What Students are Saying

"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

Description

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

scroll down for more details

  • 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

  • 2

    Pediatrics - Eve

  • 3

    Pediatrics - Cole

    • Chart - History of Present Illness (HPI)

    • Chart - Past Medical History

    • Chart Review Questions Preparation

    • Chart Review Questions

    • Interview

    • Interview Questions

    • Intro to Assessment

      FREE PREVIEW
    • Oculomotor Assessment

    • Oculomotor Assessment Question

    • BOT - Fine Motor Precision Subtest

    • BOT - Fine Motor Precision Subtest Question

    • BOT: Upper Limb Coordination Subtest

    • BOT: Upper Limb Coordination Subtest Questions

    • Interest Checklist and Vision Hygiene Techniques

    • Interest Checklist and Vision Hygiene Techniques Questions

    • Cole Conclusion

  • 4

    Behavioral Health - Elle and Marcus

  • 5

    Behavioral Health - Vera and Simone

    • Chart - History of Present Illness (HPI)

    • Chart - Past Medical History

    • Chart Review Questions

    • Student Permission

      FREE PREVIEW
    • Interview

    • Interview Questions

    • Medication Box Task Assessment

    • Medication Box Task Assessment Questions

    • Life Skills Group Supplies

    • Life Skills Group Intro

    • Life Skills Group Intro Question

    • Life Skills Group Icebreaker

    • Life Skills Group Icebreaker Question

    • Life Skills Group Main Activity

    • Life Skills Group Main Activity Questions

    • Vera and Simone Conclusion

  • 6

    Orthopedics (Hand) - Angie

    • Chart - History of Present Illness (HPI)

    • Chart - Past Medical History

    • Chart Review Questions

    • Interview

    • Interview Questions

    • Patient Specific Functional Scale (PSFS)

    • PSFS Questions

    • Lateral Epicondylitis and Dequervain's Synovitis Screening

    • Lateral Epicondylitis and Dequervain's Synovitis Screening Question

    • Manual Muscle Testing (MMT)

    • Manual Muscle Testing (MMT) Questions

    • Dynamometer

    • Dynamometer Question

    • AROM Measurements - Goniometry

    • AROM Measurements - Goniometry Questions

    • Treatment Planning

    • Treatment Planning Questions

    • Paraffin

    • Paraffin Question

    • Splinting

    • Splinting Questions

    • Kinesio Tape

    • Kinesio Tape Questions

    • Documentation Example

    • Angie Conclusion

  • 7

    Orthopedics (Hand) - Jay

    • Chart - History of Present Illness (HPI)

    • Chart - Past Medical History

    • Chart Review Questions

    • Interview

    • Interview Questions

    • Sensory Testing (Monofilaments)

    • Sensory Testing (Monofilaments) Question

    • Goniometry

    • Goniometry Questions

    • Nine Hole Peg Test

    • Nine Hole Peg Test Questions

    • Treatment Planning + Stretching and Nerve Glide HEP

    • Treatment Planning + Stretching and Nerve Glide HEP Questions

    • Thoracic Outlet and Posture HEP

    • Thoracic Outlet and Posture HEP Questions

    • Jay Conclusion

  • 8

    Neuro (MS) - Autumn

    • Chart - History of Present Illness (HPI)

    • Chart - Precautions

    • Chart Review Questions

    • Clinical Pearl - Falls Prevention

      FREE PREVIEW
    • Interview

    • Interview Questions

    • Short-Blessed Preparation

    • Short Blessed Test (SBT)

    • Short Blessed Test Question

    • Muscle Tone Right Side

    • Ashworth Scale Questions (Right Side)

    • Manual Muscle Test (Left Side)

    • Manual Muscle Test Question (Left Side)

    • Lower Extremity Dressing

    • Lower Extremity Dressing Questions

    • Transfer

      FREE PREVIEW
    • Transfer Questions

      FREE PREVIEW
    • Nine Hole Peg Test

    • Nine Hole Peg Test Question

    • Nine Hole Peg Test Discussion

    • Nine Hole Peg Test Discussion Questions

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

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

    • FSMC Scoring

    • FSMC Questions

    • 4 Ps

    • 4 Ps Questions

    • Tub Bench Transfer

    • Tub Bench Transfer Questions

    • Home Evaluation Introduction and Living Room Discussion

    • Home Evaluation Introduction and Living Room Discussion Questions

    • Kitchen Assessment

    • Kitchen Assessment Questions

    • Home Access Ramp

    • Home Access Ramp Question

    • Vehicle Driving Adaptations

    • Vehicle Driving Adaptations Questions

    • Autumn Conclusion

  • 9

    Neuro (SCI) - Jenny

  • 10

    Discussion Forum Debrief

  • 11

    Summative Exam

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 #

Skill

Standard Definition

Evidence of Standard Met

A.5.1.

Curriculum

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)

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
  • Completion of Case Scenario Formative assessments

B.4.9.

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.

B.4.24

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.

 

B.7.1

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

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.

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

C.1.8.

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

C.1.9.

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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