1. Demonstrates the ability to give constructive and timely feedback.
During fieldwork A, I demonstrated the competency of giving constructive and timely feedback on the week 6 check-in form as pictured below. I communicated my desire to observe speech therapy and physical therapy. As a result, I scheduled inter-professional observation experiences to see a fiberoptic endoscopic evaluation of swallowing (FEES) with speech therapy and observe a physical therapy session during the remainder of my time in inpatient rehabilitation.
2. Modifies behavior in response to feedback; seeks opportunities to apply feedback.
I demonstrated seeking and applying feedback by scoring 4 exemplary on Level 2 Fieldwork A, final AOTA formstack completed by the fieldwork educator. I began the rotation with weekly check-in forms and transitioned to informal daily meetings to receive feedback. I sought to implement changes in order to develop my skills as an occupational therapy practitioner and demonstrated the outcome by evidence in the evaluation from my fieldwork educator as pictured below.
3. Productively uses knowledge of own strengths and weaknesses.
The following evidence was from my student AOTA midterm evaluation for level 2 fieldwork A in inpatient rehabilitation. Within the communication and professional behaviors comments, I identified strengths and areas of improvement as an occupational therapy practitioner. During the remainder of my rotation, I focused on improving my point of service documentation and time management skills. I sought out help from my fieldwork educator and other therapists about time management. In addition, I learned pacing skills and appropriate times to document during the sessions while also prioritizing patient safety. These were ways in which I was able to productively use the knowledge of my strengths and weaknesses to better myself as an occupational therapy practitioner.
4. Maintains balance in personal and professional life while prioritizing professional responsibilities and commitments.
The photo below was taken while I was on an evening walk at a local park during my fieldwork rotation B. In addition, the time sheet documented both hours spent at the workplace and outside of work to complete student assignments. I set apart time for personal life and my own mental health while also upholding my professional responsibilities as a level two fieldwork student. In addition, I would utilize my lunch break to go on walks in the neighborhood nearby the clinic to recharge before treating my afternoon clients.
5. Demonstrates functional level of confidence and self assurance.
I demonstrated a functional level of confidence and self-assurance throughout my level 2 fieldwork B, outpatient pediatric rotation by effectively developing and implementing intervention plans. These plans were in alignment with the client’s plan of care and specific therapy goals. The image below was an excerpt from my intervention planning notebook. In addition, my fieldwork educators verbally commented during my midterm and final evaluation how the activities I selected were purposeful and in alignment with the children’s goals. For example, the starfish exercise was selected due to the client's goal of Moro reflex integration.
6. Uses humor to diffuse tension.
The photo below was a student project I created for a fine motor activity at the outpatient pediatric clinic. Kids must use a pincer grasp to retrieve items and place in a resistive top in order to “build the snowman.” During one session, I had a child that was getting upset and overwhelmed. I invited her to build a snowman and she said, “Olaf!” This snowman reminded her of the popular Disney character Olaf from the movie Frozen. I began to quote the humorous Olaf and stated, “Hi, I’m Olaf and I like warm hugs!” She was able to relax and engage in the activity. This moment was one in which I utilized humor to diffuse the emotional tension a client was experiencing and facilitated occupational engagement through play.
7. Maintains professional behavior, regardless of problem or situation.
One day during a session, a patient accidently let go of a resistance band which came back to hit me in the eye. Although in pain, I remained calm and stepped out of the room to gain my composure while my fieldwork educator continued the session until I returned. In regards to maintaining professional behaviors my fieldwork educator commented on the Mid-term evaluation, “Excellent response in being hit in the eye. Stayed calm.” This demonstrated my ability to uphold professional speech, conduct, and attitudes regardless of the situation.
8. Takes risks to maximize outcomes.
While at my outpatient pediatric rotation, level 2 fieldwork B, I demonstrated the ability to take risks in order to maximize outcomes by developing intervention plans to challenge my clients to grow. In particular, I had been treating a new client who only tolerated child-led play throughout the session in order to engage in tasks. However after building rapport and fostering a therapeutic relationship, I took a risk in order to maximize her outcomes by directing the activities to promote age-appropriate play skills and school-readiness abilities. The child demonstrated increased task completion skills and sustained attention throughout the twelve weeks I worked with her. I wanted to avoid situations in which she would have self-injurious or tantrum behaviors, however I knew the importance of challenging her to facilitate therapeutic outcomes. The following lists describe the differences in intervention plans from week 2 to week 12.
Week 2 Treatment Plan:
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Week 12 Treatment Plan:
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9. Uses knowledge and information in an innovative way.
The following document was a book report I wrote from Carla Hannaford’s “Smart Moves.” This student assignment for my level 2 fieldwork B provided an avenue for me to use knowledge and information in an innovative way. I was able to implement evaluation and intervention strategies from this reading within my therapy practice during the fieldwork placement. The main premise of the book was that learning was intricately connected to movement. I incorporated laterality and directionality assessments within the evaluation process. In addition, I utilized cross crawl activities to address gross motor coordination, crossing midline, and motor planning.
10. Empowers clients and team members.
I created the following handout as a part of my student in-service presentation at my level 2 fieldwork B placement. This specific resource was created for occupational therapy practitioners to outline the benefits of utilizing the home exercise program (HEP) with our clients. In addition, I showed the therapists how I had personally used the resource in my own physical activity routine. I demonstrated how to use the app/HEP and displayed how you can earn points to redeem rewards. In doing so, I was able to empower the team members to use this resource for themselves and their clients.
11. Actively participates in leadership or supportive roles in local, state, and/or national associations.
By renewing membership with the American Occupational Therapy Association, I will be able to participate within the national association. In doing so, I can engage in research opportunities, leadership roles, and behind the scenes supporter roles.
12. Maintains values over self-promotion or profit.
The following evidence described a situation in which I upheld the values of the company rather than promoting myself or profiting. The excerpt was from my student evaluation midterm while on Level II Fieldwork A. In the competency, I discussed upholding the appropriate billing procedures and collaborating with the billing staff as needed. In addition, I documented requests for durable medical equipment (DME) when appropriate.