FWEd Level II FW and Doctoral Exp Component Manual UPDATED FEB2017

FIELDWORK EDUCATORS Fieldwork LEVEL II and OTD Doctoral Experiential Component MANUAL WASHINGTON UNIVERSITY SCHOOL OF MEDICINE PROGRAM IN OCCUPATIONAL THERAPY St Louis, MO Table of Contents • • • • • • • • • • • • • • • • • • • • • • • • • • • • AOTA Position Paper: Fieldwork Level II and OT Students (2012)…………………….…… - Requirements for Level II Fieldwork & Doctoral Experiential Component……………………… Prerequisites for Fieldwork Coursework………………………………………………………………6 Timeline Requirements………………………………………………………………………….… ….7 Level II Fieldwork Objectives………………………………….…….……………………………….…8 ACOTE Standards for Level II Fieldwork…………………………………………………………9 - 10 Supervision Requirements on Level II FW …………………………… …………………… …… 11 Typical Dates for Fieldwork …….………………………….…….………………………….…… 11 Evaluation Methods & Grading for FW Level II ………………………… ………………………….12 OTD Doctoral Experiential Component Objectives……………………………………………….…13 ACOTE Standards for the OTD Doctoral Experiential Component………… ………………13 – 14 Special Circumstances for Doctoral Experiential Components……………………………… 14 -15 Supervision Requirements for the OTD Doctoral Experiential Component…………… ……… 15 Evaluation Methods and Grading for the OTD Doctoral Experiential Component…………… 15 Preparing for Fieldwork and Doctoral Experiential Component.………………………… ….… 16 Accommodations on Fieldwork…………………………………………………………………….… 16 Attendance………………………………………………………………………………………… 16 – 17 Attendance in the Absence of the FW Educator………………………………………………….….17 Correspondence Between the University and the Fieldwork Site.………….………………….… 17 Correspondence Between the University and the Student…….……………………………………18 Health Insurance Coverage…………………………………………………………………… …18 - 19 HIPAA…………………………………………………………………………………………… …19 – 20 Performance Problems on Fieldwork and Development Plan…………………………… ……….21 Withdrawal and Failure from Fieldwork II Experience…………………………………………… 22 Withdrawal and Failure from the OTD Doctoral Experiential Component ………………… ……23 What Happens If (various questions) …………………………………………………… ……24 - 28 Hints for a Successful Fieldwork Experience….…………………………………… …… ……28 - 29 ASD Tips for A Successful Experience…………………………………… …………… …………30 The Effective vs Challenging Student…………………………………………………… 30 - 32 FORMS for FIELDWORK and OTD DOCTORAL EXPERIENTIAL COMPONENT • • • • • • Appendix A: Level II Fieldwork Mid-Term for the Occupational Therapy Student……… 33 - 37 Appendix B: Student Evaluation of the Fieldwork Experience …….…… ….………… …38 - 45 Appendix C: Weekly Review Forms ………………………………………………… .46 - 47 Appendix D: AOTA FW Performance Evaluation (PDF copy)………………………….…… 48 - 55 Appendix E: OTD Doctoral Experiential Component Plan D-4 ……………………… ……56 - 58 Appendix F: OTD Doctoral Experiential Component Learning Plan & Evaluation D-6… 59 - 62 Updated Feb.2017 Fieldwork Level II and Occupational Therapy Students: A Position Paper (2012) The purpose of this paper is to define the Level II fieldwork experience and to clarify the appropriate conditions and principles that must exist to ensure that interventions completed by Level II fieldwork students are of the quality and sophistication necessary to be clinically beneficial to the client When appropriately supervised, adhering to professional and practice principles, and in conjunction with other regulatory and payer requirements, the American Occupational Therapy Association (AOTA) considers that students at this level of education are providing occupational therapy interventions that are skilled according to their professional education level of practice AOTA asserts that Level II occupational therapy fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist in compliance with state and federal regulations Occupational therapy assistant fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist or occupational therapy assistant under the supervision of an occupational therapist in compliance with state and federal regulations Occupational therapy Level II fieldwork students are those individuals who are currently enrolled in an occupational therapy or occupational therapy assistant program accredited, approved, or pending accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE; 2012a, 2012b, 2012c) At this point in their professional education, students have completed necessary and relevant didactic coursework that has prepared them for the field experience The fieldwork Level II experience is an integral and crucial part of the overall educational experience that allows the student an opportunity to apply theory and techniques acquired through the classroom and Level I fieldwork learning Level II fieldwork provides an in-depth experience in delivering occupational therapy services to clients, focusing on the application of evidence based purposeful and meaningful occupations, administration, and management of occupational therapy services The experience provides the student with the opportunity to carry out professional responsibilities under supervision and to observe professional role models in the field (ACOTE, 2012a, 2012b, 2012c) The academic program and the supervising OT practitioner are responsible for ensuring that the type and amount of supervision meets the needs of the student and ensures the safety of all stakeholders The following General Principles represent the minimum criteria that must be present during a Level II fieldwork experience to ensure the quality of services being provided by the Level II student practitioner: ¹ a The student is supervised by a currently licensed or credentialed occupational therapy practitioner who has a minimum of year of practice experience subsequent to initial certification and is adequately prepared to serve as a fieldwork educator Updated Feb.2017 ¹When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2006) b Occupational therapy students will be supervised by an occupational therapist Occupational therapy assistant students will be supervised by an occupational therapist or an occupational therapy assistant in partnership with the occupational therapist who is supervising the occupational therapy assistant (AOTA, 2009) c Occupational therapy services provided by students under the supervision of a qualified practitioner will be billed as services provided by the supervising licensed occupational therapy practitioner d Supervision of occupational therapy and occupational therapy assistant students in fieldwork Level II settings will be of the quality and scope to ensure protection of consumers and provide opportunities for appropriate role modeling of occupational therapy practice e The supervising occupational therapist and/or occupational therapy assistant must recognize when direct versus indirect supervision is needed and ensure that supervision supports the student’s current and developing levels of competence with the occupational therapy process f Supervision should initially be direct and in line of sight and gradually decrease to less direct supervision as is appropriate depending on the •Competence and confidence of the student, •Complexity of client needs, •Number and diversity of clients, •Role of occupational therapy and related services, •Type of practice setting, •Requirements of the practice setting, and •Other regulatory requirements (ACOTE, 2012a, 2012b, 2012c) g In all cases, the occupational therapist assumes ultimate responsibility for all aspects of occupational therapy service delivery and is accountable for the safety and effectiveness of the occupational therapy service delivery process involving the student This also includes provision of services provided by an occupational therapy assistant student under the supervision of an occupational therapy assistant (AOTA, 2009) h In settings where occupational therapy practitioners are not employed, Students should be supervised daily on site by another professional familiar with the role of occupational therapy in collaboration with an occupational therapy practitioner (see b above) Occupational therapy practitioners must provide direct supervision for a minimum of hours per week and be available through a variety of other contact measures throughout the workday The occupational therapist or occupational therapy assistant (under the supervision of an occupational therapist) must have three years of practice experience to provide this type of supervision (ACOTE, 2012a, 2012b, 2012c) Updated Feb.2017 state licensure policies and regulations regarding student supervision will be followed including the ability of the occupational therapy assistant to serve as fieldwork educator i All j Student supervision and reimbursement policies and regulations set forth by thirdparty payers will be followed It is the professional and ethical responsibility of occupational therapy practitioners to be knowledgeable of and adhere to applicable state and federal laws, and payer rules and regulations related to fieldwork education References Accreditation Council for Occupational Therapy Education (2012a) Accreditation standards for a doctoral-degree-level educational program for the occupational therapist American Journal of Occupational Therapy, 66 Accreditation Council for Occupational Therapy Education (2012b) Accreditation standards for a master’s-degree-level educational program for the Occupational Therapist American Journal of Occupational Therapy, 66 Accreditation Council for Occupational Therapy Education (2012c) Accreditation standards for an educational program for the occupational therapy assistant American Journal of Occupational Therapy, 66 American Occupational Therapy Association (2006) Policy 1.44: Categories of occupational therapy personnel In Policy manual (2011 ed., pp 33–34) Bethesda, MD: Author American Occupational Therapy Association (2009) Guidelines for supervision, roles, and responsibilities during the delivery of occupational therapy services American Journal of Occupational Therapy, 63, 797–803 Authors Debbie Amini, EdD, OTR/L, CHT, Chairperson, Commission on Practice Jyothi Gupta, PhD, OTR/L, OT, Chairperson, Commission on Education for The Commission on Practice Debbie Amini, EdD, OTR/L, CHT, Chairperson and The Commission on Education Jyothi Gupta, PhD, OTR/L, OT, Chairperson Adopted by the Representative Assembly Coordinating Council (RACC) for the Representative Assembly, 2012 in response to RA Charge # 2011AprC26 Note This document is based on a 2010 Practice Advisory, “Services Provided by Students in Fieldwork Level II Settings.” Prepared by a Commission on Practice and Commission on Education Joint Task Force: Debbie Amini, EdD, OTR/L, CHT, C/NDT Janet V DeLany, DEd, OTR/L, FAOTA Debra J Hanson, PhD, OTR Susan M Higgins, MA, OTR/L Jeanette M Justice, COTA/L Linda Orr, MPA, OTR/L To be published and copyrighted in 2012 by the American Occupational TherapyAssociation in the American Journal of Occupational Therapy, 66(6, Suppl.) Updated Feb.2017 Requirements for Level II Fieldwork & OTD Doctoral Experiential Component In accordance with the ACOTE Standards (2011), each MSOT student must successfully complete two Level II fieldwork experiences in order to complete the requirements for graduation from the Washington University Program in Occupational Therapy Each OTD student must successfully complete two Level II fieldwork experiences and one 16 week Doctoral Experiential Component (referred to as the OTD Doctoral Experiential Component) in order to complete the requirements for graduation from the Washington University Program in Occupational Therapy The Level II fieldwork and OTD Doctoral Experiential Component experiences are credited courses (6 credit hours each) It is highly recommended that students (MS and OTD) complete at least clinically based FWII OT593A Fieldwork II This course provides fieldwork experience under the supervision of an occupational therapist Students’ participation includes in-depth experience in delivering occupational therapy services to clients including evaluation, treatment and intervention Students have the opportunity to practice in a variety of clinical or community based settings During the fieldwork process, students are expected to assume increasing responsibilities related to patient or client care The fieldwork experience is designed to promote clinical reasoning, professionalism and competency Duration is 12 weeks OT 593B Fieldwork II This course provides a second fieldwork experience under the supervision of an occupational therapist Students’ participation includes in-depth experience in delivering occupational therapy services to clients including evaluation, treatment and intervention Students have the opportunity to practice in a variety of clinical or community based settings Because this is the second of two fieldwork II experiences, students are expected to build on their first fieldwork and assume increasing responsibilities related to patient or client care The fieldwork experience is designed to progressively build competencies in clinical reasoning, professionalism and entry-level skills Duration is 12 weeks OT 793C OTD Doctoral Experiential Component (OTD students only) This course provides a customized experience specific to the doctoral pursuit of the student Students may participate in research, policy, clinical practice, advocacy, teaching, etc Students may or may not be supervised by an occupational therapist Students are expected to achieve specific goals established by the student, the site supervisor, and the doctoral chair Duration is 16 weeks Prerequisites for Fieldwork and Doctoral Experiential Component Coursework • Level II Fieldwork: Must successfully complete all first and second year coursework prior to first Level II experience; including all Masters Project requirements • • OTD Doctoral Experiential Component: Must successfully complete Level II fieldwork experiences (OT 593A & B) and all third year coursework prior to the Doctoral Experiential Component experience, including ALL Doctoral Project requirements o As stated in the ACOTE (2011) standards (C.2.0), both FW Level II experiences are to be completed prior to the OTD Doctoral Experiential Component o No portion of a FWII experience or work experience will be substituted for the Doctoral Experiential Component Each student MUST complete a competency requirement after completion of the nd FWII before beginning the Doctoral Experiential Component Students will complete the NBCOT General Practice Entry Level Self-Assessment Tool online and send a PDF copy of it to Program’s Course Coordinator (Joanne Morrissey) Updated Feb.2017 o The General Practice Entry Level Self-Assessment Tool can be found on the NBCOT website: www.nbcot.org o Certification Candidates tab/Entry-Level Self Assessment You may choose to any of the self-assessments but the OTR General Practice self – assessment is REQUIRED o The direct link is: https://secure.nbcot.org/ReadinessTools/Default.aspx?Testid=2 Timeline Requirements All students must successfully complete the required Level II Fieldwork and/or OTD Doctoral Experiential Component experiences within 12 months of completion of academic coursework Failure to successfully complete the Level II experiences within the 12-month period will result in dismissal from the Program Unforeseen circumstances may require a leave of absence or an extension to the fieldwork experience that may allow the 12-month time frame to be extended The Committee on Academic and Professional Evaluation of Students (CAPES) will determine the impact of a Leave of Absence or extension on the 12-month time frame for completion of the FW Level II and/or OTD Doctoral Experiential Component experiences A leave of absence or an extension during Fieldwork must be approved by the CAPES Updated Feb.2017 LEVEL II FIELDWORK OBJECTIVES FOR WASHINGTON UNIVERSITY Fieldwork is an integral part of the educational experience It is during this time that the student gains the opportunity to “operationalize” their knowledge and be mentored in the process Fieldwork is also the first time the student has responsibility for their own clients in which they demonstrate behaviors and ethical decision-making and use the evidence available of person, environment and occupational factors that help clients achieve their own goals It is our objective for the students to engage in and demonstrate the capacity to practice in ways that support their clients in achieving quality of life through occupation The following objectives should set the tone for the fieldwork experience Students will (ACOTE 2011 standards are identified): Demonstrate the ability to perform assessment and treatment planning processes consistent with the AOTA Practice Framework using the Models of Practice consistent with their educational preparation (ACOTE B.4.1, B.4.2, B.4.3, B.4.4) Administer and interpret occupational performance based assessments at the individual outcome, program evaluation and program development levels in a skillful manner (B.4.4, B.5.1, B.7.5, and B.7.6) Use evidence to inform practice on a consistent manner; including evidence based on experience, expert practitioners, from controlled studies, and from descriptive literature (B.8.3, B.6.6) Work collaboratively with team members and occupational therapy assistants to plan, implement, and terminate interventions that address the occupational goals of the client (B.4.5, B.5.22, B.5.25 and B.5.27) Implement interventions centered on occupation, participation and environment as clientcentered care is planned and implemented (B.5.0, B.5.1) Provide services focused on consumers and family to enable the client’s occupation and maximizing occupational performance once discharged (B.5.28) Advocate for those who may be vulnerable or at risk with secondary conditions (B.2.9) Use occupational histories to create occupational profiles to guide client-centered care (B.4.4) Demonstrate a sensitivity to and inclusion of culture in the design of interventions (B.4.7) 10 Plan and implement assessment and intervention plans that demonstrate a balance of the person, occupation and environmental factors (B.5.1, B.5.2) 11 Transition clients from one service level to the next to insure an outcome of full participation and well being in addition to occupational performance goals (B.5.25, B.5.29) 12 Document occupation-based care plans, progress notes, goals and knowledge of billing methodologies that support occupational-based practice (B.4.10, B.5.32) 13 Treat a full client caseload, as defined by fieldwork site, by the end of experience 14 Submit correct and complete documentation in a timely manner, according to policies and procedures of fieldwork site (B.5.32) 15 Consistently report to site on time 16 Follow all policies and procedures as instructed by the fieldwork site and Washington University Program in Occupational Therapy 17 Demonstrate initiative when exploring new learning opportunities 18 Actively participate in the supervisory process 19 Utilize treatment approaches that demonstrate in depth knowledge of the various frames of reference in Occupational Therapy practice 20 Demonstrate entry-level competencies for the practice setting 21 Demonstrate professional behaviors consistently 22 Achieve all additional objectives set by the specific fieldwork site Updated Feb.2017 ACOTE Standards (2011) for Level II Fieldwork The Program in Occupational Therapy at Washington University follows all standards developed by the Accreditation Council for Occupational Therapy Education for fieldwork II These standards serve as official policies of Washington University for level II fieldwork ACOTE’s fieldwork Level II standards are outlined below The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings The program will: C.1.11 Ensure that the fieldwork experience is designed to promote clinical reasoning and reflective practice, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities C.1.12 Provide Level II fieldwork in traditional and/or emerging settings, consistent with the curriculum design In all settings, psychosocial factors influencing engagement in occupation must be understood and integrated for the development of client-centered, meaningful, occupation-based outcomes The student can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice area, or in a maximum of four different settings C.1.13 Require a minimum of 24 weeks’ full-time Level II fieldwork This may be completed on a part-time basis, as defined by the fieldwork placement in accordance with the fieldwork placement’s usual and customary personnel policies, as long as it is at least 50% of an FTE at that site C.1.14 Ensure that the student is supervised by a currently licensed or otherwise regulated occupational therapist who has a minimum of year full-time (or its equivalent) of practice experience subsequent to initial certification and who is adequately prepared to serve as a fieldwork educator The supervising therapist may be engaged by the fieldwork site or by the educational program C.1.15 Document a mechanism for evaluating the effectiveness of supervision (e.g., student evaluation of fieldwork) and for providing resources for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, articles on theory and practice) C.1.16 Ensure that supervision provides protection of consumers and opportunities for appropriate role modeling of occupational therapy practice Initially, supervision should be direct and then decrease to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student C.1.17 Ensure that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least years’ full-time or its equivalent of professional experience Supervision must include a minimum of hours of direct supervision each week of the fieldwork experience An occupational therapy supervisor must be available, via a variety of Updated Feb.2017 contact measures, to the student during all working hours An on-site supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site C.1.18 Document mechanisms for requiring formal evaluation of student performance on Level II fieldwork (e.g., the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student or equivalent) C.1.19 Ensure that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has year of experience in practice Updated Feb.2017 10 Washington University School of Medicine Program in Occupational Therapy STUDENT/SUPERVISOR WEEKLY REVIEW Week #: Student _ Fieldwork Instructor: _ STRENGTHS GROWTH AREAS GOALS FOR NEXT WEEK MEETINGS, ASSIGNMENTS DUE, ETC APPENDIX D AOTA Fieldwork Performance Evaluation FOR EXAMPLE ONLY….DO NOT USE THIS FORM, use the form sent to the site! Used for the midterm and final evaluation of student performance A hard copy of this form will be sent with the FW packet to your FW site APPENDIX E OTD Doctoral Experiential Component Plan Doctoral Form D-4 for OTD students only these forms are found on the Student drive/Fieldwork/OTD Forms Doctoral Experiential Component Plan (Doctoral Form D-4) Washington University School of Medicine- Program in Occupational Therapy Student: _ Doctoral Chair: Part 1: Doctoral Experiential Component Planning Due: to Doctoral Mentor by November 1st of third year Area of Focus for the Doctoral Experiential Component Experience: Educational Goals for the Doctoral Experiential Component Experience: Potential Sites for the Doctoral Experiential Component Experience (list possible sites for student/mentor to contact): Relationship between Doctoral Concentration and the Doctoral Experiential Component Experience: Signatures: Student _ Doctoral Chair Date Date SEE PART FOR THE CONTRACT INFORMATION Doctoral Experiential Component Plan (Doctoral Form D-4) Washington University School of Medicine- Program in Occupational Therapy D-4 OTD Doctoral Experiential Component Planning Student: _ Doctoral Chair: Part 2: Final Doctoral Experiential Component Request Once a site has agreed to take the student and there is a FIRM PLAN, complete this D-4 Part and turn it in to the Course Coordinator She will forward the form to the Fieldwork Administrative Coordinator to initiate the contract process with the site A contract with an international site WILL NOT be initiated if this form is received after the February 1st deadline IF the Doctoral Experiential Component will be spent in sites (maximum) and both sites have agreed to take the student, complete the Part for both sites Submission of this form does not guarantee the placement Due: to Joanne Morrissey, OTD Coordinator, by February of third year Site for the Doctoral Experiential Component Experience (Site has agreed to work with student): a) Contact Person and title: b) Contact Person’s email address: c) Contact Phone Number: d) Contact Mailing Address: e) Fax (if applicable): f) Check one: _ Split week WUOT/13 week onsite experience (1 site only) _ 16 weeks on site (1 site only) This is dependent on my FWII site dates _ Split between two sites for the 13 or 16 weeks See 2nd Part for information on site #2 Signatures: Student _ Doctoral Chair Date Date APPENDIX F Doctoral Doctoral Experiential Component – Learning Plan and Evaluation Doctoral Form D-6 for OTD students only Doctoral Experiential Component Objectives and Evaluation (Doctoral Form D-6) Washington University School of Medicine Program in Occupational Therapy D-6 OTD Doctoral Experiential Component Objectives and Evaluation Student: _ Doctoral Chair: Part A: For week Experience Due: to Joanne Morrissey, OTD Coordinator, by Day of the experience Location of the Doctoral Experiential Component Experience: WUOT Objectives for the Week Experience (one required): Signatures: Student: Mentor: Date: Date: Part B: For 13 or 16 Week Experience Due: to Joanne Morrissey, OTD Coordinator, by Week of the experience Location of the Doctoral Experiential Component Experience: Site Supervisor and Qualifications: Objectives for the 13 or 16 Week Experience (three required): Continue numbering if more objectives are necessary I agree with the objectives and feel that all learning objectives are obtainable within the Doctoral Experiential Component timeframe Additional objectives can be added as the situation and experience dictate Signatures: Student: Date: Supervisor: Date: Mentor: Date: Part C: Midterm Due: Week of the 13-week experience or Week of the 16-week experience Submit to Joanne Morrissey, OTD Coordinator Obj#: Status/Progress to Date: (1) Accomplished (2) Making Progress (3) Not ProgressingNeeds Attention Contact WUOT Doctoral Chair Comments: Continue numbering if more objectives are necessary We have reviewed Part C and agree that the student is making progress and is passing at midterm If student is not meeting the objectives, the OTD doctoral mentor has been contacted Signatures: Student: Supervisor: Mentor: Date: Date: Date: Part D: Final Due: At the end of the 13-week experience or the 16-week experience Submit to Joanne Morrissey, OTD Coordinator Obj#: Status/Progress to Comments: Date: (1) Met (3) Not Met (Explanation Required) Contact WUOT Doctoral Chair Continue numbering if more objectives are necessary Supervisor evaluation of student performance Please comment on students’ achievement for each objective If not met, please identify reasons Student evaluation of supervisor, experience and self (please comment on this experience, supervisory relationship and your individual performance Please Check one: We have reviewed the final evaluation and agree that the student has fulfilled the objectives for Doctoral Experiential Component PASSED We have reviewed the final evaluation and agree that the student has NOT fulfilled the objectives for Doctoral Experiential Component DID NOT PASS ... the ACOTE (2011) standards (C.2.0), both FW Level II experiences are to be completed prior to the OTD Doctoral Experiential Component o No portion of a FWII experience or work experience will be... completed a FWII, but the experience will be designed totally separate and no FWII hours will count towards the OTD Doctoral Experiential Component The OTD Doctoral Experiential Component objectives... completion of the FW Level II and/ or OTD Doctoral Experiential Component experiences A leave of absence or an extension during Fieldwork must be approved by the CAPES Updated Feb.2017 LEVEL II FIELDWORK