ClinEdWeb

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