Vera and Simone
Diagnoses: Bipolar I Disorder, Major Depressive Disorder
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
Description
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
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Case Trailer
FREE PREVIEW -
ClinEdWeb Instructions (Pre-Brief)
FREE PREVIEW -
Meet Fieldwork Educator (Pre-Brief)
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Chart - History of Present Illness (HPI)
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Chart - Requisitions
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Chart - Precautions
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Chart - Social History
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Chart - Work History
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Chart - Past Medical History
FREE PREVIEW -
Chart Review Questions Preparation
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Chart Review Questions
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Evaluation Preparation
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Assessment Tools Question
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Download Forms
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Student Permission
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Interview Preparation
FREE PREVIEW -
Interview
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Interview Questions Preparation
FREE PREVIEW -
Interview Questions
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Actual OTR Note
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ACLS Preparation
FREE PREVIEW -
ACLS Assessment Tool
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ACLS Assessment Tool Questions
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Actual OTR Note
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Medication Box Task Assessment Preparation
FREE PREVIEW -
Medication Box Task Assessment
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Medication Box Task Assessment Questions
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Actual OTR Note
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Life Skills Group Preparation
FREE PREVIEW -
Outpatient OT Interview Evaluation Note
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Safety Considerations
FREE PREVIEW -
Life Skills Group Supplies
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Group Behavioral Observation Form
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Life Skills Group Intro
FREE PREVIEW -
Life Skills Group Intro Question
FREE PREVIEW -
Life Skills Group Icebreaker
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Life Skills Group Icebreaker Question
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Life Skills Group Main Activity
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Life Skills Group Main Activity Questions
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Life Skills Group Discussion
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Life Skills Group Discussion Questions
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Documentation
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Treatment Planning
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ACLS Debrief Clinical Pearl
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ACLS Debrief
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Completion Checklist
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Summative Exam Preparation
FREE PREVIEW -
Summative Exam
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ClinEdWeb Vera and Simone Case Scenario: Simulation Effectiveness Tool -‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)
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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.
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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 | Skill |
Standard Definition |
Evidence of Standard Met |
C.1.7. |
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 |
| C.1.8. |
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 |
| C.1.9. |
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. |
| 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. |
• OT Initial Interview, ACLS evaluation, and Medbox Task Assessment • Completion of case scenario formative assessment and documentation of behavioral observations |
| B.3.4 |
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 |
| 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. |
• OT Initial Interview, ACLS evaluation, and Medbox Task Assessment • Completion of Case Scenario Formative assessment • Completion Certificate: Passing score on summative assessment • Debrief |
| 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 |
• Group Treatment Plan • 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 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 |
| 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 (TUOS) • Successful completion of formative and summative assessments in regard to TUOS |
| 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 • 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 |
| 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 |
• 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 |
| 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. |
• OT Initial Interview, ACLS evaluation, and Medbox Task Assessment • Chart review • Completion of Behavioral Observation 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). |
• 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 |
| 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 ACLS Form • Completion of Behavioral Assessment Form • Completion of Case Scenario Formative assessment • Completion Certificate: Passing score on summative assessment |
| 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 ACLS Form • Observation of the Medbox Task 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 |
• Completion Certificate: Passing score on summative assessment (Occupational Therapy Practice Framework terminology is intentionally embedded in questions and answers) |
| B.4.9. |
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 |
| 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 Group Treatment Plan |
| B.4.15. |
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 |
| 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. |
• Observation of Life Skills Group – adapting processes • 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 • Group Treatment Plan |
ACOTE Accreditation Standards adapted from: https://acoteonline.org
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