OT 4750: Practicum I Level I Fieldwork

Course description

In this course, students will provide occupational therapy evaluation and treatment in a supervised community-based setting. 

Relationship to curriculum design

The basic tenets of occupational therapy are incorporated in the design of the fieldwork placement I, as well as professional communication, evaluations of self awareness and personal growth, problem solving opportunities, and opportunities to engage in both screening, evaluation and referral processes and formulating and implementation of an intervention plan, in varied contexts of occupational performance needs and requirements.

Learning outcomes

  1. Use sound judgment in regard to safety of self and others, and adhere to safety regulations throughout the occupational therapy process. (B.2.8.)
  2. Use standardized and non-standardized screening and assessment tools to determine the need for occupational therapy intervention. These include, but are not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others. (B.4.1.)
  3. Use appropriate procedures and protocols (including standardized formats) when administering assessments. (B.4.3.)
  4. Evaluate client(s)' occupational performance in a activities of daily living, instrumental activities of daily living, education, work, play, leisure and social participation. Evaluation of occupational performance using standardized and non-standardized assessment tools includes
  • The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.
  • Client factors, including body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, integumentary systems).
  • Performance patterns (e.g., habits, routines, roles) and behavior patterns.
  • Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and activity demands that affect performance.

Performance skills, including motor (e.g., posture, mobility, coordination, strength, energy), process (e.g., energy, knowledge, temporal organization, organizing space and objects, adaptation), and communication and interaction skills (e.g., physicality, information exchange, relations). (B.4.4; B .4.7)

  1. Interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical frameworks. (B4.8.)
  2. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services. B.4.10.)
  3. Use evaluation findings based on appropriate theoretical approaches, models of practice; , and frames of reference to develop occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components:
  • The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.
  • Client factors, including body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, integumentary systems).
  • Performance patterns (e.g., habits, routines, roles) and behavior patterns.
  • Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and activity demands that affect performance.

Performance skills (e.g., posture, mobility, coordination, strength, energy), process (e.g., energy, knowledge, temporal organization, organizing space and objects, adaptation), and communication and interaction skills (e.g., physicality, information exchange, relations). (B.5.1.)

  1. Select and provide direct occupational therapy interventions and procedures to enhance safety, wellness, and performance in activities of daily living (ADL, instrumental activieies of daily living (IADL), education, work, play, leisure, and social participation. (B.5.2.)
  2. Provide therapeutic use of self, including one's personality, insights, perceptions, and judgements as part of the therapeutic process in both individual and group interaction. (B. 5.6)
  3. Provide training in self-care, self-management, home management, and community and work integration. (B.5.4.)
  4. Provide development, remediation, and compensation for physical, cognitive, perceptual, sensory (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception), neuromuscular, and behavioral skills. (B5.5.)
  5. Apply the principles of the teaching-learning process using educational methods to design educational experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public. (B.5.17.)
  6. Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner. (B.5.18.)
  7. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context. (B.5.19.)
  8. Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention. (B.5.24.)
  9. Plan for discharge, in collaboration with the client, by reviewing the needs of the client, caregiver, family, and significant others; resources; and discharge environment. This includes, but is not limited to, identification of client's current status within the continuum of care and the identification of community, human, and fiscal resources; recommendations for environmental adaptations: and home programming to facilitate the client's progression along the continuum toward outcome goals. (B. 5.25.)
  10. Demonstrate the ability to educate the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, and safety.(B.5.16)
  11. Organize, collect, and analyze data in a systematic manner for evaluation of practice outcomes. Report evaluation results and modify practice as needed to improve outcomes. (B.5.26.)
  12. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered. (B.5.28.)
  13. Discuss and evaluate personal and professional abilities and competencies as they relate to job responsibilities. (B9.6.)