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.