Muskingum University S/OT Level II Fieldwork Site Specific Objectives

Muskingum University S/OT Level II Fieldwork Site Specific Objectives

The AOTA Fieldwork Performance Evaluation (for the Occupational TherapyStudent)
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I. Fundamentals of Practice
FWPE item #1: Adheres consistently to AOTA Code of Ethics (AOTA 2020) and all federal, state, & site’s regulations; including, when relevant, those related to Medicare, Medicaid, client privacy, social media, and human subject research as stated below:

Demonstrates concern for well-being & safety of recipients of services (beneficence) Intentionally refrains from actions that cause harm (nonmaleficence) Respects right of individual to self-rule (autonomy, confidentiality) Provides services in fair & equitable manner (social justice) Complies with institutional rules, local, state, federal including HIPAA and FERPA guidelines, international laws & AOTA documents applicable to profession of occupational therapy (procedural justice) Provides comprehensive, accurate, & objective information when representing profession (veracity) Treats colleagues and other professionals with respect, fairness, discretion, and integrity (fidelity) Other
FWPE item #2: Adheres to safety regulations and reports/documents incidents appropriately. Examples: fire safety, OSHA regulations, body substance precautions, emergency procedures:

Record review Medication side effects Post-surgical Infection control Fall prevention Swallowing Food allergies Ambulation status Behavioral system/privilege level (e.g. locked area/unit, on grounds) 1:1 for personal safety/suicide precautions Sharps count Environment set up (no clutter, spills, unsafe items, etc.) OSHA/Blood Borne Pathogens I.V./lines ER codes/protocols Restraint reduction HIPAA w/c locks/bedrails/call button Vital signs (BP, O2) Trach/Ventilator monitoring Fire/Evacuation/Lockdown CPR certification Communication re: change in status Other
FWPE item #3: Ensures the safety of self and others during all fieldwork related activities by anticipating potentially unsafe situations and taking steps to prevent accidents, such as body mechanics, medical/equipment safety:

Adheres to facility policies and procedures Thorough chart reviews/checks MD orders/parent agreement for IEP Consistently analyzes space for potential hazards based on client risk factors Addresses anticipated safety concerns Provides safe supervision of client based on client status Accurately identifies ambulation needs/functional mobility status Uses safe transfer techniques/equipment according to protocols Determines wheelchair positioning needs (e.g. footrests, cushions, trays/supports, etc.) Correctly positions client (e.g. in chair/bed; at desk, for feeding, etc.) Demonstrates proper splinting techniques Provides supervision of client based on client status to ensure safety Demonstrates proper splinting techniques such as: correct selection – type of orthotic and type of material Operates equipment according to training protocols Demonstrates proper splinting techniques such as: makes adjustments as needed Attends to professional boundaries in therapeutic use of self-disclosure Effectively sets limits & redirects client(s) Establishes safe group climate (reinforce expectations/group rules or contract) Other
II. Basic Tenets

FWPE items #4-6: Clearly, confidently, & accurately articulates values/beliefs/distinct perspective of occupational therapy profession, value of occupation as method/outcome, roles of OT/OTA as collaborative team appropriate to setting, using examples & language consistent with OTPF (current edition):
FWPE items #4-6: Communicates about these 3 tenets:

Verbally Via written material (e.g. handout, article, sample job description, etc.)
FWPE items #4-6: Communicates about these 3 tenets with:

Client Families/ significant others OTA PT PTA SLP Teacher Aides MDs Nursing LISW CRTS CRC AT MT Psychologist 3rd party payers Administration General public (e.g. promotional materials, in-services) Other
FWPE items #4-6: Communicates about these 3 tenets in:

Client intervention/education Documentation/Correspondence Meetings In-services, brochures, bulletin boards, media announcements, etc. Other
FWPE items #4-6: Communicates regarding occupation using:

Examples of occupation-based assessment tools Citations of literature/evidence base for use of occupation relative to person/context Terms and examples specific to person, organization, population (facility mission/level of care/service delivery) OTPF language (current version) verbally and in written work Current AOTA official documents/fact sheets Other
FWPE items #4-6: Communicates regarding OT/OTA roles using:

Current AOTA official documents Federal and state laws/practice acts governing evaluation/intervention State laws/practice acts regarding role of OT/OTA Other
III. Screening and Evaluation
FWPE item # 7: Articulates a clear and logical rationale for the evaluation process based on client information, contexts, theories, frames of reference, and/or practice models:

Describes reasoning based on client, condition, context, theories, FOR, practice models/EBP Explains choice of occupation-based and/or client factors Discusses psychometric properties (validity & reliability) of assessment tool Other
FWPE item #8: Obtains sufficient/necessary information from relevant resources such as record or chart review, client, family, caregivers, & service providers throughout the evaluation process via:

Thorough record/chart review client interview Observation of client performance in areas of occupation (ADL, IADL, Health Management, Rest/Sleep, Education, Work, Play, Leisure, Social Participation) Assessment instruments addressing occupational performance (see assessment chart) Observation of client performance skills (motor and praxis, emotional regulation, cognitive, communication/social, sensory-perceptual) Assessment instruments addressing client performance skills Observation of client performance patterns (roles, routines, rituals, habits) Assessment instruments addressing client performance patterns (see assessment chart) Assessment of client factors (see assessment chart) Observation in current context(s) (personal, physical/environment, social, cultural, temporal, virtual) Gathering information re: anticipated future context(s) Gathering input from family/significant others/service providers (PCA, nursing, teachers, interprofessional team members, referral source) Assessment instruments that address psychosocial factors that affect performance/disposition (see assessment chart) Other
FWPE item #9: Selects relevant screening/assessment* methods (*See Assessment Chart). Selects assessment according to:

Client condition/needs Client priorities Practice context Psychosocial factors Evidence/theory-based Cultural relevance Funding source Psychometric properties (validity/reliability)
FWPE item #9: Selects relevant screening/assessment* methods (*See Assessment Chart). Selects assessment based on Theories/Frames of reference/Models of Practice pertinent to setting such as:

PEO/PEOP Sensory Integrative Biomechanical NDT Functional Group Model Behavioral Acquisitional MOHO Occupational adaptation Psychodynamic Cognitive Behavioral DBT Rehabilitation Sensory processing Clinical Reasoning Developmental Motor Learning Coping Cognitive/Cognitive Disability Other(s)
FWPE item #10(a): Determines client’s occupational profile & performance through interview and other appropriate assessment methods (see Assessment Chart for specific tools/competency expectations). Occupational Profile addresses:

Who is client? Client problems Client values/interests/needs Occupational history Client successes/strengths Client barriers Influence of environment/context Client factors Client performance patterns Client goals/priorities & desired targeted outcomes
FWPE item #10(b): Determines client’s occupational profile & performance through interview and other appropriate assessment methods (see Assessment Chart for specific tools/competency expectations). Occupational Performance addresses:

The client’s act of doing and accomplishing a selected action is determined per appropriate assessment methods (see Assessment Chart)
FWPE item # 11: Evaluates and analyzes client factors & contexts that support or hinder occupational performance (see Assessment Chart for specific tools/competency expectations)

Client factors include values, beliefs, and spirituality; body functions (including psychological functions); psychosocial factors; and body structures – determined per appropriate assessment methods (see Assessment Chart) Contexts – interrelated conditions within and surrounding the client that influence performance including cultural, personal, physical, social, temporal, & virtual contexts - determined per appropriate assessment methods (see Assessment Chart)
FWPE item #12: Administers standardized and non-standardized assessments and surveys accurately and efficiently to ensure valid/reliable results:

Follows assessment tool protocols/procedures (format, script, item use, scoring, etc.) Adheres to time guidelines Other
FWPE item #13: Modifies evaluation procedures based on client factors and contexts such as:

Fatigue O2 sat/respiration rate BP/pulse Frustration tolerance Anxiety Acuity Concerns regarding safety* Cognitive status Pain Cultural beliefs, values, customs, expectations Language Attention Inability to perform task Refusal Modifies by using quiet space Modifies by using multisensory directions Modifies by breaking up evaluation into smaller parts Other
*Please specify concerns regarding safety if applicable:
FWPE item #14: Interprets evaluation results to determine client’s occupational performance strengths & challenges by integrating quantitative & qualitative information such as:

Standardized assessment results Observations of client’s performance Information regarding client condition/dx Client’s stated values, beliefs, motivations Subjective/objective impressions Verbal reports of others (family/caregivers, interprofessional team members, etc.) Other
FWPE item #15: Synthesizes and documents results of evaluation process clearly, accurately, and concisely, using systematic methods to record client’s occupational performance:

Records observed performance in areas of occupation (ADL, IADL, Health Management, Rest/Sleep, Education, Work, Play, Leisure, & Social Participation) as per setting’s policies & procedures/scope of practice Accurately reports standardized assessment data (raw scores/results) as applicable Formulates goals that are specific, measurable, attainable, realistic, time-limited Utilizes outcome measurement methods when available or per setting policies Other
IV. Intervention
FWPE item #16: Articulates a clear and logical rationale for intervention process based on the evaluation results, contexts, theories, frames of reference, practice models, and evidence:

Verbally in supervision sessions Verbally in client sessions Via written assignments (journal, case study) In pt. Education materials Via sharing EBP article reviews In written documentation In rounds/team meetings Via in-services Other
FWPE item #17: Establishes an accurate and appropriate client-centered plan based on the evaluation results, contexts, theories, frames of reference, and/or practice models.

Creates relevant and measurable goals in collaboration with the client and/or family/caregivers Recommends additional consultation and referrals as appropriate Integrates information with client priorities to create plan relative to setting/scope of practice Incorporates client’s present and future context(s) (personal, cultural, temporal, virtual, physical, social) in clinical reasoning/intervention planning Utilizes summarized evidence from critically appraised topics/papers (CATs/CAPs) to guide decision-making/reasoning Uses EBP approach (e.g. PICO question: person, intervention, comparison, outcome) to search for/find relevant evidence according to client priorities and frame of reference Critically appraises findings (e.g. CAT or CanChild) Uses structured method to review evidence (journals, case studies, consensus of experts) Creates realistic plan reflective of accurate understanding of client abilities and potential Sets goals consistent with client priorities, theory/frame of reference, evidence, & setting Other
FWPE item #18: Uses evidence from research & relevant resources to make informed intervention decisions, with supervisor/client/team/caregiver/agency (as appropriate) using information found in:

Critically Appraised Papers (CAPs)/Critically Appraised Topics (CATs) Articles from peer reviewed journals (e.g., AJOT, OTJR, etc.) Discussion/sharing of material learned via other sources (textbooks, OT Practice, coursework, association website searches, conferences, etc.) in supervision Other
FWPE items #19(a): Selects client-centered and occupation-based interventions that motivate & challenge the client to achieve established goals that support targeted outcomes. Client-centered factors:

Condition/status Stated interests Beliefs & values Psychosocial needs Progress Current context and resources Future context & resources Other
FWPE items #19(b): Selects client-centered and occupation-based interventions that motivate & challenge the client to achieve established goals that support targeted outcomes. Occupation-based interventions:

ADLs IADLs Health Management Rest/Sleep Education Work Play Leisure Social Participation Other
FWPE items #19(b): Selects client-centered and occupation-based interventions that motivate & challenge the client to achieve established goals that support targeted outcomes. Targeted Outcomes:

Occupational Performance Prevention Health and wellness Quality of life Participation Well-being Role competence Occupational Justice Improvement Enhancement
FWPE items #20(a): Selects client-centered and occupation-based interventions that motivate & challenge the client to achieve established goals that support targeted outcomes. Client-centered factors:

Condition/status Stated interests Beliefs & values Psychosocial needs Progress Current context & resources Future context & resources Other
FWPE items #20(b): Selects client-centered and occupation-based interventions that motivate & challenge the client to achieve established goals that support targeted outcomes. Occupation-based interventions:

ADLs IADLs Health Management Rest/Sleep Education Work Play Leisure Social Participation Other
FWPE item #21: Chooses and, if needed, modifies intervention approach to achieve established goals that support targeted outcomes.

Prevent (disability) Establish/restore Maintain Create/promote Modify (Compensate/Adaptation) Other
FWPE item #22: Modifies task and/or environment to maximize client performance by:

Adapting sequence of activity & objects used Changing length/frequency/timing of sessions ↑↓ Sensory input ↑↓ Cognitive demand ↑↓ Visual/verbal cues ↑↓ Physical requirements ↑↓ Amount of physical assistance provided Creating adaptive device(s) ↑↓ Social demand (1:1 vs. Group, family vs. Peer(s), rules/norms) ↑↓ Amount of emotional/behavioral support provided Promoting ↑safety (↑awareness, education/feedback, environmental modifications, removing potential sources of injury, etc.) Reviewing/revising expectations with client(s) relative to desired occupations, role(s) & context Other
FWPE item #23: Modifies the intervention plan and determines the need for continuation or discontinuation of services based on the client’s status:

Accurately represents client progress verbally and in documentation Accurately reports change in client status (e.g. illness, affect) Affecting performance frequently re-evaluates effectiveness of intervention based on goal achievement and/or outcome measurement Subjective data consistent with objective data reported verbally or in documentation Other
FWPE item # 24: Documents client’s response to services in a manner that demonstrates effectiveness of interventions via:

Progress reported with quantitative data (goal attainment scaling, excel charts/graphing, re-assessment, score comparison, outcome measurement results) Narrative summary with qualitative descriptors according to problems identified/goals achieved Other
V. Management of Occupational Therapy Services
FWPE item # 25: Demonstrates through practice or discussion ability to collaborate with and assign appropriate tasks to the occupational therapy assistant, occupational therapy aide, or others to whom responsibilities might be assigned, while remaining responsible for all aspects of treatment.

Describes and/or engages in tasks with OTA relative to job description and/or scope of practice as defined by state guidelines (e.g. soliciting contributions to evaluation process and/or delegating implementing & adjusting intervention plan) in accordance with AOTA Official Guidelines for Supervision, Roles, & Responsibilities Completes alternate assignment to meet objective (please describe/attach)** Describes or assigns duties commensurate to educational level, assessed competency, federal & state laws regulating collaboration and use of supportive personnel Considers number of clients, complexity of needs, type of setting, safety describes or provides type of supervision required (close, direct, line of sight) Provides reference for state statutes/regulations governing performance of services and definitions of supervision Other
**Please describe alternate assignment to meet objective (if applicable):
**Please attach/upload alternate assignment to meet objective (if applicable):

Cancel of
FWPE item # 26: Demonstrates through practice or discussion understanding of costs and funding systems related to occupational therapy services at this site such as federal, state, third party, and private payers:

Discusses political issues/policy decisions that affect funding Outlines how services are regulated and funds allocated pertaining to local and/or federal laws such as IDEA, ADA, Medicare/Medicaid, etc. Describes agency billing/payment system (grant funding, types of insurance, private pay, cost-share, state/federal funding) Describes eligibility criteria for reimbursement and discharge Identifies possible resources available (grants, community partnerships, sources for donations, fundraising ideas, etc.) Demonstrates awareness of risk management and liability as part of costs and quality care demonstrates awareness of budgetary implications when procuring/using supplies Demonstrates awareness of options for client’s procurement of adaptive equipment and assistive technology Other
FWPE item 27: Demonstrates knowledge about the organization:

Articulates organization’s mission, vision & values Articulates organization’s accreditation status, licensing, and specialty certifications as applicable Other
FWPE item #28(a): Meets productivity standards or volume of work expected of occupational therapy students

Expected time frame: is self-directed in managing schedule to meet workload/caseload Gathers necessary evaluation data within allotted amount of time^
^Please specify "Gathers necessary evaluation data within allotted amount of time":
FWPE item #28(b): Meets productivity standards or volume of work expected of occupational therapy students. Completes evaluation write-up with documentation co-signed & in chart/record within:

8 hours 24 hours 1 week Other
FWPE item #28(c): Meets productivity standards or volume of work expected of occupational therapy students.
Conducts (specify number) of evaluations:
evaluations/day per day
evaluations/week per week
evaluations/month per month

Serves caseload commensurate with entry-level therapist (please specify # of clients/groups):
clients/day /groups/day per day
clients/week /groups/week per week
clients/month /groups/month per month
FWPE item #28(d): Meets productivity standards or volume of work expected of occupational therapy students. Volume of work:

Produces the volume of work required in the expected time frame:
Completes (specify number) progress notes:
blanks per day
blank per week
blank per month
FWPE item #28(e): Meets productivity standards or volume of work expected of occupational therapy students. Volume of work(cont'd):

Schedules meetings/sessions according to facility expectations Begins/ends sessions on time On time and attends meetings Reports in meetings in concise manner Prioritizes workload according to policies & caseload demands Uses time management strategies (checklists, templates, to-do list) Other
VI. Communication and Professional Behaviors
FWPE item #29: Communicates clearly & effectively, both verbally and nonverbally with clients, families, caregivers, colleagues, service providers, administration, and the public:

Writes in a manner conducive to being read by recipients of services & others, free of jargon, retaining language consistent with OTPF [current edition] (client profile, analysis of occupational performance (areas, skills/patterns, influence of context(s), client factors) Uses language appropriate to the recipient of information, including but not limited to funding agencies and regulatory agencies Gauges use of terminology to level of understanding of person with whom communicating Utilizes examples to illustrate meaning/intent Uses active listening strategies (restates/paraphrases) to ensure both parties have shared understanding of information/plan Uses multiple modes of communication (verbal, written, nonverbal) Makes eye contact when appropriate Attends to physical boundaries/body space Demonstrates professional presentation/demeanor in facial expression, posture, grooming, affect, & attire Takes into account cultural differences, providing handouts in client’s first language, when available, providing illustrations with written content Adjusts content (verbal/nonverbal) in response to clients/family/caregivers colleagues’ response Provides clear and concise instructions Other
FWPE item # 30: Produces clear and accurate documentation according to site requirements. All written communication is legible, using proper spelling, punctuation, and grammar:

Completes electronic health documentation &/or hand-written documentation per setting requirements Uses approved institutional terminology/abbreviations Uses technology when available to check work (grammar, spelling)n 3 Uses strategies such as proof reading, reading aloud, checking against template, asking colleague/peer to proof if feasible Other
FWPE item #31: Collaborates with fieldwork educator(s) (FWEs) to maximize the learning experience:

Initiates communication Asks FWE(s) for specific feedback about performance Consistently checks in to clarify expectations Identifies own strengths and challenges Shares information about learning style with FWE(s) and asks for help as needed to adjust Utilizes structures in setting to support learning (e.g. student manual, reviews expectations, tracks own caseload/workload) Asserts need to schedule supervision meetings Discusses concerns & identify possible avenues for changes or improvements Discusses and/or negotiates need for adjustments to supervisory relationship, performance expectations, caseload, and learning environment to improve quality of experience (e.g. reviews AOTA Fieldwork Experience Assessment Tool) Other
FWPE item # 32: Takes responsibility for attaining professional competence by seeking out learning opportunities & interactions with FWE(s) & others:

Comes to supervision w/ list of questions/concerns and possible options for how to address them Takes initiative to meet w/ other members of team to understand their role/perspective Reviews testing materials/manuals on own prior to observing or administering Seeks out, reviews and shares reading materials/articles on frames of reference/EBP, client conditions, public law/policy, etc. Pilots new program ideas/improvements (e.g. assessment tools, outcome measures, groups, new forms or procedures, etc.) when feasible/available Collaborates in research design or data collection with others (per IRB approval) Exercises good judgment when choosing to attend in-services or other continuing education opportunities (e.g. based on workload management, caseload focus, scope of practice) Other
FWPE item #33: Responds constructively to feedback:

Engages in mutual feedback exchange (e.g. listen, clarify, acknowledge feedback &/or redirection, provide examples, ask "How can I improve?"; discuss ways to make active changes, identify what would be helpful, discusses options) Demonstrates commitment to learning by identifying specific goals/actions to improve behavior/ performance in collaboration with FWE Processes feedback & seeks support from FWE appropriate to context of supervisory relationship & learning opportunity Utilizes tools to reflect on own performance or variables affecting performance (e.g. self-assessment on FWPE, journaling, FEAT) Takes initiative to contact academic program resource persons for support if needed Other
FWPE item #34: Demonstrates consistent and acceptable work behaviors including initiative, punctuality, preparedness, flexibility, dependability, professional appearance, and work site maintenance:

Takes initiative to address workload management and professional responsibilities Demonstrates consistent work behaviors (punctuality, preparedness, flexibility, dependability, professional appearance, and work site maintenance) in both task and interpersonal interactions Attends to site cleanliness, safety and maintenance of supplies as appropriate to student role Comes prepared for meetings/sessions Takes responsibility to address areas of personal/professional growth Proactively plans for & requests appropriate supports or accommodations in manner consistent with federal law and site resources (e.g. open in communication, provides appropriate documentation, requests reasonable accommodation if indicated) Other
FWPE item #35: Demonstrates effective time management:

Plans ahead for daily schedule, meetings, and other responsibilities Monitors, maintains and adapts own schedule in accordance with site’s priorities Organizes agenda or materials for meetings and sessions Conducts evaluation and/or intervention sessions within allotted time, inclusive of set-up/clean-up Arrives on time to work, meetings, client sessions Completes documentation/paperwork in timely manner Completes learning activities by due dates
FWPE item #36: Manages relationships effectively through therapeutic use of self and adjusts approach to meet the needs of clients and others, including but not limited to cooperation, flexibility, tact, and empathy in social interactions with clients/patients, peers and colleagues:

Demonstrates strong rapport with clients, families, caregivers, interprofessional team members, and administrators Demonstrates empathy toward client Utilizes a client-centered, collaborative approach to service delivery Communicates concerns in 1st person manner (e.g. “I statements”) Remains calm when conveying point of view when conflict arises Compromises as needed when negotiating workload Demonstrates flexibility to support own learning or department mission (e.g. extra effort, stay late if needed, etc.) Demonstrates ongoing awareness of impact of own behavior on others Displays positive regard for others Demonstrates effective use of self-disclosure (e.g. moderate/therapeutic use of self to build rapport, establish alliances and motivate others – clients/peers/colleagues) Provides genuine encouragement to maximize client’s participation/performance Provides timely and specific feedback Sets limits to maintain safety and support positive behavior/performance improvement
FWPE item #37: Demonstrates respect for diversity factors of others including but not limited to culture, socioeconomic status, beliefs, and identity:

Demonstrates awareness of own background and sensitivity to views of others (clients, families, colleagues, caregivers, colleagues, service providers, administration, and the public) Refrains from imposing own beliefs and values on others Demonstrates acceptance of others Demonstrates respect for all Maintains clients’ dignity Practices cultural humility and sensitivity by gathering information about clients’ cultural values and/or spiritual beliefs Incorporates clients’ cultural context, values and beliefs into all therapeutic interactions and all aspects of the occupational therapy process Demonstrates sensitivity for client’s socioeconomic and community resources and lifestyle when designing intervention plans and discharge planning Demonstrates tolerance for differences in others and willingness to work with all clients
Other expectations not noted above:
FW Site Coordinator/Fieldwork Educator Signature/Credentials

Clear
Academic Fieldwork Coordinator or MOT Program Designee Signature/Credentials

Clear
MOT Student Signature/Credentials

Clear
Date

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Date
NOTE: Fieldwork Educator indicates collaboration and agreement with Site Specific Objectives by completing this form and the FWE Attestation Form
Should be Empty:

Muskingum University S/OT Level II Fieldwork Site Specific Objectives

I. Fundamentals of Practice

II. Basic Tenets

III. Screening and Evaluation

IV. Intervention

V. Management of Occupational Therapy Services

VI. Communication and Professional Behaviors