What Students are Saying

"This is why I went into OT! I want to empower people through wellness."--OTD Student


In this interactive case scenario you assume the role of fieldwork student in an outpatient community setting assisting with Wellness group interventions and education with individuals with chronic neurological disorders.

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

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Course Curriculum

    1. Holistic Wellness Case Trailer

    2. ClinEdWeb Instructions (Pre-Brief)

    3. Meet Fieldwork Educator (Pre-Brief)

    4. Clinical Pearl - Mindfulness for Healthcare Professionals (Pre-Brief)

    1. Documentation Forms

    2. Intake Survey Review

    3. Intake Survey Review Questions Preparation

    4. Intake Form Review Questions

    5. Wellness Group Preparation - ACOTE Standards B.2.8 and B.3.8

    1. Holistic Wellness Group Supplies

    2. Holistic Wellness Group Introduction

    3. Holistic Wellness Group Introduction Quiz

    4. Introduction of Participants and Icebreaker

    5. Life Skills Group Icebreaker Quiz

    6. Wellness Self Check-Ins

    7. Wellness Self Check-Ins Quiz

    1. What is Mindfulness?

    2. Mindfulness Quiz

    3. What is Meditation?

    4. Meditation Quiz

    5. What is Breathwork?

    6. Breathwork Quiz

    7. What is Journaling?

    8. Journaling Education Quiz

    9. Chair Yoga

    10. Chair Yoga Quiz

    11. Client Question

    12. Journaling Discussion

    1. Checking In and Grounding

    2. Checking In and Grounding Quiz

    3. Breath Awareness

    4. Breath Awareness Quiz

    5. Pursed-lip Breathing

    6. Pursed-lip Breathing Quiz

    7. Body Scan Script

    8. Body Scan

    9. Body Scan Quiz

    10. Box Breathing

    11. Box Breathing Quiz

    12. Loving Kindness for Self and Others

    13. Loving Kindness for Self and Others Quiz

    14. Wrapping up Meditation and Reacquainting

    15. Wrapping up Meditation and Reacquainting Quiz

    16. Prep for Journaling Session

    17. Journaling Activity

    18. Journaling Activity Quiz

    1. Chair Yoga Prep

    2. Chair Yoga - Head Neck and Spine

    3. Chair Yoga - Head Neck and Spine Quiz

    4. Chair Yoga - Upper Body

    5. Chair Yoga - Upper Body Quiz

    6. Chair Yoga - Trunk

    7. Chair Yoga - Trunk Quiz

    8. Chair Yoga - Lower Body

    9. Chair Yoga - Lower Body Quiz

    10. Yoga Wrap Up - Shavasana

    11. Client Comments

    12. Yoga Wrap Up - Shavasana Quiz

    1. Discussion/ Group Feedback

    2. Discussion/ Group Feedback Quiz

    1. Documentation - ACOTE Standards B.3.3. and B.4.3.

    2. Occupational Therapy Group Intervention Plan - ACOTE Standards B.2.7., B.2.5., B.3.6., B.3.5., B.3.8.

    1. Completion Checklist

    2. Summative Exam Preparation

    3. Summative Exam

    4. ClinEdWeb Jim and Tina Case Scenario: Simulation Effectiveness Tool -­‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)

About this course

  • $45.00
  • 67 lessons
  • 1.5 hours of video content

Meet Your Instructor

OTD Emmalee Uttech

My name is Emmalee Uttech and I am the owner of EM•BODY YOU. My mission is to empower every individual to step into their happiest, healthiest and most authentic self. I aim to help my clients live in alignment with their mind, body, and spirit. My practice is focused on holistic healing modalities including myofascial release, reiki, yoga, pelvic floor care, coaching, and other mindfulness practices. I am a certified yoga instructor, myofascial release practitioner, reiki practitioner, and pelvic floor specialist. I am extremely passionate about helping others with holisitic modalities that have helped me heal on my own journey. My goal is to leave every client feeling empowered and confident in their own abilities.

Learning Objectives

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

❏ Glean salient information from an intake form to create an occupational profile.

❏ Identify safety elements related to working with individuals with Multiple Sclerosis

❏ Identify commonly used tools in a group focused on mindfulness for occupational wellness and balance. 

❏ Recognize role of occupational therapy in a community-based setting focused on mindfulness and wellness.

❏ Demonstrate understanding of mindfulness, meditation, breathwork, chair yoga, and journaling in regard to occupational wellness.

❏ Demonstrate understanding of documentation and CPT coding for a wellness-focused group.

❏ Recognize how to prepare for a group intervention.

❏ Recognize demonstration of therapeutic use of self.

❏ Hone observation skills.

❏ Recognize how OT practitioners connect individual client's interests and goals to intervention planning in a group setting.

❏ Develop written client-centered group intervention plan.

❏ Identify group goals from occupational profiles.

❏ Demonstrate understanding of the group discussion process.

❏ Interpret occupational profile data to inform occupation-based intervention planning.

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

❏ Recognize and demonstrate use of evidence-informed intervention.

❏ Identify and recommend wellness interventions to support occupational balance and engagement in home and community environments.

ACOTE Standards Addressed:

Group Intervention Plan Assignment (See assignment for details):

B.2.5 - apply and analyze scientific evidence to explain the importance of balancing areas of occupation, the role of occupation in the promotion of health and wellness, and prevention of disease, illness, and dysfunction for persons (individual clients), groups (Wellness group), and populations (clients with chronic disease) 

B.2.7 - demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context, and client factors to formulate an intervention plan 

B.3.5 - based on interpretation of evaluation findings that are client-centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence 

B.3.6 - develop an intervention plan for persons, groups, and population to enhance safety, health and wellness, and performance in occupations 

B.3.8 - assess, grade, and modify the way persons perform occupations and activities by adapting processes, modifying environments, implementing assistive technology or adaptive equipment to reflect the needs of the client 

Wellness Group Occupational Therapy Progress Note (See assignment for details):

B.3.3. -  evaluate clients’ occupational performance, including occupational profile, by analyzing and observing non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods take into consideration cultural and contextual factors of the client

B.4.3. - demonstrate knowledge of treatment codes (e.g., CPT®, ICD, DSM® codes) that affect consumers and the practice of occupational therapy. Documentation must effectively communicate the need and rationale for occupational therapy services.

Wellness Group Preparation (See case scenario slide for details):

B.2.8. - Demonstrate sound judgment regarding safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting)

B.3.8. -  Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, implementing assistive technology or adaptive equipment, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances

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