Intro to OT: 20 Observation Hours
In this self-paced course, the novice or pre- OT/ OTA student will observe and interact with real occupational therapy practitioners and clients in a variety of settings
"I am writing to express my sincere gratitude for the opportunity to participate in the 20 hours OT Shadowing program. It was an incredibly enriching experience, and I learned so much about the field of occupational therapy. The insights and practical knowledge I gained have further solidified my passion for pursuing a career in this field."--Pre-OT Student
"I just finished the 20 observation hours and wanted to give a highly positive feedback. Not only was the module informative, however it captured examples in all different areas of OT (some I didn’t know existed previous to completing the hours). I feel I came out with such a broader understanding of the purpose and goal of OT."--Pre-OT Student
"I was able to observe patients and specified areas that I wouldn't have been able to experience at my shadowing clinic. I also really appreciate that I can go back and review at any time, this was amazing."--Pre-OT Student
"I have just recently completed the Intro to OT: 20 Observation Hours course. I really enjoyed the patient visits I was able to sit in on especially the inpatient treatments because I have been unable to get into a hospital to shadow an OT who does inpatient visits. This experience was so neat and made me even more excited to pursue occupational therapy as my future career!"--Pre-OT Student
"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
"Amazing experience! I would not change this experience. It takes determination and discipline to go after what you want, you just have to take the first step and this course provided that opportunity! Thank you!" --Pre-OT Student
"I really enjoyed the course and I learned a lot while taking it".--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.
Trailer
FREE PREVIEWWelcome (Pre-Brief)
FREE PREVIEWBackground Information
Let's Begin!
FREE PREVIEWChart - History of Present Illness (HPI)
FREE PREVIEWChart - Past Medical History
FREE PREVIEWChart Review Questions Preparation
Chart Review Questions
FREE PREVIEWSafety Considerations Question
Interview
Interview Questions
Summary and Goal Setting
Summary and Goal Setting Questions
Gross Motor Activity
Gross Motor Activity Question
Meal Preparation
Meal Preparation Questions
Wheelchair Propulsion with Finn
FREE PREVIEWEve's Service Dog, Finn
Wheelchair Propulsion with Finn Questions
FREE PREVIEWOI - A Lived Experience
Daily Treatment Note Documentation Example
Eve Conclusion
Chart - History of Present Illness (HPI)
Chart - Past Medical History
Chart Review Questions Preparation
Chart Review Questions
Interview
Interview Questions
Intro to Assessment
FREE PREVIEWOculomotor 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
History of Present Illness (HPI)
Elle Chart - Past Medical History
Meet Sarah (OT) and Annie (OTA), Behavioral Health OT Practitioners
FREE PREVIEWElle Chart Review Questions
Clinical Pearl: Trauma-Informed Care
FREE PREVIEWStudent Permission - AOTA 2020 Code of Ethics: Autonomy
Interview - Elle
Interview - Elle Questions
Marcus Chart Review Preparation
Marcus Chart - History of Present Illness (HPI)
Marcus Chart - Past Medical History
Marcus Chart Review Questions
Interview - Marcus
Interview - Marcus Questions
Intervention Planning: OT –OTA Collaboration and the Guidelines for Supervision, Roles, and Responsibilities
OTR –COTA Collaborative Discussion
FREE PREVIEWOTR –COTA Collaborative Discussion Question
FREE PREVIEWGroup Preparation: OT Evaluation Review and Guidelines for the Delivery of OT Services
Safety Considerations Prior to Group
Supplies Needed for Group
Kawa Group - Introduction
FREE PREVIEWKawa Group - Introduction Question
FREE PREVIEWKawa Group - Sensory Considerations
Kawa Group - Sensory Considerations Questions
Kawa Group - Discussion
Kawa Group - Discussion Questions
Kawa Group - Wrap Up
Kawa Group - Wrap Up Question
Example of Documentation
FREE PREVIEWClinical Pearl - COTA Co-signature Documentation Requirements
Elle and Marcus Conclusion
Chart - History of Present Illness (HPI)
Chart - Past Medical History
Chart Review Questions
Student Permission
FREE PREVIEWInterview
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
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
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
Chart - History of Present Illness (HPI)
Chart - Precautions
Chart Review Questions
Clinical Pearl - Falls Prevention
FREE PREVIEWInterview
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 PREVIEWTransfer Questions
FREE PREVIEWNine 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
Chart - History of Present Illness (HPI)
Chart - Precautions
Chart - Social History
Chart Review Questions
Interview
FREE PREVIEWInterview Questions
FREE PREVIEWPain Assessment
Pain Assessment Questions
ASIA Test
ASIA Questions
Transfer
FREE PREVIEWTransfer Questions
FREE PREVIEWExample of Evaluation Documentation
Read Jenny’s article published on AOTA website
Summative Exam Preparation
FREE PREVIEWSummative Exam
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
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. |
|
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. |
|
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. |
|
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 |
|
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. |
|
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. |
|
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. |
|
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. |
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