What Students are Saying

"This website provided so much insight to me on the field of OT. I have been wanting to get more in depth knowledge about the different aspects of the field and this website allowed me to do that without trying to do in person shadowing at a variety of different hospitals. It made my OTD application process 10 times smoother! I would recommend this to anyone needing observation hours for their OT application."--Pre-OT Student

"When I was first introduced to OT, I was set on working in pediatrics. After completing this simulation, I realized I am interested in all areas of the field. The areas that interest me the most are still pediatrics, but also neuro and mental health."--Pre-OT Student

"I really enjoyed this OT simulation course. I have completed other virtual hours, but this one was by far the best! I enjoyed being able to read the patients' charts, seeing the actual interaction between the patient and the therapist, having access to the assessments, being able to score each assessment, and answering the questions at the end to ensure that I was understanding what was going on. I recommend this opportunity to anyone who is looking for observation hours!"--Pre-OT Student

"After completing this shadow experience I have a better grasp on all the settings and interventions that I will be able to do as an Occupational Therapist."--Pre-OT Student

"After completing this course, I do feel like I have a better understanding of what occupational therapist do. I only had shadow experience in pediatrics, and while I knew occupational therapists worked in many different settings, there were still some I didn't know. It was very interesting to see all the things an occupational therapist can do and how many different settings they can work in."--Pre-OT Student

"Before this course I had only shadowed hand therapy and an outpatient center, so my I did not get to see as much as I would have liked. However after this course, I have now seen all the parts and different types of patients that I can encounter in the field which can only better my experience as an occupational therapist."--Pre-OT Student

"I really enjoyed the course! It was very helpful and I am so thankful that I came across it. Thank you so much for putting the course together."-- Pre-OT Student

"I am so glad that I decided to complete this shadowing practice! In undergrad I don't get much insight as to what occupational therapy really looks like in a variety of different settings, but, during this practice it provided that opportunity and clarified what setting I want to go into! I also found it interesting how although they were all occupational therapists they all brought their own unique twist to things and being that they were in a variety of different settings, it was interesting to see the kind of work that they do!"--Pre-OT Student

"After completing this shadow experience I do have an overall better understanding of occupational therapy practice. On top of that, I have a new profound appreciation for this career and more excitement in my journey to become an occupational therapist"--Pre-OT Student

"Great way to gain Observation Hours. I love how gaining observation hours of Occupational therapy school is so accessible for those who may not have the schedule or opportunity to obtain them in person."--Pre-OT Student

"I love that you can access at any time and take your time with it. Everything gets explained pretty well. It was super interesting to get such a good insight, I think it really helps you understand what to expect within the field. I love how they gave different fields of OT practice."--Pre OT Student


The novice or pre- occupational therapy/ occupational therapy assistant student will observe and interact with real occupational therapy practitioners and clients in a variety of settings (e.g. pediatric clinic, hospital, outpatient hand clinic) with a broad range of populations (e.g. children, adults) in areas of physical and mental health.

By the end of this self-paced course, the learner will demonstrate foundational understanding of occupational therapy practice including but not limited to common evaluation tools, intervention strategies, intra-professional collaboration, documentation process, and terminology in partial fulfillment of admission and/ or entry-level I fieldwork requirements.

This course can be done in multiple sittings and the system will keep track of your progress so you can pick up where you left off each time you log in. Upon purchase, access duration is 120 days (unless access is gained through our Annual or 2 Year Subscriptions)

Upon completion the learner will earn 20 Observation Hours and receive a Certificate of Completion that can be shared with their Instructor/Admissions Coordinator.

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

Course Curriculum

    1. Chart - History of Present Illness (HPI)

    2. Chart - Past Medical History

    3. Chart Review Questions Preparation

    4. Chart Review Questions

    5. Safety Considerations Question

    6. Interview

    7. Interview Questions

    8. Summary and Goal Setting

    9. Summary and Goal Setting Questions

    10. Gross Motor Activity

    11. Gross Motor Activity Question

    12. Meal Preparation

    13. Meal Preparation Questions

    14. Wheelchair Propulsion with Finn

    15. Eve's Service Dog, Finn

    16. Wheelchair Propulsion with Finn Questions

    17. OI - A Lived Experience

    18. Daily Treatment Note Documentation Example

    19. Eve Conclusion

    1. Chart - History of Present Illness (HPI)

    2. Chart - Past Medical History

    3. Chart Review Questions Preparation

    4. Chart Review Questions

    5. Interview

    6. Interview Questions

    7. Intro to Assessment

    8. Oculomotor Assessment

    9. Oculomotor Assessment Question

    10. BOT - Fine Motor Precision Subtest

    11. BOT - Fine Motor Precision Subtest Question

    12. BOT: Upper Limb Coordination Subtest

    13. BOT: Upper Limb Coordination Subtest Questions

    14. Interest Checklist and Vision Hygiene Techniques

    15. Interest Checklist and Vision Hygiene Techniques Questions

    16. Cole Conclusion

    1. History of Present Illness (HPI)

    2. Elle Chart - Past Medical History

    3. Meet Sarah (OT) and Annie (OTA), Behavioral Health OT Practitioners

    4. Elle Chart Review Questions

    5. Clinical Pearl: Trauma-Informed Care

    6. Student Permission - AOTA 2020 Code of Ethics: Autonomy

    7. Interview - Elle

    8. Interview - Elle Questions

    9. Marcus Chart Review Preparation

    10. Marcus Chart - History of Present Illness (HPI)

    11. Marcus Chart - Past Medical History

    12. Marcus Chart Review Questions

    13. Interview - Marcus

    14. Interview - Marcus Questions

    15. Intervention Planning: OT –OTA Collaboration and the Guidelines for Supervision, Roles, and Responsibilities

    16. OTR –COTA Collaborative Discussion

    17. OTR –COTA Collaborative Discussion Question

    18. Group Preparation: OT Evaluation Review and Guidelines for the Delivery of OT Services

    19. Safety Considerations Prior to Group

    20. Supplies Needed for Group

    21. Kawa Group - Introduction

    22. Kawa Group - Introduction Question

    23. Kawa Group - Sensory Considerations

    24. Kawa Group - Sensory Considerations Questions

    25. Kawa Group - Discussion

    26. Kawa Group - Discussion Questions

    27. Kawa Group - Wrap Up

    28. Kawa Group - Wrap Up Question

    29. Example of Documentation

    30. Clinical Pearl - COTA Co-signature Documentation Requirements

    31. Elle and Marcus Conclusion

    1. Chart - History of Present Illness (HPI)

    2. Chart - Past Medical History

    3. Chart Review Questions

    4. Student Permission

    5. Interview

    6. Interview Questions

    7. Medication Box Task Assessment

    8. Medication Box Task Assessment Questions

    9. Life Skills Group Supplies

    10. Life Skills Group Intro

    11. Life Skills Group Intro Question

    12. Life Skills Group Icebreaker

    13. Life Skills Group Icebreaker Question

    14. Life Skills Group Main Activity

    15. Life Skills Group Main Activity Questions

    16. Vera and Simone Conclusion

    1. Chart - History of Present Illness (HPI)

    2. Chart - Past Medical History

    3. Chart Review Questions

    4. Interview

    5. Interview Questions

    6. Patient Specific Functional Scale (PSFS)

    7. PSFS Questions

    8. Lateral Epicondylitis and Dequervain's Synovitis Screening

    9. Lateral Epicondylitis and Dequervain's Synovitis Screening Question

    10. Manual Muscle Testing (MMT)

    11. Manual Muscle Testing (MMT) Questions

    12. Dynamometer

    13. Dynamometer Question

    14. AROM Measurements - Goniometry

    15. AROM Measurements - Goniometry Questions

    16. Treatment Planning

    17. Treatment Planning Questions

    18. Paraffin

    19. Paraffin Question

    20. Splinting

    21. Splinting Questions

    22. Kinesio Tape

    23. Kinesio Tape Questions

    24. Documentation Example

    25. Angie Conclusion

About this course

  • $49.99
  • 182 lessons
  • 6.5 hours of video content

Learning Objectives:

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

❏ Identify educational requirements for occupational therapy practitioners (OT and OTA)

❏ Recognize role of occupational therapy in pediatrics, adult neuro-rehab, adult outpatient hand, and behavioral health settings

❏ Demonstrate understanding of populations supported by occupational therapy services

❏ Recognize commonly used occupational therapy evaluation tools in a variety of settings

❏ Identify the need for documentation in occupational therapy practice

❏ Hone observation skills

❏ Recognize the importance of reviewing a client’s chart prior to evaluation and treatment

❏ Identify the responsibility of the occupational therapy practitioner to employ a range of safety precautions and considerations during intervention and treatment

❏ Demonstrate basic understanding of prevalent symptoms related to Osteogenesis Imperfecta, Multiple Sclerosis, Spinal Cord Injury, Bipolar Disorder, Carpal Tunnel Syndrome, and Major Depressive Disorder

❏ Recognize importance of client-centered care in occupational therapy practice

❏ Define and identify basic activities of daily living as defined in occupational therapy practice

❏ Define and identify instrumental activities of daily living as defined in occupational therapy practice

❏ Recognize importance of assessment and treatment of pain within the scope of occupational therapy practice

❏ Define occupation as it relates to the occupational therapy practice framework

❏ Recognize occupation-based practice and intervention

❏ Demonstrate basic understanding of the evaluative process

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

❏ Recognize use of evidence-informed treatment



ACOTE Standards Addressed:

The following 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards are addressed in this module.

Standard #


Standard Definition

Evidence of Standard Met



The curriculum must include preparation to practice as a generalist with a broad exposure to practice settings (e.g., school, hospital, community, long-term care) and practice areas, including new and emerging areas (as defined by the program). The curriculum must prepare students to work with a variety of populations including, but not limited to, infants, children, adolescents, adults, and older adults in areas of physical and mental health.

  • Observation of occupational therapy practitioners engaging with real clients in a broad spectrum of settings (e.g. clinical pediatrics, hospital, outpatient) with a variety of populations (children, adults in areas of physical and mental health)


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
  • Completion of Case Scenario Formative assessments


Remediation and Compensation

Demonstrate an understanding of the intervention strategies that remediate and/or compensate for functional cognitive deficits, visual deficits, and psychosocial and behavioral health deficits that affect occupational performance.

  • Learners observe occupational therapy practitioners providing a range of intervention strategies that remediate and/ or compensate for functional cognitive, visual, and psychosocial and behavioral health deficits that affect occupational performance.


Effective Intraprofessional Collaboration

Demonstrate effective intraprofessional OT/OTA collaboration to:

· Identify the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process.

· Demonstrate and identify techniques in skills of supervision and collaboration with occupational therapy assistants

  • Collaborative interaction of OT and OTA is demonstrated within a behavioral health context and roles and responsibilities are identified.



Ethical Decision Making

Demonstrate knowledge of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, employment settings, and when confronted with personal and organizational ethical conflicts.

  • Formative questions and clinical pearls provided about AOTA OT Code of Ethics and Standards of Practice


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.

  • Four clients are observed with DSM V diagnoses and the occupational therapy practitioners address factors influencing engagement in occupations


Qualified Level I Fieldwork Supervisors

Ensure that personnel who supervise Level I fieldwork are informed of the curriculum and fieldwork program design and affirm their ability to support the fieldwork experience. This must occur prior to the onset of the Level I fieldwork. 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.

  • All occupational therapy practitioners in the virtual case scenarios are licensed or certified occupational practitioners


Level I Fieldwork

Document that Level I fieldwork is provided to students and is not substituted for any part of the Level II 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. The program must have clearly documented student learning objectives expected of the Level I fieldwork. Level I fieldwork may be met through one or more of the following instructional methods: · Simulated environments · Standardized patients · Faculty practice · Faculty-led site visits · Supervision by a fieldwork educator in a practice environment All Level I fieldwork must be comparable in rigor.

  • Level I fieldwork may be met through simulated environments


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Any redistribution or reproduction of part or all of the contents in any form is prohibited other than printing or downloading resources provided, i.e. initial evaluation forms for your personal and non-commercial use only.

You may not, without our express written permission, distribute or commercially exploit the content. Nor may you transmit it or store it in any other website or other electronic retrieval system.

Links and photos provided within the course materials are for informational purposes only. No endorsement of processes or products is intended or implied.