Do you feel more confident in your dementia care skills after completing the simulation?
"I do, I feel like I would be able to better understand what I am dealing with and how to approach it with a calm compassionate sense. I feel so much for both the Pt and their caregiver and would want to be sure that everyone is gaining from our services and that the goals are able to be met."--OTA Student
"Yes, I do feel more confident in my dementia care skills. It allowed me to see what treatment sessions for dementia patients are like, and how to figure out their interests, routines, and how to communicate in a gentle and genuine manner to both the patient and caregiver."--OTA Student
"Yes, it was really helpful to observe the systemic approach to the patient's daily life and environment. It was also helpful to see how the OTPs handled the caregiver's objections or assertions of things that wouldn't work. There were times the OTPs affirmed what the caregiver said, and times they reframed their suggestions."--OTA Student
By the end of this self-paced course, the learner will demonstrate foundational understanding of dementia and caregiving, from an intraprofessional collaborative perspective and the Level II Fieldwork Student - Educator relationship.
Learners are introduced to the intraprofessional collaborative process, common evaluation tools, intervention strategies, documentation, and terminology related to dementia and caregiving.
Case Trailer
FREE PREVIEWClinEdWeb Instructions (Pre-Brief)
FREE PREVIEWMeet Fieldwork Educators (Pre-Brief)
FREE PREVIEWReferral Information
Chart - History of Present Illness
Chart - Requisitions
Chart - Precautions
Chart - Social History
Chart - Work History
Chart - Past Medical/ Surgical History
Chart Review Quiz
Caregiver vs Care Partner
Assessment Tool Selection Preparation
Email to Care Partner
Nancy Assessment Selection
FREE PREVIEWB.3.3. Evaluation Forms
Safety - Home Health Care Professionals
Introduction to Client and Family
Introductions quiz
Nancy Assessment Preparation
Client and Caregiver Interview
Client and Daughter Interview Quiz
Preparation for Vitals
Vitals
Vitals Quiz
Range of Motion (ROM), Strength, and Edema Assessment Preparation
Physical Assessments
ROM, Strength, Edema Quiz
Cognitive Screen Preparation
Cognitive Screen
Cognitive Screen Quiz
Leisure/ Interest Exploration Preparation
Leisure and Interest Exploration
Leisure/ Interest Exploration Quiz
B.3.6. Home Safety Evaluation and GG Codes
Home Safety Evaluation
B.3.6. Home Safety Quiz
Wrap-Up
Wrap Up Quiz
B.3.18. Documentation
FREE PREVIEWB.3.18. Evaluation Documentation
OTR and Level II Student Debrief
OTR and Level II Student Debrief
OTR and Level II Student Debrief Quiz
B.3.5. Goals and Intervention Planning
OTR And Level II Student Goals Discussion
Goals and Intervention Planning Quiz
B.3.21. B.3.22 OT –OTA Collaboration and the Guidelines for Supervision, Roles, and Responsibilities
B.3.21./ B.3.22. Intraprofessional Communication/ Dynamics Quiz
B.3.18. Documentation
B.3.19 Care Partner Interview Preparation
Care Partner Discussion
B.3.18./ 3.19. Care Partner Discussion Quiz
Resources Prep
Resources
B.3.19. Resources Quiz
3.19.Bathing - Clinical Pearl
Bathing
Bathing Quiz
Activities Discussion Introduction
Community Activities
Community Activities Quiz
In-home Activities
In-home Activities Quiz
Psychosocial Factors: Anxiety
Psychosocial Factors: Anxiety Quiz
Sleep
Sleep Quiz
Solitary Activities
Solitary Activities Quiz
Activity Exploration
Activity Exploration Quiz
B.3.6. Safety Considerations
B.3.6. Safety Considerations Quiz
B.3.3. Music and Memory Introduction
Music and Memory
B.3.3. Music and Memory Quiz
B.3.18. Documentation
B.3.18. Intervention Documentation Comparison
B.3.5. Intervention Planning
Completion Checklist
Summative Exam Preparation
FREE PREVIEWSummative Exam
ClinEdWeb Nancy Case Scenario: Simulation Effectiveness Tool -‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)
By the end of this case scenario, learners will be able to:
❏ Identify common symptomology related to Dementia and Alzheimer's Disease.
❏ Recognize role of occupational therapy in a home health practice setting.
❏ Demonstrate understanding of relevant client-centered intervention plan that is supportive of occupational performance.
❏ Recognize how to support care partners during provision of occupational therapy services to persons with dementia.
❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level in persons with a dementia diagnosis.
❏ Complete point-of-service electronic documentation.
❏ Write relevant individual-centered goals.
❏ Document client progress.
❏ Recognize therapeutic-use-of-self elements as demonstrated by master clinicians.
❏ Demonstrate understanding of the evaluative process including client and caregiver interview, physical skill assessment, cognitive skill assessment and safety evaluation.
❏ Demonstrate understanding of the collaborative OT-OTA relationship during provision of occupational therapy services.
❏ Recognize the process and value of interviewing client and caregiver.
❏ Interpret evaluation data to inform occupation-based intervention planning.
❏ Recall use of and clinical reasoning for direct interventions that include occupations and activities, preparatory methods and tasks, education, and training.
❏ Recall the use of Occupational Therapy Practice Framework terminology.
❏ Recognize the evidence, purpose, and implementation of preparatory and occupation-based interventions.
❏ Identify the purpose, process, and interpretation of data collected from multiple evaluation tools.
❏ Create intervention plan that increases client-centered occupational participation.
❏ Identify the role of the Level II fieldwork student.
❏ Assess the OT practitioner's role in addressing the psychosocial aspects of the client's engagement in occupation.
Accreditation Council for Occupational Therapy Education (ACOTE®) Standards
C.1.0. The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism.
C.1.3. Fieldwork experience includes an objective with a focus on the occupational therapy practitioner’s role in addressing the psychosocial aspects of the client’s engagement in occupation.
C.1.11. Formal evaluation of student performance with formative and summative assessments. Level I fieldwork is met through the following instructional methods:
• Virtual environments
• Simulated environments
Students have the same Level I fieldwork experience (e.g., learning activities, objectives, assignments, and outcome measures).
B.3.3. Standardized and Nonstandardized Screening and Assessment Tools - Initial Evaluation
B.3.5. Reporting Data - Intervention Plan
B.3.6. Provide Interventions and Procedures -Intervention Plan
B.3.8. Grade and Adapt Processes or Environments - Intervention Plan
B.3.18. Technology in Practice - E-documentation Initial Evaluation, Progress Note Documentation
B.3.19. Teaching–Learning Process and Health Literacy - Care Partner Interview and Resources Quiz
B.3.21. Effective Communication - Intraprofessional Communication/ Dynamics Quiz
B.3.22. Principles of Interprofessional Team Dynamics - Intraprofessional Communication/ Dynamics Quiz
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