AmyCook - CBFE 527.doc

COMPETENCY BASED FIELDWORK EVALUATIONFor Occupational Therapists

Bossers, A., Miller, L.T., Polatajko, H.J., Hartley, M.

Copyright© 2007 by Nelson Education Limited

Student Evaluation

Placement History

The Competencies

1. Practice Knowledge

2. Clinical Reasoning

3. Facilitating Change with a Practice Process

4. Professional Interactions and Responsibility

5. Communication

6. Professional Development

7. Performance Management

Student Evaluation 2 of 16

Competency Based Fieldwork Evaluation

COMPETENCY BASED FIELDWORK EVALUATIONFor Occupational Therapists

Placement History

UNIVERSITY NAME: University of Alberta

AGENCY NAME: Surakarta Heath Polytechnic

DATE OF PLACEMENT: March 31 - May 8

LENGTH OF PLACEMENT: 6 weeks

NUMBER OF PREVIOUS FIELDWORK HOURS:

Degree Granted:

Times Absent: 0

Times Late: 0

Placement Sequence: 4 of 5 (i.e. placement 3 of 4)

DESCRIPTION OF PLACEMENT: 3 weeks at YPAC (pediatric OT with children who have ASD, CP, Down's Syndrome, or other forms of intellectual disabilities and developmental delays) and 3 weeks at RSUD Padan Arang (hospital in Boyolali) working in inpatient neurology and outpatient pediatrics.

DESCRIPTION OF PROJECT (if applicable): Behaviour presentation at Padan Arang, pediatric functional fine motor/bilateral project ('Knot Board') for Padan Arang, and a lecture on Sensory vs Behaviour to Polytechnic OT students.

MIDTERM EVALUATIONFieldwork Educator - Name: Mr. Khomarun (or Mr.Tri at the YPAC)

Registration#:

Signature:

Student - Name: Amy Cook

Signature:

I accept this evaluation

I do not accept this evaluation

FINAL EVALUATIONFieldwork Educator - Name: Mr. Khomarun (or Bu Dwi or Bu Fajar at RSUD Padan

Arang)

Registration#:

Signature :

Student - Name: Amy Cook

Signature:

I accept this evaluation

I do not accept this evaluation

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Student Evaluation 2 of 16

COMPETENCY BASED FIELDWORK EVALUATIONFOR OCCUPATIONAL THERAPISTS

1. PRACTICE KNOWLEDGE

Has the theoretical knowledge and technical expertise to serve clients/client groups, colleagues, the agency, and the profession

Utilizes evidence based knowledge Knows the parameters of the profession and

its role within the agency Understands the core values and vision of

the profession

STAGES SCORE

DE

VE

LO

PIN

G

1

1 - Low Stage 1 competencies2 - Rudimentary Stage 1 competencies3 - Mastery of Stage 1 competencies/

Transition to Stage 2

2

3 - Transition to Stage 24 - Rudimentary Stage 2 competencies5 - Intermediate Stage 2 competencies6 - Mastery of Stage 2 competencies/


36 - Transition to Stage 37 - Rudimentary Stage 3 competencies8 - Mastery of Stage 3 competencies/

ready to enter clinical practice

The Competency Rating Scale

Unacceptable Developing Exceptional GradeMidterm

U 1 2 3 4 5 6 7 8 E 6

Final U 1 2 3 4 5 6 7 8 E 7

Please indicate the level of

performanceEntry-Level

StudentEntry-Level

Clinician

COMMENTS: Midterm FinalAt the YPAC I learned a lot about working in a paediatric setting in Indonesia. I found the Disabled Children's Village textbook helpful in guiding me to work in a setting so different from what I'm used to. I feel as though I was able to apply skills I had developed from working with children in non-OT settings moreso than practical OT skills.

At the YPAC I learned and practiced different strategies to help kids with fine motor difficulties including pegs, puzzles, and beads. I introduced the concept of using more functional tasks to improve FM including colouring, and donning/doffing shoes. I also introduced sensory strategies to manage behaviour including "bear hugs" with an exercise ball. I encouraged Indonesian students to tailor difficulty levels to each child providing a "just right challenge".

At RSUD Padan Arang I learned a lot about working with clients post-stroke. I was able to effectively utilize resources including the GRASP program, and communication with specialists in this area, to contribute in a meaningful way.

I'm confident in my practice knowledge related to stroke and pediatrics in Indonesia, but not confident enough to practice in this area on my own in Canada.


Student’s Learning Objective(s) - Practice KnowledgeObjective(s) Resource(s) Required to

Meet the Objective(s)Evidence Validation

To apply principles from the Disabled Children's Village textbook to practice throughout my 3 weeks at YPAC.

To apply principles from the GRASP program to practice with stroke clients throughout my 3 weeks at RSUD Padan Arang.

Access to the Disabled Children's Village textbook.

Access to GRASP program.

Opportunity to work with stroke clients.

Notes taken from textbook related to pinciples that apply to this placement.

Notes taken about GRASP program that relate to specific clients.

Discussion of principles learned with other students, OT, and my co-UofA student, Laura Purves.

Discussion of GRASP program with OT preceptors, Bu Dwi and Bu Fajar.

The Learning Objective Rating Scale

Midterm /

Final /

Please place a vertical bar ( | ) on the rating scale for midterm and final (use the space bar to move through the box)

Doesn’t Meet Objectives

Meets All Objectives Very Well

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Student Evaluation

2. CLINICAL REASONING

Demonstrates analytical thinking Demonstrates conceptual thinking Demonstrates good judgment and sound

decision making Utilizes good problem solving Demonstrates reasoning based on evidence

STAGESSCORE

DE

VE

LO

PIN

G



2







U 1 2 3 4 5 6 7 8 E 7

Final U 1 2 3 4 5 6 7 8 E 8



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalAt the YPAC there were several discrepencies between Indonesian and Canadian pediatric OT practice. I tried to introduce concepts such as tailoring the difficulty of each task to unique needs of each child and also keeping interventions as functional as possible.

I had to use judgment, analytical thinking, and problem-solving in providing evidence-based therapy for each client, given that there are less resources available than I'm used to. Adapting to the YPAC style of practice while still providing treatment according to my own Canadian standards was a challenge.

At RSUD Pandan Arang I used my clinical reasoning skills on several occasions. I had many opportunities to give my opinion regarding intervention for stroke clients and this challenged me to think of ways to help clients and use my problem solving skills as well as good judgment.

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Student’s Learning Objective(s) – Clinical Reasoning Objective(s) Resource(s) Required to


To brainstorm interventions with my co-UofA OT student (Laura) that could be carried out with children according to best practice in Indonesia and in Canada.

To identify discrepencies between OT practice in Canada versus Indonesia and reflect on why these discrepencies exist.

Time to discuss interventions with Laura.

Time to reflect.

List of potential interventions.

List of discrepencies.

Follow through with interventions that are possible in Indonesia.

Discussion of discrepencies with fellow OT students and preceptors.


Midterm /

Final /




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Student Evaluation

3. FACILITATING CHANGE WITH A PRACTICE PROCESS

Facilitates and manages change in others Establishes a therapeutic relationship Practices in a safe manner Collaboratively identifies goals Advocates and consults Practices in a client-centered manner Based on sound theory and good evidence,

appropriately: assesses needs reports assessment results makes referrals and plans intervention

that are outcome based carries out the intervention plan monitors and modifies the intervention plans and enacts the closure of the

intervention plans discharge and follow up

STAGES SCORE

DE

VE

LO

PIN

G

1



2







U 1 2 3 4 5 6 7 8 E 6

Final U 1 2 3 4 5 6 7 8 E 7



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalSee "Practice Knowledge" for a list of interventions I learned and/or introduced at the YPAC.

I believe that I did the best I could in terms of facilitating change at the YPAC considering the language barrier. I don't feel as though I was able to develop relationships with family members, just the kids, but playing and communicating with children is something that comes easy to me without language.

I don't know how much of a difference I really made in 3 weeks. I tried to focus more on sharing my ideas with Indonesian students who are more likely to see the children again and continue my ways.

I did succeed in tailoring activities to each child's unique needs.

I feel as though I've improved my ability to facilitate change in Indonesia since the YPAC. I have been really trying to encompass the whole "Therapeutic Use of Self" and strategically engage clients to participate in therapy, who are interested in me because I'm Canadian.

I feel as though I supported Bu Dwi and Bu Fajar in providing functional, client-centered tasks for all clients.

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Student’s Learning Objective(s) – Facilitating Change with a Practice ProcessObjective(s) Resource(s) Required to


To learn and pratice 2 pediatric interventions within the first 3 weeks, and 2 neuro interventions within the last 3 weeks.

To introduce 1 new pediatric intervention within the first 3 weeks, and 1 new neuro intervention within the last 3 weeks.

To use creativity in creating a functional, sustainable tool for the OTs to use with clients at RSUD Padan Arang Hospital.

Access to resources required to carry out the specific interventions.

Time with clients to carry out interventions.

Access to the internet and textbooks to research interventions.

Access to equipment and supplies to build project.

Time to build project.

Clients working through interventions led by me.

Discussion of interventions with OT and fellow students.

Follow through with new interventions.

Collaboration with co-UofA student and preceptors.

Project completion.

Student self-satisfaction with interventions led.

Satisfaction from Indo students of my interventions led.

Student self-satisfaction with effort put forth in introducing new interventions.

Positive feedback from preceptors.

Use of OT tool with clients.


Midterm /

Final /




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Student Evaluation

4. PROFESSIONAL INTERACTIONS AND RESPONSIBILITY

Adheres to ethical and legal practice standards

Centers on client/client group needs, always Follows through on commitments; shows

respect for clients, colleagues, and the profession

Contributes effectively as a team player Motivates others Fosters trust and respect as a professional Builds collaborative working relationships Deals effectively with obstacles and

opposition Acts with professional integrity Gives and receives feedback effectively

STAGES SCORE

DE

VE

LO

PIN

G

1



2







U 1 2 3 4 5 6 7 8 E 6

Final U 1 2 3 4 5 6 7 8 E 8



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalThis was an area I found challenging at the YPAC mainly due to all of the differences in practice. I found that I had to think before speaking when asking questions to the head OT, or providing suggestions in a respectful and professional way. I presented information in the form of "In Canada…" and found that this worked well.

It was a challenge, but I do feel as though I succeeded in being professional and responsible according to the Indonesian culture.

I felt way more comfortable in this area at Pandan Arang and I think it's because Bu Dwi and Bu Fajar really included me in all interactions and they spoke good English.

I tried my best to communicate with other professions but found this more difficult due to the language barrier.

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Student’s Learning Objective(s) – Professional Interactions and ResponsibilityObjective(s) Resource(s) Required to


To be culturally sensitive and respectful in all interactions with other staff, students, and clients.

Build strong, effective, professional relationships with OTs and OT students..

Nametag and uniform.

Knowledge of rules (uniform, schedule, etc.)

Time to debrief with Indonesian students and OTs.

People returning the respect.

Time spent with Indonesian students professionally at placement, and more informally outside of placement.

Collaboration with fellow OTs and students.

Being on time and following the rules.

Student self-satisfaction with professionalism.

Satisfaction perceived from OT students and staff regarding my professionalism.

On time, contributed at placement, positive relationships formed, and collaborated well according to my satisfaction and preceptors' satisfaction.


Midterm /

Final /




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Student Evaluation

5. COMMUNICATION

Fosters open communication Listens actively Speaks clearly and appropriately Listens and speaks respectfully Manages conflict with diplomacy Provides explanations and/or education that

is at an appropriate level for the client Writes clearly and appropriately Modifies language for the listener Uses non-verbal communication

appropriately and effectively

STAGES SCORE

DE

VE

LO

PIN

G

1



2







U 1 2 3 4 5 6 7 8 E 7

Final U 1 2 3 4 5 6 7 8 E 8



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalAt the YPAC, communication was difficult due to the language barrier. I was able to enhance my non-verbal communication with both children and other students and staff. I also learned many phrases applicable to the practice setting. Simple communication is best with children in every language so this worked to my advantage.

I feel as though I excelled in this area considering how much Indonesian I learned and how well the children responded to my communication.

I feel as though I did the best I could in the area of communication. I tried so hard to communicate with all clients despite the language barrier, and I did this using as much Indonesian as I could and also lots of gestures and non-verbal. I learned that with many families, a smile goes a long way.

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Student’s Learning Objective(s) - CommunicationObjective(s) Resource(s) Required to


Think before I speak and simplify language used when communicating with people who speak limited English.

Use gestures and non-verbal communication strategies to communicate with clients.

To learn 50 Indonesian words by the end of placement.

Time to communicate with students and staff.

Time to communicate with students, staff, and clients.

Access to lonely planet phrase book.

Time to communicate and ask questions to locals.

Slow, clear, and simple communication.

Use of gestures and non-verbal communication.

Use of Indonesian phrases.

Asking for clarification.

Effort put forth to learning the language.

Being understood.

Clients understanding and responding positively to my communication.

Communication in the Indonesian language with students, staff, and clients.


Midterm /

Final /




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Student Evaluation

6. PROFESSIONAL DEVELOPMENT

Demonstrates self-directed learning Integrates new learning into practice Student tries to identify areas for future

growth and sets new levels for personal best Adapts to change Demonstrates commitment to the profession Upholds the core values of the profession Demonstrates skills of self-appraisal

STAGES SCORE

DE

VE

LO

PIN

G

1



2







U 1 2 3 4 5 6 7 8 E 5

Final U 1 2 3 4 5 6 7 8 E 7



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalAt the YPAC I was forced to be very self-directed in my learning. I read related chapters of the Disabled Children's Village textbook, consulted with the other Canadian students, and asked questions as much as I could to Indonesian students and the OT who spoke English. I'm not entirely satisfied with my performance in this area, I could have used more resources from back home including professors and past lectures. I will try to work on this over the next 3 weeks.

I was way more challenged at RSUD Pandan Arang than at YPAC. As mentioned earlier, my preceptors asked my opinion on almost every client and this really challenged me to learn and take in as much information about stroke and pediatrics as I can.

I also was challenged to use my creativity in creating a bilateral/fine motor functional "knot board" with velcro, shoe laces, a button, etc. to use with kids and adults at Pandan Arang.

Furthermore, I gave a presentation on behaviour management strategies. This was helpful to other professions as well as anyone working with kids encounters behaviour issues.

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Student’s Learning Objective(s) – Professional DevelopmentObjective(s) Resource(s) Required to


To practice writing one SOAP and one DARP note per day throughout the entire placement at the YPAC.

To research and present a topic that would be valuable to rehabilitation therapists at RSUD Padan Arang Hospital by the end of placement.

Access to pen and paper.

Time spent with clients.

Time to work on presentation.

Access to internet and computer.

Time allotted to my presentation.

2 chart notes per day.

Presentation given by the end of placement.

Chart notes read by co-UofA student.

Feedback from my preceptor.

Self-satisfaction with effort put forth into project.


Midterm /

Final /




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Student Evaluation

7. PERFORMANCE MANAGEMENT

Self starter Completes tasks in a time efficient manner,

setting priorities effectively Demonstrates effective resource utilization Demonstrates quality management Is accountable and responsible Teaches/Coaches Demonstrates operational and organizational

awareness Demonstrates leadership (delegates

appropriately Seeks assistance and feedback appropriately

(responds positively to constructive feedback)

Demonstrates self-monitoring Organizes time and sets priorities effectively

STAGES SCORE

DE

VE

LO

PIN

G

1



2







U 1 2 3 4 5 6 7 8 E 6

Final U 1 2 3 4 5 6 7 8 E 8



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalAt the YPAC I was able to use my time effectively with each child. During down time I read the Disabled Children's Village textbook. There were more resources in the library at school I could have taken advantage of a bit more.

I was happy with my initiation of routine into sessions. For example, with one child, each time he came in we would start with GM activities such as the trampoline and balance beam, and then alternate between FM and GM throughout the session, ending with action songs and passing the ball.

In terms of leadership I often took control of the sessions with children which involved Indonesian students, but this is because of my energetic personality and tendency to always take initiative.

At Pandan Arang I used my time effectively. I adapted way more to the slow Indonesian hospital pace and felt more productive day to day than at the YPAC. Often when we weren't seeing clients, the other Canadian student and I would discuss clients and brainstorm ways to help them. We also accessed resources available to us and prepared our project and presentation, using our time efficiently and effectively.

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Student’s Learning Objective(s) – Performance ManagementObjective(s) Resource(s) Required to


To use downtime productively to get the most out of my placement in Indonesia.

To identify and prioritize occupational performance issues for 5 clients per week, in the 3 weeks spent at RSUD Padan Arang Hospital.

Down time.

Access to resources.

Pencil and paper.

Time spent waiting for transportation each day used effectively.

SOAP and DARP charting during downtime.

Accessing resources available at placement site during downtime.

List of OPIs.

Discussion of OPIs with co-UofA student, Laura, and preceptors.

Student sense of satisfaction.

Self-satisfaction and preceptors' satisfaction with prioritization of OPIs.


Midterm /

Final /




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Student Evaluation

8. OVERALL RATING OF STUDENT’S PERFORMANCE



U 1 2 3 4 5 6 7 8 E 6

Final U 1 2 3 4 5 6 7 8 E 7



StudentEntry-Level

Clinician

COMMENTS: Midterm FinalI feel as though I am doing well in an extremely different setting than anything I've experienced. I've been handing challenges effectively as they present themselves and have been working as a part of their team to the best of my ability in all areas of practice.

For the next 3 weeks I should continue to make the most of my down-time by accessing all resources available to me. Even though many practice skills here are not applicable to Canadian practice, I should continue to think about Canadian methods, teaching myself how to be an OT in this setting both in Indonesia and Canada.

Overall I feel as though I made the most out of my placement at RSUD Pandan Arang and I am satisfied with my performance. I gave all my effort in each therapy session in terms of communicating, leading interventions, supporting Bu Dwi and Bu Fajar, and giving advice as necessary and as requested.

I learned a lot about being patient, and adapting your role to fit with the rest of the team. I learned that there are always ways to help, even without as many resources as in Canada. I thoroughly enjoyed my experience at Pandan Arang.

DIRECTIONS FOR FUTURE LEARNING:- To continue learning about working with the stroke population and other neuro conditions. - To apply all of the soft practice skills I learned to practice in Canada. These include patience, adapting your role to fit with the team, effective communication, respect for everyone (even when you are in disagreement), therapeutic use of self, and motivating clients.

Would you recommend the student pass this placement? Yes No

Amy Cook Student’s Name Student’s Signature Date

Khomarun Fieldwork Educator’ Name Fieldwork Educator’s Signature Date

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Documents

AmyCook - CBFE 527.doc