LEARNING STYLES EXERCISE

Objectives: 1. Determine your own personal learning style type

2. Acquire knowledge and insight into your personal learning style type

3. Develop a Learning Plan to implement learning strategies

STEP #1 Go to the Learning Styles Web Site:

www.metamath.com/multiple/multiple_choice_questions.html

STEP #2 Complete the Learning Styles Assessment

STEP #3 Record ALL of your scores in the grid below.

Visual/Non-verbal Visual/Verbal Tactile/Kinesthetic Auditory/Verbal

STEP #4 Rank results highest to lowest by score:

1. Score: _____ Personal learning style type: ___________________

2. Score: _____ Personal learning style type: ___________________

3. Score: _____ Personal learning style type: ___________________

4. Score: _____ Personal learning style type: ___________________

STEP #5 Identify your primary learning style. Review your complete learning

style inventory and the learning strategies discussed in the inventory.

STEP #6 Develop a “Learning Plan” to implement learning strategies revealed by

the Learning Styles Assessment. Compare and contrast the learning strategies you

currently use and what new or different learning strategies were gained through

this exercise. Document your plan to implement these strategies and explain how

you will utilize them to enhance your OT or OTA Fieldwork experience. The

“Learning Plan” is due on _________________.

Education Module, Student Learning Styles

PERSONAL DATA SHEET FOR STUDENT FIELDWORK EXPERIENCE

PERSONAL INFORMATION

Name _______________________________________________________________________________

Permanent Home Address

_____________________________________________________________________________________

______________________________________________________________________________________

Phone number and dates that you will be available at that number

Phone Number _____________________________ Dates ____________________________________

Name, address, and phone number of person to be notified in case of accident or illness:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

EDUCATION INFORMATION

1. Expected degree (circle one)

OTA:

Associate Baccalaureate Masters Doctorate Certificate

OT:

Baccalaureate Masters Doctorate Certificate

2. Anticipated year of graduation ________________________

3. Prior degrees obtained _______________________________

4. Foreign languages read ______________________________ spoken ___________________________

5. Do you hold a current CPR certification card? Yes _____ No _____

Date of expiration ________________________

HEALTH INFORMATION

1. Are you currently covered under any health insurance? Yes _____ No _____

2. If yes, name of company _________________________________________________________________

Group # _________________________________ Subscriber # _________________________________

3. Date of last Tine Test or chest x-ray: _____________________________

(If positive for TB, tine test is not given)

PREVIOUS WORK/VOLUNTEER EXPERIENCE

______________________________________________________________________________________

Education Module, Slide #22, Putting Teaching in Context

______________________________________________________________________________________

______________________________________________________________________________________

PERSONAL PROFILE

1. Strengths:

_______

2. Areas of growth: _________________________________________________________________

______________________________________________________________________________________

3. Special skills or interests:

_____________________

4. Describe your preferred learning style:

______________

5. Describe your preferred style of supervision:

_______

6. Will you need housing during your affiliation? Yes _____ No _____

7. Will you have your own transportation during your affiliation? Yes _____ No _____

8. (Optional) Do you require any reasonable accommodations (as defined by ADA) to complete your

fieldwork? Yes _____ No _____. If yes, were there any reasonable accommodations that you successfully

used in your academic coursework that you would like to continue during fieldwork? If so, list them. To

promote your successful accommodation, it should be discussed and documented before each fieldwork

experience.

__________________________________________________

FIELDWORK EXPERIENCE SCHEDULE

CENTER

TYPE OF

FW SETTING

LENGTH OF FW

EXPERIENCE

Level I Exp.

Level II Exp.

ADDITIONAL COMMENTS

AOTA Commission on Education (COE) and Fieldwork Issues Committee (FWIC)

Amended and Approved by FWIC 11/99 and COE 12/99 fieldwork\miscell\persdatasheet.1299

Occupational Therapy Clinical Fieldwork __________Sample____________

(Student’s Name)

Learning Objectives Date Outcome Measurement Resources Process/Procedures/

Strategies Target date

for completion

Student/ Supv. Initials

4/23/19 Complete initial evaluation documentation

- within 30 minutes

- 2 corrections by supervisor

existing documentation other therapists

- Become familiar with evaluation form by reviewing it & identifying source of information for each section. - Read initial evaluation documentation completed by other therapists - Observe other therapists conducting eval & read their documentation - Find a quiet environment for completing documentation

5/30/19 4/30/19 4/30/19 4/30/19 5/1/19

4/23/19 Administer & score MVPT

- per standardized instructions - within 30 minutes - no errors

MVPT test manual Other therapists

- Read test administration manual - Observe test administration by other therapists - Walk through scoring process with other therapist -Administer test with supv observing; get feedback -Complete scoring with supervisor; get feedback

5/11/09 4/27/19 5/1/19 5/1/19 5/6/19 5/6/19

Modified from (Bossers, Bezzina, Hobson, Kinsella, MacPhail, Schurr, et al., 2007)

Education Module Student Learning Objective Worksheet

Occupational Therapy Clinical Fieldwork _______________________________

(Student’s Name)

Learning Objectives Date Outcome Measurement Resources Process/Procedures/

Strategies Target date

for completion

Student/ Supv. Initials

Modified from (Bossers, Bezzina, Hobson, Kinsella, MacPhail, Schurr, et al., 2007)

Education Module Student Learning Objective Worksheet

1

Becoming an Evidence-Based Practitioner

Establishing a question

Finding the evidence

Analyzing the evidence

Using the evidence

Step #1: Establishing a question

Crafting a clear question is the most important step

Well built clinical questions contain:

Patient/population

Intervention or treatment

Comparison

Outcome

Example: Is a fall prevention program more effective than education in decreasing

the incidence of falls in elderly patients who live at home?

PICO parts of the above question:

Patient/Population: Elderly Patients

Intervention: Fall Prevention Program

Comparison: Education

Outcome: Decreasing Falls

Use handout #1 Creating a Clinical Question

Identify the keywords from the above question that would be used in the literature

search. This should elicit researchable questions that would helpful for the fieldwork

site and / or program.

Step #2: Finding the evidence

Comfort with Internet

General Electronic Databases

Medline, CINAHL, OVID, ERIC

Accessible through University Library websites

AOTA www.aota.org

Evidence-Based Practice Resource Directory

Evidence Bytes

CATs and CAPs

Evidence Perks columns

Evidence Briefs Series

Education Research Links

Note: Must be an active member to access

Fieldwork Students can be assigned this as a topic for providing an in-service for

practitioners.

As a post-workshop activity participants can go to the AOTA website and familiarize

themselves on the evidence based resources available through AOTA. This can also

Education Module: Becoming and Evidence

Based Practitioner

2

be added as one of their individual professional development goals related to

evidence-based skill development.

Step #3: Analyzing the evidence

Abstract Screening

Purpose, methods, Intervention, Data Analysis, Results, Applicable

Systematic Analysis of the Article

Qualitative- design, trustworthiness, sampling

Quantitative-randomization, application of findings

Use Handout #2 to provide a structure for the participants to analyze the

abstracts or the articles they find related to their clinical question

Use Handouts #3 – 4 to systematically review quantitative and qualitative

articles

Step # 4: Using the evidence

Affirm your clinical practice

Making program changes

Explain findings to the patient to allow for informed consent

Assess your outcomes

Did the treatment work for your patient?

Improved outcomes – shorter length of stay?

3

Education Module

Evidence-Based practice

Handout #1

Creating a Clinical Question

Define your clinical question using PICO (Population or Patient,

Intervention, Comparison Group and Outcomes)

Patient/ Population________________________________

Intervention______________________________________

Comparison______________________________________

Outcome________________________________________

Write out your

question_____________________________________________

____________________________________________________

____________________________________________________

Main topics to use for keywords in search engines

_________________________

_________________________

_________________________

_________________________

Inclusion Criteria- gender, age, year of publication, study type

4

Abstract Screening Guide

Handout #2

Use the table as you review each abstract. Use the results to

determine if you would like to read the entire article

Abstract Purpose

(Intervention

& Outcome

Clearly

defined)

Methods

(Study

design,

sample

selection)

Intervention

(Protocol

described,

comparisons,

follow-up)

Data

Analysis

(tests,

significance)

Results

(Valid,

applied to

my

population)

Retrieve

Article (yes or no)

1.

2.

3.

4.

5.

5

Critical Review Form – Quantitative Studies

Law, M., Stewart, D., Pollock, N., Letts, L. Bosch, J., & Westmorland, M.

McMaster University

Handout #3

- Adapted Word Version Used with Permission -

CITATION Provide the full citation for this article in APA format:

STUDY PURPOSE

Was the purpose

stated clearly?

Yes

No

Outline the purpose of the study. How does the study apply

to your research question?

LITERATURE

Was relevant

background

literature reviewed?

Yes

No

Describe the justification of the need for this study:

DESIGN

Randomized

(RCT)

cohort

single case

design

before and after

case-control

cross-sectional

case study

Describe the study design. Was the design appropriate for

the study question? (e.g., for knowledge level about this

issue, outcomes, ethical issues, etc.):

Specify any biases that may have been operating and the

direction of their influence on the results (selection,

measurement, intervention):

SAMPLE

N =

Was the sample

described in detail?

Sampling (who; characteristics; how many; how was

sampling done?) If more than one group, was there similarity

between the groups?:

6

Yes

No

Was sample size

justified?

Yes

No

N/A

Describe ethics procedures. Was informed consent

obtained?:

OUTCOMES

Were the outcome

measures reliable?

Yes

No

Not addressed

Were the outcome

measures valid?

Yes

No

Not addressed

Specify the frequency of outcome measurement (i.e., pre,

post, follow-up):

Is there good evidence that the measures used are valid and

reliable? Explain:

Outcome areas:

List measures used.:

INTERVENTION

Intervention was

described in detail?

Yes

No

Not addressed

Contamination was

avoided?

Yes

No

Not addressed

N/A

Cointervention was

avoided?

Yes

No

Provide a short description of the intervention (focus, who

delivered it, how often, setting). Could the intervention be

replicated in practice?

7

Not addressed

N/A

RESULTS

Results were

reported in terms of

statistical

significance?

Yes

No

N/A

Not addressed

Were the analysis

method(s)

appropriate?

Yes

No

Not addressed

What were the results? Were they statistically significant

(i.e., p < 0.05)? If not statistically significant, was study big

enough to show an important difference if it should occur? If

there were multiple outcomes, was that taken into account

for the statistical analysis?

Clinical importance

was reported?

Yes

No

Not addressed

What was the clinical importance of the results? Were

differences between groups clinically meaningful? (if

applicable)

Drop-outs were

reported?

Yes

No

Did any participants drop out from the study? Why? (Were

reasons given and were drop-outs handled appropriately?)

CONCLUSIONS

AND

IMPLICATIONS

Conclusions were

appropriate given

study methods and

results

Yes

No

What did the study conclude? What are the implications of

these results for practice? What were the main limitations or

biases in the study?

8

Critical Review Form – Qualitative Studies

Law, M., Stewart, D., Letts, L. Pollock, N., Bosch, J., & Westmorland, M.

McMaster University

Handout #4

- Adapted Word Version Used with Permission -

CITATION Provide the full citation for this article in APA format:

STUDY PURPOSE

Was the purpose

stated clearly?

Yes

No

Outline the purpose of the study. How does the study

apply to your research question?

LITERATURE

Was relevant

background literature

reviewed?

Yes

No

Describe the justification of the need for this study:

DESIGN

ethnography

grounded theory

part. action

research

phenomenology

other:

Identify the study design. Was the design appropriate for

the study question? (e.g., for knowledge level about this

issue, outcomes, ethical issues, etc.):

Specify any biases that may have been operating and the

direction of their influence on the results:

Was a theoretical

perspective identified?

Yes

No

Describe the theoretical perspective for this study:

Method(s) used:

participant

observation

interviews

historical

focus groups

other:

Describe the method(s) used to answer the research

question:

9

SAMPLING

The process of

purposeful selection

was described

Yes

No

Sampling was done

until redundancy in

data was reached

Yes

No

Not addressed

Describe sampling methods used. Was flexibility in the

sampling process demonstrated?

Was informed consent

obtained?

Yes

No

Not addressed

Describe ethics procedure:

DATA COLLECTION

Descriptive Clarity

Clear and complete

description of

site: yes no

participants: yes

no

researcher's

credentials:

yes no

Role of researcher &

relationship with

participants

yes no

Identification

(bracketing) of

researcher

assumptions:

yes no

Describe the context of the study. Was it sufficient for

understanding of the “whole” picture?

Describe how elements of the study were documented.

What was missing?

Describe data collection methods. How were the data

representative of the “whole” picture? Describe any

flexibility in the design & data collection methods.

10

Procedural Rigor

Procedural rigor was

used in data collection

strategies:

Yes

No

Not addressed

DATA ANALYSIS

Analytic Precision

Data analysis was

inductive

Yes

No

Not addressed

Findings were consistent

with and reflective of

data

Yes

No

Auditability

Decision trail developed

and rules reported

Yes

No

Not addressed

Describe method(s) of data analysis. Were the methods

appropriate? What alternative explanations were explored?

Describe the decisions of the researcher re: transformation of

data to themes/codes. Outline the rationale given for

development of themes.

How were concepts under study clarified & refined, and

relationships made clear? Describe any conceptual frameworks

that emerged.

11

Process of transforming

data into themes/codes

was described

adequately

Yes

No

Not addressed

Theoretical

Connection

Did a meaningful picture of

the phenomenon under

study emerge?

Yes

No

TRUSTWORTHINESS

Triangulation was

reported for

Sources/data: yes

no

Methods: yes no

Researchers: yes

no Theories: yes

no

Member checking was

used to verify findings

Yes

No

Not addressed

Describe the strategies used to ensure trustworthiness of the

findings:

CONCLUSIONS AND

IMPLICATIONS

Conclusions were

appropriate given the

study findings

yes no

The findings contributed

to theory development &

future practice/ research

yes no

What did the study conclude? What were the implications of the

findings for practice & research? What were the main limitations

in the study?

FEAT - 1

FIELDWORK EXPERIENCE ASSESSMENT TOOL (FEAT)

Student’s name: Selene (self-eval) Supervisor(s) names: CN

Facility name:

Type of fieldwork experience (setting, population, level): psychsoc Level II

Date: March 1

Week #:6

Context:

The Fieldwork Experience Assessment Tool (FEAT) is the result of an American Occupational Therapy Foundation

qualitative study completed by six occupational therapy programs across the United States and Puerto Rico. Data was

collected from fieldwork students and fieldwork educators. In their interviews, students and fieldwork educators

described fieldwork education in terms of a dynamic triad of interaction among the environment, the fieldwork

educator and the student. Interviewees indicated that a positive educational experience occurred when a balance

existed among these three key components.

Purpose:

The FEAT identifies essential characteristics of the three key components. By providing a framework to explore the

fieldwork experience, the FEAT can help students and fieldwork educators consider how to promote the best possible

learning experience.

The purpose of the FEAT is to contribute to student and fieldwork educator discussions, so that reflection and

problem solving can occur to enhance the fieldwork experience. The tool is designed to both assess the balance of the

three key components, and to facilitate discussion about student and fieldwork educator behaviors and attitudes, and

environmental resources and challenges. By mutually identifying issues present during fieldwork, the fieldwork

educator and student can use the FEAT as a tool to promote dialogue and foster the identification of strategies to

facilitate the just-right challenge. The FEAT may be used early in fieldwork as a tool to promote dialogue, or at

anytime throughout fieldwork as the need for problem solving emerges.

Directions:

In the Assessment Section, the FEAT is organized according to the three key components: environment, fieldwork

educator, and student. Under each component, essential characteristics and examples are listed. These examples are

not all-inclusive; new descriptors may be added to individualize the tool for different settings. The fieldwork

educator and student, either individually or together, should complete the FEAT by describing each component using

the continuum provided at the top of each section (limited just right challenge excessive).

Following the assessment portion of the FEAT, questions are provided to guide student and fieldwork educator

discussion and problem solving. Collaboratively reflect upon the student and fieldwork educator descriptions on the

FEAT to identify commonalities and differences between the two perspectives, and identify patterns across the key

components. Based on these discussions, develop strategies for a more balanced fieldwork experience. Consider

environmental experiences and resources; fieldwork educator attitudes, behaviors and professional attributes; and/or

student attitudes and behaviors that could enhance the experience. The examples listed within each section are

intended to guide discussion between the fieldwork educator and student in an effort to create a successful fieldwork

experience. Additional elements may be identified and included according to the nature of the setting or the fieldwork

process.

Use of the FEAT at the end of the fieldwork experience is different than at midterm. At the end of the fieldwork the

FEAT is completed exclusively by the student to provide “student-to-student” feedback based upon what

characteristics the ideal student in this setting should possess to make the most of this fieldwork experience. This

final FEAT is sent directly to CSU by the student.

Education Module: FEAT

FEAT - 2

A. Assessment Section

ENVIRONMENT

I. VARIETY OF EXPERIENCES Descriptions (Limited Just right challenge Excessive)

A. Patients/Clients/Diagnoses

-Different diagnoses

-Range of abilities for given diagnosis

(complexity, function-dysfunction)

-Diversity of clients, including socioeconomic &

lifestyle

Just right

Medications big factor here with clients

Diverse client population ethnically, language & culture

B. Therapy approaches

-Engage in the entire therapy process

(evaluation, planning, intervention,

documentation)

-Learn about different roles of therapist (direct

service, consultation, education and

administration)

-Use variety of activities with clients

-Observe and use different frames of

reference/theoretical approaches

-Use occupation vs. exercise

Just right plus, was a little overwhelming to do this all at once in 2nd

wk, am catching up now and learning to do

Just right, direct and administration Roles, consultation, I’d like to

observe more

Limited

Just right

NA

C. Setting characteristics

-Pace (setting demands; caseload quantity)

-Delivery system

Just right

II. RESOURCES Descriptions (Limited Just right challenge Excessive)

A. OT Staff

-See others’ strengths and styles

-Have multiple role models, resources and

support

Limited, I’d like to see more groups led by other OTs

I want to read more notes by other OTs

B. Professional Staff

-Observe and hear a different perspective on

clients

-See/experience co-treatments and team work

to get whole person perspective

-Have others to share ideas and frustrations

Want to continue to talk with nursing, SW, psychiatrist and

others in DT meeting

Limited, do we do ES Tx? Community mtg?

Limited with other professional, not OTR/ COTAs

C. OT Students

-Able to compare observations & experiences

-Exchange ideas

Limited due to own need to shut out talking while writing

Limited w/ other students

FIELDWORK EDUCATOR

I. ATTITUDE Descriptions (Limited Just right challenge Excessive)

A. Likes Teaching/Supervising Students

-Devote time, invests in students

-Enjoy mental workout, student enthusiasm

Just right

B. Available/Accessible

-Take time

Just right, you’ve never ‘not’ answered my questions. When noisy I

feel less willing to ask questions

FEAT - 3

FIELDWORK EDUCATOR (continued)

C. Supportive

-Patient

-Positive and caring

-Encourages questions

-Encourages development of individual style

Just right

Just right> limited: I can tell you care, sometimes I could use more

feedback though

Limited> takes the time to answer/ doesn’t pursue questions

Limited, partially due to my insecurity leading group.

However supportive of my style in notes!!

D. Open

-Accepting

-Alternative methods

-To student requests

-Communication

Just right, not accepting of my insecurity with mistakes

Limited, could reflect resources w/ setting and me struggling to

stay with the flow established

Limited, don’t make many requests, but if I do, you decide to

challenge me.

Just right, would like more 1:1

E. Mutual Respect

Just right

II. TEACHING STRATEGIES Descriptions (Limited Just right challenge Excessive)

A. Structure

-Organize information (set learning objectives,

regular meetings)

-Introduce treatment (dialogue, observation,

treatment, dialogue)

-Base structure on student need

-Identify strategies for adjusting to treatment

environment

Could be more individualized, objectives, formal meeting? Vs.

Here there and anytime ? routine

Good first time round, would like to observe now I’m further

along

Just right, you’ve tried ultimately up to me to verbalize need

and how I can help myself.

Quiet time vs. Keeping ears open for other’s input

Cheat sheet helped/outline group session helped

B. Graded Learning

-Expose to practice (observe, model)

-Challenge student gradually (reduce direction,

probing questions, independence)

-Base approach on student learning style

-Individualize based on student’s needs

-Promote independence (trial & error)

Limited, I’d like to see a little more of your notes and leading

groups and even an interview again

Just right

Learn by co-tx, planning together>>leading group, ultimately

individualized

Just right

Just right plus, supportive w/ errors during group, you helped me

process, and feel independent in interview, made errors in date- you

helped me

C. Feedback/ Processing

-Timely, confirming

-Positive & constructive (balance)

-Guide thinking

-Promote clinical reasoning

Good after groups, could be better with notes: I understand

Especially lately come positive feedback, sometimes get a bit

needy for it

Just right

Just right, I want to get better at that, please continue

D. Teaching

-Share resources and knowledge

Limited, could use more input on knowledge of group activities,

plenty of resources

E. Team Skills

-Include student as part of team

Just right, I feel that you do include me, good team player

III. PROFESSIONAL ATTRIBUTES Descriptions (Limited Just right challenge Excessive)

A. Role Model

-Set good example

-Enthusiasm for OT

-Real person

-Life long learning

On time, organized, detailed

I could use more time to look at your notes and would like to

observe you a little more

Just right, club house model, in state hospital

Shows flaws

B. Teacher

-Able to share resources and knowledge

Yes

FEAT - 4

FIELDWORK STUDENT

I. ATTITUDE Descriptions (Limited Just right challenge Excessive)

A. Responsible for Learning

-Active learner (ask questions, consult)

-Prepare (review, read and research materials)

-Self-direct (show initiative, is assertive)

-Learns from mistakes (self-correct and grow)

Just right, sometimes when no time block, try to do on own, or

sometimes to much/ too little time dependent

Limited due to insecurity

Just right, I try hard, certain areas more difficult than others

B. Open/Flexible

-Sensitive to diversity (non-judgmental)

-Responsive to client/consumer needs

-Flexible in thinking (make adjustments, try

alternate approaches)

Just right

Just right, am open to, still learning how to respond

Just right

C. Confident

-Comfort in knowledge and abilities

-Comfort with making and learning from mistakes

(take risks, branch out)

-Comfort with independent practice (take

responsibility)

-Comfort in receiving feedback

I know it’s there, I just want to put away “fears”

Limited confidence

Limited, could be more independent in making goals and leading

group

Just right, am emotional but encourage feedback

D. Responsive to Supervision

-Receptive to feedback (open-minded, accept

criticism)

-Open communication (two-way)

Just right

Sometimes I feel there is too much on my mind, try to limit,

would like to be better at listening

II. LEARNING BEHAVIORS Descriptions (Limited Just right challenge Excessive)

A. Independent

-Have and use knowledge and skills

-Assume responsibility of OT without needing

direction

-Incorporate feedback into behavioral changes

-Use “down time” productively

-Become part of team

Just right, I ask to reinforce, am wanting feedback

Limited

Just right

Just right

Just right

B. Reflection

-Self (processes feelings, actions and feedback)

-With others (supervisor, peers, others)

Just right, always

Just right

C. Active in Supervision

-Communicate needs to supervisor (seek

supervision for guidance and processing; express

needs)

-Ask questions

Just right, maybe too much?!

Just right

FEAT - 5

B. Discussion Section: Questions to Facilitate Dialogue and Problem Solving

1. A positive fieldwork experience includes a balance between the environment, fieldwork educator and student

components. Collaboratively reflect upon the descriptions outlined by the student and fieldwork educator and identify

perceptions below.

Common perspectives between student

and fieldwork educator

Different perspectives between student

and fieldwork educator

Environment

Fieldwork Educator

Student

Student feels has not received enough opportunity to

observe other therapists but OTR feels it’s been adequate.

Student did not feel had an opportunity to do a varied

approach to tx, but had done more than is listed on her

FEAT, but she has and would need to take a more active role

to find out what is available to do.

Student feels not enough positive feedback, I can increase in

this area but it’s also acknowledged that she’s forgotten the

previous good things that were said and also asks for

feedback secondary to her own insecurities.

2. What patterns are emerging across the three key components?

Due to SVP low self-confidence and getting overwhelmed easily her organizational skills decreased. Therefore

requiring more direct supervision, increased support and increased reminders for the daily routine assignments. Due to

requiring quiet time to chart and only being able to focus on one task at a time she tends to not be able to enter into

discussions with other staff or hear what is being said about clients or how therapists have handled situations.

3. What strategies or changes can be implemented to promote a successful fieldwork experience? Describe below:

Components of a Successful Fieldwork Environment, Fieldwork Educator and/or Student Strategies

and Changes to Promote Successful Fieldwork Experience at

this Setting

Environment

Experiences

Resources

Fieldwork Educator

Attitudes

Behaviors

Professional attributes

Student

Attitudes

Behaviors

© [April 1998] [Revised August 2001] FEAT 13.doc

This Fieldwork Assessment Tool (FEAT) was developed by The Fieldwork Research Team: Karen Atler, Karmen Brown,

Lou Ann Griswold, Wendy Krupnick, Luz Muniz de Melendez and Patricia Stutz-Tanenbaum; project funded by The American Occupational

Therapy Foundation; Reprinted by permission of the publisher

FEAT - 6

FEAT Summary Narrative: Environment: Have difficulty with getting to know who to “consult” with in nursing station area, there are many nurses, clerks, or social worker vs. case manager, doctor. I am still learning who does what with our clients. The variety of OT activities is limited because it’s a locked psych unit. Limitations because of assault and suicide risk. Not community setting means more discussion, limited “tasks”, more problem solving and aiding with insight. The pace is good. Now with a slower pace, compared to last few weeks of fast pace I’ve had more time to research, talk with nursing and doctors. Have not yet been able to read supervisors notes much. I would like to observe group/ interview notes more so I can incorporate necessary skills and other style. Fieldwork Educator: Allowing me to work with you shows you’re willing to invest extra time and effort. You do well in including me as part of the team, explaining my questions, being patient with me learning notes and the flow. You’re strict and challenge my insecurities and ask me the same questions I ask you. It makes me slow down and think. Sometimes I know the answer, sometimes I don’t. It makes me happy and confident to know I could answer the question myself, but also self-critical for asking in the first place. Every day is new, every group treatment different. I have seen cooking, psycho educational skills, therapeutic activity. I’ve not observed or co treated a 1:1 with you modeling. What else is there that we could do in this setting? What groups/ tasks did you lead in the State Hospital? Thanks for your encouragement with my notes. You let me have my own style (still to be worked on). Encouragement and positive feedback helps me especially when I have a low self-confidence. FW Student: Right from the beginning I wanted to be a help not a burden. I realized that as a student I’d have a lot of things I needed to learn. I know to ask questions and even though I realize that the questions show a lack of knowledge I want to show some knowledge and learning too. In order to manage time I block out all listening and talking, both important and unimportant, so I can write my notes. Notes are getting more concise now so I feel I have more time to gather important data. With more time I can organize my group “spiel”, be more precise with details, not unimportant. Sometimes I feel too dependant for feedback. I could take more risks and rely on my own knowledge. I’m trying to find a balance between being an OT, however learning and asking, feedback and advice.

Student Objectives 1. Become more thorough and accurate with daily requirements (notes- charting, dates, times, references

used, education, care plans. Strategies: Chart review with supervisor, concise notes, when in doubt ask, cheat sheet 2. Develop critical judgment re. Goal setting: applicable to pt’s goal, realistic for short term.

Safety issues: a) suicide: (sensitive, non-blaming, compassionate, non-judgmental, no sharps) Strategies: neutral environment, physical space b) assault: focus on solutions, non-verbal communication

3. Organize, plan, carry out groups with more self-confidence and skill Strategies: make outline, use outline suggestions on back of “resource page”. During the afternoon before, I see who will be in group. Plan topic. Keep it simple. Ask clients what topic means. Let them share what they wrote. 4. Get Dates/ refused and notes that correspond. Strategies: Fill out SS box before doing SOAP note. Ask OT who “rounded up” if they refused ed. right after group. 5. Learn about who does what-other professionals and staff. Strategies: Find out who is charge nurse. Ask clerk what she does. Learn to use pt/ nurse assignment sheet. Ask about personal items and clothes washing. 6. Become more independent. Strategies: use written resources for group/ goals. Slow down before asking. Don’t always say what you’re going to do before you do it. If difficult client/ case: ask to make a time to discuss, write questions. Increase confidence, think positive.

Adapted from: Society for Human Resources Management, Sommer, K. Sopp, T. 2006

Education Module: Generational Management

Generational Management

Traditionalists Baby Boomers Gen Xers Millenials

Work Ethic Work hard; pay your

dues. Follow rules.

Loyal and

unquestioning. Respect

authority.

Workaholic; 60 hour

work week. Live to

work. Work long hours

to establish self-worth

and identity and

fulfillment.

Work smarter and with

greater output, not work

longer hours. Work to

live. Want structure and

direction. Skeptical.

Hard workers but like to

have fun. Multi-tasking,

entrepreneurial.

Tolerant.

Work/Life Balance Work hard to maintain

job security.

Were hesitant of taking

too much time off from

work for fear of losing

their place on the

corporate team. As a

result, there is an

imbalance between work

and family.

Because of parents who

are Baby Boomer

workaholics, Gen Xers

focus on clearer balance

between work and

family. Do not worry

about losing their place

in the corporate team if

they take time off.

Not only balance with

work and life, but

balance with work, life

and community

involvement and self

development. Flex time,

job sharing, and

sabbaticals will be

requested more by this

generation.

Outlook Respect authority,

conform, discipline

Optimism involvement Skepticism, informality,

fun

Realism, confidence,

social, extreme fun

Family Traditional, nuclear Disintegrating Latch-key kids Merged families,

coddled kids (they got a

trophy for coming in 8th

place!)

Education A dream A birthright A way to get there An incredible expense

Communication Rotary phones, one-on-

one, write a memo

Tough-tone phone, Call

me anytime

Cell phones; if it’s about

work, only call me at

work

Internet, e-mail, picture

phones, I-pods

Money Put it away, pay cash,

save, save, save

Buy now, pay later Cautious, conservative,

save

Earn to spend

Adapted from: Society for Human Resources Management, Sommer, K. Sopp, T. 2006

Education Module: Generational Management

Traditionalists Baby Boomers Gen Xers Millenials

Career Development Not really an option for

the Matures. Just taught

to keep their nose to the

grindstone. The ultimate

goal was simply to move

up within the

organization, but

realized this happened

only to a few.

Focus on developing

their careers through

opportunities within one

organization or at least

one industry. Moved up

based on seniority, not

always based on skill or

expertise.

Take a pro-active

approach to career

development through

more degrees and

experiences both within

the organization and

without. This is often

seen as being dis-loyal

to the company, but Gen

Xers see it as being loyal

to themselves.

Millenials will enter the

work force with more

experiences than any

generation before them.

They will continue to

seek this through requests

for more experiences and

opportunities. If they

don’t get it at their work,

they will seek it

elsewhere.

Job Expectations Do what you know

needs to be done.

Need clear and concise

job expectations, and

will get it done. Like to

achieve work through

teams.

If they can’t see the

reason for the tasks, they

will question it. If you

can’t keep them engaged

then they will seek it in

another position.

Don’t want boring jobs;

they want to make a

difference. Because of

being a product of the

“drop down and click

menu”, they may need to

be given a list of options.

Training &

Development

Training should

contribute to the

organization’s goals.

Training is a

contribution to the

organization’s goals, but

is also a path to

promotion and

additional compensation.

Training enhances their

versatility in the

marketplace and

investment in their

future. Not necessarily

loyal to the company

who trained them.

Willing and eager to take

risks’ don’t mind making

mistakes – they consider

this a learning

opportunity.

Adapted from: Society for Human Resources Management, Sommer, K. Sopp, T. 2006

Education Module: Generational Management

Traditionalists Baby Boomers Gen Xers Millenials

Rewards and

Compensation

“A job well done” is

reward enough,

especially if it

contributes to the good

of the company and

community.

Take pride in a lot of

work being achieved;

like to be recognized for

those achievements.

Fair compensation;

opportunities to earn

extra for doing extra.

Value time off. Seek an

enjoyable atmosphere

where work is not taken

too seriously.

Seek opportunities to

take on and be a part of

projects. They need to

have fun, and have a

sense of control over

their environment.

Providing Feedback No news is good news. Official feedback once a

year. Job coaching

began with the Baby

Boomers.

Are self-sufficient, so

give them structure,

some coaching, but

implement a hands-on

type of supervisory

style.

Embrace teamwork. Like

to be given feedback

often and they will ask

for it often.

Retirement Put in 30 years, retire

and live off of pension/

savings.

If I retire, who am I? I

haven’t saved any

money so I need to

work, at least part-time.

I’ve been downsized so I

need to work, at least

part-time.

I may retire early; I’ve

saved my money. I may

want different

experiences and may

change careers. I may

want to take a sabbatical

to develop myself.

Jury is still out but will

probably be similar to

Gen Xers.

Adapted from: SRHM Online Society for Human Resource Management Sommer Kehrli, M.S., who is on the cusp of Generations X and Y, is an organization development consultant at The Centre for Organization

Effectiveness in San Diego, a leadership institute providing management programs, training and organization development. She can be

contacted at sommerkehrli@yahoo.com. Trudy Sopp, Ph.D., is a baby boomer, sociologist and founder of The Centre for Organization

Effectiveness. She can be contacted at tsopp@thecentre.cc.

Education Module: Graded Learning Experiences

Guided Observation

Client’s Name: ___________________________________ Date:___________

Clinical Setting: ___________________________________________________

Goal of OT Session: _______________________________________________

Observation Evidence

Client’s Demeanor at Initiation of Session

Client Factors (strengths & areas for improvement)

Performance Skills (strengths & areas for improvement)

Areas of Occupation (strengths & areas for improvement)

Assessments Administered/Interventions Utilized

Practitioner’s Therapeutic Use of Self

Client’s Response to Evaluation/Intervention Session

Ideas for Future Sessions

Other Observations

1

Therapeutic Use of Occupations and Activities (A)

Preparatory Methods Purposeful Activities Occupation-based Interventions

Observations/Notes

Used with permission Chisholm, D., & Dolhi, C., 2008

Education Module, Therapeutic Use of Occ. & Act.

2

Therapeutic Use of Occupations and Activities (B)

Context Performance Patterns

Areas of Occupation

Performance Skills

Client Factors

Used with permission Chisholm, D., & Dolhi, C., 2008

Education Module, Therapeutic Use of Occ. & Act

3

Opportunities & Barriers to Occupation-Based Interventions

Identify the OPPORTUNITIES or ASSETS in your clinical setting that can facilitate the use of occupation-based practice. Identify the BARRIERS or OBSTACLES in your clinical setting that restrict the use of occupation-based practice.

Select one (or more) of the BARRIERS and develop a plan for transitioning it to an OPPORTUNITY!

Used with permission Chisholm, D., & Dolhi, C., 2008

Education Module, Occ. Based Opportunities & Barriers

4

Occupation-Based Fieldwork Learning Activity

Identify an area of occupation and consider the treatment options for addressing that area. Categorize them by intervention category.

Area of Occupation Preparatory Purposeful Occupation-Based Notes/Comments managing footwear Issue written instructions

related to 1-handed shoe tying

Practice 1-handed shoe tying with a shoelace on a dressing board

Use 1-handed shoe tying technique when donning own shoes during morning dressing session

Adapted & used with permission – Chisholm, D., & Dolhi, C, 2008

Education Module, Occ. Based Other Options

5

Identify a performance skill and consider the treatment options for addressing that area. Categorize them by intervention category.

Performance Skill Preparatory Purposeful Occupation-Based Notes/Comments Grip Completing hand exercise

program with therapy putty Moving unmarked cans of various weights from right to left

Transferring groceries from bag to cupboards

Putting groceries away requires variety of grip/prehension patterns & forces

Adapted & used with permission – Chisholm, D., & Dolhi, C., 2008

Education Module, Occ.-Based Other Options

6

Identify a client factor and consider the treatment options for addressing that area. Categorize them by intervention category.

Client Factor Preparatory Purposeful Occupation-Based Notes/Comments hand edema Provide instruction in proper

positioning Client describes & demonstrates options for UE positioning to manage hand edema

Client incorporates UE positioning strategies for managing hand edema into daily routine/activities

Adapted & used with permission – Chisholm, D., & Dolhi, C., 2008

.

Education Module, Occ- Based Other Options

7

Occupation-Based Evaluation Assessment Inventory

Assessment Tool What does it assess? OTPF Domain

Used with permission – Chisholm, D. & Dolhi, C., 2008

Education Module, Occupation-Based Eval

8

Assessment Tools by OT Practice Framework Domain

Context Performance Patterns

Areas of Occupation

Performance Skills

Client Factors

Used with permission – Chisholm, D. & Dolhi, C., 2008

Education Module, Occupation-Based Eval

Occupation-Based Learning

What follows is a sample student assignment to support awareness and application of

occupation-based practice.

1. Introduction: AOTA Centennial Vision and occupation-based practice

Students are good at this and it is emphasized in school so it is okay to have a give

and take with them. They can help you expand occupation-based practice in the

clinic.

Some of us who have been out of OT school for a long time are not as familiar

with the newer OT theories or frames of reference around occupation. This also is

something students can bring to your setting.

Many times people talk about the barriers to occupation-based practice in their

clinical facilities, so let's talk and share ideas to help each other.

2. Identify a barrier to why clinicians say they are unable to implement OBL.

We do not have the proper space or equipment.

We do not have enough time to plan or implement it during the course of a

day.

Other staff do not support this approach.

Clients do not understand how this is therapy.

I did not learn the Occupational Practice Framework (AOTA, 2008) or OB

theories in OT school.

What I do has worked for many years.

My client has no interests and lives a very sedentary life.

3. Divide the group into small working groups, give each group a postcard with one

barrier listed above, and discuss the following:

The barrier

Solutions to overcome the barrier.

3. Each group reports and shares their solutions with the large group.

Education Module: Occupational-Based Learning

EDUCATION MODULE

GRADED SUPERVISION VIDEO

ACCOMPANIES SLIDE #34

Scene 1 - Level I fieldwork in a Physical Disabilities Setting. Dawn (FWEd) and Nella

(FWI student) enter Mrs. Smith’s room for a treatment session.

Dawn: Good morning Mrs. Smith, how are you?

Mrs. Smith: Good morning, I’m fine.

Dawn: This is Nella, and she is an OT student and she is going to be watching us today.

Is that okay with you?

Mrs. Smith: Oh that’s fine. Nice to meet you. (hand shake)

Nella: Nice to meet you. (hand shake)

Dawn: Now Mrs. Smith, yesterday during your evaluation I said that I was going to show

you how to do dressing using a dressing stick.

Mrs. Smith: Okay.

Dawn: Before we start that I want to ask you, do you remember what those three hip

precautions were that we went over yesterday.

Mrs. Smith: Umm… Yea… The first one was I can’t bend forward. Right?

Dawn: Right.

Mrs. Smith: The second one was no toes in. (Dawn shaking her head yes) And…

(hesitation)

Dawn: Can you remember the third one?

Mrs. Smith: (shaking head no) I can’t.

Dawn: Nella, could you help Mrs. Smith with the third hip precaution?

Nella: Mrs. Smith, the third one is never to cross your legs.

Mrs. Smith: Oh that’s right, that’s right. Thank you.

Dawn: So there’s no bending forward, no toes in, and no crossing legs.

Mrs. Smith: (nodding yes) Gotcha.

Dawn: So how did you do with getting dressed this morning?

Mrs. Smith: I couldn’t do it. I had to have the aid dress me.

Dawn: Okay. So I am going to show you how to use a dressing stick to help you get your

pants on, since you can’t bend forward. Your going to use this end (point to the one end)

to help you put your pants on. I am going to demonstrate it and then you are going to try

it. Okay?

Mrs. Smith: Okay.

Dawn: And we are going to use this pair of sweat pants, so you don’t have to take your

pants off.

Mrs. Smith: Okay.

Dawn: The first thing you are going to do is slip your shoes off. You’re going to use this

end of the dressing stick (holding up the correct end). Stick it all the way in the pants.

Then you are going to put your leg out straight and help it will help you pull it on. Okay?

Mrs. Smith: Okay.

Dawn: Do you want to try?

Mrs. Smith: Looks tricky. Can I use it to take off my shoes?

Dawn: Of course. You want to use the other end to take off your shoes.

Mrs. Smith: Thank you. (begins by taking off shoes with dressing stick) Like this?

(Continues to use the dressing stick with the sweat pants and looks for reassurance from

the OT) This is hard. I don’t remember how to do it.

Dawn: Nella, do you feel comfortable showing Mrs. Smith how to use the dressing stick

one more time? (Mrs. Smith hands the sweat pants and dressing stick over to Nella)

Mrs. Smith: Can you help me?

Nella: Okay I will help you. Okay so we are going to take the shoes off first. Put the stick

in all the way. (Demonstrating how to use a dressing stick)

Mrs. Smith: Oh that’s right.

Nella: Then you put your foot in. Okay?

Mrs. Smith: Okay.

Dawn: Very good Nella.

Mrs. Smith: Thank you… very nice demonstration. (Nella hands the dressing stick and

pants back to Mrs. Smith)

Scene 2 – Nella and Dawn sitting in a room discussing and evaluating Nella’s

performance helping Mrs. Smith.

Dawn: So Nella, how did you feel helping Mrs. Smith today?

Nella: Well it was okay, I just felt really comfortable with you there. So I felt I could do

anything.

Dawn: That was really good. I am really glad you took some initiative. I know it’s only

your level I and a lot of people think its observation, but I am glad you were able to help

Mrs. Smith and do a little interactive stuff. This way you have more experience.