Occupational Therapy Fieldwork Educational Manual

Transcription

1 Occupational Therapy Fieldwork Educational Manual Alvernia University 400 Saint Bernardine Street Reading, PA

2 PREFACE Information in this manual is provided to help Occupational Therapy students prepare for fieldwork experiences and to provide the foundation from which fieldwork educators and the occupational therapy program can begin a collaborative relationship to prepare future professional occupational therapists through the academic and fieldwork education process. Alvernia University, the Occupational Therapy Program Director, faculty, and staff welcome comments and suggestions for improving all areas of the academic and fieldwork process.

3 GENERAL PROGRAM CONTACT INFORMATION Alvernia University BH St. Bernardine Street Reading, PA OCCUPATIONAL THERAPY PROGRAM Department Chair/ Program Director: Neil Penny, Ed.D, OTR/L OT Faculty: Karen Ann V. Cameron, Ph.D., OTD, M.Ed., OTR/L Greg Chown, OTD, OTR/L, CPAM Catherine Emery, MS, OTR/L Kayla Riegel, OTD, OTR/L, GCMC Mary Seamon-Zellers, MS, OTR/L Amy Thomas, OTD, OTR/L Academic Fieldwork Coordinator: Michele Peterson, MS, OTR/L Occupation Therapy Department Secretary: Linda Marburger, BA Fax: Revised: 9/14

4 TABLE OF CONTENTS PREFACE General Program Information TABLE OF CONTENTS INTRODUCTION TO ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM Mission Statement Occupational Therapy Program Philosophy Statement Philosophy of Occupation Philosophy of Education Master s Degree Level Program BSHS & MSOT Degree Tracking Curriculum Design Overview Curriculum Themes Educational Tracks BSHS in Occupational Therapy Educational Goals and Objectives Course Sequence 2010 Curriculum AOTA OFFICIAL DOCUMENTS Definition of Occupational Therapy Practice for the AOTA Model Practice Act Philosophical Base of Occupational Therapy Philosophy of Professional Education (2003 Statement) The Purpose and Value of Occupational Therapy Fieldwork Education Occupational Therapy Code of Ethics and Ethics Standards (2010)

5 Fieldwork Level II and Occupational Therapy Students: A Position Paper LEVEL I FIELDWORK POLICIES AND PROCEDURES Purpose of Level I Fieldwork Fieldwork I Expectations OT Fieldwork I - Seminar I OT Fieldwork I - Seminar II OT 481 Fieldwork I - Seminar III LEVEL I FORMS Occupational Therapy Program Level I Fieldwork Preparation Checklist Student Evaluation of the Level I Fieldwork Experience Level I Fieldwork Assignments Alvernia University Level I Fieldwork Occupational Therapy Student Evaluation LEVEL II FIELDWORK POLICIES AND PROCEDURES Purpose of Level II Fieldwork OT 482/483, Level II Fieldwork Teaching/Learning Experiences Level II Fieldwork Education Sites Level II Fieldwork Scheduling Procedure Level II Fieldwork Supervision and Evaluation Additional Information Termination and Fieldwork Progression Policy LEVEL II FIELDWORK FORMS Level II Fieldwork Placement Request Form

6 Level II Fieldwork Preparation Checklist Personal Data Form STUDENT EVALUATION OF THE FIELDWORK SITE Student Evaluation of the Fieldwork Experience (SEFWE) Evaluation of Fieldwork II Education Program LEVEL II AOTA FIELDWORK PERFORMANCE EVALUATION FOR THE OCCUPATIONAL THERAPY STUDENT STUDENT INFORMATION Student Identification Policy/Procedure for I/D Card Fieldwork Attendance/Absences Successful Completion of Level I and Level II Fieldwork Occupational Therapy Program Contractual Agreement Special Needs/ADA Accommodations Occupational Therapy Program Fieldwork Grievance Procedures Academic Harassment Policy Harassment Policy Fraternization Policy Alvernia University Occupational Therapy Program Mandatory Drug Screen Policy Health Care Majors Mandatory Online HIPAA Education Session Misdemeanor/Felony Convictions & Drug/Health Clearances Guideline for Level I and Level II Fieldwork Attire, Grooming and Related Safety Background Check Policy Academic Programs and Clearance Information

7 Authorization to Release Medical Information The American Occupational Therapy Association References

8 INTRODUCTION TO ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM

9 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY DEPARTMENT MISSION STATEMENT The mission of the Alvernia University Occupational Therapy Department is to engage students in learning the knowledge, skills and values of occupational therapy. The core values of the American Occupational Therapy Association (altruism, equality, freedom, justice, dignity, truth, and prudence) and those of Alvernia University (service, humility, peacemaking, contemplation, and collegiality) are complementary beliefs that values service to others. In harmony with the mission of the University, the Occupational Therapy Department seeks to prepare graduates who will be reflective practitioners, life-long learners, and ethical leaders engaged in their communities. April 3, 2013

10 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM PHILOSOPHY STATEMENT Grounded in the Catholic, Franciscan tradition, Alvernia University provides a valuescentered education in the professional and liberal arts disciplines. The philosophy of the Occupational Therapy Program integrates the core beliefs and values of the profession with the mission of Alvernia University and its founding order, the Bernardine Franciscan Sisters. The program seeks to prepare students for a life of service to others and to achieve competence in the standards of practice for occupational therapy. Philosophy of Occupation The Occupational Therapy Program at Alvernia University is grounded in the belief that humans are active, intrinsically motivated beings, whose development is continuous throughout their lives. Humans are intrinsically motivated to adapt to the changing needs and conditions of the self and the environment. Occupation provides the means by which humans adapt, achieve health and wellness, and spiritual wholeness. Engagement in meaningful occupations has a fundamental effect on growth, health, the development of functional skills, and living life to its fullest. Disease, functional or structural impairment, activity limitation, or participation restriction may at any time interfere with the process of development, growth, or adaptation. By engaging in occupations, humans are able to influence their physical, psychosocial or virtual environment; and to achieve higher levels of function, independence, quality of life, and spiritual fulfillment. The use of occupation by occupational therapy practitioners has both an extrinsic therapeutic and an intrinsic life-affirming purpose. Through the use of meaningful occupations, occupational therapists are able to prevent, mediate, or remove barriers to engagement in a meaningful life. By valuing individuals (Person), environmental contexts (Environment) and dimensions of doing (Occupation), occupational therapists enable people to make culturally relevant life-affirming choices to achieve desired levels of health, well-being and engagement in life (Participation). These principles mesh well with the guiding beliefs of the profession which include: Occupations are activities that bring meaning to the daily lives of individuals, families, and communities and enable them to participate in society. All individuals have an innate need and right to engage in meaningful occupations throughout their lives. Participation in these occupations influences their development, health and

11 well-being across the lifespan. As such, participation in meaningful occupation is a determinant of health. (AOTA, 2011, 6 suppl.) Occupational therapy is based on the belief that occupations may be used for health promotion and wellness, remediation or restoration, health maintenance, disease and injury prevention, and compensation/adaptation. The use of occupation to promote individual, community, and population health is the core of occupational therapy practice, education, research, and advocacy. (AOTA, 2011, 6 suppl.) All people need to be able or enabled to engage in the occupations of their need and choice, to grow through what they do, and to experience independence or interdependence, equality, participation, security, health and well-being (Wilcock & Townsend, 2008, p. 198, as cited by AOTA, 2008, p.625). Philosophy of Education The philosophy of education for the Occupational Therapy Program describes how learning occurs. It is guided by the writings of Dewey, Gardner, Kolb, Schon, Knowles and the importance that occupation brings to the human experience. Dewey's Philosophy of Education provided the guiding principles for the development of Alvernia s Occupational Therapy Program. According to Dewey, the moral and social environment of the classroom contributes or detracts from the teaching and learning processes. Education is not merely the discovery and storage of information, but also the continuing rediscovery and reaffirmation of permanent and absolute values. Gardner s theory of Multiple Intelligences encourages instructors to use a variety of learning strategies and student learning outcomes to develop competencies in the cognitive, affective, and psychomotor domains. Kolb s model of Experiential Learning serves as a guide to teaching where direct encounters with the phenomena to be studied lead to greater generalization and application of learning. Ideas from Schon s theory of Reflection-on-Practice emphasizes the integration of critical thinking fostered by studies of the liberal arts with the clinical reasoning developed for the practice of occupational therapy. By engaging in service experiences and clinical practicum s students learn to think on their feet and to use images, metaphors, narratives, and theories to address clinical problems. These thought processes develop the understanding needed to solve the complex problems of technical rigor and human dignity that confront health care professionals in their daily practice. Knowles beliefs about Andragogy are incorporated into graduate level coursework where adult learners are expected to be self-directed & internally motivated to learn, bring real world experience to the classroom, and to be focused on problem centered learning.

12 Finally, students are guided through educational experiences that establish occupation as the key construct that defines the profession and provides a unique value-added focus to the services provided by the occupational therapist. Our beliefs are consistent with AOTA s Philosophy of Occupational Therapy Education, that: advocate[s] the use of occupation to facilitate health promoting growth, change, and/or adaptation with the goal of participation in meaning full occupation that supports survival, self-actualization, occupational balance, and quality of life. (AOTA, 2007, p. 678). The Occupational Therapy Program at Alvernia University seeks to: reinforce the development of new knowledge supporting the use of occupation, the application of clinical reasoning based on evidence, the necessity of lifelong learning, and the improvement of professional knowledge and skills. (AOTA, 2007, p. 678). AOTA Source Documents American Occupational Therapy Association. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy. 61, 678. American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy. 62, American Occupational Therapy Association. (2011). The philosophical base of occupational therapy. American Journal of Occupational Therapy, 65, (6, Suppl.) online member area. Approved February 7, 2012

13 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM MASTER S DEGREE LEVEL PROGRAM BSHS & MSOT DEGREE TRACK Curriculum Design The master s degree level program in occupational therapy at Alvernia University is designed to prepare graduates with the competencies expected of the entry-level, professional, occupational therapist. The design of the curriculum is firmly embedded in the mission of Alvernia University, the philosophy of education of the American Occupational Therapy Association (2007b), and the philosophy of education of the program. These form a foundation for a values-centered education that enables graduates to serve others and adopt positions of ethical or moral leadership. The curriculum is designed to prepare students with the knowledge, skills, attitudes, and values necessary for effective performance across a broad spectrum of practice setting. Graduates of the program will be prepared to think critically, creatively, logically, and ethically in order to use occupation to provide services as practitioners, managers, entrepreneurs, and leaders. To prepare for the challenges that face occupational therapy practitioners in contemporary world, students are expected to develop the self-reflection needed for personal and professional growth, and lifelong learning. The occupational therapy curriculum is based on an understanding of occupation, clientcentered, evidence-based, clinical reasoning, and the ideology underlying the Occupational Therapy Practice Framework: Domains and Process, second edition (AOTA, 2008b), which describes the profession s unique focus on, and use of, occupation to enable individuals to participate in lives that hold meaning to them. Graduates will develop a broad perspective in the use of occupation to solve problems for various conditions that interfere with the quality of life for individuals, groups, communities, and populations. A distinctive feature of Alvernia s curriculum design is that it embraces liberal arts education at the undergraduate and graduate level and focuses on a holistic view of education that reflects the essence of the mission of the University. The curriculum strives to create a community of learners that inspires, motivates, and guides students as they strive for excellence in their professional and personal lives. Students are encouraged to seek moral integrity, spiritual fullness, and to develop their highest level of competence, compassion, and moral behavior. The sequence of instructional goals and objectives presents basic concepts in beginning courses. Building on this foundation, increasingly complex layers of knowledge and skills are introduced, practiced, and mastered. Interdisciplinary core courses create opportunities to discuss issues from multiple perspectives and broaden the process of learning. June 10, 2013

14 CURRICULUM THREADS The design for the five year combined BSHS and MSOT program. It is based on the Philosophy of Education of the program and five curricular threads: (1) occupation centered practice, (2) reflection on ethical, moral, and professional values, (3) critical thinking skills, (4) current and emerging service delivery models, and (5) scientific inquiry and research: 1. Occupation Centered Practice The program is committed to the concept of occupation with all the inferred richness of the physical, contextual, temporal, psychological, social, symbolic, and spiritual dimensions that are at the core of the profession. An understanding of human occupation is infused throughout the curriculum. The ideology underlying the Occupational Therapy Practice Framework: Domains and Process embodied in the phrase supporting health and participation in life through engagement in occupation (AOTA, 2008b) is carried out in all course work and in fieldwork experiences. Students will learn the deep meaning of occupation and its value in promoting health, wellness, and for full participation in society. Students will gain an understanding of the use of occupation to facilitate adaptation, improve performance components, and encourage occupational tasks and roles that support optimal function and full participation. Students develop knowledge in the theories and research about people s participation in occupation. They develop skills in assessing, analyzing, adapting, grading and using occupations therapeutically. Lastly, students develop positive attitudes towards individual and cultural differences in beliefs about occupations. 2. Reflection on Ethical, Moral, and Professional Values Consistent with the Franciscan tradition of education and Schon s Reflection-on- Practice students engage in a variety of learning activities and guided self reflections to promote professional and personal growth. The Franciscan values of the university and the professional values of occupational therapy serve as guidepost for this journey of self-discovery. The Occupational Therapy Code of Ethics (AOTA 2010) is reinforced in each course and expectations for appropriate behaviors are clearly articulated in course syllabi. Clinical practice course work will provide opportunities for both ethical decision-making and reflection on best practice. Management, leadership and advocacy course work will pose ethical dilemmas and explore the consequences for violations of ethical standards. Expectations regarding academic honesty will be emphasized throughout the curriculum and will be re-emphasized when students are engaged in research investigation and scholarly writing. Research courses will

15 include content on the protection of human subjects and other ethical issues in research. Ethical values and professional behaviors are expected in classroom situations and practice settings. Professional behavior and self-reflection is modeled by faculty for students to follow. Students are prepared in the use of occupations in culturally relevant ways and expected to respect others whether they are clients, peers, or supervisors. Involvement in professional activities is encouraged as a precursor to a lifetime of service and leadership. 3. Critical Thinking Skills The occupational therapy curriculum at Alvernia University reflects levels of teaching and learning in a hierarchy exemplified by Bloom s Taxonomy. Learning will progress from the knowledge and comprehension levels, to the application level, and eventually to analysis, synthesis, evaluation, and problemsolving levels needed for the clinical reasoning skills required of entry-level practitioners. Introductory occupational therapy courses will emphasize knowledge and comprehension and will begin to address application as the therapeutic process is introduced. Clinical courses will emphasize application of learning and analysis of evaluation findings. A higher level of analysis will be expected as students learn about occupational therapy roles and in multiple service delivery settings. Analysis and synthesis will be expected during advanced level course work and level II fieldwork where students learn the link between critical thinking with clinical reasoning. The evaluation level of the teaching-learning hierarchy is further developed in courses that require students to engage in the design, implementation, and evaluation of therapy programs and are of particular importance in the research component of the curriculum. As critical thinking skills develop students are able to apply these skills to gather and evaluate evidence to support best practice. Students learn to locate, to understand, to evaluate and to apply information that will support decisions using theory and evidence. The ability to use knowledge within context is valued over the possession of information. Students become proficient in the cognitive, affective and psychomotor skills needed for the competent clinical reasoning expected of the entry-level, professional occupational therapist. 4. Current and Emerging Service Delivery Models In the past, the primary emphasis of occupational therapy education has been on the acquisition of skills and competencies to prepare graduates to assume positions in clinical settings. With the adoption and revision of the Occupational Therapy Practice Framework (2008b) by the AOTA and the subsequent expansion of occupational therapy service delivery models, the focus has shifted toward a broader and more complex set of competencies. Occupation is seen as a tool to enhance well-being, restore health and as a tool to advocate for social justice and community development. Occupations are also viewed as a means of

16 finding out what interrupted a person s occupational participation, how the environment supports or impedes participation, and how to influence health and welfare policy and legislation. The program will continue to produce graduates with the competencies to provide occupation-based interventions for individual clients. However, in a pluralistic society understanding how cultural occupations are a part of an individual s everyday life and how engagement in occupations may be a source of promoting wellness is a fundamental skill for occupational therapists. Commensurate with the changes in service delivery models, the professional roles assumed by occupational therapy practitioners have also expanded. Therefore, the curriculum is designed to prepare graduates for entry-level positions in the following traditional and emerging roles: clinician, administrator, advocate, patient-educator, and researcher. Initial course work focuses on clinical roles and develops skills in clinical reasoning. Later course work will prepare students to apply that system of inquiry and intervention to plan and administer programs, function as fieldwork educators, and engage in beginning research. Advanced level course work will provide the depth of content needed to enable students to function effectively as leaders and advocates for the profession. 5. Scientific Inquiry and Research The use of evidence to guide learning will be reinforced at every level of the education program. As students progress through the curriculum, an increasingly complex set of competencies will be expected in the area of scientific inquiry and research. In early level courses, students will be exposed to research studies and their relation to theory and practice development. Practice courses will emphasize application of research evidence findings, and faculty will emphasize understanding and use of evidence to support best practice in occupational therapy. Students will be expected to apply methods of scientific inquiry to problem solving and to development of treatment protocols. The program embraces the concept of scholarship proposed Boyer (AOTA, 2009). Scientific inquiry is viewed in terms of (a) the discovery of new knowledge, (b) the application of existing knowledge in new ways, (c) scholarship into the teaching of others, and (d) the integration of knowledge. The need to ground scientific inquiry in practical everyday clinical practice so that academic research can be translated into occupational therapy practice by graduates of the program is emphasized. Course work will require students to develop skills in finding and critically evaluating research studies and will introduce the research process used in a variety of research designs. Students will gain an awareness of the relationship of theory to practice and will learn how to use evidence to guide their own practice. In the final phase of the curriculum, students will be expected to develop and execute their own scientific investigations and to prepare a written report as part of their capstone experience for the Master of Science degree. June 10, 2013

17 EDUCATIONAL TRACKS Two educational tracks have been developed to meet the distinct the needs of students seeking to earn an master s degree in occupational therapy, (a) a 5 year Bachelor of Science in Health Science degree and Master of Science in Occupational Therapy degree track for the traditional college students, and (b) an entry Master s of Science in Occupational Therapy degree for students who already possess a baccalaureate degree. The coursework in these tracks are designed to meet the 2006 Accreditation Standards for a Master s- Degree-Level Educational Program for the Occupational Therapist (AOTA, 20011a) COURSE SEQUENCE FOR THE 5 YEAR BSHS AND MSOT DEGREE TRACK The 5 year combined BSHS and MSOT degree track admits both traditional and nontraditional students. Traditional students are admitted into the entry-level occupational therapy program in the freshman year of the Bachelor of Science in Health Science degree. Non-traditional students (who do not possess a baccalaureate degree) may enter this track as transfer students or as mid-degree students. The following description of the course sequence is for the traditional student. The non-traditional student course sequence is the same and varies only on where the student enters the sequence. The purpose of the first year of coursework is to connect students to the occupational therapy program, provide a foundation in the liberal arts core, insure students have the ability to locate and evaluate information, and to develop the writing skills needed to be an effective communicator. This first year of liberal arts coursework includes, foreign language, foundations of philosophy and theology, and introduction to psychology and sociology. Students are introduced to the broad field of occupational therapy and oriented to the curriculum in their first freshman semester (OT 101 Introduction to Occupational Therapy). In their second semester students begin to examine the biological foundations of occupation in Anatomy and Physiology I. Reflecting the mission of the University and the philosophy of the program, the liberal arts continue in the second year of coursework, including art or music, history, ethics, theology or philosophy, human anatomy and physiology II, kinesiology and neuroscience. These courses provide an emphasis on the biological, physical, ethical, spiritual, psychological, and social sciences. To prepare students for future roles as consumers of research, students take an introductory statistics course Electives allow the students to pursue areas of individual interest. In the third year of study, students begin their formal education in occupational therapy. They are introduced to the philosophical and foundational bases of the profession, and an understanding human engagement, fulfillment and participation in

18 occupation throughout the lifespan (OT 323 OT Paradigms & Theory). Students gain an understanding of disruption to normal occupational performance in a variety of systems through the study of diseases, injuries, and health conditions (OT 325 OT Pathology). OT 321 Activity Analysis coursework develops skills for task analysis and principles of grading adapting occupations and therapeutic modalities to appropriately challenge and facilitate meaningful participation and in OT 327 Occupational Therapy Process they learn the components that comprise occupational therapy s client-centered practice. Integrating these concepts and introducing the role that values play in the development of one s professional identity occurs in the first level I fieldwork and seminar (OT 381 Fieldwork I Seminar I). In the second semester of the third year, students take course work that provides an understanding of how occupational therapists select, grade and adapt occupations during the intervention process (OT 332 Adapting and Grading Low Technology) and take two of the four occupational therapy practice courses (OT 334 Occupational Performance I Pediatrics, and OT 336 Occupational Performance II Adult Rehabilitation) Here the students with the knowledge and skills needed to implement occupation based practice in current and emerging areas of service. The link between critical thinking, clinical thinking and the use of evidence to support best practice are introduced. Learning is reinforced by experiential labs and reflected upon during the concurrent level I fieldwork and seminar (OT 382 Fieldwork I Seminar II). Lastly students extensively examine behavioral and mental health conditions in Psychopathology (PSY 403). This study of therapeutic use of occupations continues into the fourth year of study, with Occupational Performance III and IV (OT 421 Behavioral Health, and OT 423 Geriatrics) where students use critical thinking skills, solve the problems and learn to use occupation based interventions to promote health. Students discover additional strategies, modalities and equipment to optimize occupational performance in OT 427 Adapting and Grading with High Technology. Classroom learning is reinforced and later reflected upon following experiential labs and application during level I fieldwork experiences (OT 481 Fieldwork I Seminar III). In OT 607 Data Analysis for the Occupational therapist, students are familiarized with the tools used analyze data in the social sciences. From the quantitative research tradition students will use mathematical and statistical tools including descriptive statistics, parametric and non-parametric inferential statistics to describe and analyze data. From the qualitative research tradition students will use analytical techniques to discover the meaning within artifact data. Issues of validity and reliability central to all research methodologies will be explored. During the fifth, sixth and seventh semesters of the program, a course connected level I fieldwork and 1 hour seminar class integrates classroom learning with clinical practice. This enables students to apply classroom learning with clinical learning as they develop an understanding of client needs. Reflection on personal growth, clinical experiences and professional behaviors is designed to facilitate the development of their professional identity (OT 381, OT 382 and OT 481).

19 The Spring Semester of the Fourth Year (Semester 8) students engage in 24 weeks of fulltime (or the equivalent) clinical practicum (OT 482 Level II Fieldwork Practicum I and OT 483 Level II Fieldwork Practicum II). Under the supervision of an experience occupational therapist, students integrate previous course work by focusing on the application of purposeful and meaningful occupation in the provision of occupational therapy services. The fieldwork experience promotes clinical reasoning, ethical reflective practice; and develops professionalism, competence, and compassion as career responsibilities. Reflection-on-practice continues through postings on Blackboard. In addition, the students take COR 520 Ethics and Moral Leadership. This course, required by all Alvernia graduate programs, involves interdisciplinary work to study issues of ethical leadership from a broad perspective. The graduate phase of the curriculum provides students with greater in-depth analysis of occupational therapy theory and practice and strengthens their skills in particular practice areas for professional roles as clinicians, consultants, educators, researchers, and advocates. During the first semester of graduate work, in OT 513 Advocacy and Public Policy, students take course work designed to broaden their understanding of local, national and global trends related to the provision of occupational therapy services and how to influence change in service delivery systems. In OT 517 Advanced Interventions students build upon clinical experiences gained during level II fieldwork and continue the intensive study of those principles, models, and theories of intervention that enable clients in across diverse service settings to optimize functioning. Students also bring their fieldwork experiences to OT 601 Interprofessional Collaboration where they study ways of providing services in teams with other health care professionals to achieve the goal of safer and higher quality care. Finally, in OT 605 Research Design students explore the quantitative and qualitative research traditions used in occupational therapy and learn how to critically evaluate published research as they begin to develop a research proposal. During the second semester of graduate work, in OT 522 Leadership and Management the knowledge, skills and values needed to become an ethical supervisor, manager, or leader in current and emerging service delivery settings is presented. Students develop a greater understanding of contexts and emerging trends within the profession in OT 526 Current Trends in Occupational Therapy. Credentialing exam preparation activities are also embedded in this course. The capstone experience is the completion of a research project to address a problem broadly related to human engagement in occupation (OT 620 Research Report and OT 622 Research Seminar). By completing a research project students demonstrate proficiency in ethical research and the ability to identify, evaluate, and synthesize data. Finally, a written and oral presentation of the research findings demonstrates the integration of a professional identity in the service of others. Exploration and reflection on the need for lifelong learning and the ethical responsibility to provide evidence-supported practice for client well-being occurs in OT 624 Best Ethical Practice in Occupational Therapy. June 10, 2013

20 AOTA Documents American Occupational Therapy Association. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy. 61, 678. American Occupational Therapy Association. (2008a). Occupational therapy model curriculum. Bethesda, DC: Author. American Occupational Therapy Association. (2008b). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy. 62, American Occupational Therapy Association. (2009a) Scope of Practice. American Journal of Occupational Therapy. 63, American Occupational Therapy Association. (2009b). Scholarship in occupational therapy. American Journal of Occupational Therapy. 63, American Occupational Therapy Association. (2010). Occupational therapy code of ethics and ethics standards. American Journal of Occupational Therapy. 64, American Occupational Therapy Association. (2011a). Accreditation Standards for a Master s-degree-level Educational Program for the Occupational Therapist. American Journal of Occupational Therapy. 65. American Occupational Therapy Association. (2011b). The philosophical base of Occupational Therapy. American Journal of Occupational Therapy. 65, June 10, 2013

21 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM COMBINED BACHELOR OF SCIENCE IN HEALTH SCIENCE AND MASTER OF SCIENCE IN OCCUPATIONAL THERAPY Educational Goals and Objectives Grounded in the Catholic, Franciscan tradition, Alvernia University exists to provide values-centered undergraduate and graduate education in both professional programs and the liberal arts. The educational goal for the MS OT degree is to: Prepare graduates with the knowledge and competencies expected of entry-level, professional, occupational therapists. As compassionate professionals, graduates will provide occupational therapy services to individuals, groups, and populations in a manner that is congruent with the core values of the Catholic, Franciscan tradition at Alvernia University (service, humility, peacemaking, contemplation, and collegiality) and the Occupational Therapy profession (altruism, equality, freedom, justice, dignity, truth, and prudence). To achieve this goal, the Occupational Therapy Program offers two educational tracks for the MS OT degree, a five year BS HS and MS OT degree and an entry MS OT degree for students who possess a baccalaureate degree. Both tracks are based on the same educational philosophy and educational themes: (1) occupation centered practice, (2) ethics, morals, and professional values, (3) critical thinking skills, (4) current and emerging service delivery models, and (5) scientific inquiry and research. Six educational objectives follow from this educational goal, graduates will: 1. Demonstrate a comprehensive understanding of occupation and the dynamic of engagement in occupation to support health and participation in all aspects of occupational therapy s domain (areas of occupation, performance skills, performance patterns, client factors, captivity demands, contexts and environments). [Theme #1] 2. Demonstrate behaviors that integrate Catholic Franciscan values with the ethics and values of the profession of occupational therapy; to include but not limited to, sensitivity to issues of age, gender, ethnicity, race, religious tradition, spirituality, disability and impairment, which influence engagement in occupation and demonstrate the knowledge and skills to assume a leadership role in ethical practice. [Theme #2] 3. Use critical thinking skills to collect analyze and evaluate data, and to make and support clinical decision-making. [Theme #3] 4. Demonstrate entry-level practice proficiencies for service delivery in diverse practice settings including evaluation, intervention, and outcomes, which meet

22 the profession s standards for safe and ethical practice. [Theme #4] 5. Develop beginning competence in the ability to access information and engage in scientific inquiry, scholarship, or research as it is used to support decisionmaking by clinical practitioners. [Theme 5] 6. Develop the knowledge and skills, needed to participate in professional activities, including but not limited to; proficiency in spoken, written, interpersonal communication, and the ability to use technology to communicate with others. Approved May 3, 2011

23 ALVERNIA UNIVERSITY Occupational Therapy Program Bachelor of Science in Health Science and Entry-level Master of Science in Occupational Therapy Course Sequence 2010 Curriculum Semester 1 OT 101 Introduction to Occupational Therapy 3cr COL 110 First Year Seminar 2/3cr COM 101 Composition & Research 3cr Language I Liberal Arts Core 3cr THE 105 Foundations of Theology 3cr Total Semester Credits 14/15 Semester 2 PHI 105 Foundations of Philosophy 3cr PSY 101 Introduction to Psychology 3cr SOC 111 Principles of Sociology 3cr Language II Liberal Arts Core 3cr BIO 107 Human Anatomy & Physiology I 3cr BIO 117 Human Anatomy & Physiology Lab 1cr Total Semester Credits 16 Semester 3 BIO 108 Human Anatomy & Physiology II 3cr BIO 118 Human Anatomy & Physiology Lab 1cr BIO 208 Neuroscience for Rehabilitation 3cr MAT 208 Introductory Statistics 3/4cr PSY 208 Human Development across the Life Span 3cr Art/Music Liberal Arts Core 3cr Total Semester Credits 16/17 Semester 4 Literature Liberal Arts Core 3cr BIO 211 Kinesiology 4cr THE/PHL Ethics/Morality Area I 3cr History Liberal Arts Core 3cr Area II (Biology or Psychology recommended) 3cr Total Semester Credits 16 09/14

24 Semester 5 PED 304 Wellness for Life 3cr OT 321 Activity Analysis 3cr OT 323 OT Paradigms & Theory 3cr OT 325 OT Pathology 3cr OT 327 OT Process 3cr OT 381 Fieldwork I Seminar I 1cr Total Semester Credits 16 Semester 6 OT 332 Adapting & Grading Low Tech 3cr OT 334 Occupational Performance I (Pediatric) 4cr OT 336 Occupational Performance II (Adult) 4cr OT 382 Fieldwork I Seminar II 1cr COM Liberal Arts Core Area I 3cr PSY 250/403 Intro to Psychopathology 3cr Total Semester Credits 18 Semester 7 OT 421 Occupational Performance III (Beh.Health) 4cr OT 423 Occupational Performance IV (Geriatric) 4cr OT 427 Adapting & Grading high Tech 3cr OT 481 Fieldwork I Seminar III 1cr THE/PHL Liberal Arts Core Area I 3cr OT 607 Data Analysis for OT s 3cr Total Semester Credits 18 Semester 8 OT 482 Level II Fieldwork Practicum I 6cr OT 483 Level II Fieldwork Practicum II 6cr OT 520 Ethics and Moral Leadership 3cr Total Semester Credits 15 Semester 9 OT 517 Advanced Interventions 4cr OT 522 Leadership & Management 3cr OT 605 Research Design 3cr OT 624 Best Ethical Practice in OT 3cr Total Semester Credits 13 Semester 10 OT 513 Advocacy & Public Policy 3cr OT 526 Current Trends in OT 3cr

25 OT 620 Research Report 3cr OT 622 Research Seminar 1cr OT Elective 3cr Total Semester Credits 13 09/14

26 AOTA OFFICIAL DOCUMENTS

27 DEFINITION OF OCCUPATIONAL THERAPY PRACTICE FOR THE AOTA MODEL PRACTICE ACT The practice of occupational therapy means the therapeutic use of occupations, including everyday life activities with individuals, groups, populations, or organizations to support participation, performance, and function in roles and situations in home, school, workplace, community, and other settings. Occupational therapy services are provided for habilitation, rehabilitation, and the promotion of health and wellness to those who have or are at risk for developing an illness, injury, disease, disorder, condition, impairment, disability, activity limitation, or participation restriction. Occupational therapy addresses the physical, cognitive, psychosocial, sensory-perceptual, and other aspects of performance in a variety of contexts and environments to support engagement in occupations that affect physical and mental health, well-being, and quality of life. The practice of occupational therapy includes: A. Evaluation of factors affecting activities of daily living (ADL), instrumental activities of daily living (IADL), rest and sleep, education, work, play, leisure, and social participation, including: 1. Client factors, including body functions (such as neuromusculoskeletal, sensoryperceptual, visual, mental, cognitive, and pain factors) and body structures (such as cardiovascular, digestive, nervous, integumentary, genitourinary systems, and structures related to movement), values, beliefs, and spirituality. 2. Habits, routines, roles, rituals, and behavior patterns. 3. Physical and social environments, cultural, personal, temporal, and virtual contexts and activity demands that affect performance. 4. Performance skills, including motor and praxis, sensory-perceptual, emotional regulation, cognitive, communication and social skills. B. Methods or approaches selected to direct the process of interventions such as: 1. Establishment, remediation, or restoration of a skill or ability that has not yet developed, is impaired, or is in decline. 2. Compensation, modification, or adaptation of activity or environment to enhance performance, or to prevent injuries, disorders, or other conditions. 3. Retention and enhancement of skills or abilities without which performance in everyday life activities would decline. 4. Promotion of health and wellness, including the use of self-management strategies, to enable or enhance performance in everyday life activities. 5. Prevention of barriers to performance and participation, including injury and disability prevention. C. Interventions and procedures to promote or enhance safety and performance in activities of daily living (ADL), instrumental activities of daily living (IADL), rest and sleep, education, work, play, leisure, and social participation, including: 1. Therapeutic use of occupations, exercises, and activities.

28 2. Training in self-care, self-management, health management and maintenance, home management, community/work reintegration, and school activities and work performance. 3. Development, remediation, or compensation of neuromusculoskeletal, sensoryperceptual, visual, mental, and cognitive functions, pain tolerance and management, and behavioral skills. 4. Therapeutic use of self, including one s personality, insights, perceptions, and judgments, as part of the therapeutic process. 5. Education and training of individuals, including family members, caregivers, groups, populations, and others. 6. Care coordination, case management, and transition services. 7. Consultative services to groups, programs, organizations, or communities. 8. Modification of environments (home, work, school, or community) and adaptation of processes, including the application of ergonomic principles. 9. Assessment, design, fabrication, application, fitting, and training in seating and positioning, assistive technology, adaptive devices, and orthotic devices, and training in the use of prosthetic devices. 10. Assessment, recommendation, and training in techniques to enhance functional mobility, including management of wheelchairs and other mobility devices. 11. Low vision rehabilitation. 12. Driver rehabilitation and community mobility. 13. Management of feeding, eating, and swallowing to enable eating and feeding performance. 14. Application of physical agent modalities, and use of a range of specific therapeutic procedures (such as wound care management; interventions to enhance sensoryperceptual, and cognitive processing; and manual therapy) to enhance performance skills. 15. Facilitating the occupational performance of groups, populations, or organizations through the modification of environments and the adaptation of processes. Adopted by the Representative Assembly 4/14/11 (Agenda A13, Charge 18)

29 THE PHILOSOPHICAL BASE OF OCCUPATIONAL THERAPY Occupations are activities that bring meaning to the daily lives of individuals, families, and communities and enable them to participate in society. All individuals have an innate need and right to engage in meaningful occupations throughout their lives. Participation in these occupations influences their development, health and well-being across the lifespan. As such, participation in meaningful occupation is a determinant of health. Occupations occur within diverse social, physical, cultural, personal, temporal, or virtual contexts. The quality of occupational performance and the experience of each occupation are unique in each situation due to the dynamic relationship between factors intrinsic to the individual, the contexts in which the occupation occurs, and the characteristics of the activity. The focus and outcome of occupational therapy are individuals engagement in meaningful occupations that support their participation in life situations. Occupational therapy practitioners conceptualize occupations as both a means and an end to therapy. That is, there is therapeutic value in occupational engagement as a change agent, and engagement in occupations is also the ultimate goal of therapy. Occupational therapy is based on the belief that occupations may be used for health promotion and wellness, remediation or restoration, health maintenance, disease and injury prevention, and compensation/adaptation. The use of occupation to promote individual, community, and population health is the core of occupational therapy practice, education, research, and advocacy. Authors The Commission on Education: Jyothi Gupta, PhD, OTR/L, OT(C), Chairperson Andrea R. Bilics, PhD, OTR/L, FAOTA Donna M. Costa, DHS, OTR/L, FAOTA Debra J. Hanson, PhD, OTR Mallory Duncan (ASD) Susan M. Higgins, MA, OTR/L Linda Orr, MPA, OTR/L Diane Parham, PhD, OTR/L, FAOTA Jeff Snodgrass, PhD, MPH, OTR, CWCE Neil Harvison, PhD, OTR/L, FAOTA (Staff Liaison) Adopted by the Representative Assembly Revised by the Commission on Education, 2011 This revision replaces the 1979 The Philosophical Base of Occupational Therapy (previously published and copyrighted in 1995 by the American Occupational Therapy Association in the American Journal of Occupational Therapy, 49, 1026). Reviewed by COE and COP in 2004.To be published and copyrighted in 2011 by the American Occupational Therapy Association in the AmericanJournal of Occupational Therapy, 65 (6 Suppl.)

30 PHILOSOPHY OF OCCUPATIONAL THERAPY EDUCATON Occupational therapy education is grounded in the belief that humans are complex beings engaged in a dynamic process of interaction with the physical, social, temporal, cultural, psychological, spiritual, and virtual environments. Through active engagement within the internal and external environments, humans evolve, change, and adapt. Occupational therapy educators advocate the use of occupation to facilitate health promoting growth, change, and/or adaptation with the goal of participation in meaningful occupation that supports survival, self-actualization, occupational balance, and quality of life. The profession of occupational therapy is unique and dynamic, grounded in core principles of occupation, and is influenced by emerging knowledge and technologies. Thus, the education of future occupational therapists and occupational therapy assistants must consistently reinforce the development of new knowledge supporting the use of occupation, the application of clinical reasoning based on evidence, the necessity for lifelong learning, and the improvement of professional knowledge and skills. Occupational therapy education promotes competence through educational experiences that foster the occupational therapists and occupational therapy assistants practice potential and scholarship development. Occupational therapy educators use active learning that engages the learner in a collaborative process that builds on prior knowledge and experience and integrates professional academic knowledge, experiential learning, clinical reasoning, and self-reflection. Occupational therapy education promotes integration of philosophical and theoretical knowledge, values, beliefs, ethics, and technical skills for broad application to practice in order to improve human participation and quality of life for those individuals with and without impairments and limitations. The occupational therapy education process emphasizes continuing critical inquiry in order that occupational therapists and occupational therapy assistants be well prepared to function and thrive in the dynamic environments of a diverse and multicultural society, using the power of occupation as the primary method of evaluation, intervention, and health promotion. Authors The Commission on Education: David A. Haynes, MBA, OTR/L, OTA Program Director Terrianne Jones, MA, OTR/L, OTA Academic Educator For The Commission on Education Linda S. Fazio, PhD, OTR/L, FAOTA, Chairperson Adopted by the Representative Assembly 2007C9 Note: This document replaces the 2003 Philosophy of Professional Education (previously published and copyrighted in 2003 by the American Occupational Therapy Association in the American Journal of Occupational Therapy, 57, 640). Copyright 2007, by the American Occupational Therapy Association. To be published in the American Journal of Occupational Therapy, 61 (November/December).

31 THE PURPOSE AND VALUE OF OCCUPATIONAL THERAPY FIELDWORK EDUCATION The purpose of fieldwork education is to propel each generation of occupational therapy practitioners from the role of student to that of practitioner. Through the fieldwork experience, future practitioners achieve competence in applying the occupational therapy process and using evidence-based interventions to meet the occupational needs of a diverse client population. Fieldwork assignments may occur in a variety of practice settings, including medical, educational, and community-based programs. Moreover, fieldwork placements also present the opportunity to introduce occupational therapy services to new and emerging practice environments. Fieldwork assignments constitute an integral part of the occupational therapy and occupational therapy assistant education curricula. Through fieldwork, students learn to apply theoretical and scientific principles learned from their academic programs to address actual client needs within the context of authentic practice environments. While on fieldwork, each student develops competency to ascertain client occupational performance needs to identify supports or barriers affecting health and participation and document interventions provided. Fieldwork also provides opportunities for the student to develop advocacy, leadership, and managerial skills in a variety of practice settings. Finally, the student develops a professional identity as an occupational therapy practitioner, aligning his or her professional judgments and decisions with the American Occupational Therapy Association (AOTA) Standards of Practice (AOTA, 2005b) and the Occupational Therapy Code of Ethics (AOTA, 2005a). As students proceed through their fieldwork assignments, performance expectations become progressively more challenging. Level I fieldwork experiences occur concurrently with academic coursework and are designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process (Accreditation Council for Occupational Therapy Education [ACOTE], 2007a, 2007b, 2007c). Level II fieldwork experiences occur at or near the conclusion of the didactic phase of occupational therapy curricula and are designed to develop competent, entrylevel, generalist practitioners (ACOTE, 2007a, 2007b, 2007c). Level II fieldwork assignments feature in-depth experience(s) in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and evidencebased practice through exposure to a variety of clients across the life span and to a variety of settings (ACOTE, 2007a, 2007b, 2007c). The value of fieldwork transcends the obvious benefits directed toward the student. Supervising students enhances fieldwork educators own professional development by providing exposure to current practice trends, evidence-based practice, and research. Moreover, the experience of fieldwork supervision is recognized by the National Board for Certification in Occupational Therapy (NBCOT) and many state regulatory boards as a legitimate venue for achieving continuing competency requirements for occupational therapy practitioners.

32 Another benefit to the fieldwork site for sponsoring a fieldwork education program is with the recruitment of qualified occupational therapy personnel. Through the responsibilities expected during Level II fieldwork, occupational therapy staff and administration are given opportunity for an in-depth view of a student s potential as a future employee. In turn, an active fieldwork program allows the student, as a THE REFERENCE MANUAL OF THE OFFICIAL DOCUMENTS OF THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION, INC. 394 potential employee, to view first-hand the agency s commitment to the professional growth of its occupational therapy personnel and to determine the fit of his or her professional goals with agency goals. The fieldwork program also creates a progressive, state-of-the-art image to the professional community, consumers, and other external audiences through its partnership with the academic programs. In summary, fieldwork education is an essential bridge between academic education and authentic occupational therapy practice. Through the collaboration between academic faculty and fieldwork educators, students are given the opportunity to achieve the competencies necessary to meet the present and future occupational needs of individuals, groups, and indeed, society as a whole. References Accreditation Council for Occupational Therapy Education. (2007a). Accreditation standards for a doctoraldegree level educational program for the occupational therapist. American Journal of Occupational Therapy, 61, Accreditation Council for Occupational Therapy Education (2007b) Accreditation standards for a master sdegree level educational program for the occupational therapist. American Journal of Occupational Therapy, 61, Accreditation Council for Occupational Therapy Education. (2007c) Accreditation standards for an educational program for the occupational therapy assistant. American Journal of Occupational Therapy, 61, American Occupational Therapy Association. (2005a). Occupational therapy code of ethics (2005). American Journal of Occupational Therapy, 59, American Occupational Therapy Association. (2005b). Standards of practice for occupational therapy. American Journal of Occupational Therapy, 59, The Commission on Education René Padilla, PhD, OTR/L, FAOTA, Chairperson Andrea Bilics, PhD, OTR/L Judith C. Blum, MS, OTR/L Paula C. Bohr, PhD, OTR/L, FAOTA Jennifer C. Coyne, COTA/L Jyothi Gupta, PhD, OTR/L Linda Musselman, PhD, OTR, FAOTA Linda Orr, MPA, OTR/L Abbey Sipp, ASD Liaison Patricia Stutz-Tanenbaum, MS, OTR Neil Harvison, PhD, OTR/L, AOTA Staff Liaison Adopted by the Representative Assembly 2009FebCS115 This document replaces the document The Purpose and Value of Occupational Therapy Fieldwork Education 2003M41. Copyright 2009, by the American Occupational Therapy Association. To be published in the American Journal of Occupational Therapy, 63(November/December).

33 OCCUPATIONAL THERAPY CODE OF ETHICS AND ETHICS STANDARDS (2010) PREAMBLE The American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards (2010) ( Code and Ethics Standards ) is a public statement of principles used to promote and maintain high standards of conduct within the profession. Members of AOTA are committed to promoting inclusion, diversity, independence, and safety for all recipients in various stages of life, health, and illness and to empower all beneficiaries of occupational therapy. This commitment extends beyond service recipients to include professional colleagues, students, educators, businesses, and the community. Fundamental to the mission of the occupational therapy profession is the therapeutic use of everyday life activities (occupations) with individuals or groups for the purpose of participation in roles and situations in home, school, workplace, community, and other settings. Occupational therapy addresses the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts to support engagement in everyday life activities that affect health, well being, and quality of life AOTA, 2004). Occupational therapy personnel have an ethical responsibility primarily to recipients of service and secondarily to society. The Occupational Therapy Code of Ethics and Ethics Standards (2010) were tailored to address the most prevalent ethical concerns of the profession in education, research, and practice. The concerns of stakeholders including the public, consumers, students, colleagues, employers, research participants, researchers, educators, and practitioners were addressed in the creation of this document. A review of issues rose in ethics cases; member questions related to ethics, and content of other professional codes of ethics were utilized to ensure that the revised document is applicable to occupational therapists, occupational therapy assistants, and students in all roles. The historical foundation of this Code and Ethics Standards is based on ethical reasoning surrounding practice and professional issues, as well as on empathic reflection regarding these interactions with others (see e.g., AOTA, 2005, 2006). This reflection resulted in the establishment of principles that guide ethical action, which goes beyond rote following of rules or application of principles. Rather, ethical action it is a manifestation of moral character and mindful reflection. It is a commitment to benefit others, to virtuous practice of artistry and science, to genuinely good behaviors, and to noble acts of courage. While much has changed over the course of the profession s history, more has remained the same. The profession of occupational therapy remains grounded in seven core

34 concepts, as identified in the Core Values and Attitudes of Occupational Therapy Practice (AOTA, 1993): altruism, equality, freedom, justice, dignity, truth, and prudence. Altruism is the individual s ability to place the needs of others before their own. Equality refers to the desire to promote fairness in interactions with others. The concept of freedom and personal choice is paramount in a profession in which the desires of the client must guide our interventions. Occupational therapy practitioners, educators, and researchers relate in a fair and impartial manner to individuals with whom they interact and respect and adhere to the applicable laws and standards regarding their area of practice, be it directs care, education, or research (justice). Inherent in the practice of occupational therapy is the promotion and preservation of the individuality and dignity of the client, by assisting him or her to engage in occupations that are meaningful to him or her regardless of level of disability. In all situations, occupational therapists, occupational therapy assistants, and students must provide accurate information, both in oral and written form (truth). Occupational therapy personnel use their clinical and ethical reasoning skills, sound judgment, and reflection to make decisions to direct them in their area(s) of practice (prudence). These seven core values provide a foundation by which occupational therapy personnel guide their interactions with others, be they students, clients, colleagues, research participants, or communities. These values also define the ethical principles to which the profession is committed and which the public can expect. The Occupational Therapy Code of Ethics and Ethics Standards (2010) is a guide to professional conduct when ethical issues arise. Ethical decision making is a process that includes awareness of how the outcome will impact occupational therapy clients in all spheres. Applications of Code and Ethics Standards Principles are considered situationspecific, and where a conflict exists, occupational therapy personnel will pursue responsible efforts for resolution. These Principles apply to occupational therapy personnel engaged in any professional role, including elected and volunteer leadership positions. The specific purposes of the Occupational Therapy Code of Ethics and Ethics Standards (2010) are to 1. Identify and describe the principles supported by the occupational therapy profession. 2. Educate the general public and members regarding established principles to which occupational therapy personnel are accountable. 3. Socialize occupational therapy personnel to expected standards of conduct. 4. Assist occupational therapy personnel in recognition and resolution of ethical dilemmas. The Occupational Therapy Code of Ethics and Ethics Standards (2010) define the set of principles that apply to occupational therapy personnel at all levels:

35 DEFINITIONS Recipient of service: Individuals or groups receiving occupational therapy. Student: A person who is enrolled in an accredited occupational therapy education program. Research participant: A prospective participant or one who has agreed to participate in an approved research project. Employee: A person who is hired by a business (facility or organization) to provide occupational therapy services. Colleague: A person who provides services in the same or different business (facility or organization) to which a professional relationship exists or may exist. Public: The community of people at large. BENEFICENCE Principle 1. Occupational therapy personnel shall demonstrate a concern for the well-being and safety of the recipients of their services. Beneficence includes all forms of action intended to benefit other persons. The term beneficence connotes acts of mercy, kindness, and charity (Beauchamp & Childress, 2009). Forms of beneficence typically include altruism, love, and humanity. Beneficence requires taking action by helping others, in other words, by promoting good, by preventing harm, and by removing harm. Examples of beneficence include protecting and defending the rights of others, preventing harm from occurring to others, removing conditions that will cause harm to others, helping persons with disabilities, and rescuing persons in danger (Beauchamp & Childress, 2009). Occupational therapy personnel shall A. Respond to requests for occupational therapy services (e.g., a referral) in a timely manner as determined by law, regulation, or policy. B. Provide appropriate evaluation and a plan of intervention for all recipients of occupational therapy services specific to their needs. C. Reevaluate and reassess recipients of service in a timely manner to determine if goals are being achieved and whether intervention plans should be revised. D. Avoid the inappropriate use of outdated or obsolete tests/assessments or data obtained from such tests in making intervention decisions or recommendations.

36 E. Provide occupational therapy services that are within each practitioner s level of competence and scope of practice (e.g., qualifications, experience, and the law). F. Use, to the extent possible, evaluation, planning, intervention techniques, and therapeutic equipment that are evidence-based and within the recognized scope of occupational therapy practice. G. Take responsible steps (e.g., continuing education, research, supervision, and training) and use careful judgment to ensure their own competence and weigh potential for client harm when generally recognized standards do not exist in emerging technology or areas of practice. H. Terminate occupational therapy services in collaboration with the service recipient or responsible party when the needs and goals of the recipient have been met or when services no longer produce a measurable change or outcome. I. Refer to other health care specialists solely on the basis of the needs of the client. J. Provide occupational therapy education, continuing education, instruction, and training that are within the instructor s subject area of expertise and level of competence. K. Provide students and employees with information about the Code and Ethics Standards, opportunities to discuss ethical conflicts, and procedures for reporting unresolved ethical conflicts. L. Ensure that occupational therapy research is conducted in accordance with currently accepted ethical guidelines and standards for the protection of research participants and the dissemination of results. M. Report to appropriate authorities any acts in practice, education, and research that appear unethical or illegal. N. Take responsibility for promoting and practicing occupational therapy on the basis of current knowledge and research and for further developing the profession s body of knowledge. NONMALEFICENCE Principle 2. Occupational therapy personnel shall intentionally refrain from actions that cause harm. Nonmaleficence imparts an obligation to refrain from harming others (Beauchamp & Childress, 2009). The principle of nonmaleficence is grounded in the practitioner s responsibility to refrain from causing harm, inflecting injury, or wronging others. While beneficence requires action to incur benefit, nonmaleficence requires non-action to avoid harm (Beauchamp & Childress, 2009). Nonmaleficence also includes an obligation to not

37 impose risks of harm even if the potential risk is without malicious or harmful intent. This principle often is examined under the context of due care. If the standard of due care outweighs the benefit of treatment, then refraining from treatment provision would be ethically indicated (Beauchamp & Childress, 2009). Occupational therapy personnel shall A. Avoid inflicting harm or injury to recipients of occupational therapy services, students, research participants, or employees. B. Make every effort to ensure continuity of services or options for transition to appropriate services to avoid abandoning the service recipient if the current provider is unavailable due to medical or other absence or loss of employment. C. Avoid relationships that exploit the recipient of services, students, research participants, or employees physically, emotionally, psychologically, financially, socially, or in any other manner that conflicts or interferes with professional judgment and objectivity. D. Avoid engaging in any sexual relationship or activity; whether consensual or nonconsensual, with any recipient of service, including family or significant other, student, research participant, or employee, while a relationship exists as an occupational therapy practitioner, educator, researcher, supervisor, or employer. E. Recognize and take appropriate action to remedy personal problems and limitations that might cause harm to recipients of service, colleagues, students, research participants, or others. F. Avoid any undue influences, such as alcohol or drugs that may compromise the provision of occupational therapy services, education, or research. G. Avoid situations in which a practitioner, educator, researcher, or employer is unable to maintain clear professional boundaries or objectivity to ensure the safety and well-being of recipients of service, students, research participants, and employees. H. Maintain awareness of and adherence to the Code and Ethics Standards when participating in volunteer roles. I. Avoid compromising client rights or well-being based on arbitrary administrative directives by exercising professional judgment and critical analysis. J. Avoid exploiting any relationship established as an occupational therapist or occupational therapy assistant to further one s own physical, emotional, financial, political, or business interests at the expense of the best interests of recipients of services, students, research participants, employees, or colleagues.

38 K. Avoid participating in bartering for services because of the potential for exploitation and conflict of interest unless there are clearly no contraindications or bartering is a culturally appropriate custom. L. Determine the proportion of risk to benefit for participants in research prior to implementing a study. AUTONOMY AND CONFIDENTIALITY Principle 3. Occupational therapy personnel shall respect the right of the individual to self-determination. The principle of autonomy and confidentiality expresses the concept that practitioners have a duty to treat the client according to the client s desires, within the bounds of accepted standards of care and to protect the client s confidential information. Often autonomy is referred to as the self-determination principle. However, respect for autonomy goes beyond acknowledging an individual as a mere agent and also acknowledges a person s right to hold views, to make choices, and to take actions based on personal values and beliefs (Beauchamp & Childress, 2009, p. 103). Autonomy has become a prominent principle in health care ethics; the right to make a determination regarding care decisions that directly impact the life of the service recipient should reside with that individual. The principle of autonomy and confidentiality also applies to students in an educational program, to participants in research studies, and to the public who seek information about occupational therapy services. Occupational therapy personnel shall A. Establish a collaborative relationship with recipients of service including families, significant others, and caregivers in setting goals and priorities throughout the intervention process. This includes full disclosure of the benefits, risks, and potential outcomes of any intervention; the personnel who will be providing the intervention(s); and/or any reasonable alternatives to the proposed intervention. B. Obtain consent before administering any occupational therapy service, including evaluation, and ensure that recipients of service (or their legal representatives) are kept informed of the progress in meeting goals specified in the plan of intervention/care. If the service recipient cannot give consent, the practitioner must be sure that consent has been obtained from the person who is legally responsible for that recipient. C. Respect the recipient of service s right to refuse occupational therapy services temporarily or permanently without negative consequences. D. Provide students with access to accurate information regarding educational requirements and academic policies and procedures relative to the occupational therapy program/educational institution.

39 E. Obtain informed consent from participants involved in research activities, and ensure that they understand the benefits, risks, and potential outcomes as a result of their participation as research subjects. F. Respect research participant s right to withdraw from a research study without consequences. G. Ensure that confidentiality and the right to privacy are respected and maintained regarding all information obtained about recipients of service, students, research participants, colleagues, or employees. The only exceptions are when a practitioner or staff member believes that an individual is in serious foreseeable or imminent harm. Laws and regulations may require disclosure to appropriate authorities without consent. H. Maintain the confidentiality of all verbal, written, electronic, augmentative, and nonverbal communications, including compliance with HIPAA regulations. I. Take appropriate steps to facilitate meaningful communication and comprehension in cases in which the recipient of service, student, or research participant has limited ability to communicate (e.g., aphasia or differences in language, literacy, culture). J. Make every effort to facilitate open and collaborative dialogue with clients and/or responsible parties to facilitate comprehension of services and their potential risks/benefits. SOCIAL JUSTICE Principle 4. Occupational therapy personnel shall provide services in a fair and equitable manner. Social justice, also called distributive justice, refers to the fair, equitable, and appropriate distribution of resources. The principle of social justice refers broadly to the distribution of all rights and responsibilities in society (Beauchamp & Childress, 2009). In general, the principle of social justice supports the concept of achieving justice in every aspect of society rather than merely the administration of law. The general idea is that individuals and groups should receive fair treatment and an impartial share of the benefits of society. Occupational therapy personnel have a vested interest in addressing unjust inequities that limit opportunities for participation in society (Braveman & Bass-Haugen, 2009). While opinions differ regarding the most ethical approach to addressing distribution of health care resources and reduction of health disparities, the issue of social justice continues to focus on limiting the impact of social inequality on health outcomes.

40 Occupational therapy personnel shall A. Uphold the profession s altruistic responsibilities to help ensure the common good. B. Take responsibility for educating the public and society about the value of occupational therapy services in promoting health and wellness and reducing the impact of disease and disability. C. Make every effort to promote activities that benefit the health status of the community. D. Advocate for just and fair treatment for all patients, clients, employees, and colleagues, and encourage employers and colleagues to abide by the highest standards of social justice and the ethical standards set forth by the occupational therapy profession. E. Make efforts to advocate for recipients of occupational therapy services to obtain needed services through available means. F. Provide services that reflect an understanding of how occupational therapy service delivery can be affected by factors such as economic status, age, ethnicity, race, geography, disability, marital status, sexual orientation, gender, gender identity, religion, culture, and political affiliation. G. Consider offering pro bono ( for the good ) or reduced-fee occupational therapy services for selected individuals when consistent with guidelines of the employer, third- party payer, and/or government agency. PROCEDURAL JUSTICE Principle 5. Occupational therapy personnel shall comply with institutional rules, local, state, federal, and international laws and AOTA documents applicable to the profession of occupational therapy. Procedural justice is concerned with making and implementing decisions according to fair processes that ensure fair treatment (Maiese, 2004). Rules must be impartially followed and consistently applied to generate an unbiased decision. The principle of procedural justice is based on the concept that procedures and processes are organized in a fair manner and those policies, regulations, and laws are followed. While the law and ethics are not synonymous terms, occupational therapy personnel have an ethical responsibility to uphold current reimbursement regulations and state/territorial laws governing the profession. In addition, occupational therapy personnel are ethically bound to be aware of

41 organizational policies and practice guidelines set forth by regulatory agencies established to protect recipients of service, research participants, and the public. Occupational therapy personnel shall A. Be familiar with and apply the Code and Ethics Standards to the work setting, and share them with employers, other employees, colleagues, students, and researchers. B. Be familiar with and seek to understand and abide by institutional rules, and when those rules conflict with ethical practice, take steps to resolve the conflict. C. Be familiar with revisions in those laws and AOTA policies that apply to the profession of occupational therapy and inform employers, employees, colleagues, students, and researchers of those changes. D. Be familiar with established policies and procedures for handling concerns about the Code and Ethics Standards, including familiarity with national, state, local, district, and territorial procedures for handling ethics complaints as well as policies and procedures created by AOTA and certification, licensing, and regulatory agencies. E. Hold appropriate national, state, or other requisite credentials for the occupational therapy services they provide. F. Take responsibility for maintaining high standards and continuing competence in practice, education, and research by participating in professional development and educational activities to improve and update knowledge and skills. G. Ensure that all duties assumed by or assigned to other occupational therapy personnel match credentials, qualifications, experience and scope of practice. H. Provide appropriate supervision to individuals for whom they have supervisory responsibility in accordance with AOTA official documents and local, state, and federal or national laws, rules, regulations, policies, procedures, standards, and guidelines. I. Obtain all necessary approvals prior to initiating research activities. J. Report all gifts and remuneration from individuals, agencies, or companies in accordance with employer policies as well as state and federal guidelines. K. Use funds for intended purposes, and avoid misappropriation of funds. L. Take reasonable steps to ensure that employers are aware of occupational therapy s ethical obligations as set forth in this Code and Ethics Standards and of the implications of those obligations for occupational therapy practice, education, and research.

42 M. Actively work with employers to prevent discrimination and unfair labor practices, and advocate for employees with disabilities to ensure the provision of reasonable accommodations. N. Actively participate with employers in the formulation of policies and procedures to ensure legal, regulatory, and ethical compliance. O. Collect fees legally. Fees shall be fair, reasonable, and commensurate with services delivered. Fee schedules must be available and equitable regardless of actual payer reimbursements/contracts. P. Maintain the ethical principles and standards of the profession when participating in a business arrangement as owner, stockholder, partner, or employee, and refrain from working for or doing business with organizations that engage in illegal or unethical business practices (e.g., fraudulent billing, providing occupational therapy services beyond the scope of occupational therapy practice). VERACITY Principle 6. Occupational therapy personnel shall provide comprehensive, accurate, and objective information when representing the profession. Veracity is based on the virtues of truthfulness, candor, and honesty. The principle of veracity in health care refers to comprehensive, accurate, and objective transmission of information and includes fostering the client s understanding of such information (Beauchamp & Childress, 2009). Veracity is based on respect owed to others. In communicating with others, occupational therapy personnel implicitly promise to speak truthfully and not deceive the listener. By entering into a relationship in care or research, the recipient of service or research participant enters into a contract that includes a right to truthful information (Beauchamp & Childress, 2009). In addition, transmission of information is incomplete without also ensuring that the recipient or participant understands the information provided. Concepts of veracity must be carefully balanced with other potentially competing ethical principles, cultural beliefs, and organizational policies. Veracity ultimately is valued as a means to establish trust and strengthen professional relationships. Therefore, adherence to the Principle also requires thoughtful analysis of how full disclosure of information may impact outcomes. Occupational therapy personnel shall A. Represent the credentials, qualifications, education, experience, training, roles, duties, competence, views, contributions, and findings accurately in all forms of communication about recipients of service, students, employees, research participants, and colleagues.

43 B. Refrain from using or participating in the use of any form of communication that contains false, fraudulent, deceptive, misleading, or unfair statements or claims. C. Record and report in an accurate and timely manner, and in accordance with applicable regulations, all information related to professional activities. D. Ensure that documentation for reimbursement purposes is done in accordance with applicable laws, guidelines, and regulations. E. Accept responsibility for any action that reduces the public s trust in occupational therapy. F. Ensure that all marketing and advertising are truthful, accurate, and carefully presented to avoid misleading recipients of service, students, research participants, or the public. G. Describe the type and duration of occupational therapy services accurately in professional contracts, including the duties and responsibilities of all involved parties. H. Be honest, fair, accurate, respectful, and timely in gathering and reporting fact-based information regarding employee job performance and student performance. I. Give credit and recognition when using the work of others in written, oral, or electronic media. J. Not plagiarize the work of others. FIDELITY Principle 7. Occupational therapy personnel shall treat colleagues and other professionals with respect, fairness, discretion, and integrity. The principle of fidelity comes from the Latin root fidelis meaning loyal. Fidelity refers to being faithful, which includes obligations of loyalty and the keeping of promises and commitments (Veatch & Flack, 1997). In the health professions, fidelity refers to maintaining good-faith relationships between various service providers and recipients. While respecting fidelity requires occupational therapy personnel to meet the client s reasonable expectations (Purtillo, 2005), Principle 7 specifically addresses fidelity as it relates to maintaining collegial and organizational relationships. Professional relationships are greatly influenced by the complexity of the environment in which occupational therapy personnel work. Practitioners, educators, and researchers alike must consistently balance their duties to service recipients, students, research participants, and other professionals as well as to organizations that may influence decision-making and professional practice.

44 Occupational therapy personnel shall A. Respect the traditions, practices, competencies, and responsibilities of their own and other professions, as well as those of the institutions and agencies that constitute the working environment. B. Preserve, respect, and safeguard private information about employees, colleagues, and students unless otherwise mandated by national, state, or local laws or permission to disclose is given by the individual. C. Take adequate measures to discourage, prevent, expose, and correct any breaches of the Code and Ethics Standards and report any breaches of the former to the appropriate authorities. D. Attempt to resolve perceived institutional violations of the Code and Ethics Standards by utilizing internal resources first. E. Avoid conflicts of interest or conflicts of commitment in employment, volunteer roles, or research. F. Avoid using one s position (employee or volunteer) or knowledge gained from that position in such a manner that gives rise to real or perceived conflict of interest among the person, the employer, other Association members, and/or other organizations. G. Use conflict resolution and/or alternative dispute resolution resources to resolve organizational and interpersonal conflicts. H. Be diligent stewards of human, financial, and material resources of their employers, and refrain from exploiting these resources for personal gain. References American Occupational Therapy Association. (1993). Core values and attitudes of occupational therapy practice. American Journal of Occupational Therapy, 47, American Occupational Therapy Association. (2005). Occupational therapy code of ethics (2005). American Journal of Occupational Therapy, 59, American Occupational Therapy Association. (2006). Guidelines to the occupational therapy code of ethics. American Journal of Occupational Therapy, 60, American Occupational Therapy Association. (2004). Policy 5.3.1: Definition of occupational therapy practice for State Regulation. American Journal of Occupational Therapy, 58, Beauchamp, T. L., & Childress, J. F. (2009). Principles of biomedical ethics (6th ed.). New York: Oxford University Press.

45 Braveman, B., & Bass-Haugen, J. D. (2009). Social justice and health disparities: An evolving discourse in occupational therapy research and intervention. American Journal of Occupational Therapy, 63, Maiese, M. (2004). Procedural justice. Retrieved July 29, 2009, from Purtillo, R. (2005). Ethical dimensions in the health professions (4th ed.). Philadelphia: Elsevier/Saunders. Veatch, R. M., & Flack, H. E. (1997). Case studies in allied health ethics. Upper Saddle River, NJ: Prentice-Hall. Authors Ethics Commission (EC): Kathlyn Reed, PhD, OTR, FAOTA, MLIS, Chairperson Barbara Hemphill, DMin, OTR, FAOTA, FMOTA, Chair-Elect Ann Moodey Ashe, MHS, OTR/L Lea C. Brandt, OTD, MA, OTR/L Joanne Estes, MS, OTR/L Loretta Jean Foster, MS, COTA/L Donna F. Homenko, RDH, PhD Craig R. Jackson, JD, MSW Deborah Yarett Slater, MS, OT/L, FAOTA, Staff Liaison Adopted by the Representative Assembly 2010CApr17. Note. This document replaces the following rescinded Ethics documents 2010CApril18: the Occupational Therapy Code of Ethics (2005) (American Journal of Occupational Therapy, 59, ); the Guidelines to the Occupational Therapy Code of Ethics (American Journal of Occupational Therapy, 60, ); and the Core Values and Attitudes of Occupational Therapy Practice (American Journal of Occupational Therapy, 47, ). Copyright 2010 by the American Occupational Therapy Association, Inc. To be published in 2010 in the American Journal of Occupational Therapy, 64 (November/December Supplement).

46 FIELDWORK LEVEL II AND OCCUPATONAL THERAPY STUDENTS: A POSITION PAPER The purpose of this paper is to define the Level II fieldwork experience and to clarify the appropriate conditions and principles that must exist to ensure that interventions completed by Level II fieldwork students are of the quality and sophistication necessary to be clinically beneficial to the client. When appropriately supervised, adhering to professional and practice principles, and in conjunction with other regulatory and payer requirements, the American Occupational Therapy Association (AOTA) considers that students at this level of education are providing occupational therapy interventions that are skilled according to their professional education level of practice. AOTA asserts that Level II occupational therapy fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist in compliance with state and federal regulations. Occupational therapy assistant fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist or occupational therapy assistant under the supervision of an occupational therapist in compliance with state and federal regulations. Occupational therapy Level II fieldwork students are those individuals who are currently enrolled in an occupational therapy or occupational therapy assistant program accredited, approved, or pending accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE; 2012a, 2012b, 2012c). At this point in their professional education, students have completed necessary and relevant didactic coursework that has prepared them for the field experience. The fieldwork Level II experience is an integral and crucial part of the overall educational experience that allows the student an opportunity to apply theory and techniques acquired through the classroom and Level I fieldwork learning. Level II fieldwork provides an indepth experience in delivering occupational therapy services to clients, focusing on the application of evidence based purposeful and meaningful occupations, administration, and management of occupational therapy services. The experience provides the student with the opportunity to carry out professional responsibilities under supervision and to observe professional role models in the field (ACOTE, 2012a, 2012b, 2012c). The academic program and the supervising OT practitioner are responsible for ensuring that the type and amount of supervision meets the needs of the student and ensures the safety of all stakeholders. The following General Principles represent the minimum criteria that must be present during a Level II fieldwork experience to ensure the quality of services being provided by the Level II student practitioner: 1 1When the term occupational therapy practitioner is used in this document, it refers to both occupational therapists and occupational therapy assistants (AOTA, 2006).

47 a. The student is supervised by a currently licensed or credentialed occupational therapy practitioner who has a minimum of 1 year of practice experience subsequent to initial certification and is adequately prepared to serve as a fieldwork educator. b. Occupational therapy students will be supervised by an occupational therapist. Occupational therapy assistant students will be supervised by an occupational therapist or an occupational therapy assistant in partnership with the occupational therapist who is supervising the occupational therapy assistant (AOTA, 2009). c. Occupational therapy services provided by students under the supervision of a qualified practitioner will be billed as services provided by the supervising licensed occupational therapy practitioner. d. Supervision of occupational therapy and occupational therapy assistant students in fieldwork Level II settings will be of the quality and scope to ensure protection of consumers and provide opportunities for appropriate role modeling of occupational therapy practice. e. The supervising occupational therapist and/or occupational therapy assistant must recognize when direct versus indirect supervision is needed and ensure that supervision supports the student s current and developing levels of competence with the occupational therapy process. f. Supervision should initially be direct and in line of sight and gradually decrease to less direct supervision as is appropriate depending on the Competence and confidence of the student, Complexity of client needs, Number and diversity of clients, Role of occupational therapy and related services, Type of practice setting, Requirements of the practice setting, and Other regulatory requirements. (ACOTE, 2012a, 2012b, 2012c) g. In all cases, the occupational therapist assumes ultimate responsibility for all aspects of occupational therapy service delivery and is accountable for the safety and effectiveness of the occupational therapy service delivery process involving the student. This also includes provision of services provided by an occupational therapy assistant student under the supervision of an occupational therapy assistant (AOTA, 2009). h. In settings where occupational therapy practitioners are not employed, 1. Students should be supervised daily on site by another professional familiar with the role of occupational therapy in collaboration with an occupational therapy practitioner (see b above).

48 2. Occupational therapy practitioners must provide direct supervision for a minimum of 8 hours per week and be available through a variety of other contact measures throughout the workday. The occupational therapist or occupational therapy assistant (under the supervision of an occupational therapist) must have three years of practice experience to provide this type of supervision (ACOTE, 2012a, 2012b, 2012c). i. All state licensure policies and regulations regarding student supervision will be followed including the ability of the occupational therapy assistant to serve as fieldwork educator. Student supervision and reimbursement policies and regulations set forth by thirdparty payers will be followed. It is the professional and ethical responsibility of occupational therapy practitioners to be knowledgeable of and adhere to applicable state and federal laws, and payer rules and regulations related to fieldwork education. References Accreditation Council for Occupational Therapy Education. (2012a). Accreditation standards for a doctoral-degree-level educational program for the occupational therapist. American Journal of Occupational Therapy, 66. Accreditation Council for Occupational Therapy Education. (2012b). Accreditation standards for a master s-degree-level educational program for the Occupational Therapist. American Journal of Occupational Therapy, 66. Accreditation Council for Occupational Therapy Education. (2012c). Accreditation standards for an educational program for the occupational therapy assistant. American Journal of Occupational Therapy, 66. American Occupational Therapy Association. (2006). Policy 1.44: Categories of occupational therapy personnel. In Policy manual (2011 ed., pp ). Bethesda, MD: Author. American Occupational Therapy Association. (2009). Guidelines for supervision, roles, and responsibilities during the delivery of occupational therapy services. American Journal of Occupational Therapy, 63, Authors Debbie Amini, EdD, OTR/L, CHT, Chairperson, Commission on Practice Jyothi Gupta, PhD, OTR/L, OT, Chairperson, Commission on Education for The Commission on Practice Debbie Amini, EdD, OTR/L, CHT, Chairperson and The Commission on Education Jyothi Gupta, PhD, OTR/L, OT, Chairperson

49 Adopted by the Representative Assembly Coordinating Council (RACC) for the Representative Assembly, 2012 in response to RA Charge # 2011AprC26. Note. This document is based on a 2010 Practice Advisory, Services Provided by Students in Fieldwork Level II Settings. Prepared by a Commission on Practice and Commission on Education Joint Task Force: Debbie Amini, EdD, OTR/L, CHT, C/NDT Janet V. DeLany, DEd, OTR/L, FAOTA Debra J. Hanson, PhD, OTR Susan M. Higgins, MA, OTR/L Jeanette M. Justice, COTA/L Linda Orr, MPA, OTR/L TO BE PUBLISHED AND COPYRIGHTED IN 2012 BY THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION IN THE AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 66(6, SUPPL.).

50 LEVEL I FIELDWORK POLICIES AND PROCEDURES

51 PURPOSE OF LEVEL I FIELDWORK The Alvernia University Occupational Therapy Program curriculum includes three Level I Fieldwork seminars which correlate with five undergraduate Occupational Therapy courses. Each Fieldwork Seminar requires a minimum of 40 hours of fieldwork. The objectives are designed by the course instructor and Academic Fieldwork Coordinator (AFWC). Experiences which enhance and enrich these objectives are designed by the course instructor, Academic Fieldwork Coordinator and Fieldwork Educator (FWE) to ensure that there is a link between the clinical experiences and the curriculum design. I. DEFINITION AND PURPOSE The AOTA Standards describe the goal of Level I Fieldwork to introduce students to occupational therapy possibilities. Level I Fieldwork is not intended to develop independent performance, but to include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. In line with ACOTE standards, no part of Level I Fieldwork can be substituted for any part of Level II Fieldwork: (B.10.13). Services may be provided to a variety of populations through a variety of settings. Experiences may include those directly related to Occupational Therapy, as well as other situations to enhance an understanding of the developmental stages, tasks, and roles of individuals throughout the life span. Day care centers, schools, neighborhood centers, hospice, homeless shelters, community mental health centers, and therapeutic activity or work centers are among the many possible sites. Level I Fieldwork may also include services management and administrative experiences in occupational therapy settings, community agencies, or environmental analysis experiences. Populations may include disabled or well populations, age-specific or diagnosis-specific clients. Qualified personnel for supervision of Level I Fieldwork may include, but are not limited to, academic or fieldwork educators, occupational therapy practitioners initially certified nationally, psychologists, physician assistants, teachers, social workers, nurses, physical therapists, social workers, etc. The supervisors must be knowledgeable about occupational therapy and cognizant of the goals and objectives of the Level I Fieldwork experience. Prior to Level I Fieldwork experience, students are required to submit to the Occupational Therapy Secretary, and to fieldwork centers (as applicable): proof of ownership of health/accident insurance coverage; certification in Cardiac Pulmonary Resuscitation (CPR) (infant, child and adult, AED), and First Aid. All Occupational Therapy majors must obtain a PA Criminal History Clearance (ACT 34) a Pennsylvania Child Abuse History Clearance (ACT 151) and an FBI Clearance (ACT 114). Pennsylvania Acts 33 and 34 require that prospective employees of agencies serving children in public and private schools present evidence to a potential employer of any criminal record with the State Police, or statement from the State Police that such a record does not exist. Occupational Therapy students are also required to complete a drug screen during their first semester of Level I Fieldwork and prior to the start of Level II Fieldwork. 2-step PPD and Influenza

52 vaccine are also mandatory or with a written medical release by a physician. II. SCHEDULE The course instructor and the Academic Fieldwork Coordinator project fieldwork needs for courses before the semester begins. The Academic Fieldwork Coordinator communicates these needs to Fieldwork Educator. The Academic Fieldwork Coordinator and each Fieldwork Educator collaborate on objectives and scheduling. The Academic Fieldwork Coordinator continues to serve as the liaison for the University, Program, instructors, and fieldwork sites on all fieldwork issues. Fieldwork is to be scheduled during days and hours that will not conflict with the student s regular class schedule. III. FIELDWORK EDUCATORS Fieldwork Educators of Level I Fieldwork are qualified personnel in their fields, including, but not limited to, occupational, physical, speech therapy practitioners, teachers, activities directors and others who provide services to clients whose performance in daily functioning is limited due to physical injury, illness, cognitive impairment, psychosocial dysfunction, mental illness, developmental delay, or adverse environmental condition. IV. FIELDWORK SITE Settings for Level I Fieldwork vary and depend upon the objectives of the fieldwork. V. EVALUATION Students are evaluated on an Alvernia University Level I Fieldwork Evaluation Form. The student gives an evaluation form to the site supervisor upon arrival at the site. The student is responsible to have the Fieldwork Educator sign off on their time present after each session. At the end of the assignment the Fieldwork Educator will discuss the evaluation with the student. The Fieldwork Educator may mail the form directly to the Academic Fieldwork Coordinator, or may request that the student return the form to the Academic Fieldwork Coordinator. Students will be given a copy of the evaluation after the instructor has reviewed the evaluation. The Fieldwork Educator writes comments on the student s performance including strengths and needs. The Fieldwork I Evaluations are reviewed by the course instructor and the Academic Fieldwork Coordinator. Any concerns are communicated to the student s advisor via fieldwork advisory memorandum sheets kept in the students file. Update 6/13

53 FIELDWORK I EXPECTATIONS I. Site Assignment Process Approximately two months prior to the start of each semester, letters are sent to each site with which Alvernia University has entered into an agreement for fieldwork education. The Academic Fieldwork Coordinator (AFWC) compiles the responses to these letters and generates a list of available sites for each course to which there is a fieldwork component in that respective semester. A Contractual Agreement is established between a site and Alvernia University prior to scheduling students for Level I Fieldwork a minimum of 40 hours but you can typically expect 80 hours 40 hours for each practicum site of fieldwork is integrated in three fieldwork seminars courses to enhance coursework. Level I Fieldwork assignments are typically assigned by the third week of classes in each semester. The Academic Fieldwork Coordinator attends the regular class time and gives a brief presentation on the general expectations for Fieldwork I placements as well as reiterating the student responsibilities for fieldwork completion. Letters are provided to each student listing their fieldwork assignment. Fieldwork expectations are distributed by the course instructor. (See Guidelines for Fieldwork I) Selections are tracked throughout the student s career to ensure exposure to multiple areas of practice. II. AFWC Responsibilities A. Contact sites for their participation in a particular course s fieldwork education. B. Provide each site with the general objectives as well as the specific course objectives for the Fieldwork I experience. C. Provide the students with: 1. an explanation of the Fieldwork I Evaluation Form 2. an explanation of the Site Evaluation to be completed by the student. D. Track students Fieldwork I sites on tracking sheet. III. Student Responsibilities A. Alvernia University Student I/D cards are used for identification purposes and are expected to be with student at all times when on site.

54 B. Obtain and provide a copy of all necessary clearances/certifications to Occupational Therapy Program Secretary and Fieldwork Educator on site. C. Make contact with the site to arrange specific dates/times to complete Fieldwork hours. D. Check with site for dress expectations. E. Complete the designated number of hours required for the fieldwork experience. F. Provide Fieldwork Educator with Fieldwork I Evaluation Form to complete. G. Write a thank you note to the site supervisor. H. Track all Level I fieldwork assignments (see Appendix). I. Provide Academic Fieldwork Coordinator with supervisor s name for PDU certificate. IV. Course Instructor s Responsibilities A. Provide objectives and assignments linking course to fieldwork experience. B. Collection of Fieldwork I evaluations. C. Field any questions/concerns regarding course assignments relate to FWI. V. Level I Fieldwork Failure Policy In order to successfully complete Level I Fieldwork, the student must pass the assigned Level I Fieldwork experience with a grade of 73% or greater on the student Fieldwork I Evaluation Form. If the student has not successfully completed Level I Fieldwork as initially assigned, the student will be required to: A. Contact the Academic Fieldwork Coordinator immediately (within three (3) days following notification of failure). B. Meet with the Academic Fieldwork Coordinator and develop a behavioral remediation plan (may be in collaboration with the course instructor, advisor, fieldwork educator, and/or program director). This behavioral remediation plan will be signed by the Academic Fieldwork Coordinator and the student. A copy will be provided to the student and the original will placed in the student s permanent Occupational Therapy Program file. C. Remediate the behaviors that caused failing performance through completion of all activities and assignments outlined on the behavioral remediation plan. D. Upon successful remediation of the failing behaviors as outlined on the behavioral remediation plan, placement in a remediation Level I Fieldwork site, as scheduled by the Academic Fieldwork Coordinator.

55 E. Repeat and/or completion of all assignments attached to course(s) and required for the successful completion of the Level I Fieldwork experience for each respective course F. Upon successful completion of the remedial placement, students will have fulfilled the course and program requirements of successful Level I Fieldwork completion: However, the student will NOT receive the point value assigned by the instructor of the course for Level I Fieldwork. G. Any student who is unsuccessful in completing the remediation placement for Level I Fieldwork, will receive an F for the course, and will be required to contact the Academic Fieldwork Coordinator and the Occupational Therapy Program Director within 5 days of receipt of the remediation failure to discuss his/her status within the Occupational Therapy Program.

56 OT 381 FIELDWORK I SEMINAR I Level I Fieldwork education is designed, through observation and inquiry, to allow students to: A. Through observation, begin the acquisition of practical knowledge of the Occupational Therapy process (OT 327 OT Process.) B. Learn the roles and responsibilities of the Occupational Therapy practitioner in the Occupational Therapy process. Observe/discuss the role of Occupational Therapy vs Occupational Therapy Assistant at your site C. Gain knowledge and skills in clinical problem solving and the application of Occupational therapy process. Allow student to complete a chart review D. Acquire knowledge of the process of documenting client-centered intervention in Occupational Therapy process. Expose student to a sample intervention plan for a current Client allow student to review documentation (either written or computerized) At completion of the fieldwork component for this course the student will be able to: 1. Describe the evaluation process used in various settings with clients by varying ages and conditions who are receiving occupational therapy intervention. 2. List and describe assessments that are typically used for specific diagnoses and conditions with clients of given age ranges. 3. Describe various settings used in administering tests and discuss criteria used to schedule tests. 4. List and describe various tests and their administration procedures. 5. Describe how the Occupational Therapy process meets facilitates client goals and engagement in the occupation. 6. Relate fieldwork observations to classroom discussions. 7. Follow standard precautions and any other precautions as directed by the on-site supervisors during client contacts. 8. Adhere to the principles of the AOTA Code of Ethics (2010). In particular, respect the confidential nature of specific information gleaned during the fieldwork experience. 9. Project values are consistent with the core values of Alvernia University and occupational therapy by your words, appearance, and actions. 10. Upon completion of the fieldwork seminar courses, the students will be able to use the Franciscan values and the AOTA Code of ethics, specifically the values of contemplation, humility, peacemaking, reflection and collegiality to process their fieldwork and classroom experiences, examine their professional behaviors and

57 increase their insight in order to gain a better perspective on their professional behaviors to assist them in the development into compassionate occupational therapy practitioners. Through these courses, students will develop the skills they can use throughout their professional career as contemplation is critical to professional behavior growth and clinical reasoning.

58 Level I Fieldwork is designed to: OT 382 FIELDWORK I SEMINAR II A. Through observation, begin the acquisition of practical knowledge of the Occupational Therapy process in the practice areas of Pediatric (OT 334) and Adult (OT 335) setting. B. Learn the roles and responsibilities of the occupational therapy practioner in the Occupational Therapy process. Review an IEP C. Gain knowledge and skills in clinical problem solving and the application of Occupational Therapy process. D. Acquire knowledge of the process of documenting client-centered intervention in Occupational Therapy process. Complete an ADL interview Engage a client in treatment activity Teach a client an ADL/IADL activity At completion of the fieldwork component for this course the student will be able to: 1. Describe the evaluation process used in various settings with clients by varying ages and conditions who are receiving occupational therapy intervention. 2. List and describe assessments that are typically used for specific diagnoses and conditions with clients of given age ranges. 4. Describe various settings used in administering tests and discuss criteria used to schedule tests. 4. List and describe various tests and their administration procedures. 5. Describe how the Occupational Therapy process meets facilitates client goals and engagement in the occupation. 6. Relate fieldwork observations to classroom discussions. 7. Follow standard precautions and any other precautions as directed by the on-site supervisors during client contacts. 8. Adhere to the principles of the AOTA Code of Ethics (2010). In particular, respect the confidential nature of specific information gleaned during the fieldwork experience. 9. Project values are consistent with the core values of Alvernia University and occupational therapy by your words, appearance, and actions. 10. Upon completion of the fieldwork seminar courses, the students will be able to use the Franciscan values and the AOTA Code of ethics, specifically the values of contemplation, humility, peacemaking, reflection and collegiality to process their

59 fieldwork and classroom experiences, examine their professional behaviors and increase their insight in order to gain a better perspective on their professional behaviors to assist them in the development into compassionate occupational therapy practitioners. Through these courses, students will develop the skills they can use throughout their professional career as contemplation is critical to professional behavior growth and clinical reasoning.

60 Level I Fieldwork education is designed to: OT 481 FIELDWORK I SEMINAR III A. Through observation, begin the acquisition of practical knowledge of the occupational therapy process in the practice of Behavioral Health (OT 421) and Geriatric (OT 423) settings. Review Occupational Therapy referral sources at the site. (Geriatrics and Behavioral Health) Explain annual and quarterly screening process. (Geriatrics) Review group protocol. (Behavioral Health) B. Learn the roles and responsibilities of the Occupational Therapy practitioner in the Occupational Therapy process. Discuss productivity demands and how this standard impacts roles/responsibilities of the therapy staff. (Geriatrics) Identify and review methods of limit setting used. (Behavioral Health) C. Gain knowledge and skills in clinical problem solving and the application of Occupational Therapy process. Engage a client in treatment activity, teach a client an ADL/IADL activity, complete ADL interview Review implications of student supervision of MCA and MCB clients. (Geriatrics) Observe the impact of symptoms encountered in Behavioral Health clients on daily functioning. (Behavioral Health) D. Acquire knowledge of the process of documenting client-centered intervention in Occupational Therapy process. Allow students to review documentation, including MDS. (Geriatrics) Discuss insurance update documentation. (Geriatrics) Review evaluations/assessments used in Behavioral Health. (Behavioral Health) At the completion of the fieldwork component for this course the student will be able to: 1. Describe Occupational Therapy interventions used to achieve identified client-centered goals. 2. Describe differences in the roles and responsibilities of team personnel. 3. Describe and discuss professional behaviors observed in an Occupational Therapy practice setting. 4. Use correct professional information and terminology with professional and students. 5. Describe the process used to assess the client s personal goals for ADL, work, and leisure activities. 6. Relate fieldwork observations to classroom discussions. 7. Follow standard precautions and any other precautions as directed by the on-site supervisors

61 during client contacts. 8. Adhere to the principles of the AOTA Code of Ethics (2010). In particular, respect the confidential nature of specific information gleaned during the fieldwork experience. 9. Project values are consistent with the core values of Alvernia University and Occupational Therapy by your words, appearance, and actions. 10. Upon completion of the fieldwork seminar courses, the students will be able to use the Franciscan values and the AOTA Code of ethics, specifically the values of contemplation, humility, peacemaking, reflection and collegiality to process their fieldwork and classroom experiences, examine their professional behaviors and increase their insight in order to gain a better perspective on their professional behaviors to assist them in the development into compassionate occupational therapy practitioners. Through these courses, students will develop the skills they can use throughout their professional career as contemplation is critical to professional behavior growth and clinical reasoning.

62 LEVEL I FORMS

63 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM LEVEL I FIELDWORK PREPARATION LIST Student: o o o o o o o o o o o o o o o o o o o o o All Academic Courses completed satisfactory In good standing at Alvernia University Read Alvernia University Occupational Therapy Program Fieldwork Manual Read assignments in AOTA Guide to Fieldwork Evaluation Completed interviews (if needed) Obtain special clothing (if needed) Confirmed fieldwork schedule Current/update immunization record on file in Health & Wellness Center Yearly physical Submit Health Information/Authorization to Release to Health & Wellness Vaccine release waiver 2 step PPD Tuberculosis vaccine (2vaccine in 1 year period) No communicable conditions Adequate Health/Accident Insurance (all students must carry health insurance. Failure to show proof of valid coverage will prevent student from progressing) Submitted Child abuse clearance, PA Criminal Background and FBI History Clearance Currently certified in CPR and First Aid (must be American Heart Assoc. or Red Cross) Online HIPAA AND OSHA training Submitted Drug Screening Waiver Mandatory Drug Screening Yearly influenza vaccine once available Liability insurance waiver

64 STUDENT EVALUATION OF THE LEVEL I FIELDWORK EXPERIENCE This evaluation form is to be returned to your course instructor as outline in the course syllabus Student Name: Date: Course Number & Title: Fieldwork Site: Address: Fieldwork Supervisor: Please complete the statement related to your fieldwork experience as: 4 = Excellent 3 = Satisfactory 0 = Unsatisfactory N = Not Applicable The scheduling process dates and times were? The supervisor s ability to relate to me & facilitate my learning was? The time spent at the site to me the FW objectives were? The caseload at the site to meet the FW objectives was? The variety of client ages to meet the FW objectives was? The variety of client dysfunctions to meet the FW objectives was?

65 LEVEL I FIELDWORK ASSIGNMENTS Tracking Sheet Student Name: OT 381 FW I SEMINAR (OT PROCESS) SITE TYPE OF SETTING/CLIENT POPULATION SEMESTER OT 382 FW I SEMINAR (PEDIATRIC) SITE TYPE OF SETTING/CLIENT POPULATION SEMESTER OT 481 FW I SEMINAR (ADULT) SITE TYPE OF SETTING/CLIENT POPULATION SEMESTER Every attempt should be made not to repeat a site or type of setting. The following are types of OT settings to choose from: Community, Dev. Dis./MR, Hand, Home Health, In-Pt Acute, LTC, Mental Health, Out-Pt Care, Phys. Rehab, Work Hardening or Specialty Area (specify, i.e. early intervention, hospice, etc.)

66 ALVERNIA UNIVERSITY LEVEL I FIELDWORK OT STUDENT EVALUATION ALVERNIA UNIVERSITY LEVEL I FIELDWORK OT STUDENT EVALUATION STUDENT NAME: COURSE NAME AND NUMBER: SITE: DATES OF FW: P = PASS F = FAIL Please circle appropriate grade Date Date Date Date 1. Professional behaviors/criteria: Adaptability and Flexibility: Effectively adjusts to changes in schedule, policies, procedures, patient and student program. Hrs. PASS FAIL Hrs. PASS FAIL Hrs. PASS FAIL Hrs. PASS FAIL 2. Professional Appearance: Adheres to facility dress code. Consider also body language, affect and attitude PASS FAIL PASS FAIL PASS FAIL PASS FAIL 3. Time Management Skills: Is punctual in fulfilling responsibilities and requirements, adheres to schedules and deadlines. Sets realistic priorities and appropriate limits. Prepared for assignments or meetings. PASS FAIL PASS FAIL PASS FAIL PASS FAIL 4. Concern for Professional Development/Self Directed Learning: Is receptive to guidance and constructive feedback, demonstrates positive motivation. Asks questions when in doubt. Takes initiative to utilize responses. PASS FAIL PASS FAIL PASS FAIL PASS FAIL

67 5. Professional Communication: Shows effective and appropriate (timing, content and method) verbal communication with all levels of persons from client to administrator. Respects culture and personal differences of others. Written assignments and/or communication uses appropriate professional language, grammar and spelling. Maintains confidentiality. Active listener. PASS FAIL PASS FAIL PASS FAIL PASS FAIL 6. Clinical Reasoning: Consider ability to analyze and interpret client care. Recognize problems, prioritize problems and brainstorm possible solutions. (Consider students level of education to date.) PASS FAIL PASS FAIL PASS FAIL PASS FAIL FW Supervisor Initials ( ) This student has performed satisfactorily (73% or greater) or no less than 22/30 PASS ( ) This student has performed unsatisfactorily (27% or greater) or no less than 8/30 FAIL Comments: FW Educator: Student: Date: Date: Updated 6/10/2014

68 LEVEL II FIELDWORK POLICIES AND PROCEDURES

69 I. REQUIREMENT PURPOSE OF LEVEL II FIELDWORK This is a full time, 24-week or equivalent experiential education at approved fieldwork sites off campus, with mandatory seminars on campus as scheduled in syllabus. Under the supervision of a qualified practitioner the student integrates undergraduate academic course work by focusing on the application of purposeful and meaningful occupation in the administration and management of Occupational Therapy services. The fieldwork experience promotes clinical reasoning and reflective practice; transmits the values and beliefs that enable ethical practice; and develops professionalism, competence and compassion as career responsibilities. This in depth experience in the delivering of Occupational Therapy interventions is an essential foundation for graduate studies. Prerequisites: All undergraduate Occupational Therapy courses grade C or better; satisfactory completion of Level I Fieldwork; approval of the Academic Fieldwork Coordinator and the Fieldwork Educator; current certification in CPR and First Aid; proof of current health/accident insurance coverage; current health and immunization status reports; Child Abuse History Clearance; PA State Criminal Record Check; FBI Background Clearance through the Cogent System and current PPD Immunization. The student is responsible for travel and accommodation expenses. This course is graded Pass/Fail. II. PURPOSE The purpose of Level II Fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork provides experiences that promote clinical reasoning and develop and increase the student s skill in evaluation, planning, and intervention related to human performance. Level II Fieldwork shall include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. III. SCHEDULE Alvernia University Occupational Therapy students are scheduled to begin Level II Fieldwork after completing seven semesters of academic coursework on campus (typically in January of the senior year). AOTA suggested fieldwork dates are used with individual exceptions made on mutual agreement between the student, the Fieldwork Educator and the Academic Fieldwork Coordinator. All Level II Fieldwork must be completed in sequence and within 24 months following completion of the didactic portion of the program.

70 IV. SITE Various fieldwork sites and service delivery models that reflect current professional practice may provide the setting for Level II Fieldwork. Students acquire a rich background of experiences with clients across the age span with psychosocial and physical performance deficits and from diverse cultural and socioeconomic backgrounds. Level II Fieldwork supervision is provided by a registered occupational therapist with at least one year of experience in a practice setting. In line with ACOTE standard C.1.12 The student can complete Level II Fieldwork in a minimum of one setting if it is reflective of more than one practice area, or a minimum of four different settings. In a setting where there is no occupational therapist on site, the program must document that there is a plan for the provision of occupational therapy services. Onsite supervision must be provided in accordance with the plan and state credentialing requirements. The student must receive a minimum of eight hours of Occupational Therapy supervision per week, including direct observation of client interaction. Additionally, the Occupational Therapy supervisor must be readily available for communication and consultation during work hours. Such fieldwork shall not exceed 12 weeks. V. EVALUATION Students are evaluated by the Fieldwork Educator on the Fieldwork Evaluation for the Occupational Therapist (AOTA, 2002). Students evaluate the fieldwork experience and their academic preparation and the Student Evaluation of Fieldwork Experience (AOTA, 2006). The Academic Fieldwork Coordinator submits the final grade based on criteria described in the course syllabus.

71 OT 482/483 LEVEL II FIELDWORK ALVERNIA UNIVERSITY Occupational Therapy Program OT Occupational Therapy Fieldwork II: Practicum I. Semester: Spring 2015 Credits: 6 Hours: Minimum of 12 full-time weeks Course Location & Time: To be scheduled at fieldwork sites. Course Instructor: AFWC: * On-site supervision to be provided by Clinical Fieldwork Supervisor(s) as scheduled Office: BH 114H Office hours: As posted Phone: RECOMMENDED COURSE MATERIALS AOTA. (2002) Fieldwork evaluation for the Occupational Therapist. Bethesda, MD: Author. AOTA. (2002) Guide to Fieldwork Education. Bethesda, MD: Author. Alvernia University OT Program. ( ). Occupational therapy fieldwork education manual. Reading, PA Posted on the Web Each fieldwork site has specific requirements. Refer to the Data Form from the site and confer with the site fieldwork educator for specific requirements on health status, insurance and personal information, and dress code. UNIVERSITY OBJECTIVES AND MISSION All courses at Alvernia University are designed to foster the core Catholic, Franciscan values of service, humility, peacemaking, contemplation, and collegiality as set forth by the Mission Statement To Learn, To Love, To Serve as well as to promote the General Objectives outlined in the University Catalog and the Student Handbook. The University community

72 supports peace and non-violence by respecting diversity and affirming the dignity of everyone in the community, civility, and courtesy are practiced at all times. PROGRAM GOAL Prepare graduates with the knowledge and competencies expected of entry-level, professional, occupational therapists. As compassionate practitioners and managers, graduates will provide occupational therapy services to individuals, groups, and populations in a manner that is congruent with the core values of the Catholic, Franciscan tradition at Alvernia University (service, humility, peacemaking, contemplation, and collegiality) and the Occupational Therapy profession (altruism, equality, freedom, justice, dignity, truth, and prudence). COURSE DESCRIPTION This is the first in a sequence of two full-time (approximately hours per week depending on the site), 12-week or the equivalent, educational experiences at an approved fieldwork site off-campus. It includes 1-2 seminars on campus. Under the supervision of a qualified practitioner, the student integrates undergraduate academic course work by focusing on the application of purposeful and meaningful occupation in the administration and management of occupational therapy services. The fieldwork experience promotes clinical reasoning and reflective practice; and develops professionalism, competence, and compassion as career responsibilities. This in-depth experience in delivery of occupational therapy interventions is an essential foundation for graduate studies. At the completion of this fieldwork students will demonstrate significant progress toward competency for entry-level practice. OT majors only. Prerequisites: All undergraduate OT courses and all other related required courses with a C or better; completion of all undergraduate program requirements including satisfactory completion of all level I fieldwork; approval of academic fieldwork coordinator, the site clinical fieldwork educator, and/or the Program Director; To insure the safety of the work environment, fieldwork sites require extensive documentation of clearances including but not limited to background checks, health and immunization status, drug screens, and workplace trainings (CPR, HIPAA etc.). Students must meet all site specific requirements before attending their scheduled fieldwork placement. The student is responsible for maintaining current health insurance, travel, and accommodation expenses. Please refer to the Alvernia University OT Student Handbook for full FW II Practicum requirements. This course is graded pass/fail. RATIONALE & RELATIONSHIP TO CURRICULUM DESIGN The purpose of fieldwork is to socialize the student to the profession, its values and attitudes, professional beliefs and behaviors, to develop clinical reasoning, and knowledge and skills needed by the entry-level occupational therapist to evaluate and provide intervention related to human performance. Fieldwork fosters the development of (a) critical thinking skills and (b) ethics, morals and professional values while the student engages in (c) client centered practice at their respective clinical sites.

73 TOPICS Preparation for the scheduling of Level II Fieldwork (on campus during previous semesters). Topics for seminars include: Supervision, assessments, intervention planning, intervention processes and techniques, discharge planning, documentation, client education, models of treatment, continuous quality improvement, ethical and professional behavior, patient rights, and trend in health care. COURSE OBJECTIVES Upon satisfactory completion of this course you will demonstrate entry-level competencies: I. FUNDAMENTALS OF PRACTICE: 1. Adheres to ethics: Adheres consistently to the American Occupational Therapy Association Code of Ethics and site s policies and procedures including when relevant, those related to human subject research.* 2. Adheres to safety regulations: Adheres consistently to safety regulations. Anticipates potentially hazardous situations and takes steps to prevent accidents.* 3. Uses judgment in safety: Uses sound judgment in regard to safety of self and others during all fieldwork-related activities.* II. BASIC TENETS: 4. Clearly and confidently articulates the values and beliefs of the occupational therapy profession to clients, families, significant others, colleagues, service providers, and the public.* 5. Clearly, confidently, and accurately articulates the values of occupation as a method and desired outcome of occupational therapy to clients, families, significant others, colleagues, service providers and the public.* 6. Clearly, confidently, and accurately communicates the roles of the occupational therapist and occupational therapy assistant to clients, families, significant others, colleagues, service providers, and the public.* 7. Collaborates with client, family, and significant others throughout the occupational therapy process.* III. EVALUATION AND SCREENING: 8. Articulates a clear and logical rationale for the evaluation process.* 9. Selects relevant screening and assessment methods while considering such factors as client s priorities, context(s), theories, and evidence-based practice.*

74 10. Determines client s occupational profile and performance through appropriate assessment methods.* 11. Assesses client factors and context(s) that support or hinder occupational performance.* 12. Obtains sufficient and necessary information from relevant resources such as clients, families, significant others, service providers, and records prior to and during the evaluation process.* 13. Administers assessments in a uniform manner to ensure findings are valid and reliable.* 14. Adjusts/modifies the assessment procedures based on client s needs, behaviors, and culture. 15. Interprets evaluation results to determine client s occupational performance strengths and challenges.* 16. Establishes an accurate and appropriate plan based on the evaluation results, through integrating multiple factors such as client s priorities, context(s), theories, and evidence-based practice.* 17. Documents the results of the evaluation process that demonstrates objective measurement of client s occupational performance.* IV. INTERVENTION: 18. Articulates a clear and logical rationale for the intervention process.* 19. Utilizes evidence from published research and relevant resources to make informed intervention decisions.* 20. Chooses occupations that motivate and challenge clients.* 21. Selects relevant occupations to facilitate clients meeting established goals.* 22. Implements intervention plans that are client-centered.* 23. Implements intervention plans that are occupation-based.* 24. Modifies task approach, occupations, and the environment to maximize client performance.* 25. Updates, modifies, or terminates the intervention plan based upon careful monitoring of the client s status.* 26. Documents client s response to services in a manner that demonstrates the efficacy of interventions.* V. MANAGEMENT OF OCCUPATONAL THERAPY SERVICES 27. Demonstrates through practice of discussion the ability to assign appropriate responsibilities to the occupational therapy assistant and occupational therapy aide.* 28. Demonstrates through practice or discussion the ability to actively collaborate with the occupational therapy assistant.*

75 29. Demonstrates understanding of the cost and funding related to occupational therapy services at this site.* 30. Accomplishes organizational goals by establishing priorities, developing strategies, and meeting deadlines.* 31. Produces the volume of work required in the expected time frame.* VI. COMMUNICATION: 32. Clearly and effectively communicates verbally and nonverbally with clients, families, significant others, colleagues, service providers, and the public.* 33. Produces clear and accurate documentation according to site requirements.* 34. All written communication is legible, using proper spelling, punctuation, and grammar.* 35. Uses language appropriate to the recipient of the information, including but not limited to funding agencies and regulatory agencies.* VII. PROFESSIONAL BEHAVIORS 36. Collaborates with supervisor(s) to maximize the learning experience.* 37. Takes responsibility for attaining professional competence by seeking out learning opportunities and interactions with supervisor(s) and others.* 38. Responds constructively to feedback* 39. Demonstrates consistent work behaviors including but not limited to cooperation, flexibility, tact, and empathy.* 40. Demonstrates effective time management* 41. Demonstrates positive interpersonal skills including but not limited to cooperation, flexibility, tact, and empathy.* 42. Demonstrates respect for diversity factors of others including but not limited to socio-cultural, socioeconomic, spiritual, and lifestyle choices.* *Student learning outcomes are assessed using the AOTA Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (completed by the on-site Clinical Supervisor). This course is designed to meet the Accreditation Council for Occupational Therapy (ACOTE), Standards for an Accredited Educational Program for the Occupational Therapist, 2011 Entry-Level Master s Degree - Section B: (10.1 to and to 10.22): The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork must be integral to the program s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research,

76 administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the life span and to a variety of settings. TEACHING & LEARNING EXPERIENCES Development of professional responsibilities in organization and planning will begin on campus with group and private meetings to plan and schedule Level II fieldwork. Students will begin developing skills related to Level II fieldwork by self-initiated information gathering and communicating with the Academic Fieldwork Coordinator. Professional communication will be used when students initiate appropriate phone calls and letters to fieldwork educators and complete various required forms. All aspects of the occupational therapy process (evaluation and assessment procedures, treatment planning, intervention, and discontinuation of occupational therapy services) for various clients across the age span with various conditions will be experienced during the fieldwork. All teaching and learning opportunities are site specific, details will be provided to the student by the Fieldwork Educator [FWE] (i.e. your fieldwork site supervisor). COURSE REQUIREMENTS The instructor reserves the right to alter course requirements if necessary. Students will be informed of any alterations as soon as possible. 1 OT 483 is a six (6) credit course. One grade will be recorded at the completion of the fieldwork placement. All requirements and components must be completed before the final grade is submitted. 2 Attendance: You will be required to follow the attendance policy specific to your fieldwork site. All absences must be approved by your site supervisor. Your site supervisor may require you to make up any missed time. A pattern of late arrivals (tardiness) or leaving early may result in a failing grade. 3 Participation and Involvement in the Learning Process: Being actively involved, asking questions, and being self-directed are needed and necessary skills of an entrylevel occupational therapist. The ability to prioritize, meet deadlines, initiate discussion and work with others is valued. While it is understood that students may initially feel overwhelmed in a new clinical situation, a failure to adjust and demonstrate active participation in the learning process may result in a failing grade. 4 Professional Behavior: Behaviors that demonstrate respect for the opportunity given to the student to provide services to those in need are expected at all times. Professional behaviors are demonstrated through restraint and self-discipline. Professional behaviors are achieved by adherence to the principles articulated in

77 AOTA s Code of Ethics (Beneficence, No maleficence, Autonomy & Confidentiality, Social Justice, Procedural Justice, Veracity and Fidelity). In addition, your site may have specific behaviors that are required or prohibited. It is the student s responsibility to discuss these expectations with their site supervisor and adjust their behavior accordingly. Failure to demonstrate professional behaviors may result in a failing grade. 5 All students are encouraged to initiate contact with the Academic Fieldwork Coordinator when they have concerns about any aspect of the fieldwork placement, their academic preparation or their ability to perform at the level expected. In addition, students are encouraged to inform the course instructor to events or issues outside of fieldwork which might interfere with their performance. 6 Harassment & Fraternization: Students are protected from sexual harassment and should report any concerns to the Academic Fieldwork Coordinator. In addition, students are not to initiate or engage in non-professional relationships at fieldwork sites. Program policies for harassment and fraternization can be found in the Student Fieldwork Manual. 7 Students who require accommodations: In accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act ( ADA ), the University offers accommodations to students with documented learning, physical and/or psychological disabilities. It is the responsibility of the student to contact the Disability Services Coordinator, preferably prior to the beginning of the semester, to initiate the accommodation process and to notify instructors as soon as possible so accommodations can be made early on in the semester. Course requirements will not be waived but, if possible, reasonable accommodations will be made to allow each student to meet course requirements. Students needing assistance should contact the Disability Services Office in BH 106 (inside the Learning Center), by phone ( ), fax ( ), or (disability.services@alvernia.edu). 8 Copyright Restriction: Materials used in connection with this course may be subject to copyright protection under Title 17 of the United States Code. Under certain Fair Use circumstances specified by law, copies may be made for private study, scholarship, or research. Electronic copies should not be shared with unauthorized users. If a user fails to comply with Fair Use restrictions, he/she may be liable for copyright infringement. For more information, including Fair Use guidelines, see the Alvernia University Copyright & Fair Use Policy. 9 Academic Honesty: Students are expected to adhere to the Academic Honesty Policy stated in the Alvernia University Student Handbook and standards of professional behavior stated in the Code of Ethics of the American Occupational Therapy Association (2010). It is the student s responsibility to read, to understand, and to adhere to these standards. Students found in violation of ethical standards will be subject to sanctions to the fullest extent identified by the relevant code.

78 10 Clinical Fieldwork Placement: As stated in the ACOTE Standards (2011) The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. During level II fieldwork placements students are provided with an opportunity to apply the knowledge and skills they acquired during their academic course work and to demonstrate the service delivery skills of an entry-level professional occupational therapist. The requirements will vary with the type of setting and the services provided; the specific requirements will be given to the student by the site supervisor. In general the 12 week fieldwork placement has 3 overlapping phases Orientation to the site, clients, processes and the services provided (weeks 1-4). Learning & practicing site specific technical and adaptive skills (weeks 5-8). Demonstrating competence equivalent to that of an entry level therapist at the site i.e. the ability to provide OT services to a caseload equivalent to a new fulltime therapist (weeks 9-12). In addition, many sites require the student to engage in an academic project that will be presented to the staff working at the facility. 11 Fieldwork Seminars: Attendance at seminars, scheduled by the Academic Fieldwork Coordinator and held on Alvernia s campus, is required and failure to do so without prior permission can lead to a failing grade. Exceptions are made for those students who will be placed in sites more than 200 miles from the university. Check with the Academic Fieldwork Coordinator on your status for attendance. Students will be informed of the content, details and schedule of these seminars through postings on Blackboard. 12 Blackboard Postings: Blackboard will be utilized by the Academic Fieldwork Coordinator as a means of communication with the class members while on fieldwork. Announcements, class discussions, and resources will be available through Blackboard. Students should check into Blackboard several times a week to keep updated on course information. Students will be expected to post a message in the weekly discussion topics which will be geared towards advancing clinical and professional development. Participation in discussion topics will be monitored and is expected by each class member. Please see instructor if you are unfamiliar with Blackboard and need assistance. 13 Explanation of the AOTA Fieldwork Performance Evaluation Grading Process: Each of the 42 items on the FPE are rated by the site Fieldwork Educator (i.e. your fieldwork site supervisor) on a 4 point rating scale with the areas of ethics and safety needing a rating of 3 or higher to pass. Other areas evaluated include fundamentals of practice, evaluation and screening, intervention, management of occupational therapy services, communication, and professional behaviors. The student is rated at midterm and at the end of the fieldwork using the FPE. Students need to be aware that the expectations for their level of performance increases as the fieldwork progresses. This means that, if the student s performance does not grow, individual item scores from the mid-term to the final may hold steady or even decrease.

79 14 At the end fieldwork the student is responsible for the mailing to the FPE, the SEFWE and the Supervisors Evaluation of Alvernia University OT program forms to the AFWC. The mailing address is: Alvernia University Occupational Therapy Department 400 St. Bernardine Street Reading, PA Attention: AFWC 15 Termination of Fieldwork: While every effort is made to allow each student to experience a full 12 week (or the equivalent) fieldwork placement. It is important for students to understand that they are guests at their fieldwork sites. The privilege of being allowed to provide services to clients/patients who are sick and vulnerable is granted based upon demonstrated competence; it is not a right because a student is enrolled in a class. When a level II fieldwork placement is terminated a grade of Fail will be recorded. The student will be able to Repeat/Delete the course only after enrolling and completing OT 485 Fieldwork Progression Seminar. The progression requirements for the OT program restrict students to repeat/deleting a total of three Occupational Therapy courses and the repeat/delete option can be used only one time for any particular course. The fieldwork site can terminate the student before the end of the 12 week placement for reasons including but not limited to: (a) the student demonstrates behavior that is unsafe, unethical or breaks the work rules, (b) the student does not demonstrate fundamental work habits i.e. arrives late, takes unscheduled breaks, leaves early, does not follow the dress code, uses offensive language etc (c) when a student is not engaged in the learning, or (d) when, in the opinion of the fieldwork site supervisor, the student will not make sufficient progress to earn a passing score on the Fieldwork Performance Evaluation (FPE). In the case of termination due to behavior that is unsafe, unethical or breaks work rules, the students will be provided a written explanation of the infraction and may be asked to leave at the end of the work day. It is at the discretion of the fieldwork site to issue a written warning and allow the student to continue in their fieldwork or to terminate the fieldwork at the end of the work day. The Academic Fieldwork Coordinator will be receive a copy of the written explanation from the fieldwork site and will schedule a follow up meeting with the student. A grade of F will be recorded for the course. The process for terminating a fieldwork due to a failure to perform assigned duties or a failure to show expected performance skills falls under two categories (A) failure to meet mid-term objectives, and (B) failure to make progress after a satisfactory midterm evaluation:

80 A. Failure to meet mid-term objectives: a. About mid-term (week 5, 6 or 7) all students are rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor. A student is considered in danger of failing the fieldwork when they receive a mid-term score of less than 90. b. The Academic Fieldwork Coordinator will be informed of the situation by the fieldwork site supervisor and the Academic Fieldwork Coordinator will: i. Initiate a meeting with the student and the site supervisor (this may be a face-to-face meeting or through electronic communication), ii. Assist in the development of a Learning Contract with specific objectives and timelines, iii. Assist both the student and the site supervisor in identifying resources to support corrective actions, and iv. File an Academic Alert/Early Warning Alert c. The Academic Fieldwork Coordinator will closely monitor the progress of the student to meet the Learning Contract and will provide support to both the student and the fieldwork supervisor as requested. d. At the end of the Learning Contract the student will be informed in writing if: i. They are on track to pass the fieldwork, or ii. They are not on track to pass the fieldwork. If this is the case, the student will be rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor and a final score will be given. Students who have not met the terms of their Learning Contract may be terminated from the fieldwork site before the scheduled end date of the fieldwork. e. Once the FPE has been received from the fieldwork site a grade of Fail for the course will be posted. f. The student will schedule a meeting with the Academic Fieldwork Coordinator within 10 days of the termination. B. Failure to make progress after a satisfactory mid-term evaluation: a. Students will be informed in writing, no later than week 10 that they are in danger of not passing the fieldwork. b. The specific reasons for the danger of not passing will be explained. c. The Academic Fieldwork Coordinator will be informed of the situation by the fieldwork site supervisor and the Academic Fieldwork Coordinator will: i. Initiate a meeting with the student and the site supervisor (this may be a face-to-face meeting or through electronic communication), ii. Assist in the development of a Learning Contract with specific objectives and timelines, iii. Assist both the student and the site supervisor in identifying resources to support corrective actions, and iv. File an Academic Alert/Early Warning Alert

81 d. The Academic Fieldwork Coordinator will closely monitor the progress of the student to meet the Learning Contract and will provide support to both the student and the fieldwork supervisor as requested. e. At the end of the Learning Contract the student will be informed in writing if: i. They are on track to pass the fieldwork, or ii. They are not on track to pass the fieldwork. If this is the case, the student will be rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor and a final score will be given. Students who have not met the terms of their Learning Contract may be terminated from the fieldwork site before the scheduled end date of the fieldwork. f. Once the FPE has been received from the fieldwork site a grade of Fail for the course will be posted. g. The student will schedule a meeting with the Academic Fieldwork Coordinator within 10 days of the termination. 16. Withdrawal from Fieldwork: Students who are experiencing difficulty during fieldwork have the option to withdraw from the fieldwork. A student who is considering this option should contact the Academic Fieldwork Coordinator to discuss their concerns. The student will also need to contact the Office of Financial Aid to discuss the implications on their financial aid package. Students who withdraw after a failing FPE score has been given (at either mid-term or final) will have a Withdrawal/Fail grade recorded for the course and will need to repeat/delete the course. GRADING AOTA FPE Blackboard Postings Fieldwork Seminars Pass/Fail* Pass/Fail Pass/Fail *As required by ACOTE, the student will be evaluated by the Fieldwork Educator [FWE] (i.e. the fieldwork site supervisor) on the American Occupational Therapy Association form Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002). ACOTE requires that a passing score = 122 points and above, and a failing score = 121 points or below. Students cannot receive a passing grade in this course if the final score on the FPE is not 122 or above. The score assigned by the Fieldwork Educator [FWE] (i.e. the fieldwork site supervisor) is the final score and is not changed in any way by the Academic Fieldwork Coordinator (i.e. the course instructor for OT 483). This course is graded Pass/Fail (P/F). Students must receive a passing grade in all 3 components to earn a passing grade for the course. Students must attend required

82 seminars and complete required blackboard postings. However, students cannot earn a passing grade in OT 483 unless they earn a final score of 122 or above on the FPE. Progression: A passing score must be achieved in this course to be eligible progress to the graduate phase of the program and to sit for the NBCOT certification examination, and for most states for licensure. The course may be retaken once at the next course offering when space is available. Students have 24 months post academic course completion to satisfy fieldwork II requirements. PROPOSED COURSE SCHEDULE 1. FW II Assignment as scheduled with AFWC and Clinical Site. 2. Blackboard Discussion Topics: Weekly discussion topics on blackboard which are focused toward clinical and professional development. Students are expected to participate weekly. 3. Site Visits: To be completed for those students within 150 miles of campus. Occur between weeks 4-8 of rotation. 4. Fieldwork Seminars: a. Seminar I: Dec. 11, 201 -: review of policies / forms b. Seminar II: Saturday Feb 15, 201 -: FW discussion (problems and successes), learning and supervisory styles, midterm evaluations, c. Seminar III: Tentative Date TBD For those greater than 200 miles away: Guidelines will be provided for seminar form

83 ALVERNIA UNIVERSITY Occupational Therapy Program OT Occupational Therapy Fieldwork II: Practicum II. Semester: Spring 2015 Credits: 6 Hours: Minimum of 12 full-time weeks Course Location & Time: To be scheduled at fieldwork sites. Course Instructor: AFWC: * On-site supervision to be provided by Clinical Fieldwork Supervisor(s) as scheduled Office: BH 114H Office hours: As posted Phone: RECOMMENDED COURSE MATERIALS AOTA. (2002) Fieldwork evaluation for the Occupational Therapist. Bethesda, MD: Author. AOTA. (2002) Guide to Fieldwork Education. Bethesda, MD: Author. Alvernia University OT Program. ( ). Occupational therapy fieldwork education manual. Reading, PA Posted on the Web Each fieldwork site has specific requirements. Refer to the Data Form from the site and confer with the site fieldwork educator for specific requirements on health status, insurance and personal information, and dress code. UNIVERSITY OBJECTIVES AND MISSION All courses at Alvernia University are designed to foster the core Catholic, Franciscan values of service, humility, peacemaking, contemplation, and collegiality as set forth by the Mission Statement To Learn, To Love, To Serve as well as to promote the General Objectives outlined in the University Catalog and the Student Handbook. The University community supports peace and non-violence by respecting diversity and affirming the dignity of everyone in the community, civility, and courtesy are practiced at all times.

84 PROGRAM GOAL Prepare graduates with the knowledge and competencies expected of entry-level, professional, occupational therapists. As compassionate practitioners and managers, graduates will provide occupational therapy services to individuals, groups, and populations in a manner that is congruent with the core values of the Catholic, Franciscan tradition at Alvernia University (service, humility, peacemaking, contemplation, and collegiality) and the Occupational Therapy profession (altruism, equality, freedom, justice, dignity, truth, and prudence). COURSE DESCRIPTION This is the second in a sequence of two full-time (approximately hours per week depending on the site), 12-week or the equivalent, educational experiences at an approved fieldwork site off-campus. It includes 1-2 seminars on campus. Under the supervision of a qualified practitioner, the student integrates undergraduate academic course work by focusing on the application of purposeful and meaningful occupation in the administration and management of occupational therapy services. The fieldwork experience promotes clinical reasoning and reflective practice; and develops professionalism, competence, and compassion as career responsibilities. This in-depth experience in delivery of occupational therapy interventions is an essential foundation for graduate studies. At the completion of this fieldwork students will demonstrate significant progress for entry-level, generalist, professional practice. OT majors only. Prerequisites: Grade of P in OT 482. To insure the safety of the work environment, fieldwork sites require extensive documentation of clearances including but not limited to background checks, health and immunization status, drug screens, and workplace trainings (CPR, HIPAA etc.). Students must meet all site specific requirements before attending their scheduled fieldwork placement. The student is responsible for maintaining current health insurance, travel, and accommodation expenses. Please refer to the Alvernia University OT Student Handbook for full FW II Practicum requirements. This course is graded pass/fail RATIONALE & RELATIONSHIP TO CURRICULUM DESIGN The purpose of fieldwork is to socialize the student to the profession, its values and attitudes, professional beliefs and behaviors, to develop clinical reasoning, and knowledge and skills needed by the entry-level occupational therapist to evaluate and provide intervention related to human performance. Fieldwork fosters the development of (a) critical thinking skills and (b) ethics, morals and professional values while the student engages in (c) client centered practice at their respective clinical sites.

85 TOPICS Preparation for the scheduling of Level II Fieldwork (on campus during previous semesters). Topics for seminars include: Supervision, assessments, intervention planning, intervention processes and techniques, discharge planning, documentation, client education, models of treatment, continuous quality improvement, ethical and professional behavior, patient rights, and trend in health care. COURSE OBJECTIVES Upon satisfactory completion of this course you will demonstrate entry-level competencies: I. FUNDAMENTALS OF PRACTICE: 1. Adheres to ethics: Adheres consistently to the American Occupational Therapy Association Code of Ethics and site s policies and procedures including when relevant, those related to human subject research.* 2. Adheres to safety regulations: Adheres consistently to safety regulations. Anticipates potentially hazardous situations and takes steps to prevent accidents.* 3. Uses judgment in safety: Uses sound judgment in regard to safety of self and others during all fieldwork-related activities.* II. BASIC TENETS: 4. Clearly and confidently articulates the values and beliefs of the occupational therapy profession to clients, families, significant others, colleagues, service providers, and the public.* 5. Clearly, confidently, and accurately articulates the values of occupation as a method and desired outcome of occupational therapy to clients, families, significant others, colleagues, service providers and the public.* 6. Clearly, confidently, and accurately communicates the roles of the occupational therapist and occupational therapy assistant to clients, families, significant others, colleagues, service providers, and the public.* 7. Collaborates with client, family, and significant others throughout the occupational therapy process.* III. EVALUATION AND SCREENING: 8. Articulates a clear and logical rationale for the evaluation process.* 9. Selects relevant screening and assessment methods while considering such factors as client s priorities, context(s), theories, and evidence-based practice.*

86 IV. 10. Determines client s occupational profile and performance through appropriate assessment methods.* 11. Assesses client factors and context(s) that support or hinder occupational performance.* 12. Obtains sufficient and necessary information from relevant resources such as clients, families, significant others, service providers, and records prior to and during the evaluation process.* 13. Administers assessments in a uniform manner to ensure findings are valid and reliable.* 14. Adjusts/modifies the assessment procedures based on client s needs, behaviors, and culture. 15. Interprets evaluation results to determine client s occupational performance strengths and challenges.* 16. Establishes an accurate and appropriate plan based on the evaluation results, through integrating multiple factors such as client s priorities, context(s), theories, and evidence-based practice.* 17. Documents the results of the evaluation process that demonstrates objective measurement of client s occupational performance.* INTERVENTION: 18. Articulates a clear and logical rationale for the intervention process.* 19. Utilizes evidence from published research and relevant resources to make informed intervention decisions.* 20. Chooses occupations that motivate and challenge clients.* 21. Selects relevant occupations to facilitate clients meeting established goals.* 22. Implements intervention plans that are client-centered.* 23. Implements intervention plans that are occupation-based.* 24. Modifies task approach, occupations, and the environment to maximize client performance.* 25. Updates, modifies, or terminates the intervention plan based upon careful monitoring of the client s status.* 26. Documents client s response to services in a manner that demonstrates the efficacy of interventions.* V. MANAGEMENT OF OCCUPATONAL THERAPY SERVICES 27. Demonstrates through practice of discussion the ability to assign appropriate responsibilities to the occupational therapy assistant and occupational therapy aide.* 28. Demonstrates through practice or discussion the ability to actively collaborate with the occupational therapy assistant.*

87 VI. 29. Demonstrates understanding of the cost and funding related to occupational therapy services at this site.* 30. Accomplishes organizational goals by establishing priorities, developing strategies, and meeting deadlines.* 31. Produces the volume of work required in the expected time frame.* COMMUNICATION: 32. Clearly and effectively communicates verbally and nonverbally with clients, families, significant others, colleagues, service providers, and the public.* 33. Produces clear and accurate documentation according to site requirements.* 34. All written communication is legible, using proper spelling, punctuation, and grammar.* 35. Uses language appropriate to the recipient of the information, including but not limited to funding agencies and regulatory agencies.* VII. PROFESSIONAL BEHAVIORS 36. Collaborates with supervisor(s) to maximize the learning experience.* 37. Takes responsibility for attaining professional competence by seeking out learning opportunities and interactions with supervisor(s) and others.* 38. Responds constructively to feedback* 39. Demonstrates consistent work behaviors including but not limited to cooperation, flexibility, tact, and empathy.* 40. Demonstrates effective time management* 41. Demonstrates positive interpersonal skills including but not limited to cooperation, flexibility, tact, and empathy.* 42. Demonstrates respect for diversity factors of others including but not limited to socio-cultural, socioeconomic, spiritual, and lifestyle choices.* *Student learning outcomes are assessed using the AOTA Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (completed by the on-site Clinical Supervisor). This course is designed to meet the Accreditation Council for Occupational Therapy (ACOTE), Standards for an Accredited Educational Program for the Occupational Therapist, 2011 Entry-Level Master s Degree - Section B: (10.1 to and to 10.22): The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork must be integral to the program s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research,

88 administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the life span and to a variety of settings. TEACHING & LEARNING EXPERIENCES Development of professional responsibilities in organization and planning will begin on campus with group and private meetings to plan and schedule Level II fieldwork. Students will begin developing skills related to Level II fieldwork by self-initiated information gathering and communicating with the Academic Fieldwork Coordinator. Professional communication will be used when students initiate appropriate phone calls and letters to fieldwork educators and complete various required forms. All aspects of the occupational therapy process (evaluation and assessment procedures, treatment planning, intervention, and discontinuation of occupational therapy services) for various clients across the age span with various conditions will be experienced during the fieldwork. All teaching and learning opportunities are site specific, details will be provided to the student by the Fieldwork Educator [FWE] (i.e. your fieldwork site supervisor). COURSE REQUIREMENTS The instructor reserves the right to alter course requirements if necessary. Students will be informed of any alterations as soon as possible. 1 OT 483 is a six (6) credit course. One grade will be recorded at the completion of the fieldwork placement. All requirements and components must be completed before the final grade is submitted. 2 Attendance: You will be required to follow the attendance policy specific to your fieldwork site. All absences must be approved by your site supervisor. Your site supervisor may require you to make up any missed time. A pattern of late arrivals (tardiness) or leaving early may result in a failing grade. 3 Participation and Involvement in the Learning Process: Being actively involved, asking questions, and being self-directed are needed and necessary skills of an entry-level occupational therapist. The ability to prioritize, meet deadlines, initiate discussion and work with others is valued. While it is understood that students may initially feel overwhelmed in a new clinical situation, a failure to adjust and demonstrate active participation in the learning process may result in a failing grade.

89 4 Professional Behavior: Behaviors that demonstrate respect for the opportunity given to the student to provide services to those in need are expected at all times. Professional behaviors are demonstrated through restraint and self-discipline. Professional behaviors are achieved by adherence to the principles articulated in AOTA s Code of Ethics (Beneficence, No maleficence, Autonomy & Confidentiality, Social Justice, Procedural Justice, Veracity and Fidelity). In addition, your site may have specific behaviors that are required or prohibited. It is the student s responsibility to discuss these expectations with their site supervisor and adjust their behavior accordingly. Failure to demonstrate professional behaviors may result in a failing grade. 5 All students are encouraged to initiate contact with the Academic Fieldwork Coordinator when they have concerns about any aspect of the fieldwork placement, their academic preparation or their ability to perform at the level expected. In addition, students are encouraged to inform the course instructor to events or issues outside of fieldwork which might interfere with their performance. 6 Harassment & Fraternization: Students are protected from sexual harassment and should report any concerns to the Academic Fieldwork Coordinator. In addition, students are not to initiate or engage in non-professional relationships at fieldwork sites. Program policies for harassment and fraternization can be found in the Student Fieldwork Manual. 7 Students who require accommodations: In accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act ( ADA ), the University offers accommodations to students with documented learning, physical and/or psychological disabilities. It is the responsibility of the student to contact the Disability Services Coordinator, preferably prior to the beginning of the semester, to initiate the accommodation process and to notify instructors as soon as possible so accommodations can be made early on in the semester. Course requirements will not be waived but, if possible, reasonable accommodations will be made to allow each student to meet course requirements. Students needing assistance should contact the Disability Services Office in BH 106 (inside the Learning Center), by phone ( ), fax ( ), or (disability.services@alvernia.edu). 8 Copyright Restriction: Materials used in connection with this course may be subject to copyright protection under Title 17 of the United States Code. Under certain Fair Use circumstances specified by law, copies may be made for private study, scholarship, or research. Electronic copies should not be shared with unauthorized users. If a user fails to comply with Fair Use restrictions, he/she may be liable for copyright infringement. For more information, including Fair Use guidelines, see the Alvernia University Copyright & Fair Use Policy. 9 Academic Honesty: Students are expected to adhere to the Academic Honesty Policy stated in the Alvernia University Student Handbook and standards of

90 professional behavior stated in the Code of Ethics of the American Occupational Therapy Association (2010). It is the student s responsibility to read, to understand, and to adhere to these standards. Students found in violation of ethical standards will be subject to sanctions to the fullest extent identified by the relevant code. 10 Clinical Fieldwork Placement: As stated in the ACOTE Standards (2011) The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. During level II fieldwork placements students are provided with an opportunity to apply the knowledge and skills they acquired during their academic course work and to demonstrate the service delivery skills of an entry-level professional occupational therapist. The requirements will vary with the type of setting and the services provided; the specific requirements will be given to the student by the site supervisor. In general the 12 week fieldwork placement has 3 overlapping phases i. Orientation to the site, clients, processes and the services provided (weeks 1-4). ii. Learning & practicing site specific technical and adaptive skills (weeks 5-8). iii. Demonstrating competence equivalent to that of an entry level therapist at the site i.e. the ability to provide OT services to a caseload equivalent to a new full-time therapist (weeks 9-12). In addition, many sites require the student to engage in an academic project that will be presented to the staff working at the facility. 11 Fieldwork Seminars: Attendance at seminars, scheduled by the Academic Fieldwork Coordinator and held on Alvernia s campus, is required and failure to do so without prior permission can lead to a failing grade. Exceptions are made for those students who will be placed in sites more than 200 miles from the university. Check with the Academic Fieldwork Coordinator on your status for attendance. Students will be informed of the content, details and schedule of these seminars through postings on Blackboard. 12 Blackboard Postings: Blackboard will be utilized by the Academic Fieldwork Coordinator as a means of communication with the class members while on fieldwork. Announcements, class discussions, and resources will be available through Blackboard. Students should check into Blackboard several times a week to keep updated on course information. Students will be expected to post a message in the weekly discussion topics which will be geared towards advancing clinical and professional development. Participation in discussion topics will be monitored and is expected by each class member. Please see instructor if you are unfamiliar with Blackboard and need assistance. 13 Explanation of the AOTA Fieldwork Performance Evaluation Grading Process: Each of the 42 items on the FPE are rated by the site Fieldwork Educator (i.e. your

91 fieldwork site supervisor) on a 4 point rating scale with the areas of ethics and safety needing a rating of 3 or higher to pass. Other areas evaluated include fundamentals of practice, evaluation and screening, intervention, management of occupational therapy services, communication, and professional behaviors. The student is rated at midterm and at the end of the fieldwork using the FPE. Students need to be aware that the expectations for their level of performance increases as the fieldwork progresses. This means that, if the student s performance does not grow, individual item scores from the mid-term to the final may hold steady or even decrease. 14 At the end fieldwork the student is responsible for the mailing to the FPE, the SEFWE and the Supervisors Evaluation of Alvernia University OT program forms to the AFWC. The mailing address is: Alvernia University Occupational Therapy Department 400 St. Bernardine Street Reading, PA Attention: AFWC 15 Termination of Fieldwork: While every effort is made to allow each student to experience a full 12 week (or the equivalent) fieldwork placement. It is important for students to understand that they are guests at their fieldwork sites. The privilege of being allowed to provide services to clients/patients who are sick and vulnerable is granted based upon demonstrated competence; it is not a right because a student is enrolled in a class. When a level II fieldwork placement is terminated a grade of Fail will be recorded. The student will be able to Repeat/Delete the course only after enrolling and completing OT 485 Fieldwork Progression Seminar. The progression requirements for the OT program restrict students to repeat/deleting a total of three Occupational Therapy courses and the repeat/delete option can be used only one time for any particular course. The fieldwork site can terminate the student before the end of the 12 week placement for reasons including but not limited to: (a) the student demonstrates behavior that is unsafe, unethical or breaks the work rules, (b) the student does not demonstrate fundamental work habits i.e. arrives late, takes unscheduled breaks, leaves early, does not follow the dress code, uses offensive language etc (c) when a student is not engaged in the learning, or (d) when, in the opinion of the fieldwork site supervisor, the student will not make sufficient progress to earn a passing score on the Fieldwork Performance Evaluation (FPE). In the case of termination due to behavior that is unsafe, unethical or breaks work rules, the students will be provided a written explanation of the infraction and may be asked

92 to leave at the end of the work day. It is at the discretion of the fieldwork site to issue a written warning and allow the student to continue in their fieldwork or to terminate the fieldwork at the end of the work day. The Academic Fieldwork Coordinator will be receive a copy of the written explanation from the fieldwork site and will schedule a follow up meeting with the student. A grade of F will be recorded for the course. The process for terminating a fieldwork due to a failure to perform assigned duties or a failure to show expected performance skills falls under two categories (A) failure to meet mid-term objectives, and (B) failure to make progress after a satisfactory midterm evaluation: 43. Failure to meet mid-term objectives: a. About mid-term (week 5, 6 or 7) all students are rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor. A student is considered in danger of failing the fieldwork when they receive a mid-term score of less than 90. b. The Academic Fieldwork Coordinator will be informed of the situation by the fieldwork site supervisor and the Academic Fieldwork Coordinator will: i. Initiate a meeting with the student and the site supervisor (this may be a face-to-face meeting or through electronic communication), ii. Assist in the development of a Learning Contract with specific objectives and timelines, iii. Assist both the student and the site supervisor in identifying resources to support corrective actions, and iv. File an Academic Alert/Early Warning Alert c. The Academic Fieldwork Coordinator will closely monitor the progress of the student to meet the Learning Contract and will provide support to both the student and the fieldwork supervisor as requested. d. At the end of the Learning Contract the student will be informed in writing if: i. They are on track to pass the fieldwork, or ii. They are not on track to pass the fieldwork. If this is the case, the student will be rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor and a final score will be given. Students who have not met the terms of their Learning Contract may be terminated from the fieldwork site before the scheduled end date of the fieldwork. e. Once the FPE has been received from the fieldwork site a grade of Fail for the course will be posted.

93 f. The student will schedule a meeting with the Academic Fieldwork Coordinator within 10 days of the termination. 44. Failure to make progress after a satisfactory mid-term evaluation: a. Students will be informed in writing, no later than week 10 that they are in danger of not passing the fieldwork. b. The specific reasons for the danger of not passing will be explained. c. The Academic Fieldwork Coordinator will be informed of the situation by the fieldwork site supervisor and the Academic Fieldwork Coordinator will: i. Initiate a meeting with the student and the site supervisor (this may be a face-to-face meeting or through electronic communication), ii. Assist in the development of a Learning Contract with specific objectives and timelines, iii. Assist both the student and the site supervisor in identifying resources to support corrective actions, and iv. File an Academic Alert/Early Warning Alert d. The Academic Fieldwork Coordinator will closely monitor the progress of the student to meet the Learning Contract and will provide support to both the student and the fieldwork supervisor as requested. e. At the end of the Learning Contract the student will be informed in writing if: i. They are on track to pass the fieldwork, or ii. They are not on track to pass the fieldwork. If this is the case, the student will be rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor and a final score will be given. Students who have not met the terms of their Learning Contract may be terminated from the fieldwork site before the scheduled end date of the fieldwork. f. Once the FPE has been received from the fieldwork site a grade of Fail for the course will be posted. g. The student will schedule a meeting with the Academic Fieldwork Coordinator within 10 days of the termination. 16. Withdrawal from Fieldwork: Students who are experiencing difficulty during fieldwork have the option to withdraw from the fieldwork. A student who is considering this option should contact the Academic Fieldwork Coordinator to discuss their concerns. The student will also need to contact the Office of Financial Aid to discuss the implications on their financial aid package. Students who withdraw after a failing FPE score has been given (at either mid-term or final) will have a

94 Withdrawal/Fail grade recorded for the course and will need to repeat/delete the course. GRADING AOTA FPE Blackboard Postings Fieldwork Seminars Pass/Fail* Pass/Fail Pass/Fail *As required by ACOTE, the student will be evaluated by the Fieldwork Educator [FWE] (i.e. the fieldwork site supervisor) on the American Occupational Therapy Association form Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002). ACOTE requires that a passing score = 122 points and above, and a failing score = 121 points or below. Students cannot receive a passing grade in this course if the final score on the FPE is not 122 or above. The score assigned by the Fieldwork Educator [FWE] (i.e. the fieldwork site supervisor) is the final score and is not changed in any way by the Academic Fieldwork Coordinator (i.e. the course instructor for OT 483). This course is graded Pass/Fail (P/F). Students must receive a passing grade in all 3 components to earn a passing grade for the course. Students must attend required seminars and complete required blackboard postings. However, students cannot earn a passing grade in OT 483 unless they earn a final score of 122 or above on the FPE. Progression: A passing score must be achieved in this course to be eligible progress to the graduate phase of the program and to sit for the NBCOT certification examination, and for most states for licensure. The course may be retaken once at the next course offering when space is available. Students have 24 months post academic course completion to satisfy fieldwork II requirements. PROPOSED COURSE SCHEDULE 1. FW II Assignment as scheduled with AFWC and Clinical Site. 2. Blackboard Discussion Topics: Weekly discussion topics on blackboard which are focused toward clinical and professional development. Students are expected to participate weekly. 3. Site Visits: To be completed for those students within 150 miles of campus. Occur between weeks 4-8 of rotation. 4. Fieldwork Seminars: a. Seminar I: December (TBD) review of policies / forms b. Seminar II: Saturday, February (TBD) FW discussion (problems and successes), learning and supervisory styles, midterm evaluations,

95 c. Seminar III: Tentative Date TBD For those greater than 200 miles away: Guidelines will be provided for seminar form

96 TEACHING/LEARNING EXPERIENCES Development of professional responsibilities in organization and planning will begin on campus with group and private meetings to plan and schedule Level II Fieldwork. Students will begin developing skills related to Level II Fieldwork by self-initiated information gathering and communicating with the Academic Fieldwork Coordinator. Reading assignments in the AOTA (2004) The Essential Guide to Fieldwork Education: Resources for today s educators and practitioners by Donna Costa will provide fundamental information for fieldwork education. Professional communication will be used when students initiate appropriate phone calls and letters to Fieldwork Educators and complete various forms. Evaluation procedures, treatment planning, intervention, and discontinuation of occupational therapy services for various required forms. Evaluation procedures, treatment planning, intervention, and discontinuation of occupational therapy services for various clients across the age span with various conditions will be experienced during the fieldwork. per AOTA 2007/updated 8/11

97 LEVEL II FIELDWORK EDUCATION SITES A list of fieldwork education sites that have entered into an agreement with Alvernia University is available in the Academic Fieldwork Coordinator office, BH OT Suite 114. The Occupational Therapy Program continues to seek and evaluate new sites in order to increase the options for fieldwork education. These sites are brought to the attention of the Academic Fieldwork Coordinator by students, potential students, personnel in facilities, and other interested individuals. Information about potential fieldwork education sites is always welcome. A Contractual Agreement is established between a site and Alvernia University prior to scheduling students for Level II Fieldwork (a minimum of 24 fulltime weeks of fieldwork following academic coursework). The following criteria are used for selecting fieldwork sites: 1. The facility is accredited or approved by a recognized accrediting agency or the Alvernia University Occupational Therapy Program. 2. Students are supervised by qualified fieldwork educators. 3. There is an appropriately varied caseload of clients to meet the educational requirements of the student. 4. Collaboration between the Academic Fieldwork Coordinator and the Fieldwork Educator can occur on a regular and as needed basis. 5. An agreement for Fieldwork education can be established between Alvernia University and the fieldwork site. On-going contact is maintained with fieldwork sites by the Alvernia University Academic Fieldwork Coordinator through: a. The AOTA Fieldwork Data Form. b. Written correspondence with appropriate persons. c. Telephone communication as appropriate. d. On-site visits as needed and appropriate. e. Individual and group meetings with FWE.

98 LEVEL II FIELDWORK SCHEDULING PROCEDURE The following procedure was designed to make the scheduling process as orderly and efficient as possible. Please communicate your suggestions and ideas about the procedure to the Academic Fieldwork Coordinator. In the Spring of Junior Year (Jan May), each student will make an appointment with the Academic Fieldwork Coordinator to discuss fieldwork. Prior to the meeting each student is expected to research fieldwork sites and locations by looking through the white binders in the Academic Fieldwork Coordinator s office. The student is to bring the Level II Fieldwork Placement Request Form to the meeting. Level II Fieldwork selection process will entail the following outline. 1. Spring semester of Junior Year (Jan-May) individual meeting with Academic Fieldwork Coordinator. Review Level II Fieldwork Placement Request Form (in fieldwork manual). Discuss sites, location, housing/transportation needs, learning style, and areas of interest in Occupational Therapy practice. 2. Spring Semester of Junior Year and Fall Semester of Senior Year Academic Fieldwork Coordinator will secure rotations based on site availability and location requests. Individual meetings will occur on an as needed basis. Once rotations and contracts are set-up, confirmation letters will be sent to sites and students with contact information. The student is ONLY to contact the site once confirmation is received to ask for requirements and other pertinent information including dress code, hours, directions, interview/visit before start date, information regarding types of client populations, and diagnoses. It is imperative that the student asks what they should review before the start of fieldwork. Updated 6.13

99 LEVEL II FIELDWORK SUPERVISION AND EVALUATION Supervision and evaluation of the student are joint responsibilities of the Fieldwork Educator and the Academic Fieldwork Coordinator. Both must maintain an ongoing involvement in your progress. The Fieldwork Educator provides direct supervision or assigns other experienced staff members to supervise you. Regular meetings, approximately once a week, are suggested to provide you with constructive feedback and to discuss pending assignments and activities. The Academic Fieldwork Coordinator monitors your progress through your periodic reports, phone conversations, and site visits. The Academic Fieldwork Coordinator is available for consultation should questions or problems arise. Open and honest communication is encouraged throughout the fieldwork. At the midpoint of each scheduled fieldwork it is recommended that the Fieldwork Educator meet privately with you to discuss your progress. The Fieldwork Evaluation for the Occupational Therapist form may be used with erasable notation. Your supervisor may prefer other methods to review your progress. Students are usually given an opportunity to discuss methods for improving or enhancing performance, to comment on concerns, and to discuss areas of special interest. At the end of the experience during a final conference you are expected to give the completed Student Evaluation of Fieldwork form to the Fieldwork Educator and be prepared to discuss your evaluation. The Fieldwork Educator will discuss the final Fieldwork Evaluation for the Occupational Therapist form with you at this time. If effective communications have taken place, there should be no surprises on these final evaluation forms. These evaluations give you an opportunity to review your strengths, weaknesses and educational needs and to comment on your perception of the strengths and weaknesses of the fieldwork education. The Academic Fieldwork Coordinator is responsible for assigning a P/F grade for the OT 482/483 courses. The Fieldwork Educator will submit the Fieldwork Evaluation Form to the university. The Fieldwork Educator evaluations are heavily weighted. Other criteria also considered are the student's preparation in seminars, communication with the Academic Fieldwork Coordinator, professional attitude and behavior toward peers and supervisors are some of these considerations. Read this manual and the AOTA Guide to Fieldwork Education prior to beginning the fieldwork process and maintain communication with the Academic Fieldwork Coordinator to make your fieldwork experiences as valuable and pleasant as possible. Updated 6.13

100 ADDITIONAL INFORMATION 1. For those students in the traditional track (Bachelor of Health Science/Master of Occupational Therapy Program) successful completion of OT 482/OT 483 is required prior to acceptance into the Masters Phase of Occupational Therapy. Any student who does not successfully complete OT 482 and OT 483 will need to meet with the Program Director and Academic Fieldwork Coordinator. 2. You are responsible for making your own living arrangements. Some sites provide lodging and/or meals free of charge, others provide lodging and/or meals for a fee. Refer to the Fieldwork Data Form for information on specific sites. Advance housing reservations or arrangements may need to be made. 3. Fieldwork education is normally scheduled within Pennsylvania. Out-of-state placements may be considered. Discuss this with the Academic Fieldwork Coordinator. 4. All fieldwork must be completed within 24 months following completion of academic preparation. At least one rotation must be completed on a full time basis (12 weeks). 5. You are responsible for completing prerequisite courses, registering and paying for the course: OT 482/483 Level II Fieldwork, and for meeting other obligations required for Level II Fieldwork. 6. Students may take no more than 3 additional credits while enrolled in OT 482/483 and must have approval of the Program Director. However, fieldwork usually requires additional reading, research, and participation in a variety of activities during hours not spent in fieldwork setting.

101 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM TERMINATION OF LEVEL II FIELDWORK Termination of Fieldwork: While every effort is made to allow each student to experience a full 12 week (or the equivalent) fieldwork placement. It is important for students to understand that they are guests at their fieldwork sites. The privilege of being allowed to provide services to clients/patients who are sick and vulnerable is granted based upon demonstrated competence; it is not a right because a student is enrolled in a class. When a level II fieldwork placement is terminated a grade of Fail will be recorded. The student will be able to Repeat/Delete the course only after enrolling and completing OT 485 Fieldwork Progression Seminar. The progression requirements for the OT program restrict students to repeat/deleting a total of three Occupational Therapy courses and the repeat/delete option can be used only one time for any particular course. The fieldwork site can terminate the student before the end of the 12 week placement for reasons including but not limited to: (a) the student demonstrates behavior that is unsafe, unethical or breaks the work rules, (b) the student does not demonstrate fundamental work habits i.e. arrives late, takes unscheduled breaks, leaves early, does not follow the dress code, uses offensive language etc (c) when a student is not engaged in the learning, or (d) when, in the opinion of the fieldwork site supervisor, the student will not make sufficient progress to earn a passing score on the Fieldwork Performance Evaluation (FPE). In the case of termination due to behavior that is unsafe, unethical or breaks work rules, the students will be provided a written explanation of the infraction and may be asked to leave at the end of the work day. It is at the discretion of the fieldwork site to issue a written warning and allow the student to continue in their fieldwork or to terminate the fieldwork at the end of the work day. The Academic Fieldwork Coordinator will be receive a copy of the written explanation from the fieldwork site and will schedule a follow up meeting with the student. A grade of F will be recorded for the course. The process for terminating a fieldwork due to a failure to perform assigned duties or a failure to show expected performance skills falls under two categories (A) failure to meet mid-term objectives, and (B) failure to make progress after a satisfactory mid-term evaluation: A. Failure to meet mid-term objectives: a. About mid-term (week 5, 6 or 7) all students are rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor. A student is considered in danger of failing the fieldwork when they receive a mid-term score of less than 90. Updated 5/29/14

102 b. The Academic Fieldwork Coordinator will be informed of the situation by the fieldwork site supervisor and the Academic Fieldwork Coordinator will: i. Initiate a meeting with the student and the site supervisor (this may be a face-to-face meeting or through electronic communication), ii. Assist in the development of a Learning Contract with specific objectives and timelines, iii. Assist both the student and the site supervisor in identifying resources to support corrective actions, and iv. File an Academic Alert/Early Warning Alert c. The Academic Fieldwork Coordinator will closely monitor the progress of the student to meet the Learning Contract and will provide support to both the student and the fieldwork supervisor as requested. d. At the end of the Learning Contract the student will be informed in writing if: i. They are on track to pass the fieldwork, or ii. They are not on track to pass the fieldwork. If this is the case, the student will be rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor and a final score will be given. Students who have not met the terms of their Learning Contract may be terminated from the fieldwork site before the scheduled end date of the fieldwork. e. Once the FPE has been received from the fieldwork site a grade of Fail for the course will be posted. f. The student will schedule a meeting with the Academic Fieldwork Coordinator within 10 days of the termination. B. Failure to make progress after a satisfactory mid-term evaluation: a. Students will be informed in writing, no later than week 10 that they are in danger of not passing the fieldwork. b. The specific reasons for the danger of not passing will be explained. c. The Academic Fieldwork Coordinator will be informed of the situation by the fieldwork site supervisor and the Academic Fieldwork Coordinator will: i. Initiate a meeting with the student and the site supervisor (this may be a face-to-face meeting or through electronic communication), ii. Assist in the development of a Learning Contract with specific objectives and timelines, iii. Assist both the student and the site supervisor in identifying resources to support corrective actions, and iv. File an Academic Alert/Early Warning Alert d. The Academic Fieldwork Coordinator will closely monitor the progress of the student to meet the Learning Contract and will provide support to both the student and the fieldwork supervisor as requested. Updated 5/29/14

103 e. At the end of the Learning Contract the student will be informed in writing if: i. They are on track to pass the fieldwork, or ii. They are not on track to pass the fieldwork. If this is the case, the student will be rated on the Fieldwork Performance Evaluation (FPE) for the Occupational Therapy Student (2002), by their fieldwork supervisor and a final score will be given. Students who have not met the terms of their Learning Contract may be terminated from the fieldwork site before the scheduled end date of the fieldwork. f. Once the FPE has been received from the fieldwork site a grade of Fail for the course will be posted. g. The student will schedule a meeting with the Academic Fieldwork Coordinator within 10 days of the termination. Withdrawal from Fieldwork: Students who are experiencing difficulty during fieldwork have the option to withdraw from the fieldwork. A student who is considering this option should contact the Academic Fieldwork Coordinator to discuss their concerns. The student will also need to contact the Office of Financial Aid to discuss the implications on their financial aid package. Students who withdraw after a failing FPE score has been given (at either mid-term or final) will have a Withdrawal/Fail grade recorded for the course and will need to repeat/delete the course. Updated 5/29/14

104 LEVEL II FIELDWORK FORMS

105 LEVEL II FIELDWORK PLACEMENT REQUEST FORM Name: Date: Address: Phone: LEVEL II FIELDWORK REQUESTED FOR YEAR: Fieldwork Sites Requested: Instructions: List the site, address, and phone number in order of preference for any site you are interested. Indicate the dates preferred and any relevant comments. This is no guarantee that you will be scheduled according to your preference Please list your professional goals. What areas of OT do you see yourself practicing in immediately after graduation? 5 years? 10 years? Ultimate goal? Is there an area in Occupational Therapy you have no desire at this point to explore further past graduation? What kind/style of learner are you? What kinds of limitations may you have on relocating? Driving hours? If originally not from Berks or surrounding counties do you plan to do fieldwork back home? Where is that?

106 LEVEL II FIELDWORK PREPARATION CHECKLIST Student: All Academic Courses + Level I Fieldwork completed satisfactory In good standing at Alvernia University Current/updated immunization record on file in the Health & Wellness Center Yearly physical exam Influenza vaccine (when available) Signed Medical Release form Signed Influenza form PPD testing No communicable conditions Health/Accident insurance (all students must carry health insurance Failure to show proof of valid coverage will prevent student from progressing to FWII). Submitted Child Abuse History Clearance, PA Criminal Background Clearance, and FBI History Clearance Currently certified in CPR and First Aid (must be from American Heart Association or Red Cross Registered and payment made for Level II Fieldwork Courses Read Alvernia University Occupational Therapy Program Fieldwork Manual Read Assignments in AOTA Guide to Fieldwork Evaluation Completed Interviews (if needed) Make housing arrangements (if needed) Obtained Student I/D, special clothes as needed (i.e. lab coat, etc.) Confirm fieldwork schedule Online HIPAA Training Signed Drug Waiver form Drug Screening Other things to do:

107 PERSONAL DATA SHEET FOR STUDENT FIELDWORK EXPERIENCE Name: Home Address: Phone number and times available: Name, address, and phone number of person to be notified in case of accident or illness: Name Address Phone Number Relationship EDUCATION INFORMATION Expected Degree Baccalaureate Masters Doctorate Anticipated year of Graduation Prior degree s obtained Foreign language spoken Foreign language read Current CPR certificate/expiration Yes No Expiration: HEALTH INFORMATION Health Insurance Yes No Name of Insurance Company Group# Subscriber # Date of last Tine test/chest X-Ray PREVIOUS WORK/VOLUNTEER EXPERIENCE

108 PERSONAL PROFILE Strengths: Special skills or Interests Describe your preferred learning style: Describe your preferred style of supervision: Will you need housing during affiliation? YES NO Will you have your own transportation? YES NO Are there any disability-related challenges that will impact your ability to complete fieldwork? (optional) FIELDWORK EXPERIENCE SCHEDULE LEVEL 1 EXPERIENCE CENTER TYPE OF FIELDWORK EXPERIENCE LENGTH OF FIELDWORK EXPERIENCE CENTER LEVEL II EXPERIENCE TYPE OF FIELDWORK EXPERIENCE LENGTH OF FIELDWORK EXPERIENCE Personal Data Sheets Revision dates 1975, 1984, 1996Revised/Approved by the AOTA Commission on Education, February 1998

109 STUDENT EVALUATION OF THE FIELDWORK SITE

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119 Evaluation of Fieldwork II Education Program Fieldwork Site Name: Fieldwork Educator: Student Name: Please circle the appropriate response to each of the following questions: Course objectives (found in FW Manual) Excellent Good Fair Poor Comments: Students level of preparedness for FWII Excellent Good Fair Poor Comments: Students ability to demonstrate appropriate professional behaviors Excellent Good Fair Poor Comments: Communication with Academic Fieldwork Excellent Good Fair Poor

120 Coordinator Comments: AFWC availability to deal with problem situations Excellent Good Fair Poor Comments: Please indicate how the 12 Continuing Education Credit s (CEU s) should be issued. Name: Number of credits: Name: Number of credits: Fieldwork Educator Signature Date Return completed evaluation to: Alvernia University, Occupational Therapy Program

121 LEVEL II AOTA FIELDWORK PERFORMANCE EVALUATION FOR OCCUPATIONAL THERAPY STUDENT

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129 STUDENT INFORMATION

130 STUDENT IDENTIFICATION Alvernia University provides student picture identification cards upon entering the University. These identification cards will also be used as name tags while on fieldwork. All students are required to keep their identification card with them while at the fieldwork site. No other nametags will be issued. The card should read: Alvernia University Students Name, Date, Student I/D Number Student picture POLICY/PROCEDURE FOR I/D CARD Students who lose/misplace their identification card will be required to replace it through the University at a charge. Please contact Public Safety S T U D E N T S W I L L N O T B E P E R M I T T E D T O G O O U T ON F IELDW O R K W I T H O U T A N I D E N T I F C A T I O N C A R D

131 FIELDWORK ATTENDANCE/ABSENCES A. Students are expected to attend all fieldwork experience as scheduled. Once fieldwork is scheduled students may not change or alter days, dates, or times of affiliation without prewritten approval of the AFWC. (1) If a student anticipates arriving late for fieldwork, it is his/her responsibility to inform the Fieldwork Educator immediately upon the site opening. Lateness is considered unprofessional behavior and will be reflected in the final evaluation. Repeated lateness is to be reported to the Academic Fieldwork Coordinator by the fieldwork site. (2) The student is assigned to a fieldwork site during their operational hours and is expected to remain at the site until the FWE has given permission to leave. Early dismissal from the fieldwork site for personal business including a part-time job or transportation arrangements is unacceptable behavior. Emergency situations will be handled on an individual basis. (3) On occasion the student may be asked to remain at the fieldwork site after hours to complete patient treatments or associated work. At some sites, therapists may be required to work occasional evenings or weekends. As a student, these hours may be requested of you, especially if they reflect the schedule of your Fieldwork Educator. This is not an inappropriate request and flexibility on occasions reflects professional commitment to a chosen career. (4) While assigned to a fieldwork site, the student will follow the holiday schedule of the fieldwork site, not that of the University. B. Absence from fieldwork experiences is only warranted in cases of personal health issues, and death of an immediate family member. Written documentation of the reason will be expected. (1) If the student will be absent from the site, he/she must contact the Fieldwork Educator immediately upon the site opening, followed by 2) the Occupational Therapy Secretary at (610) and 3) contact Academic Fieldwork Coordinator at Leave a detailed message; including the reason for the absence and where you may be contacted. (2) If the student has less than reliable transportation, please have alternative means of transportation available. (3) The student s best effort is expected to attend fieldwork in cases of inclement weather. While assigned to a fieldwork site, the student will follow the policy of the fieldwork site not of the University for Inclement Weather. (4) For illness extending greater than two days, the student must return to the site with a written excuse from their physician.

132 (5) In cases of death of an immediate family member, the student will be excused from the site for two days. If a longer absence is needed, the Academic Fieldwork Coordinator must be notified as soon as possible and make-up time will be determined in conjunction with the Fieldwork Educator (6) The facility has the option to require students to make up time due to any excused absences or to cancel the affiliation. Make up of absences, if a facility chooses to allow student to do so are on/at the timeline discretion of the facility. Students who do not make up absences will fail the FW experiences. (7) Absences for the purpose of job interviews are not permitted.

133 SUCCESSFUL COMPLETION OF LEVEL I AND LEVEL II FIELDWORK Successful completion of Level I and Level II Fieldwork is a requirement for granting a Masters Degree in Occupational Therapy Program. The Alvernia University Academic Fieldwork Coordinator collaborates with the Fieldwork Educator and the student prior to, during, and following fieldwork assignments. The Academic Fieldwork Coordinator schedules all fieldwork placements and serves as a liaison between Alvernia University and the fieldwork site. Level II Fieldwork should be completed within twenty-four (24) months following completion of academic preparation. Current as of student handbook 8/10

134 OCCUPATIONAL THERAPY PROGRAM CONTRACTUAL AGREEMENT

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138 SPECIAL NEEDS/ADA ACCOMMODATIONS Special Needs Students The University determines its ability to meet the specific requests of special needs students on a case-by-case basis. Reasonable accommodations, as defined by Act 504 and the Americans with Disabilities Act (ADA), are provided when students self-identify and provide documentation to the University s Americans with Disabilities Act Coordinator. Details on academic support for special needs students can be found in the Academic Support Services section of the AY catalog. ADA Accommodations In accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act ( ADA ), the University offers accommodations to students with documented learning, physical and/or psychological disabilities. It is the responsibility of the student to contact the Disability Services Coordinator, preferably prior to the beginning of the semester, to initiate the accommodation process and to notify instructors as soon as possible so accommodations can be made early on in the semester. Course requirements will not be waived but, if possible, reasonable accommodations will be made to allow each student to meet course requirements. Students needing assistance should contact the Disability Services Office, BH 106 by phone ( ) or (disability.services@alvernia.edu).

139 OCCUPATIONAL THERAPY PROGRAM FIELDWORK GRIEVANCE PROCEDURES Normally all issues related to fieldwork are directed to the Academic Fieldwork Coordinator. Any grievance related to fieldwork will be submitted to the Alvernia University Student Grievance Committee (see Alvernia University Student Handbook 2012 (p. 59). The Student Grievance Committee attends to grievances of an academic nature. The Committee is composed of faculty members and two students. The Student Government Association selects the students. The Committee members elect the chair. The Committee is involved in a student grievance only if the proper steps have been followed as outlined herein: 1. Student discusses situation/grade with Instructor within twenty calendar days of occurrence/disagreement. 2. If no accord is reached, the student has seven calendar days to meet with the department chair. 3. Again, if no accord is reached at this level, the student has seven calendar days to consult with the division dean. 4. At this point, if there has been no resolution, the division dean apprises the student of the right to appeal to the Student Grievance Committee. 5. Student has seven calendar days to contact the Chair of the Grievance Committee. The Committee hears a case only after there has been an attempt to rectify the situation through discussion with the student, Instructor, Department Chair and/or the Division Dean. If no solution is reached at this point, the student files a grievance. a.) The Committee Chair contacts the faculty member who was named in the grievance. b.) Both the student and faculty involved submit separately, in writing, their versions of the grievance. Each has seven calendar days to submit same. c.) Student and faculty involved may also be asked to separately discuss the nature of the grievance at a meeting of a majority of the committee. d.) The Committee works with the Provost, academic advisers, and the Vice President for University Life to make students and faculty aware of its procedures. e.) The Committee takes into consideration guidelines for ethical behavior as stated in this handbook, Faculty Handbook and the Undergraduate Catalog.

140 f.) After thoroughly reviewing the grievance, the Committee issues a written recommendation of a resolution to the Provost who reviews the decision. g.) If the Provost feels that the decision was reached according to proper guidelines, written notification of decision is issued to the student and faculty member involved in the grievance. h.) Should the Provost note that stated procedures were not adhered to, he or she notifies the Committee Chair who returns to the Committee members to rectify the errors. i.) The Committee reaffirms the recommended resolution or proposes a revised recommendation. The Chairperson maintains a complete file of grievances and committee proceedings.

141 ACADEMIC HARRASSMENT POLICY OCCUPATIONAL THERAPY DEPARTMENT Academic Harassment Procedure The Occupational Therapy Department fully supports the Student Code of Citizenship published by Alvernia University in the Student Handbook. The Occupational Therapy Department Academic Harassment Procedure exists to address behaviors that occur between students while enrolled in an academic course offered by the Occupational Therapy Department that compromise the Student Code of Citizenship. Students are directed to the Community Standards published in the Student Handbook pages Students may also elect to report violations of the Code of Citizenship using Report It These procedures and any sanctions imposed by the Occupational Therapy Department may occur concurrently or independently with the procedures and sanctions described in the Student Handbook. Any student who feels they are the victim of academic harassment in a course taught within the Occupational Therapy program is encouraged to report the incident to the course instructor. The course instructor will inform the Chair of the Occupational Therapy Department who will initiate a preliminary conference. Both the victim and the accused student(s) will be informed of the time, date and location of the preliminary conference which will be held by the Chair of the Occupational Therapy Department. Students may also report academic harassment to their academic advisor or any member of the occupational therapy faculty or staff who will then inform the Chair of the Occupational Therapy Department. Preliminary Conference: The student who initiated the complaint will be given the opportunity to present the evidence of the incident. The student should bring a written chronological account of the incident that led to the complaint and if possible any supporting evidence ( s, texts etc.). The accused student will have an opportunity to present their explanation of the incident. The course instructor will have an opportunity to provide information related to the incident. Prior to the scheduling of the preliminary conference both the Dean of the College of Professional Programs and the Director of Community Standards will be informed of the pending preliminary conference. Outcome of the preliminary conference: If the outcome is responsible a formal conference will be scheduled; the students will be notified of the time, date and location. o Pending the scheduling of a formal conference a No Contact Order will be initiated both students will continue to attend occupational therapy classes but

142 are to have no contact with each other i.e. cannot address each other, cannot work on projects together, cannot work on lab activities together, etc. If the outcome is not responsible both students will be given written notification of the finding. The findings of the preliminary conference will be communicated to: The student who filed the complaint The student who was accused of the incident The course instructor The academic advisors of the students The Dean of the College of Professional Programs The Director of Community Standards Formal Conference: The formal conference will be held by a panel of three Occupational Therapy faculty members, one of whom will be the Chair of the Occupational Therapy Department and one will be the course instructor. The student who filed the complaint will be given the opportunity to present all the evidence to support their claim; this may include witnesses to the incident. The accused student will be given the opportunity to present all the evidence for their explanation of the incident; this may include witnesses. The course instructor will provide a written account of all known information related to the incident. Other witnesses may be called to present evidence. Outcome of the formal conference: If the outcome is responsible one or more to the following sanctions may be imposed o Cease and Desist Order o No Contact Order duration of the semester o No Contact Order duration of the academic year o Official Letter of Reprimand from the Occupational Therapy Department o Grade F for a specific assignment o Grade F for the course o Immediate suspension from the class o Academic Probation o Dismissal from the Occupational Therapy Program Note: Failure of the accused student to appear at the formal conference can result in sanctions being imposed without the student being present. If the outcome s not responsible both students will be given written notification of the finding. The findings of the formal conference will be communicated to: The student who filed the complaint The student who was accused of the incident The course instructor The academic advisors of the students The Dean of the College of Professional Programs The Director of Community Standards

143 The Registrar Accused students who wish to contest the finding of responsibility and the sanction(s) that resulted from a formal conference may appeal to the Dean of the College of Professional Programs. The appeal should be presented to the Dean within 5 business days after receipt of the notification of the outcome of the formal conference. The appeal must clearly state one or more grounds for the appeal. Grounds for appeal are permitted under the following circumstances: The student believes that information presented during the formal conference was not reviewed or taken into consideration by the Chair of the Occupational Therapy Department. The student has new evidence that was not available at the time of the formal conference that would have materially affected the outcome and wishes this now to be considered. The student believes that the sanction(s) imposed is/are disproportionate to the violation.

144 HARASSMENT POLICY ACADEMIC FIELD EXPERIENCES A. BACKGROUND It is the responsibility of each person on campus to respect the personal dignity of others. Alvernia has always encouraged its students, faculty and staff to celebrate in the diversity of the University and to immediately confront any expressions of harassment within the community based on differences in sex, race, religion, disability or ethnic background. Your Academic Field Experience will be taking you outside of the Alvernia Campus Community. The Agency in which you will serve has been carefully screened by the University and the Sponsoring Agency has affirmed its complete agreement with the policy of showing no tolerance for any form of harassment. The Sponsoring Agency has agreed to hold all members of its institutional community to the same high standards of respect and dignity essential to the mission of Alvernia. B. DEFINITIONS Sexual Harassment is one example of forbidden harassment and has been defined by the University as unwanted sexual attention, intimidation or advances that are made: a. Either explicitly or implicitly as a term or condition of academic or employment status or advancement; b. As a basis for academic or employment decisions; c. Which unreasonably interfere with an individual s work or academic performance; and/or d. Which create an intimidating, hostile or offensive work or academic environment? C. RESOURCES Alvernia does wish to make known to all of the participants in Academic Field Experiences that there are available resources and procedures for resolving any instances of harassment, including sexual harassment, which might be confronted by program participants within the Alvernia Community, or while in the institutional community of the Sponsoring Agency. 1. Information, Counseling and Support If you, as a participant in an Academic Field Experience, believe that you may have been the victim of harassing conduct, and you wish to seek information and/or counseling about the incident or incidences giving rise to this concern, you should immediately contact either: a. The Faculty Supervisor of the Program; b. The Department Chair or;

145 c. The Division Dean, and request a confidential counseling session. In order that any incident may be immediately addressed, you should make this contact within ten (10) days of the occurrence. If your concerns can be addressed at this first counseling session, and neither you nor your counselor feel that the incident rises to the level of harassment, the matter may be concluded without further action. If, however, after the counseling, you wish to proceed with a formal Complaint regarding the perceived harassment, you may take advantage of the formal Complaint procedure. Procedure for Complaints Against the Occupational Therapy Program Any person who has a concern about any matter connected to the Occupational Therapy program is encouraged to contact the Occupational Therapy Program Director at Neil.Penny@alvernia.edu. This procedure describes the process for formal complaints against the program. A formal complaint against the Occupational Therapy program is defined as a written expression of serious dissatisfaction related to a specific aspect of the Occupational Therapy program at Alvernia University. Anonymous complaints are not accepted. A complaint is distinguished from a dispute about a course grade or other academic matter, which is handled under the Academic Grievance Procedures described in the relevant Undergraduate Student Handbook or Graduate Catalog. Alvernia University also has procedures for addressing Student Grievances related to university policies, and complaints related to Ethics, Research (Institutional Review Board), Nondiscrimination, Equal Employment and Harassment. If the complaint is found to relate to one of these areas it will be forwarded for disposition to the appropriate office and the person who initiated the complaint will be notified of this action. Formal complaints may be initially received by any Occupational Therapy faculty or staff member, but no action can be taken until the Occupational Therapy Program Director is notified of the complaint. When this has occurred, the person will be notified that their formal complaint against the program has been received. The nature of the complaint will be screened by the Occupational Therapy Program Director, unless the complaint directly involves the actions of the Program Director, in which case it will be screened by the Dean of the College Professional Programs (Dr. Karen Thacker Karen.Thacker@alvernia.edu ). After initial screening, the complaint will be channeled to the individual, group or office judged to be most directly relevant and appropriate to resolve the complaint. Once again, the person who initiated the complaint will be notified when this step has occurred. Our guiding principle is to settle disputes in a prompt and fair manner, in keeping with the underlying Franciscan values of Alvernia University. If appropriate, an ad hoc panel may be appointed to seek resolution of the complaint or the complaint may be forwarded to the College of Professional Programs Multidisciplinary Advisory Group, consisting of the Department Chairs of the College of Professional Programs. A written response will be conveyed to the person who initiated the complaint by the Occupational Therapy Program Director or College Dean within 90 days of acknowledgement of the receipt of the complaint. The Occupational Therapy Program Director will keep a record of the disposition of all formal complaints. Beginning academic year 2012/2013, disposition of formal complaints against the program will be reported in the Occupational Therapy Program Annual Evaluation Report.

146 FRATERNIZATION POLICY It is the policy of the Alvernia University Academic Programs that students should NOT fraternize on a personal level with staff, patients, students or clients during assigned academic field placements on or off campus. Selected examples of fraternization are: After hours personal contact with staff, client, patients or students Inappropriate touching or gestures Inappropriate communication (implied or direct) Flirting Upon receipt of a written complaint, the OT Department Chair will initiate an investigation. Following the completion of an investigation, appropriate corrective measures, if warranted, will be taken. Corrective measures may include: Verbal warning Written warning Dismissal from course Dismissal from academic program

147 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM MANDATORY DRUG SCREEN DRUG SCREEN POLICY POLICY It is the policy of the Alvernia University Occupational Therapy Program to require students to undergo a substance abuse test for the presence of drugs or controlled substances during the first semester of Level I Fieldwork and prior to the start of Level II Fieldwork (once per junior and senior years). Additionally, random drug screening may be required for cause at any time during a student s enrollment. Causes may include but are not limited to: observed impaired behavior; delay in obtaining drug screening past prescribed deadline; frequent absences. The cost of the additional drug testing will be the responsibility of the student. PURPOSE Chemical impairment compromises both the educational process and patient safety. The fieldwork facility and Alvernia University Occupational Therapy Program are responsible to the patients and families in the care of the Occupational Therapy student. Early identification, evaluation and treatment are in the best interest of our students and the patients they serve. PROCEDURE 1. Off-site drug screens are performed within specific timelines as directed. The student is responsible for his/her transportation to the testing site. a. Designated St. Joseph Medical Center (SJMC) Laboratory locations may be utilized. (A photo ID is required.) b. A 10-panel drug screen will be performed according to national and SJMC Laboratory standards (includes marijuana, opiates, cocaine, amphetamines, PCP, barbiturates, benzodiazepine, methoqualone, propoxyphene, methadone). A positive result will be retested. c. Every student will sign a release to allow SJMC to report results directly to the Alvernia University Health and Wellness Center. d. The Alvernia University Occupational Therapy Program testing fee will cover the cost of the initial drug testing. Billing is directed to the University. The cost of additional drug testing will be the responsibility of the student. POSITIVE RESULTS 1. The student may request a third sample from another certified laboratory to rule out false-positive readings.

148 2. The Alvernia University Health and Wellness Center will communicate in writing a positive student report to the Academic Fieldwork Coordinator for the Occupational Therapy Program. 3. A student taking medication on the 10-panel screen under the direction of a physician is required to obtain a written explanation and release for the medication from the prescribing physician. The Health Center Nursing Director, in consultation with the Medical Director, will make a decision if the student is released to perform fieldwork. 4. The Health and Wellness Center is the referral site to the Alvernia University Campus Counseling Center for chemical abuse evaluation. In order to remain in the Occupational Therapy Program the student must sign an agreement to participate in a treatment program and to have his/her progress monitored by the Health and Wellness Center. The Health and Wellness Center Director will provide written communication to the Academic Fieldwork Coordinator for the Occupational Therapy Program on the treatment progress. 5. The student many not participate or progress on fieldwork until the evaluation and treatment is obtained. Refusal to obtain an evaluation results in immediate dismissal from the Occupational Therapy Program. 6. The student may continue in the Occupational Therapy Program after the treatment is completed. Typically, this will result in an extra year to complete the program of study. 7. Positive drug screen after treatment has been completed will result in dismissal from the Occupational Therapy program. 8. The student has the right to appeal decisions made based on policy. See the Alvernia University Student Grievance Policy and Process in the Alvernia University Student Handbook.

149 ALVERNIA UNIVERSITY OCCUPATIONAL THERAPY PROGRAM DRUG TESTING WAIVER AGREEMENT I understand it is the policy of the Alvernia University OT Program to require students to undergo a substance abuse test for the presence of drugs or controlled substances prior to the start of Level I fieldwork and Level II fieldwork. I must submit to a drug test at a designated laboratory, which will provide the result of the test to the Alvernia University Health and Wellness Center and the Academic Fieldwork Coordinator. I understand that if the test result is positive, I will be denied progress in the Master of Science Degree in OT Program Fieldwork component. I further understand that I may be subject to random drug tests while enrolled in the OT program. A positive drug test or refusal to submit to testing will result in dismissal from the OT Program. BY SIGNING THIS DOCUMENT, I INDICATRE THAT I HADE READ, I UNDERSTAND, AND I AGREE TO THE ALVERNIA UNIVERISTY BACHELOR OF SCIENCE IN HEALTH SCIENCE AND MASTER OF SCIENCE IN OCCUPATIONAL THERAPY PROGRAM DRUG TESTING POLICY. I UNDERSTAND THAT A NEGATIVE DRUG TEST IN REQUIRED FOR PROGRESSION IN THE OT PROGRAM. THIS DOCUMENT CONSTITUTES MY CONSENT FOR DRUG TESTING BY A LABORATOTY DESIGNATED BY ALVERNIA UNIVERSITY. IT ALSO CONSTITUTES CONSENT FOR THE LABORATORY TO RELEASE RESULT OF MY DRUG TEST TO THE ALVERNIA UNIVERSITY HEALTH AND WELLNESS CENTER AND TO THE OT ACADEMIC FIELDWORK COORDINATOR. Signature of Student Signature of Witness Student Name Printed Witness Name Printed Date Date

150 DIVISION OF PROFESSIONAL PROGRAMS HEALTH CARE MAJORS MANDATORY ONLINE HIPAA, OSHA & BLOOD BORNE PATHOGENS EDUCATION SESSION POLICY: It is the policy of Alvernia University Division of Professional Programs Health Care Students and Faculty (Athletic Training, Nursing, Occupational Therapy, and Social Work) to participate in a mandatory online Health Insurance Portability and Accountability Act (HIPAA) Education and Occupational Safety and Health Administration (OSHA) Session prior to entering clinical field work with client contact. PURPOSE: The goal of this program is to identify HIPAA initiatives regarding patient privacy and data security and to help healthcare workers comply with the guidelines. COURSE OBJECTIVES: 1. Describe the overall purpose and goals of the HIPAA. 2. Discuss the compliance issues with privacy reforms, including written notice, acknowledgement, prior authorization, and minimum disclosure. 3. Discuss compliance with data security reforms, including issues regarding workplace layout, information storage, and rules covering conversation. PROCEDURE: 1. Access the online HIPAA for Healthcare Workers program by MEDCOM TRAINEX through the website: and OSHA. Any computer with online access may be used. 2. Create an account following directions on the screen. There is not an Alvernia identifier, so use any ID and Password you wish. 3. Enter personal registration information following directions on the screen. Identify yourself having a License in PA and enter RN in the Type of License Window. 4. Proceed to program instructions. NOTE: you may need to install the free version of RealPlayer for the streaming video to work. There is a link on the screen. 5. Complete all three (3) programs: a. HIPAA for Nurses: An Overview b. HIPAA for Nurses: The Privacy Rule

151 FAQ: c. HIPAA for Nurses: The Security Rule 6. Complete all three post tests, program evaluations and print certificates. 7. Provide your Program Secretary with all three (3) program certificates by the due date given by your program. 1. What if I have already attended a HIPAA program? a. There are no exceptions to this policy; however, if you are competent in the HIPAA content, you may take the post tests without viewing the videos. Print certificates and submit to the Occupational Therapy Program Secretary. 2. What if I encounter problems with the online program? a. Contact the MEDCOM Technical support as directed on your screen If you have unresolved questions after working with the MEDCOM technical support staff, report the specific issues in writing to your Program Secretary. Updated 9/2014

152 MISDEMEANOR/FELONY CONVICTIONS & DRUG/HEALTH CLEARANCES Individuals who have been convicted of a felony/misdemeanor offense may be denied certification or licensure as an occupational therapist. It is suggested that prior to admission to the program any individual with such a conviction contact the National Board of Certification in Occupational Therapy (NBCOT) and state licensing boards of occupational therapy to request information regarding credentialing eligibility. Clinical fieldwork and classroom experiences within clinical settings may require a criminal background check and or child abuse check in order to permit participation in the experience and enter the location. Organizations may deny a student access and participation in such activities due to misdemeanor or felony conviction. Additionally, organizations may require drug testing and/or health clearances prior to admittance to their facility. Negative results may preclude students from participation. Participation in such experiences is a requirement for graduation and inability to complete experiences due to convictions and/or inability to obtain satisfactory clearances would result in delayed graduation and/or the inability to graduate from the program, and/or obtain certification and or licensure as an occupational therapist.

153 GUIDELINES FOR LEVEL I AND LEVEL II FIELDWORK ATTIRE, GROOMING AND RELATED SAFETY Overview The Occupational Therapy Program at Alvernia University is designed to prepare graduates with the competencies expected of entry-level professional occupational therapists. The design of the curriculum is based on Alvernia s values-centered philosophy of graduate and undergraduate education, the department s stated philosophies of occupation and occupational therapy, and the philosophy of education espoused by the American Occupational Therapy Association. Specifically, grounded in the Catholic, Franciscan tradition, Alvernia University exists to provide values-centered undergraduate education in selected professional and liberal arts disciplines and to offer limited graduate education in both professional programs and the liberal arts. The educational goal for the program is to: Prepare graduates with the knowledge and competencies expected of entry-level, professional, occupational therapist. As compassionate practitioners and managers, graduates will provide occupational therapy services to clients across the lifespan in a manner that is congruent with the core values of the Franciscan tradition at Alvernia University (service, humility, peacemaking, contemplation, and collegiality) and the Occupational Therapy profession (altruism, equality, freedom, justice, dignity, truth, and prudence). With the philosophy of Occupational Therapy and the tradition of the Catholic, Franciscan principles of Alvernia University as a guideline, the Occupational Therapy Program has established the following guideline to ensure that the student s appearance reflects that of a competent occupational therapy practitioner. Occupational Therapy students are expected to adhere to the following guidelines when visiting or completing assignments at fieldwork sites and when attending class related fieldwork trips. Students are expected to be well groomed and dressed appropriately in all fieldwork areas where uniforms are not required. Your appearance and attire need to be appropriate for the type of facility as well as the type of client you will be working with. Remember, the public has preconceived ideas regarding the appearance of their occupational therapy professionals. The well being of your client and the ability of the client to accept or reject your help may be influenced by your appearance; behavior; attitude and demeanor. Therefore, it is in the student s best interest to be professional and conservative in appearance and be well groomed. Below is a list of guidelines to follow in relation to appropriate attire, grooming and related safety. Remember, specific requirements for attire as established by the fieldwork site (Level I, Level II and class related field visitations) supersedes Alvernia University s protocol. Prior to beginning any type of Fieldwork, the student is responsible for inquiring at their Fieldwork site as to what the policy for attire and professional behavior is expected at the site.

154 Clothing Neat and tailored long pants are usually preferable to skirts/dresses. If skirt/dress is worn it should be approximately knee length or longer. Shoes with closed toes and backs (no straps), low or no heel should be worn for safety. Clean sneakers are acceptable, if approved by the facility; sandals are not acceptable footwear. Socks/knee highs or pantyhose should always be worn with any attire. Sweaters and tops should be loose fitting. It should be large enough to be unrestrictive. If you raise your arms and the top gets stuck on any part of you it is not appropriate for Fieldwork (i.e. stomach shows when you raise your arms). Additionally, low cut shirts, sweaters, revealing midriffs are not to be worn. Shirts should have sleeves and should be void of inappropriate messages, logos, etc. Tee shirts, sweatshirts and hats are not to be worn. Sweatpants, denim jeans, spandex or legging pants, and shorts are not being worn. Pants should be worn at the waist and not too low or to baggy. To assess if pants are appropriate, bend and squat as if assisting a patient. Does your shirt pull out, are your undergarments showing? If so these pants are not appropriate for Fieldwork. Jewelry/Piercing/Tattoos Jewelry is to be kept to a minimum (bracelets, rings, necklaces and watch). Dangling or large hoop earrings which could be caught on something or grabbed should be avoided. Facial piercing should be eliminated and ear piercing should be minimized to only one earring in each ear. Tattoos must be covered. No slogan buttons are to be worn unless with professional insignia or institution related. Grooming Hair should be clean. Long hair should be pulled back and tied. Facial hair should be neatly trimmed or shaved as appropriate.

155 Good body and oral hygiene should be maintained. Finger nails should be clean, free of nail polish and maintained at an appropriate length for patient care and infection control. Artificial nails are prohibited as they may harbor germs and pose a health risk to patient. Strong perfumes, colognes and after shave lotions should be avoided. Makeup should be worn in moderation. Other appearance requirements Student should abstain from chewing gum and smoking of the clinical sites. A full complement of undergarments (underwear/panties, brassiere) should be worn under your clothing. Other You must wear your Alvernia nametag as identification, unless an alternate badge is issued at the site. Occupational Therapy students who are refused fieldwork due to inappropriate or unsafe attire will NOT be placed at another fieldwork site until remediation strategies to correct the problem are completed. Reference PSO OTA Guidelines for Level I, II Fieldwork Attire, Grooming and Related Safety. Alvernia University BS in Nursing Professional Dress and Uniform Policy. Developing Professional Behaviors. Jack Kasar

156 BACKGROUND CHECK POLICY ACADEMIC PROGRAMS It is the policy of Alvernia University s academic programs to fully comply with Pennsylvania Laws related to criminal record and child abuse history clearances prior to entering any field/clinical educational setting that involves direct contact with children or older adults (defined as a person who is 60 years of age or older) and is associated with academic programs and/or service learning. Depending on the academic program, a repeated background check may be required prior to entering senior-level coursework. Students in academic programs and/or service learning (if required by the facility) with convictions/charges documented on the background check reports will be advised on an individual basis. The student must understand and agree that Alvernia University may disclose the results of the background checks to the clinical/field facility where the student has sought to be placed. Certain types of clinical/field facilities have the right and/or responsibility to preclude students from the facility who have a history of criminal activity or child abuse. Additionally, applicants to the Education and pre-license Health Programs must understand that in order to meet program outcomes they are obliged to directly work with children (Education and Nursing) and/or older adults (Nursing). There are no alternatives to meet program outcomes. Such applicants/students with convictions/charges documented on the criminal or child abuse reports will be denied acceptance into courses with associated clinical/field practice and therefore cannot complete the applicable program of study. Such applicants/students will be advised of other academic study options at Alvernia University. Convictions/charges documented on a PA Criminal Record Check report will be based on criteria outlined in Acts 169/13 Many professions require further licensing or certification beyond a college degree and applicants may be denied employment in certain occupations for misdemeanors and felony convictions, including alcohol related offenses. Refer to the Pennsylvania Liquor Control Board for a complete listing of criminal violations related to licensure Academic programs will include written statements regarding background checks in their marketing and catalog documents. Students will be advised of the background check policy prior to service learning (if required by the facility). The specific laws affecting background checks and the accompanying mechanism of checking are outlined on the following page. The procedures and instructions for each background check are available from specific programs. Copies of all clearances must be handed into the Occupational Therapy Secretary, BH 114.

157 Occupational Therapy Program Clearance Package LEGAL CLEARANCES PA State Police Criminal Record Check (Patch) Pa Child Abuse Clearance Average time to obtain: Immediate results to 4 weeks Average time to obtain: 3-6 weeks Cost: $10.00 Cost: $10.00 How to obtain: This document is required even if you have never lived in Pennsylvania Recommended: Complete an online request at the Pennsylvania Access to Criminal History website at: Alternate: Complete and mail in the Pennsylvania State Police Request for Criminal Record Check, this form can be downloaded at: What it looks like: How to obtain: This document is required even if you have never lived in Pennsylvania Download the form and read the instructions carefully prior to completing at: Type or print in ink clearly and neatly in Section 1 only; use your current address All information must be completed in full (the form asks for all previous names, addresses and household members since 1975), this information must be provided to the best of your knowledge and belief-if necessary attach additional pages. Application must be signed Enclose a $10.00 money order (see top left of form for mailing address)-no cash or personal checks are accepted. Mail application Do not send any postage paid return envelopes Under Purpose for Clearance check only Child Services Employee What is looks like:

158 FBI PA Resident FBI OUT OF STATE Resident Average time to obtain: 1-3 weeks Average time to obtain: 1-3 weeks Cost: $27.50 Cost: $27.50 How to obtain: Go to Cogent Systems website at Select Department of Welfare Click Register online Enter the requested information Reason for fingerprinting select: Child Care Employment Results will be returned to you at the address entered at the time of registration so it is important to use your current address Verify information and complete registration Once registered return to the home page at Use Print Site Locations menu to find convenient fingerprint collection site How to obtain: Go to Cogent Systems website at Select Department of Aging Click Register online Enter the requested information For Reason Fingerprinted select: school-students doing clinical/etc. Search for agency i/d# (3146-Alvernia College) Results will be returned to you at the address entered at time of registration so it is important to use your current address Verify information and complete registration Once registered return to the home page at Use Print Site Locations menu to find convenient fingerprint collection site What it looks like: What it looks like: PLEASE NOTE: You will not be permitted to begin Fieldwork until you are able to produce all of these documents. If you do not have the documents your start will be delayed until they are obtained. OT CAN ACCEPT CLEARANCES: From student to the Program Secretary, Electronic format via scan from student to: SOME FACILITIES MAY REQUIRE ADDITIONAL CLEARANCES ACCORDING TO THERE POLICIES.