OTH 101 Exam 3

Occupation

"Goal-directed pursuits that typically extend over time, have meaning to their performance, and involve multiple tasks"

Professional Development

"a cumulative series of work and educational experiences to add to one's knowledge, motivation, perspectives, skills, and job performance"

Transitions

"actions coordinated to prepare for or facilitate a change, such as from one functional level to another, from one life [change] to another, from one program to another, or from one environment to another"

Supervision

"collaborative process in which two or more people participate in a joint effort to establish, maintain, and/or elevate a level of competence and performance"

1977

- first OTA certification exam

Level II Fieldwork

-24-weeks for MOT/OTD ----16-weeks for OTA -Full immersion into OT practice ----Demonstrate entry-level competence by end -Performance is evaluated using Fieldwork Performance Evaluation (FWPE)

Professional Development Activities

-AOTA conferences -NOTA conferences -AJOT articles take quiz- 1 CEU -OT Practice Journal quiz

Entry-level Clinical Doctorate focus:

-Advanced study of OT theory -Advanced-practice competencies for entire OT Process -Leadership -Scholarship -----Clinical research project or practicum required -Requires Masters degree first -Additional fieldwork experience

Other areas of specialization for OTRs:

-Assistive technology -Case management -Driving rehabilitation -Ergonomics -Neuro-developmental therapy -Lymphedema -Womens health -Cancer -Sensory Integration -Hand therapy

Occupational Therapy Assistants (OTA or COTA)

-Associates-degree training -Supervised by OTR -Must pass national board examination and be licensed -Interventionists

Occupational Therapy Students (OTS)

-Can participate in patient care during fieldwork experiences under direct supervision of licensed therapist or educator

Close Supervision

-Direct observation and contact daily at the work site on a regular basis -Daily contact

Evaluation OT

-Directs evaluation process -Determine plan goals and priorities -Delegate assessment tasks to OTA interprets data -Collaborates with client for plan -Develops intervention plan

Level I Fieldwork

-During didactic course work -Students observe and participate in aspects of the OT process -Variety of clinical settings -Our program = 3 Level I experiences starting fall of Level 4

Routine Supervision

-Face-to-face contact at least every 2 weeks at the site of work. -May include regular supervision through telecommunication

Evaluation OTA

-Implements parts of the evaluation -Verbal/written observations to contribute to evaluation

Masters-level education focus:

-In-depth exploration of OT theory -Significant emphasis on OT Process -Critical analysis of research -----Completion of research project or thesis -Requires Baccalaureate degree first

Methods for ensuring service competency:

-Independent scoring of standardized -assessments -Observation -Co-treatment

General Supervision

-Initial direction and face-to-face contact at least once a month -Interim supervision as needed by telecommunication

Outcomes OT

-Interpret outcomes of interventions -Decide course of action based on re-evaluation to assist with discharge planning

Occupational Therapist (OT or OTR)

-Masters- or entry-level Clinical Doctorate training. - Must pass national board examination and be licensed in order to practice

Advanced-level practitioner

-Multiple years of experience -Expert in a given area -Shares knowledge/experience with others

Entry-level Practitioner

-Newly graduated and licensed OTR or OTA -Typically assume practitioner role -Generalist -Must continually pursue additional clinical education to build experiential knowledge

Occupational Therapy Aides or Rehab Aides

-No specialized training -Can assist with transport, setting up environments, etc.

OT Aides (aka: Rehab Aides)

-No specific specialized education required -Support OTR and OTA -May be supervised by OTA in some states ----Close supervision recommended

Client-related tasks:

-Occur in a stable environment with supervision and support -Example: transportation of client (via wheelchair)

Roles of OTs

-Practitioner -Educator -Fieldwork educator -Supervisor -Administrator -Consultant -Academic fieldwork coordinator -Faculty -Academic program director -Researcher -Entrepreneur

Non-client related tasks:

-Preparation of work area and equipment -Clerical tasks -Maintenance activities

Intervention OTA

-Provide input based on client's needs/priorities -Provides interventions based on specific goals -Clarify short term goals

Intervention OT

-Provides supervision to OTA during interventions -Assess progress and response to treatment -Provide intervention

The Accreditation Council for Occupational Therapy Education (ACOTE)

-Responsible for overseeing education since 1935 -All OT programs must be accredited by

Outcomes OTA

-Review and report progress to OTR -Assist with establishing discharge resources

NBCOT Examination

-Rigorous 4-hour multiple-choice examination --Basic OT principles --Evaluation --Intervention planning --Ethics --Delivery systems

Intermediate-level practitioner

-Role responsibilities increase with experience -May pursue specialization through continuing education and work experience

Direct Supervision

-Supervising therapist is nearby and observing at all times -Available for immediate assistance if needed -Required for OT/OTA students and aides

Service Competency

-mechanism to ensure that services are provided at the same level ---Training and practice between OTR and OTA to ensure reliability in performance of an assessment or intervention. ---For frequently used interventions/assessments

Current ACOTE Standards

3 sections: --A standards: General Requirements (67 Masters standards) --B standards: Content Requirements (103 Masters standards) --C standards: Fieldwork Education and Doctoral Experiential Component (19 Masters standards)

Continuing Competence

= "a professional develops and maintains the knowledge, performance skills, interpersonal abilities, therapeutic reasoning skills, and ethical reasoning skills necessary to perform professional responsibilities"

Activity (Activities):

A class of human behaviors that are goal directed.

1996

AOTCB changed to National Board for Certification of Occupational Therapy (NBCOT)

AP

Advanced Practitioner (for OTAs)

1988

American Occupational Therapy Certification Board (AOTCB) was established as a separate entity from AOTA

BCG

Board Certified- Gerontology

BCMH

Board Certified- Mental Health

BCP

Board Certified- Pediatrics

BCPR

Board Certified- Rehabilitation

Performance Skills

Development of specific skills for practice based on current research

SCDCM or SCDCM-A

Driving and Community Mobility

SCEM or SCEM-A

Environmental Modification

SCLV or SCLV-A

Feeding, Eating, and Swallowing

Interpersonal Abilities

Focus on development of professional relationships

Ethical Reasoning

Identify, analyze, and clarify ethical issues and explore ethical decision making

Knowledge

Information required to fulfill professional responsibilities

SCLV or SCLV-A

Low Vision

20 CEUs

Nebraska's required CEUs for license renewal every 2 years

1950

OTA registration began

1947

Objective multiple-choice examination

Screening

Obtaining and reviewing data relevant to a potential client to determine the need for further evaluation and intervention.

Clinical Reasoning

Reasoning, analyzing, synthesizing and decision making skills

1931

Registration of occupational therapists began in

36 CEUs every 3 years

Required to maintain NBCOT certification

SCSS or SCSS-A

School Systems

Assessment

Specific tools or instruments that are used during the evaluation process.

Client

The entity that receives occupational therapy services. May include (1) individuals and other persons relevant to the individual's life, such as family, caregivers, teachers, employers, and others who also may help or be served indirectly; (2) organizations such as business, industry, or agencies; and (3) populations within a community

Intervention

The process and skilled actions taken by occupational therapy practitioners in collaboration with the client to facilitate engagement in occupation related to health and participation. This process includes the plan, implementation, and review.

Re-evaluation

The process of critical analysis of client response to intervention. This analysis enables the therapist to make any necessary changes to intervention plan in collaboration with the client.

Evaluation

The process of obtaining and interpreting data necessary for intervention. This includes planning for and documenting the evaluation process and results

Outcomes

What occupational therapy actually achieves for the client. Changes desired by the client that can focus on any area of the client's occupational performance.