of occupation based OT Encouraged student to practice occupation based OT Allowed student to be exposed to a wide variety of interventions Emphasized client-centered practice Fostered clinical reasoning skills and independence

Comments:

Communication Skills_____ Outstanding _____ Commendable _____ Competent

Provided constructive feedback to student Dealt with management, clients and colleagues in a tactful and cooperative manner Role modeled good Therapeutic Use of Self Was available to student as was needed

Comments:

Facilitating the Use of Evidence in Practice_____ Outstanding _____ Commendable _____ Competent

Encouraged student to provide evidence for interventions Role modeled the use of evidence based practice Related the importance of using evidence for interventions to clients and to student Encouraged student to discuss evidence with clients and families

Comments:

Award for Excellence in Fieldwork EducationNomination Form

Page 3

Role model for Professional Development_____ Outstanding _____ Commendable _____ Competent

Encouraged student to take advantage of educational opportunities while on FWII Provided student opportunities to participate in educational sessions while on FWII Encouraged student to share with others on the team information from programs attended Participated in continuing education opportunities when available

Comments:

Enthusiasm for teaching_____ Outstanding _____ Commendable _____ Competent

Conveyed genuine interest in the student Was prepared to supervise student Approached teaching with enthusiasm and energy Solicited questions / opinions from the student Provided student with resources as needed

Comments:

Email completed form to Jeanenne Dallas, MA, OTR/L, FAOTA Academic FW CoordinatorEmail: dallasj@wustl.eduOR Fax the completed form to: 314-286-0631

Deadline is Dec. 31st