Eve - Pediatric Scenario: Estimated time to complete

Eve-Pediatric Scenario

Diagnoses: Primary- Osteogenesis Imperfecta; Secondary- Chorea, Tourette Syndrome, Obsessive-Compulsive Disorder, Sensory Processing Disorder, & ADHD

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What Students are Saying

"This was a great case to share. I learned a lot about OI and Eve was an amazing client. So positive and motivated to succeed".--MSOT Student

"I do feel more confident in my skills after completing this module since it provided an experience in being able to observe an evaluation and the measurement tools used and the reasoning for them. Another aspect were the competency checks with the quizzes and being able to make inferences based on our own knowledge."--MSOT Student

"I thought this simulation was a good experience and allowed me to think through an OT lens. I believe with this simulation I increased my knowledge of assessment and intervention skills. As well as coming up with home programs to improve sensory processing."--MSOT 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

Description

By the end of this self-paced course, the learner will demonstrate foundational understanding of outpatient pediatric evaluations and intervention strategies from an occupational therapy perspective.

Course Curriculum

1. Chart - History of Present Illness (HPI)
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2. Chart - Requisitions
3. Chart - Precautions/Medications
4. Chart - Social History
5. Chart - Education
6. Chart - Past Medical History
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7. Chart Review Questions Preparation
8. Chart Review Questions
9. The REAL and Adolescent/Adult Sensory Profile Downloads
10. The REAL and Adolescent/ Adult Sensory Profile Questions
11. Safety Considerations Question
12. Interview
13. Interview Questions
14. Postural Alignment and UE AROM
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15. Postural Alignment and UE AROM Questions
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16. Joint Integrity
17. Joint Integrity Questions
18. Grip and Pinch Testing Preparation
19. Grip Strength/Dynamometer
20. Grip Strength/Dynamometer Questions
21. Pinch Meter
22. Pinch Meter Questions
23. Summary and Goal Setting
24. Summary and Goal Setting Questions
25. Documentation of Evaluation
1. Gross Motor Activity 1
2. Gross Motor Activity 2
3. Gross Motor Activity Questions
4. Fine Motor Activities
5. Fine Motor Activities Questions
6. Daily Treatment Note Documentation Example
7. Meal Preparation
8. Meal Preparation Questions
9. Daily Treatment Note Documentation Practice - Meal Prep (B.3.18., B.4.3.)
10. Sensory Activities
11. Sensory Activities Questions
12. Daily Treatment Note Documentation Practice - Sensory
13. Service Dog Clinical Pearl
14. Wheelchair Propulsion with Finn
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15. Wheelchair Propulsion with Finn Questions
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16. Intervention Planning (B.2.7., B.3.2., B.3.5., B.3.6., B.3.8.)
1. Eve's Service Dog, Finn
2. OI - A Lived Experience
3. OI: A Lived Experience and Eve’s Service Dog, Finn Reflection Assignment
1. Discussion Forum Debrief
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1. Completion Checklist
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2. Summative Exam Preparation
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3. Summative Exam
4. ClinEdWeb Eve Case Scenario: Simulation Effectiveness Tool -‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)

About this course

$45.00
52 lessons
2 hours of video content

Meet Your Instructor

OTR Laura Lange

Laura Lang, OTR has over 20 years of experience in pediatrics.

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 OT intervention of persons with fragile bones

❏ Identify terminology and common symptomology pertaining to Osteogenesis Imperfecta (OI), Attention Deficit Hyperactivity Disorder (ADHD) and Sensory Processing Disorder (SPD)

❏ Recognize role of occupational therapy in pediatric outpatient rehabilitation.

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

❏ Demonstrate understanding of pharmacology used to alleviate symptomology commonly associated with OI, ADHD, and SPD

❏ Identify commonly used self-care, sensory, and physical evaluation tools appropriate for assessing baseline performance skill level

❏ Complete point-of-service electronic documentation

❏ Write relevant individual-centered goals after completing assessments

❏ Recognize pain assessment procedures

❏ Demonstrate understanding of the evaluative process and scoring of the Roll Evaluation of Activities of Life (The REAL)

❏ Demonstrate understanding of the evaluative process of functional active range of motion

❏ Demonstrate understanding of the evaluative process of postural alignment

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

❏ Demonstrate understanding of the evaluative process and scoring of the Adolescent and Adult Sensory Profile

❏ Recognize the process of interviewing child and parent

❏ Interpret evaluation data to inform occupation-based treatment planning

❏ Recall use of and clinical reasoning for direct interventions that include occupations and activities, preparatory methods and tasks, education, and training

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

❏ Recognize the evidence, purpose, and implementation of preparatory and occupation-based treatments

❏ Identify the purpose, process, and interpretation of data collected from multiple evaluation tools

❏ Recommend direct interventions, including assistive technology, to support safety and participation

❏ Understand use of service animals in and outside of OT intervention

❏ Recognize the process and reasoning for referring clients to specialists external to the OT profession

ACOTE Standards Addressed:

The following 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards are addressed in the “Eve” 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.	Strength (grip and pinch), self-care, posture, AROM, sensory pattern assessments Interview Completion of Case Scenario Formative and Summative assessments
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 strength (grip and pinch), self-care, posture, AROM, and sensory patterns Precautions related to OI diagnosis and impact on ADL 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	Completion of Case Scenario Formative assessment (questions related to clinical reasoning for selection of activities) Completion Certificate: Passing score on summative assessment (questions related to clinical reasoning for selection of activities)
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 respect for pain, risk of bone fractures, potential injury considerations related to hypermobility of joints Completion of Case Scenario Formative/ Summative assessments (questions address safety)

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 Performance patterns, performance skills, and occupation-based interventions addressed in case scenario are based on results of assessments to include but not limited to: Gross and fine motor activities, sensory activities, meal prep and w/c propulsion 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	Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: meal prep and w/c propulsion Goals are also written for dressing and grooming tasks not shown in the scenario but clinical reasoning is provided for these occupation-based interventions to address client factors. Completion of Electronic Initial Evaluation Form and progress notes 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.	Self-care and Sensory Profile, interview, AROM, postural alignment, grip and pinch assessments – look at normative data to make conclusions Chart review Completion of Electronic Initial Evaluation Form Completion of formative and summative exams with questions pertaining to data obtained to develop goals and treatment plan addressed in 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).	Self-care and Sensory Profile, interview, AROM, postural alignment, grip and pinch assessments – look at normative data to make conclusions 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 which includes goal writing and understanding of data

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 Self-care and Sensory Profile, interview, AROM, postural alignment, grip and pinch assessments – look at normative data to make conclusions
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 Occupation-based treatment and preparatory treatment methods including education and training are provided
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 embed use of assistive technologies such as meal prep adaptives to foster participation and use of service animals to promote safe participation
B.4.13.	Functional Mobility	Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices	Wheelchair propulsion training with service dog provided Physical transfers in/ out of w/c 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 and progress notes
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 Particular attention to the grading of activities is verbalized during treatment
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 and education for persons 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.4.26.	Referral to Specialists	For the OT, evaluate and discuss mechanisms for referring clients to specialists both internal and external to the profession, including community agencies. And for the OTA, identify and communicate to the occupational therapist the need to refer to specialists both internal and external to the profession, including community agencies.	Therapist in scenario models the process for referring the client to an external profession due to concern being out of scope of practice of OT during interview.

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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