What Students are Saying

"It was helpful to see the process in action beginning to end. Sarah is really good at her job. Its so much more than just mechanically doing the assessment. It really stresses that human psychological component being a 'therapist'."--OTA Student

"It was very helpful! Being able to observe Vera and Simone throughout this case study was wonderful. Each of the quizzes was helpful and helped me to gauge which information was most important. I learned a lot from this course. It was a great introduction to fieldwork level I as I could pace myself and rewatch videos to make sure I was not missing anything. I would recommend this course to any OT student!"--OTD Student

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

Departmental Pricing

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In this interactive case scenario you assume the role of fieldwork student in an outpatient behavioral health setting assisting with evaluation and group intervention with an individual with Bipolar I Disorder and treatment of a client with Major Depressive Disorder.

Course Curriculum

    1. Case Trailer

    2. ClinEdWeb Instructions (Pre-Brief)

    3. Meet Fieldwork Educator (Pre-Brief)

    1. Chart - History of Present Illness (HPI)

    2. Chart - Requisitions

    3. Chart - Precautions

    4. Chart - Social History

    5. Chart - Work History

    6. Chart - Past Medical History

    7. Chart Review Questions Preparation

    8. Chart Review Questions

    9. Evaluation Preparation

    10. Assessment Tools Question

    11. Download Forms

    12. Student Permission

    13. Interview Preparation

    14. Interview

    15. Interview Questions Preparation

    16. Interview Questions

    17. Actual OTR Note

    18. ACLS Preparation

    19. ACLS Assessment Tool

    20. ACLS Assessment Tool Questions

    21. Actual OTR Note

    22. Medication Box Task Assessment Preparation

    23. Medication Box Task Assessment

    24. Medication Box Task Assessment Questions

    25. Actual OTR Note

    1. Life Skills Group Preparation

    2. Outpatient OT Interview Evaluation Note

    3. Safety Considerations

    4. Life Skills Group Supplies

    5. Group Behavioral Observation Form

    6. Life Skills Group Intro

    7. Life Skills Group Intro Question

    8. Life Skills Group Icebreaker

    9. Life Skills Group Icebreaker Question

    10. Life Skills Group Main Activity

    11. Life Skills Group Main Activity Questions

    12. Life Skills Group Discussion

    13. Life Skills Group Discussion Questions

    14. Documentation

    15. Treatment Planning

    16. ACLS Debrief Clinical Pearl

    17. ACLS Debrief

    1. Completion Checklist

    2. Summative Exam Preparation

    3. Summative Exam

    4. ClinEdWeb Vera and Simone Case Scenario: Simulation Effectiveness Tool -­‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)

About this course

  • $45.00
  • 50 lessons
  • 1 hour of video content

Meet Your Instructor

OTR/L Sarah Clemons-Wagner

Sarah Clemons-Wagner is a licensed Occupational Therapist who has specialized in Behavioral Health for over 17 years. Sarah worked in acute inpatient behavioral health and with several community mental health organizations. She recently transitioned to home health where she continues to provide holistic care. Her passion is to increase quality of life through education and empowerment.

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 behavioral/mental health treatment (i.e. sharps, proxemics, confidentiality, de-escalation)

❏ Identify terminology and common symptomology pertaining to Bipolar Disorder and Major Depression 

❏ Recognize role of occupational therapy in behavioral health setting

❏ Demonstrate understanding of occupational therapy role with psychotropic medication management

❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level in behavioral health setting

❏ Demonstrate understanding of documentation commonly used in behavioral health settings (i.e. Behavioral Observation forms, Evaluation and Progress SOAP notes)

❏ Recognize how to prepare for a group treatment

❏ Recognize demonstration of therapeutic use of self

❏ Hone observation skills

❏ Recognize how OT practitioners connect clients’ participation and performance in task group to cognitive levels and other symptomology such as psychosis.

❏ Develop appropriate written group treatment plan

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

❏ Demonstrate understanding of the evaluative process and scoring of the ACLS

❏ Demonstrate understanding of the connection between ACLS level and function

❏ Demonstrate understanding of the evaluative process and documentation of an open-ended interview

❏ Demonstrate understanding of the evaluative process and documentation of the Medication     Box Task Assessment

❏ Interpret evaluation data to inform occupation-based treatment planning 

❏ Recommend treatment interventions that include occupations and activities, methods and     tasks, education, and training grounded in occupational science

❏ Recognize and demonstrate use of evidence-informed treatment (Group Treatment Plan)

❏ Identify and recommend direct interventions to support safety, function, and access in home and community environments

ACOTE Standards Addressed:

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

Standard Number
Standard Definition
Evidence of Standard Met
Fieldwork in Behavioral Health or Psychological and Social Factors
At least one fieldwork experience (either Level I or Level II) must address practice in behavioral health, or psychological and social factors influencing engagement in occupation.
 Case scenario practice area is behavioral health with an individual with a diagnosed DSMV diagnosis with treatment by an OTR who has expertise in behavioral health
Qualified Level I Fieldwork Supervisors
Examples include, but are not limited to, currently licensed or otherwise regulated occupational therapists and occupational therapy assistants, psychologists, physician assistants, teachers, social workers, physicians, speech language pathologists, nurses, and physical therapists.
    Virtual supervisor is an OTR who specializes in mental/ behavioral health
Level I Fieldwork

Ensure that Level I fieldwork enriches didactic coursework through directed observation and participation in selected aspects of the occupational therapy process, and includes mechanisms for formal evaluation of student performance.

Level I fieldwork may be met through one or more of the following instructional methods:

• Simulated environments

• Supervision by a fieldwork educator in a practice environment

All Level I fieldwork must be comparable in rigor.

    Simulated virtual interactive case study requires observation of an OTR and includes mechanisms to evaluate student learning and performance as evidenced by passing score on summative exam and e-documentation completed during the case scenario.
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.

    OT Initial Interview, ACLS evaluation, and Medbox Task Assessment

    Completion of case scenario formative assessment and documentation of behavioral observations

Balancing Areas of Occupation, Role in Promotion of Health, and Prevention
Apply, analyze, and evaluate scientific evidence to explain the importance of balancing areas of occupation; the role of occupation in the promotion of health; and the prevention of disease, illness, and dysfunction for persons, groups, and populations.
    Group Treatment Plan requires scientific evidence that is supportive of treatment plan that supports occupational engagement
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.

    OT Initial Interview, ACLS evaluation, and Medbox Task Assessment

    Completion of Case Scenario Formative assessment

    Completion Certificate: Passing score on summative assessment


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

    Group Treatment Plan 

    Completion of Case Scenario Formative assessment

    Completion Certificate: Passing score on summative assessment

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 visual and written prompts about safety concerns such as use of sharps in group treatment, confidentiality, key pass, proxemics, and de-escalation strategies

    Completion of Case Scenario Formative assessment

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 (TUOS)

    Successful completion of formative and summative assessments in regard to TUOS

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

    OT Initial Interview

    Assessments addressing client factors, performance skills, and performance patterns

    Occupation-based interventions addressed in case scenario are based on results of assessments performed such as Life Skills group

    Completion of  Electronic Group Treatment Plan

    Completion of Case Scenario Formative assessment

    Completion Certificate: Passing score on summative assessment

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

    Observation of Occupation-based intervention: Life Skills Group 

    Completion of  Electronic Group Treatment Plan

    Completion of Case Scenario Formative assessment

    Completion Certificate: Passing score on summative assessment

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.

    OT Initial Interview, ACLS evaluation, and Medbox Task Assessment

    Chart review

    Completion of  Behavioral Observation Form 

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).

    OT Initial Interview, ACLS evaluation, and Medbox Task Assessment

    Chart review

    Completion of  Behavioral Observation Form 

    Completion of Case Scenario Formative assessment

    Completion Certificate: Passing score on summative assessment

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  ACLS Form

    Completion of Behavioral Assessment Form

    Completion of Case Scenario Formative assessment

    Completion Certificate: Passing score on summative assessment

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  ACLS Form

    Observation of the Medbox Task Assessment

Interpret Evaluation Data
Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team
    Completion Certificate: Passing score on summative assessment (Occupational Therapy Practice Framework terminology is intentionally embedded in questions and answers)
Remediation and Compensation
Design and implement intervention strategies to remediate and/or compensate for functional cognitive deficits, visual deficits, and psychosocial and behavioral health deficits that affect occupational performance.
    Group Treatment Plan
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 Group Treatment Plan

Technology in Practice
Demonstrate knowledge of the use of technology in practice, which must include: • Electronic documentation systems
    Completion of Electronic Assessment and Treatment Forms
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.

    Observation of Life Skills Group – adapting processes

    Completion of Case Scenario Formative assessment

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

    Group Treatment Plan

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

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