Interprofessional Low Vision Rehab Scenario
Diagnosis: Cone-Rod Dystrophy
"I do feel more confident in working with other healthcare professionals after completing this simulation. I have a better understanding of the role of each discipline in this interdisciplinary team and how they interact with one another, as well as the client. Watching the videos and seeing the documentation written by each health care professional is useful in seeing real-life examples of interactions and note-taking that you cannot get in a classroom."
"I feel that I have a better understanding of interprofessional collaboration within the low vision rehabilitation setting. This was a good experience to see how each discipline interacts with both the client and other professionals to benefit the client. After completing this simulation, I feel better prepared to work with other healthcare professionals in different settings."
"I feel that I now have an increased understanding of interprofessional collaboration in low vision rehabilitation. Observing each individual professional alone and then how the team comes together to enhance the quality of life and function for the client was very beneficial in understanding this process. Being introduced to each component of the team is helpful for seeing how we work together to achieve our short and long-term goals."
"I definitely feel more confident working with other health care professionals after completing this simulation. This helped me recognize that each profession has unique and overlapping components, but overall, we are all trying to work together to enhance the life of the client."
By the end of this self-paced course, the learner will demonstrate foundational understanding of low vision rehabilitation from an interprofessional collaborative perspective. Learners are introduced to common evaluation tools, intervention strategies, assistive technologies, interprofessional collaborative process, documentation, and terminology in partial fulfillment of interprofessional accreditation standards.
Optometry (OD), Social Work (SW), and Occupational Therapy (OT)/ Occupational Therapy Assistant (OTA) students observe and interact with a real low vision client and wide range of low vision practitioners (OD, OT, SW, Orientation & Mobility Specialist, Assistive Technology Specialist).
Upon completion the learner will receive a Certificate of Completion that can be shared with instructors of a course/ internship coordinator.
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Optometric, Occupational Therapy, and Social Work Interprofessional Education Accreditation Standards Addressed
Accreditation Council on Optometric Education (ACOE)
2.9.8 The graduate must be able to effectively communicate orally and in writing with other professionals and patients.
(version of 2.9.8 effective July 1, 2022) The graduate must be able to demonstrate effective and culturally competent communications, both oral and written, with other professionals and patients.
Council on Social Work Education (CSWE) 2015 Educational Policy and Accreditation Standards
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration. Social workers:
• critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
• facilitate effective transitions and endings that advance mutually agreed-on goals.
Accreditation Council for Occupational Therapy Education (ACOTE®) Standards
B.4.8. Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team.
B.4.11. Assess/ Explain the need for and demonstrate the ability to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being.
B.4.23. Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness.
B.4.25. Demonstrate knowledge of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable
B.4.28. Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment.
Chart - History of Present Illness (HPI)FREE PREVIEW
Chart - Requisitions
Chart - Precautions
Chart - Social History
Chart - Work History
Chart - Past Medical History
Chart Review Questions Preparation
Social Worker (MSW) IntroductionFREE PREVIEW
Social Work Assessment
Documentation - Social Work
Social Work Assessment Questions
Optometrist IntroductionFREE PREVIEW
Clinical Pearl - Optometrist vs. OphthalmologistFREE PREVIEW
Optometry Assessment Quiz
Occupational Therapist/ Certified Low Vision Therapist IntroductionFREE PREVIEW
Clinical Pearl - What is an Occupational and Certified Low Vision Therapist?
Low Vision OT Assessment
Low Vision OT Assessment Questions
Low Vision OT Intervention PlanningFREE PREVIEW
Documentation - Occupational Therapy Low Vision Assessment
Low Vision OT Intervention Planning Questions
Certified Orientation and Mobility Specialist/ Vision Rehabilitation Therapist IntroductionFREE PREVIEW
Clinical Pearl - Defining the Roles of the Orientation and Mobility Specialist and CVRT
Documentation - Braille Assessment
Braille Assessment Questions
Orientation and Mobility Assessment Preparation
Orientation and Mobility Interview
Orientation and Mobility Interview Questions
Indoor Orientation and Mobility Assessment
Indoor Orientation and Mobility Assessment Questions
Outdoor Mobility and Assessment
Outdoor Mobility and Assessment Questions
Documentation - Orientation and Mobility Assessment
By the end of this case scenario, learners will be able to:
❏ Identify roles and responsibilities for collaborative practice.
❏ Recognize the value of interprofessional communication.
❏ Demonstrate understanding of teamwork and team-based care.
❏ Recall the scope of practice and educational requirements for social workers, occupational therapists, low vision therapists, orientation and mobility specialists, and assistive technology specialists.
❏ Demonstrate understanding of overlap between professions in low vision care.
❏ Demonstrate understanding of psychosocial aspects of low vision rehabilitation.
❏ Recall common clinical low vision examination assessments.
❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level.
❏ Glean salient information from a chart review.
❏ Identify client-centered goals.
❏ Complete point-of-service electronic documentation.
❏ Recognize common interventions implemented in low vision rehabilitation.
❏ Recognize the value of an effective facilitator in interprofessional meetings.
❏ Demonstrate understanding of commonly used assistive technologies in low vision rehabilitation.
❏ Recognize the role of third-party payers to support services.
❏ Recommend direct interventions, including projected hours needed to achieve goals.
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