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Course Content

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  • Curriculum

    Find below curriculum with specific course content - videos, assessments, treatments, resources, documentation forms

  • Learning Objectives

    Comprehensive list of learning objectives for this course found below

  • ACOTE Standards

    Scroll down to view the ACOTE standards addressed in this scenario

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Description

In this interactive case scenario you assume the role of fieldwork student in an acute hospital setting assisting with the assessment and treatment of a person with multiple sclerosis.

Course Curriculum

  • 2

    Client Performance Skills: Inpatient Evaluation

    • Chart - History of Present Illness (HPI)

      FREE PREVIEW
    • Chart - Requisitions

    • Chart - Precautions

    • Chart - Social History

    • Chart - Work History

    • Chart - Past Medical History

    • Before Entering Room

    • Chart Review Questions

    • Clinical Pearl - Falls Prevention

      FREE PREVIEW
    • Initial Evaluation Forms

    • Interview

    • Interview Questions

    • Short Blessed Test (SBT)

    • Short Blessed Test Questions

    • Muscle Tone Right Side

    • Ashworth Scale Questions (Right Side)

    • Muscle Tone Left Side

      FREE PREVIEW
    • Ashworth Scale Questions (Left Side)

      FREE PREVIEW
    • UE Manual Muscle Test (Left Side)

    • UE Manual Muscle Test Questions (Left Side)

    • UE Manual Muscle Test (Right Side)

    • UE Manual Muscle Test Questions (Right Side)

    • LE Manual Muscle Test (Left Side)

    • LE Manual Muscle Test Questions (Left Side)

    • LE Manual Muscle Test (Right Side)

    • LE Manual Muscle Test Questions (Right Side)

    • Lower Extremity Dressing

    • Lower Extremity Dressing Questions

    • Transfer

      FREE PREVIEW
    • Transfer Questions

      FREE PREVIEW
    • Upper Extremity Dressing

    • Upper Extremity Dressing Question

    • Monofilament Testing

    • Monofilament Testing Questions

    • Proprioception Assessment

    • Proprioception Assessment Question

    • Preparing for Nine Hole Peg Test

    • Nine Hole Peg Test Instructions

    • Nine Hole Peg Test Norms - Female

    • Nine Hole Peg Test

    • Nine Hole Peg Test Questions

    • Nine Hole Peg Test Discussion

    • Nine Hole Peg Test Discussion Questions

    • Preparing for Dynamometer

    • Grip and Pinch Norms - Female

    • Dynomometer

    • Clinical Pearl! - Forearm Position Influences Strength

    • Dynamometer Questions

    • Pinch Meter

    • Pinch Meter Questions

    • Fatigue Scale for Motor and Cognitive Functions (FSMC) Assessment Preparation

    • FSMC Assessment

    • FSMC Scoring

    • FSMC Questions

    • FSMC Discussion

    • FSMC Discussion Question

    • Patient Goals Discussion

    • Patient Goals Discussion Questions

  • 3

    Client Treatment

    • Intro to Treatment

    • Treatment Planning Question

    • Preparing for 4 Ps

    • 4 Ps Patient Education Sheet

    • 4 Ps

    • Clinical Pearl! - Energy Conservation Interventions

    • 4 Ps Questions

    • 4Ps MS News Article Description

    • 4Ps MS News Article

    • Wheelchair Skills

    • Wheelchair Skills Questions

    • Tub Bench Transfer

    • Tub Bench Transfer Questions

    • SOAP Progress Note Documentation Example

    • Toilet Transfer

    • Toilet Transfer Questions

    • Floor Transfer

    • Floor Transfer Questions

    • SOAP Progress Note Documentation Practice - Toilet and Floor Transfers

  • 4

    Client Physical Context: Home Evaluation

    • Home Evaluation Form

    • Introduction and Living Room Discussion

    • Introduction and Living Room Discussion Questions

    • Living Room Assessment

    • Living Room Assessment Questions

    • Bathroom #1 Assessment

    • Bathroom #1 Assessment Questions

    • Bathroom #2 Discussion

    • Bathroom #2 Discussion Question

    • Bathroom #2 Tub Transfer Bench Transfer Assessment

    • Bathroom #2 Tub Transfer Bench Transfer Assessment Questions

    • Bedroom Assessment

    • Bedroom Assessment Questions

    • Kitchen Assessment

    • Kitchen Assessment Questions

    • Clinical Pearl! - ADA Ramp Information

    • Home Access Ramp

    • Home Access Ramp Questions

    • Vehicle Access Ramp

    • Vehicle Access Ramp Questions

    • Vehicle Driving Adaptations

    • Vehicle Driving Adaptations Questions

  • 5

    Debrief

    • Discussion Forum Debrief

Meet Your Instructor

EdD, OTR

Dr. Debbie Bebeau

Dr. Bebeau has over 20 years of experience as a clinician and 15 years of experience in OT education.

Learning Objectives:

By the end of this case scenario, learners will be able to:

❏ Glean salient information from a chart review


❏ Identify safety elements related to inpatient acute rehabilitation


❏ Demonstrate understanding of fall prevention/ precautions in acute rehabilitation setting


❏ Identify terminology and common symptomology pertaining to Multiple Sclerosis 


❏ Recognize role of occupational therapy in acute rehabilitation


❏ Recall mobility devices and assistive technology that is supportive of occupational performance


❏ Demonstrate understanding of pharmacology used to alleviate symptomology commonly associated with Multiple Sclerosis diagnosis


❏ Identify commonly used cognitive and physical evaluation tools appropriate for assessing baseline performance skill level


❏ Complete point-of-service electronic documentation


❏ Recall use of standard precautions


❏ Identify individual-centered goals from a non-standardized interview


❏ Recognize pain assessment procedures


❏ Demonstrate understanding of the evaluative process and scoring of the Short-Blessed Test


❏ Demonstrate understanding of the evaluative process and scoring of the Modified Ashworth Scale


❏ Demonstrate understanding of the evaluative process and scoring of Manual Muscle Testing


❏ Demonstrate understanding of the evaluative process and scoring of ADL and transfers


❏ Demonstrate understanding of the evaluative process and scoring of monofilament testing


❏ Demonstrate understanding of the evaluative process and scoring of nine-hole peg test


❏ Demonstrate understanding of the evaluative process and scoring of pinch and grip testing


❏ Interpret evaluation data to inform occupation-based treatment planning 


❏ Recommend direct interventions that include occupations and activities, preparatory   methods and tasks, education, and training


❏ Recall the use of Occupational Therapy Practice Framework terminology in acute rehabilitation practice


❏ Recognize the evidence, purpose, and implementation of energy conservation interventions


❏ Identify the purpose, process, and interpretation of data collected from a home evaluation


❏ Recommend direct interventions, including assistive technology, to support safety, function, and access in home environment


❏ Recall use of adaptations to support independence with driving

ACOTE Standards Addressed:

The following 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards are addressed in the “Autumn” Case Scenario.

Standard Number
Skill

Standard Definition


Evidence of Standard Met


B.3.2.
Interaction of Occupation and Activity
Apply, analyze, and evaluate the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors.

Evaluation of Physical Environment/ Home Evaluation

Coordination, cognition, strength, tone, sensation, and ADL assessments

Interview

Completion of Case Scenario Formative assessment


B.3.5.
Effects of Disease Processes

Analyze and evaluate the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance.



Evaluation of Physical Environment/ Home Evaluation

Coordination, cognition, strength, tone, sensation, and ADL assessments

Interview

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment


B.3.6.
Activity Analysis
Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors to formulate the intervention plan

Evaluation of Physical Environment/ Home Evaluation

Coordination, cognition, strength, tone, sensation, and ADL assessments

Interview

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment


B.3.7.


Safety of Self and Others


Demonstrate sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. This must include the ability to assess and monitor vital signs (e.g., blood pressure, heart rate, respiratory status, and temperature) to ensure that the client is stable for intervention.

Throughout the case scenario the user is alerted with verbal, visual, and written prompts about safety concerns such as universal precautions, low blood pressure, gait belt use, wheelchair and bed locks

Completion of Case Scenario Formative assessment


B.4.1.
Therapeutic Use of Self

Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction



Practitioner in the case scenario models therapeutic use of self
B.4.2.
Clinical Reasoning

Demonstrate clinical reasoning to evaluate, analyze, diagnose, and provide occupation based interventions to address client factors, performance patterns, and performance skills



Chart review

Interview

Assessments addressing client factors, performance skills, and performance patterns

Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: energy conservation techniques (performance patterns), LE stretching (client factors), ADL and transfer skills (performance skills), and assistive technology training (performance skills)

Completion of Electronic Initial Evaluation Form

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment


B.4.3.
Occupation-Based Interventions
Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention

Physical Environment (Home) Adaptations

Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: energy conservation techniques (performance patterns), LE stretching (client factors), ADL and transfer skills (performance skills), and assistive technology training (performance skills)

Completion of Electronic Initial Evaluation Form

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment


B.4.4.
Standardized and Nonstandardized Screening and Assessment Tools
Contribute to the evaluation process of (OTA) or evaluate (OTR) client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client. Explain the importance of using psychometrically sound assessment tools (OTA) or Interpret evaluation findings of occupational performance and participation deficits (OTR) to develop occupation-based intervention plans and strategies. Intervention plans and strategies must be client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence.

Evaluation of Physical Environment/ Home Evaluation and adaptations

Coordination, cognition, strength, tone, sensation, and ADL assessments

Chart review

Interview

Completion of Electronic Initial Evaluation Form


B.4.5.
Application of Assessment Tools and Interpretation of Results
Select and apply assessment tools, considering client needs, and cultural and contextual factors. Administer selected standardized and nonstandardized assessments using appropriate procedures and protocols. Interpret the results based on psychometric properties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context).

Evaluation of Physical Environment/ Home Evaluation

Coordination, cognition, strength, tone, sensation, and ADL assessments

Chart review

Interview

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment



B.4.6.

Reporting Data



Collect, analyze, and report data in a systematic manner for evaluation of client and practice outcomes. Report evaluation results and modify practice as needed. (OTR) or  Under the direction of an occupational therapist, collect, organize, and report on data for evaluation of client outcomes (OTA)
Completion of  Electronic Initial Evaluation Form
B.4.7.

Interpret Standardized Test Scores



Interpret criterion-referenced and norm referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment


B.4.8.
Interpret Evaluation Data
Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team

Formative assessment (Occupational Therapy Practice Framework terminology is intentionally embedded in questions and answers)

Completion Certificate: Passing score on summative assessment (Occupational Therapy Practice Framework terminology is intentionally embedded in questions and answers)



B.4.10.
Provide Interventions and Procedures
Recommend and provide direct interventions and procedures to persons, groups, and populations to enhance safety, health and wellness, and performance in occupations. This must include the ability to select and deliver occupations and activities, preparatory methods and tasks (including therapeutic exercise), education and training, and advocacy.

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment

Completion of Electronic Initial Evaluation Form


B.4.11.

Assistive Technologies and Devices



Assess 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.
Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: energy conservation techniques (performance patterns), LE stretching (client factors), ADL and transfer skills (performance skills), and assistive technology training (performance skills)
B.4.13.
Functional Mobility
Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices

Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: energy conservation techniques (performance patterns), LE stretching (client factors), ADL and transfer skills (performance skills), and assistive technology training (performance skills)

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment



B.4.15.
Technology in Practice

Demonstrate knowledge of the use of technology in practice, which must include: · Electronic documentation systems



Completion of Electronic Initial Evaluation Form
B.4.18.

Grade and Adapt Processes or Environments



Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances.

Evaluation of Physical Environment/ Home Evaluation and adaptations

Completion of Case Scenario Formative assessment



B.4.21

Teaching–Learning Process and Health Literacy



Demonstrate, evaluate, and utilize the principles of the teaching–learning process using educational methods and health literacy education approaches: · To design activities and clinical training for persons, groups, and populations. · To instruct and train the client, caregiver, family, significant others, and communities at the level of the audience.
Practitioner in the case scenario models clinical training for person receiving services with health literacy considerations
B.4.23.

Effective Communication



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.
Completion of Electronic Initial Evaluation Form
B.4.28.

Plan for Discharge



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.
Completion of Electronic Initial Evaluation Form

ACOTE Accreditation Standards adapted from: https://acoteonline.org

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