SPC OTA STUDENT & FIELDWORK EDUCATOR HANDBOOK

Transcription

1 ST. PHILIP S COLLEGE OCCUPATIONAL THERAPY ASSISTANT STUDENT AND FIELDWORK EDUCATOR HANDBOOK

2 Faculty Letter to Students 5 Introduction to OTA Student Handbook 6 Non-Discrimination Policy 6 Students with Special Needs/ADA Statement 6 Disclaimer 6 Purpose and Accreditation of the Alamo Colleges and St. Philip s College 6 History of St. Philip s College 7 St. Philip s College Information on Selected Student Support Services 7 Occupational Therapy Assistant Program History 8 General Program Description 8 Program Facilities 8 Accreditation 9 Certification 9 Licensure 9 Students with Legal Concerns 9 Essential Physical and Mental Abilities Required of the Occupational Therapy Assistant 9 Ethics 10 OTA Curriculum Design: Stair Steps to Success as an OTA 11 OTA Curriculum Framework 12 Mission Statement: College 12 Mission Statement: Occupational Therapy Assistant Program 12 Program Description 12 Program Philosophy 13 Program Goals 14 Educational Goals 15 Preparation for Practice 15 Scope of Content 15 Sequencing of Content 16 Evaluation Strategies 19 Curriculum Content Connecting Threads or Themes 19 Use of Curriculum Design 21 Occupational Therapy Assistant Program Courses 21 Course Sequencing 22 Grading System 23 Student Requirements for Program: Initial Responsibilities of Student 23 Criminal Background Check and Drug Screening 23 Immunizations 24 Cardiopulmonary Resuscitation Certification 24 Health Insurance 24 Transportation 24 Credit for Transferring Coursework From Another Institution 25 Credit for Advanced Placement 25 Credit for Work Experience 25 Safety & Health Information: Safety 25 Pregnancy Policy 26 Hospitalizations/Medical Situations 26 Sharps and Exposure Protocol 26 Incident Report 26 Student Handbook v , rev

3 Academic Policies and Procedures Attendance: Absences/Tardiness 26 Records of Attendance 27 Instructor Absence 27 Instructional Methods and Materials 27 Student Evaluations 27 Pass/Fail Policy 28 Student/Faculty Conferences 28 Progression in the OTA Program 28 Withdrawal/Readmission Procedure 29 Academic Probation 29 Program Dismissal with the Student Being Ineligible for Readmission to the OTA Program 30 Professional Standards 30 Allied Health Student Professional Development Counseling 30 OTA Program Complaint Policy and Procedure 31 Complaints Concerning Fieldwork Sites 31 Grievance Procedure 31 Student Academic Grievance Procedure 31 Student Discrimination Grievance Procedure 32 General Information: Confidentiality 32 Academic Counseling 32 Change of Name, Address, and/or Telephone Number 32 Electronic Devices in the Classroom 33 Academic Courses 33 Graduation 33 Human Subject Policy 33 Lab Attire 33 In Class Eating, Drinking, & Smoking 33 Child Care 33 Photography 33 Inclement Weather 33 OTA Student Records 34 Fieldwork Educator Information: Fieldwork Educator Letter of Introduction 35 Explanation of SPC OTA Fieldwork Experiences 36 Fieldwork Educator 37 Expectations of a Fieldwork Educator 37 Fieldwork Evaluation of Student 38 Guidelines for Supervising a Fieldwork Student 38 Faculty Visits 38 Fieldwork Evaluation and Progression 39 Grade Compilation 39 Academic Assignments during Fieldwork 39 Fieldwork Attendance 39 Dress Code 40 Work Policy at Fieldwork Sites 40 Complaints Concerning Fieldwork Sites 40 Student Assignments to Clinic Locations and Conflict of Interest 41 Part-time Level Two Fieldwork Schedule 41 Assignment of Students to Fieldwork Rotations 41 Fieldwork Educator s Professional Development Opportunities 42 Student Handbook v , rev

4 Sites of Interest for Fieldwork Education 42 Clinic Safety and Health Information 42 Clinic Safety 42 Hospitalizations/Medical Situations 42 Inclement Weather 42 Blood and Body Fluid Exposure 42 Sharps and Blood and Body Fluid Exposure Protocol 42 Incident Report 43 Confidentiality/HIPAA/Laws 43 Appendix A: Sharps & Exposure 44 Appendix B: Student Clinical Incident/Injury Form 45 Appendix C: Allied Health Department Student Counseling Form 46 Appendix D: Confidentiality Agreement 47 Forms: OTA Handbook Statement of Understanding 48 Student Handbook v , rev

5 Dear OTA Student: Congratulations! You have been selected to pursue an Associate of Applied Science degree as an Occupational Therapist Assistant (OTA) at St. Philips College. You were selected from among the many qualified candidates because of your past academic achievements and sincere interest in contributing toward the improved health of others. The faculty are dedicated to presenting you with the knowledge and skills required for you to become a fully prepared and qualified OTA. You will be exposed to three types of learning environments during the next two years: the classroom, the laboratory, and a variety of selected operating occupational therapy clinics. The educational contributions of each learning environment will be crucial to your professional development. Throughout our program, we will encourage problem solving and independent thinking on your part. We expect that as you assimilate into the career field, self-responsibility, along with professional behaviors, will afford you the opportunity to become an active participant and practitioner in the lifelong learning process of occupational therapy. Again, welcome to the Occupational Therapist Assistant Program, our point of pride at St. Philip s College. Sincerely, Faculty and Staff St. Philip s College Occupational Therapist Assistant Program Kay Peters, MOT, OTR Program Director [email protected] Rosemary Lanza, MSA, OTR Fieldwork Coordinator [email protected] Ada Jackson, AAS, OTA Full-time Faculty [email protected] Student Handbook v , rev

6 INTRODUCTION TO THE OTA STUDENT HANDBOOK The purpose of this handbook is to outline specific policies that apply to students who have been formally accepted in the Occupational Therapy Assistant program at St. Philip s College and which override policies of the college. The policies set forth in this Handbook are designed to support the success of the student. Most of the general information you will need to become a successful student at St. Philip's College can be found in the St. Philip s College student handbook, which includes the policies and guidelines for all students. A copy of this student handbook can be found at NON-DISCRIMINATION POLICY The Alamo Colleges do not discriminate on the basis of race, religion, color, national origin, sex, age, or disability with respect to access, employment programs, or services. Inquiries or complaints concerning these matters should be brought to the attention of: Linda Boyer-Owens, Associate Vice Chancellor of HR and Organizational Development, 210/ Address: Human Resources Department, 201 W. Sheridan, Bldg. A, San Antonio, Texas If a student believes he/she has been discriminated against on the basis of any of these categories, he/she may file a grievance according to the procedure as outlined in the St. Philip s College student handbook. STUDENTS WITH SPECIAL NEEDS/ADA STATEMENT In accordance with the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Vocational Rehabilitation Act of 1973, it is the responsibility of the student to self-identify with the campus Disability Support Services office concerning special accommodations. Only those students with appropriate documentation will receive a letter of accommodation from the Disability Support Services office. Instructors are required to follow only those accommodation and/or services outlined in the letter of accommodation. For further information, please contact the Disability Support Services office at (210) or visit the office located in the Sutton Learning Center, Rm DISCLAIMER The contents of this handbook are accurate at the time of printing but may be modified or changed at any time to correspond with decisions of the St. Philip s College District Board of Trustees, Local, State, or federal requirements or accrediting agencies requirement. The student should be aware that modifications in cost, procedures, regulations and course offerings might occur without advanced notice. The Health Science Division reserves the right to assess and modify the educational policies and requirements as new information is available and as students or curricular needs are identified. The student will be notified in writing of any changes that may impact his/her course of study. PURPOSE AND ACCREDITATION OF THE ALAMO COLLEGES The Alamo Colleges district is a public, two-year, multi-college district serving the diverse educational needs of the citizens of Bexar County and the surrounding counties. As a comprehensive, community-based organization, the Alamo Colleges organization is, by statute, supported by tax revenues collected within the District boundaries, tuition and fees, and State appropriations. The five colleges - San Antonio, St. Philip's, Palo Alto, Northeast Lakeview, and Northwest Vista - offer associate degrees, certificates and licensures in occupational programs that prepare students for jobs, as well as arts and science courses that transfer to four-year colleges and universities. St. Philip s College is approved and accredited by the Texas Higher Education Coordinating Board, National Accrediting Groups for Allied Health and Nursing Programs, and the Accreditation Council for Occupational Therapy Education. St. Philip s College is fully accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award degrees in Associate of Arts, Associate of Science, Associate of Applied Science, and Certificates of Completion. The latest accreditation was awarded in Student Handbook v , rev

7 HISTORY OF ST. PHILIP S COLLEGE St. Philip s College is one of the oldest community colleges in the nation. Its rich heritage goes back to its founding in 1898 by Bishop James Steptoe Johnston of the St. Philip s Episcopal Church of the West Texas Diocese founded. The first location of the college is designated with a historical plaque at La Villita, in the heart of downtown San Antonio where its simple origin was as a sewing school for black girls. Today, St. Philip s College, a member of the Alamo Colleges, is a multi-campus institution and serves a semester enrollment of more than 11,000 credit and more than 8,000 continuing education students. St. Philip s College is a Historically Black College and Hispanic Serving Institution. As A Point of Pride in the Community, St. Philip s College is proud to be among the oldest and most diverse community colleges in the United States. ST. PHILIP S COLLEGE INFORMATION ON SELECTED STUDENT SUPPORT SERVICES Student Financial Services (Welcome Center 106, ): Students requiring financial assistance in the form of scholarships or loans may seek help from the Office of Financial Aid. Another source would be the Minnie Stevens Piper foundation, this is a free scholarship clearing house. Library/Learning Resource Center (CLR, Circulation Desk ) (Reference desk ): The library/learning resource center provides reference materials, study carrels and viewing rooms. Students have access to CD s, DVD s, audio and videotapes, slide/tape presentations, and computer assisted information. Occasionally, books or readings are placed on reserve status behind the checkout desk by instructors. Coin-operated copy machines are available. Special Needs Services/Learning Disabilities Program (SLC 103, ): If you are a special needs student, don't let physical or learning disabilities deter you in your quest for education and job training. You may qualify for facilitating services, extended test time, oral testing, and/or other accommodations. It is your responsibility to inform each instructor if you are a qualified special needs student and wish to take advantages of those services. As per Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, if accommodation is needed, please contact the Disability Support Services office at (210) or visit the office located in the Sutton Learning Center, Rm Computer Assistance (NTB 116, ): The Educational Support Services Computer Laboratories consist of networking computer workstations, file servers, printers, and a range of software that is designed to provide academic support to students. The computer labs are in NTB 116, TnT Center. They are for general computer use by students, faculty, and staff of St. Philip s College and the San Antonio community. Equity Center Services (SLC 103, ): These services include information and assistance for child care funding, free individual counseling for personal problems, support groups addressing such issues as single parenting, rape/incest survivors, and family violence, emergency food bank, etc. Child Care Services United Way , Bexar County General Assistance , Catholic Charities , St. Peter & Joseph Rose Thomas Writing Center (NTB 405, ): Free walk-in service that is very helpful when writing research papers! Student Health Center (SLC 109, ): Students may receive minor first aid assistance, over the counter medications, health information and referral system to community services for medical, dental, family planning, STD, HIV, mammogram and pregnancy testing in the college nurse's office in the Sutton Learning Center (SLC) Building. Student Handbook v , rev

8 Health & Fitness Center ( ): During open hours students can use the swimming pool, aerobic exercise equipment, weight machines, free weights, and the gym. Emergency Information a. (210) : Weather line; or local TV and radio stations b. (210) : Non-emergency police dispatch c. (210) : EMERGENCY police dispatch Tuition and Tuition Refund The tuition and fee schedule for the occupational therapy assistant student is the same as for regular college students. Students are charged tuition and fees based on their residency classifications at the time of registration. The tuition and fee schedules are based on semester hours. Students officially dropping or withdrawing from courses at the Alamo Colleges will have their tuition refunded, which is calculated according to the student s withdrawal date. The tuition refund schedule is subject to change without notice. Tuition and fees are subject to change by the Texas State Legislature and the Alamo Colleges Board of Trustees. See the current e-catalog to determine tuition, fees, and refund information. ( OCCUPATIONAL THERAPY ASSISTANT PROGRAM HISTORY In 1969, St. Philip s College began offering degrees in allied health. Today the Occupational Therapist Assistant Program is offered in the Early Childhood, Physical Health, and Clinical Services Department within the Division of Health Sciences. The Occupational Therapy Assistant (OTA) Program first enrolled students in 1971 and in 1973 graduated its first cohort with an Associate of Applied Science (AAS) degree. Ms. Starla Sweda was the founding program director. The inaugural class graduated eight students. The program is the second oldest OTA program in Texas and the oldest to offer an AAS degree. GENERAL PROGRAM DESCRIPTION The Occupational Therapy Assistant Program is a sequenced 2-year Associate of Arts in Science (AAS) degree program consisting of lecture, laboratory, and clinical instruction. Year One consists of classroom instruction during the fall semester. The spring semester has classroom instruction along with one-day-a-week clinicals. The Second Year of the program consists of classroom instruction during the fall or third semester, with two-days-a-week in clinicals. The subsequent spring semester consists of two (2), full-time, minimum of eight-week clinical internships. The program is offered on a full-time basis during the daytime. Evening classes are not available for this program. The student can expect to spend approximately hours per week in class, laboratory, clinical, and preparation while enrolled in this program. PROGRAM FACILITIES Occupational Therapy Assistant classes are held on the third floor of the Center for Health Professions building at the St. Philip s College-MLK campus. The address is 1801 Martin Luther King Drive, San Antonio, Texas, Room 312 is a classroom/lab and Room 320 is a classroom/lab with an ADL kitchen, bathroom and store room. Room 315 is an OTA store room. Four computers, with wireless internet access, and one printer are available in each OTA classroom. Computers located in the classrooms are for educational/instructional purposes only. Student Handbook v , rev

9 ACCREDITATION The Occupational Therapy Assistant Program was first granted accreditation status by the Accreditation Council for Occupational Therapy Education in Occupational Therapy Education in It was re-accredited in 1984, 1990, 1998, and The most recent accreditation, in 2006, is through the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). AOTA can be contacted at by writing to AOTA, 4720 Montgomery Lane, P.O. Box 31220, Bethesda, MD AOTA s phone number is (301) 652-AOTA (2682). CERTIFICATION Graduates of the program are eligible to take a national examination to become a Certified Occupational Therapy Assistant (COTA). The national examination is administered by the National Board for Certification in Occupational Therapy, Inc. (NBCOT), which can be contacted at or by writing to NBCOT, ATTN: CERTIFICATION EXAMINATION, 12 South Summit Avenue, Suite 100, Gaithersburg, MD or (301) LICENSURE Once certified, the COTA is eligible to apply to the Texas Board of Occupational Therapy Examiners (TBOTE), 333 Guadalupe, Suite 2-510, Austin, TX , for a license to practice in the state of Texas. TBOTE s phone number is: (512) Website is A practitioner may not work without a license. Graduation, certification and licensure are each a separate mechanism and are the responsibility of the individual student. Occupational Therapy practitioners must have a current state license to practice in Texas. STUDENTS WITH LEGAL CONCERNS Enrollment into the Allied Health Programs by students with felony or misdemeanor convictions could result in denial of licensure or certification. These students would not be eligible for admission into the program until a declaratory order process is completed with the Texas state licensure board and the National Board for Certification in Occupational Therapy. Proof of eligibility for state licensure and national certification must be provided to the program director with the application. Any prospective OTA student with convictions must contact the Executive Council of Occupational Therapy Examiners, 333 Guadalupe, Ste , Austin, TX 78701/3942. The prospective student needs to complete and submit a Criminal History Evaluation Letter to ECPTOTE. If ECPTOTE concludes the prospective student is eligible for a license, a copy of the result letter must be included with the application packet. The information concerning a Criminal History Evaluation request is available at: 6.pdf. NBCOT can be reached at (301) or to look for details concerning the Candidate/Certificant Code of Conduct, Character Questions, and/or Early Determination Review request. ESSENTIAL PHYSICAL AND MENTAL ABILITIES REQUIRED OF THE OCCUPATIONAL THERAPY ASSISTANT The following are technical standards and essential job functions for every Occupational Therapy Assistant, as compiled from observations of a wide variety of job experiences for the performance of common safe therapeutic functions. Students accepted into the Occupational Therapy Assistant Program at St. Philip s College should exhibit or demonstrate the following essential skills for completion of the program and success in the profession of Occupational Therapy. These technical standards must be met and maintained throughout the length of the Program. Functional use of vision, hearing, and physical sensations required to: visually observe carefully and with enough acuity to participate actively in laboratory exercises and clinical experiences, including but limited to movement, posture, body mechanics Student Handbook v , rev

10 read small printed materials, such as a medical record, calibrations or symbols on equipment, and computer screens hear sufficiently to perceive normal tone of voice to follow directions, participate in conversations, answer phones and intercoms hear sounds produced by the body via the use of a stethoscope assess and treat all clients assigned to student, including palpation of the client Sufficient motor ability, agility, and strength required: to frequently execute safe and effective transfers of adults and children, in excess of 100 pounds to treat clients in daily meaningful activities, cardiopulmonary resuscitation, and emergencies, including but not limited to: balancing, stooping, kneeling, crouching, crawling, reaching or climbing to grasp and manipulate various sizes of equipment needed for therapeutic interventions, splinting, or data entry to administer a variety of massages and other manual therapies Ability to communicate effectively in English: with enough volume to express one s thoughts verbally and distinctly, including medical terminology to perceive non-verbal communication, such as, changes in mood, activity, facial expression and postures using legible hand-writing and electronic formats summarize and present essential information in specified formats Intellectual ability to make sound and safe decisions relevant to the treatment and care of patient/clients through: reading, comprehension, and retention of textbooks, medical records, and professional literature reasoning and problem solving while participating with clients and selecting effective therapeutic activities data collection and interpretation of material from medical records Possess professional behaviors of: emotional health and stability to complete complex patient care responsibilities within an allotted time tolerate taxing academic and clinic workloads flexibility to function and remain calm under stressful conditions, including emergency situations in the clinic perform independently and safely with minimal supervision compassion, integrity, and strong work ethic learn to function in the face of uncertainties inherent in clinical settings with patients track and complete multiple tasks meeting deadlines effectively interact with diverse populations and personalities work in close physical contact with individuals and groups ETHICS Faculty and students abide by the Code of Ethics for Occupational Therapy practitioners in the state of Texas and the AOTA Code of Ethics. The Code of Ethics (section 374.4) for Occupational Therapy practitioners in the state of Texas, is found at: AOTA Code of Ethics is found at: ( Student Handbook v , rev

11 ST. PHILIP S COLLGE CURRICULUM DESIGN STAIR STEPS TO SUCCESS AS AN OTA Developmentally based: simplex to complex Scope: Basic, repeated w/new concepts added each time. Advanced (splinting, orthotics-1 time) Bloom s Taxonomy of Learning: Knowledge (definitions, rote memory), Comprehension, Application, Analysis (combing and dissecting information), Synthesis, and Evaluation SPC Graduate Licensed, Employed, Certified OTA Synthesis and Evaluation: Entry Level skills and work place skills. Refine clinical skills and application of experience in classroom setting. OTHA Courses: Clinical 3 & 4 Each student comes with his/her life experience, education, learning style, work or volunteer experience. During the program each student builds on this previous experience and adds new experiences and knowledge. Application, Analysis and Synthesis: Management in Occupational Therapy, Specific Diagnoses and Treatment for Mental and Physical Dysfunction including Splinting, PAMS, and Group Process OTHA Courses: Clinical 2, Mental Health, Phys Dys, Management Comprehension, Application, and Analysis: Transfers, Clinic Safety, Adaptive Equipment, Adaptive Dressing, PROM, MMT, Vital Signs, Disease Process, Elders and Pediatrics Diagnoses and Treatment Interventions, Introductory PAMS, One-day Clinical I Experience with Observation Documentation and SOAP Notes OTHA Courses: Clinical 1, Peds, Elders, Pathophysiology Knowledge and Comprehension: OTPF, Medical Terminology, Activity Analysis, Life Span-Development, Physical Function and Structure (Kinesiology), Range of Motion, Therapeutic Rapport, Observation, Documentation, Safety OTHA Courses: Principles, Life Span, Kinesiology, Therapeutic Activities Student Handbook v , rev

12 St. Philip s College OTA PROGRAM CURRICULUM FRAMEWORK The Occupational Therapy Assistant program curriculum is designed to be in accordance with the mission and philosophy of St. Philip s College and the American Occupational Therapy Association. Additionally, the curriculum design meets the needs of the SPC OTA Advisory committee, NBCOT, ACOTE Standards, and the needs of the community. The SPC Occupational Therapy Assistant faculty agree upon the educational objectives for the Associate of Applied Science in the Occupational Therapy Assistant curriculum. The scope, sequencing, and major themes of the curriculum are designed for students to acquire the knowledge, skills, attitudes and competencies, as expressed in our program objectives, to become proficient entry-level occupational therapy assistants and life-long learners. Mission Statement: College As one of the five Alamo Colleges, St. Philip's embraces the mission of the District: Empowering our diverse communities for success. As evidenced below, the St. Philip s College mission supports this visionary goal. St. Philip's College, founded in 1898, is a comprehensive, public community college whose mission is to provide a quality educational environment which stimulates leadership, personal growth, and a lifelong appreciation for learning. As a Historically Black College and as a Hispanic Serving Institution, St. Philip's College strives to be an important force in the community, responsive to the needs of a population rich in its ethnic, cultural, and socio-economic diversity. St. Philip's College seeks to create an environment fostering excellence in academic and technical achievement, while expanding its commitment to opportunity and access. The College takes pride in its individual attention to students in a flexible and sensitive environment. As a dynamic and innovative institution, St. Philip's College values the role of creative and critical thought in preparing its students, campus, and community to meet the challenges of a rapidly changing world. Mission Statement: OTA Program The program s mission is to provide students with a quality occupational therapy assistant education to become competent entry-level professionals. The program fosters the growth of compassionate, ethical practitioners with leadership abilities, who are valued contributors to the community. The program shares with the College responsiveness to the needs of students with diverse ethnic, cultural, and socialeconomic backgrounds. These needs are met with a commitment to establishing and maintaining a supportive, professional learning environment, including community service. The program fosters development of critical thinking, creative problem solving, personal growth, leadership abilities, and lifelong pursuit of learning in order to meet the ever-changing demands in healthcare. OTA Program Description The SPC OTA program publishes the following description of occupational therapy on the website and flyer: Occupational Therapy is a health care service that addresses the physical, cognitive, psychosocial, sensory, and other aspects of daily living activities. The purpose is to restore the client s ability to function in their chosen roles and situations in home, school, workplace, and community. Occupation encompasses all of the activities that occupy a person s time and gives meaning to their lives. Activities used in treatment may Student Handbook v , rev

13 be as basic as the daily tasks of grooming and cooking or as complex as evaluating the home and workplace for safety and energy-saving modifications. The occupational therapy assistant enjoys a job that uses personal, creative, and technical skills working with individuals from a diverse and multicultural society and from all age groups. The occupational therapy assistant, under the supervision of an occupational therapist, carries out treatment plans. Clients may need therapy due to a physical injury, a disease process, aging, or cognitive problems from mental illness or alcohol and drug abuse, or to improve quality of life. Occupational therapy assistants are employed in hospitals, outpatient facilities, skilled nursing facilities, mental health facilities, schools, and home-health care. OTA Program Philosophy Beliefs about Human Beings: The philosophy of the Occupational Therapy Assistant Program at St. Philip s College is based on AOTA s Philosophical Base of Occupational Therapy (1979). Humans interact, adapt, and control their internal and external environments through occupations and purposeful activity. Constant adaptation to change is required of humans, both for survival and self-actualization. Biological, psychological, social, and/or environmental challenges cause individuals to adapt in new and different manners. Occupational therapy assists individuals in the process of maximizing adaptation in the face of dysfunction or to improve quality of life. Engagement in purposeful activity and occupation facilitates the learning of new behaviors as well as providing intrinsic motivation. In Occupational Therapy, the adaptation process is a collaboration among the client, the therapist, family or significant others, and other team members. The SPC OTA faculty members hold that the following beliefs are most important concerning human beings: Treat each individual human being with value and respect Open communication, acting ethically and with integrity builds trust Growth and transformation will result when individuals take responsibility for one s own actions and strive for continuous learning Beliefs About How Adults Learn: The SPC program beliefs on adult learning include concepts from the following sources: AOTA s Philosophy of Occupational Therapy Education (2007), Knowles (1998), Bloom (1984), and differing learning styles. As educators, the SPC program faculty view humans as lifelong learners with the capacity for continued growth and change. Man learns by doing or occupation, by engaging the mind, body and spirit. Students will develop the skills needed to be a professional OTA through active participation in internal and external environments. As applicants, students demonstrate their motivation to learn and self-direct their behavior. Once in the program, students build on their knowledge from previous courses and their life experiences. OTA faculty present course materials on the most current trends in Occupational Therapy, understanding that adult students learn more easily from purpose driven and readily applicable information. Learning will occur in the contexts of individual processes of self-directed learning and self-reflection, as well as, from the collective experiences and interactions of the community of students and faculty. Experience in problem solving leads to critical thinking skills which facilitates competence in clinical reasoning skills. The OTA faculty believe that college is a growth experience, which is one of Knowles (1998) tenets of adult learning. Students entering the program are seen as bringing varied life experiences and knowledge in learning to become competent in the education and skills needed to be an occupational therapy assistant. Faculty will utilize a number of techniques in the classroom and labs, to promote active and collaborative learning, and practical application in a safe environment. Student Handbook v , rev

14 Thus, the student s experiences and their own individual strengths assist the student in integrating occupational therapy concepts into implementation of treatment. The OTA faculty believe that Bloom s (1984) cognitive levels explain the sequencing of learning. Students first learn the basic terminology or concepts for a firm foundation, much of which is rote memory (Knowledge). As students gain understanding (Comprehension), they can then begin to see and make adapt terminology to situations (Application). As students see patients in the clinics, they compare and relate this to the didactic information (analysis). At the most complex levels, students are integrating patient diagnosis to treatment (Synthesis) and finally, critiquing themselves and validating their choices and actions (Evaluation). Learning styles are as varied as the students. Based on this fact, the OTA students complete two learning style inventories. The information from these inventories is then used to guide students in study techniques. Faculty members use the information in creating learning activities. Students are encouraged to experiment with a number of strategies in the adaptation process of learning. This will assist students in understanding how to encourage and teach clients in the clinic, as well as, how to meet the demands of multiple learning styles in the workplace. Inventories which have been utilized are the Multiple Intelligences Test, which is based on Howard Gardner's Multiple Intelligence Model and a simple Verbal-Auditory-Kinesthetic learning style inventory. The OTA faculty members hold that the following beliefs are most important concerning how human beings learn: Show respect for the individual Present material through a variety of approaches to guide learning Active participation is required of the student, whether individually or in groups Utilize and build on one s life experiences Collaboration and diversity of ideas of the students and faculty will develop a joyful, creative community of learning and service REFERENCES American Occupational Therapy Association. (1979). Philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. American Occupational Therapy Association. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 61, 678. Bloom, B. (1984). Taxonomy of educational objectives. Boston: Allyn and Bacon. Knowles, M. (1998). The adult learner: The definitive classic in adult education and human resource development. (5 th Ed). Houston: Gulf Publishing Company. OTA Program Goals: 1. Ensure that the program application process selects qualified individuals in a non-discriminatory manner for affordable access to quality higher education for citizens of Bexar county and surrounding service area. 2. Provide support mechanisms, coursework and fieldwork education that prepares students with sufficient knowledge, skills, and attitudes to meet ACOTE entry-level competencies and pass the National Board of Certification in Occupational Therapy (NBCOT) certification exam. 3. Provide effective occupational therapy assistant workforce education and training experience in partnership with and to meet the needs of businesses and community based organizations. Student Handbook v , rev

15 4. Provide the OTA faculty of Alamo Colleges with the financial, technologic, and physical capacities, including but not limited to, faculty salaries, faculty professional development, program equipment and supplies to effectively meet their mission of the OTA program. OTA Educational Goals: Upon completion of the program, the student will demonstrate the attitudes, knowledge, and skills necessary for competent entry-level practice required through an integrated healthcare team delivery system as reflected in the following: Serve a diverse population in a variety of systems that are consistent with entry-level practice Promote the value of lifelong learning and the need to utilize research in clinical practice Apply occupational therapy principles in an effective manner to implement and document occupation-based intervention tools to achieve expected outcomes Advocate for the strengths and opportunities of the profession, services and consumers Effectively practice within the distinct roles and responsibilities of the occupational therapy assistant under the supervision of an occupational therapist Provide occupational therapy services within the framework of legal, ethical, and professional standards Consistently monitor the therapeutic environment within a clinical setting to ensure safety, order, and patient/client privacy Preparation for Practice The Occupational Therapy Assistant Program is a sequenced 2-year Associate of Arts in Science (AAS) degree program consisting of lecture, laboratory, and clinical instruction. Year One consists of classroom instruction during the fall semester. The spring semester has classroom instruction along with one-day-a-week clinicals. The Second Year of the program consists of classroom instruction during the fall or third semester, with two-days-a-week in clinicals. The subsequent spring semester consists of two (2), full-time, minimum of eight-week clinical internships. The SPC Occupational Therapy Assistant programs will prepare students for practice in hospitals, outpatient facilities, skilled nursing facilities, mental health facilities, schools, and home-health care. Students will have at least one experience in an emerging practice area with a community agency. Further, students will have courses specific to the pediatric population and the elderly population; all other courses will utilize examples from ages across the life span. Students are taught to view persons holistically, however, for better comprehension; the areas of mental health and physical function are each specifically studied in courses in the third semester. Scope of Content The SPC OTA program scope of content is based on repetition of basic concepts of occupational therapy practice, with less exposure to more advanced concepts. Examples of Basic concepts include: Focus on human structure and function which leads to competency in assessing range of motion and manual muscle testing and knowledge of specific exercises to improve motion and strength. Focus on human reflexes which are vital for treatment with Pediatrics as well as Neurodevelopmental treatment (NDT). Focus on the patient practitioner relationship and self-reflection is basic to every interaction, whether it be in person, by phone, or electronically. Focus on treatment techniques and interventions for selected diseases or disorders which are most common among the clients that OTAs will treat. Student Handbook v , rev

16 Examples of Advanced concepts include: One lecture and lab to practice making 2 basic splints One lecture and lab to practice electrotherapeutic modalities such as TENS, ultrasound, and e- stimulation. One lecture and lab to review orthotics-static, dynamic, and with e-stimulation attachments Sequencing of Content: The sequence of the SPC OTA curriculum content is based on a developmental model, where the courses are sequenced to begin with basic OTA concepts for a firm foundation. In subsequent courses, these basic principles are presented again, in increasingly abstract and complex manners which require greater levels of problem solving, critical thinking, and adaptive processing for the student. This educational program is hierarchical in nature in that it begins with foundations of basic science knowledge and liberal arts and progresses from occupational therapy concepts and theories to the application of these concepts into treatment procedures and clinical reasoning. All first semester courses build on the pre-requisites of Anatomy and Physiology, English and Math. Information from other general education courses of Psychology, Sociology, and Philosophy are also included but are not pre-requisites. The majority of the information in the foundational OTA courses is at Bloom s cognitive levels of knowledge and comprehension, with some application level and critical thinking assignments. 1 st Semester Knowledge and Comprehension COURSE NUMBER/TITLE EXAMPLES OF CORE OCCUPATIONAL THERAPY CONCEPTS 1415/Therapeutic Use of Language and processes of occupational therapy Occupations or Activities I Task analysis 1409/Human Structure & Study of body movement Function in Occupational Neurological concepts Therapy 1405/Principles of Occupational General occupational therapy history and tenets Therapy Patient practitioner skills 1211/Occupational Performance Throughout the Life Span Overview of stages of occupational performance in all stages of life The first semester OTA core concepts and course titles are: o The language and task analysis used in occupational therapy Therapeutic Use of Occupations or Activities I (OTHA 1415). o The study of body movement Human Structure & Function in Occupational Therapy (OTHA 1409). o General occupational therapy tenets and patient practitioner skills Principles of Occupational Therapy (OTHA 1405). o An overview of all stages of occupational performance Occupational Performance Throughout The Life Span (OTHA 1211). Student Handbook v , rev

17 2 nd Semester Comprehension, Application and Analysis COURSE NUMBER/TITLE EXAMPLES OF CORE OCCUPATIONAL THERAPY CONCEPTS 2402/Therapeutic Use of Occupations or Activities In simulated laboratory environment, practice: o Patient transfers o Vital signs o Dressing techniques o Manual muscle testing KNOWLEDGE BASE OF PREVIOUS COURSES /Occupational Performance for Elders 1341/Occupational Performance from Birth through Adolescence 1160/Clinical I Occupational Therapy Assistant 2301/Pathophysiology in Occupational Therapy General Treatment techniques Disease specific treatment techniques related to the elder population Treatment plans General Treatment techniques Disease specific treatment techniques related to the elder population Treatment plans Apply knowledge, skills and attitudes from all previous and current courses through experience in clinic/community setting one day a week Disease processes organized by body systems During the second semester, each course builds on all the core OT concepts from the first semester, combining and adding new information, which is applied to populations by age. Students demonstrate their comprehension from the first semester then, based on Bloom s Taxonomy, apply and begin to analyze the content in more complex assignments. o One second semester course is a direct continuation of its predecessor, Therapeutic Use of Occupations or Activities I (OTHA 1415) and Therapeutic Use of Occupations or Activities II (OTHA 2402). An example of the core concepts being more complex and abstract is that this course combines task analysis with human movement with patient practitioner skills Therapeutic Use of Occupations or Activities I (OTHA 1415), Human Structure & Function in Occupational Therapy (OTHA 1409), and Principles of Occupational Therapy (OTHA 1405) respectively; these concepts are applied to transfers, vital signs, dressing techniques, and manual muscle testing. o The foundational information about all ages of occupational performance in Occupational Performance Throughout the Life Span (OTHA 1211) is re-framed with occupational therapy principles Principles of Occupational Therapy (OTHA 1405), and task analysis Therapeutic Use of Occupations or Activities (OTHA 1415) to analyze and develop treatment techniques and treatment plans for the Pediatric population Occupational Performance from Birth through Adolescence (OTHA 1341) and the Elder population Occupational Performance for Elders (OTHA 1253) by the end of each course. o During Clinical I-Occupational Therapy Assistant (OTHA 1160), students will utilize information from all previous and current courses in a clinic setting one day a week. Students will demonstrate the knowledge, skills and attitudes required of an OTA by interviewing, observing, and interacting with clients. Assignments challenge students to analyze and apply the core OT concepts and theories and reflect on these experiences. Student Handbook v , rev

18 3 rd Semester Application, Analysis, and Synthesis COURSE EXAMPLES OF CORE OCCUPATIONAL NUMBER/TITLE THERAPY CONCEPTS 2331/Physical Function Advanced treatment techniques for in Occupational selected physical function diagnoses Therapy 2309/Mental Health in Occupational Therapy Advanced treatment techniques for selected psychosocial/mental health diagnoses KNOWLEDGE BASE OF PREVIOUS COURSES 1 st Semester 2 nd Semester st Semester 2 nd Semester /Health Care Management in Occupational Therapy 1361/Clinical II Occupational Therapy Assistant Management, reimbursement and professional aspects Syntheses and integration of knowledge, skills and attitudes from all previous and current courses through experience in clinic/community setting one day a week 1 st Semester 2 nd Semester st Semester 2 nd Semester The third semester courses are where the core OT concepts are applied, analyzed, and synthesized according to Bloom s taxonomy. In this semester, students investigate the occupational therapy intervention techniques for selected specific diagnoses. By the end of the academic coursework, students will integrate treatment for the body, mind, and spirit of clients. o The most complex course of study of body movement Physical Function in Occupational Therapy (OTHA 2331), combines knowledge from courses Human Structure & Function in Occupational Therapy (OTHA 1409), Pathophysiology in Occupational Therapy (OTHA 2301), Therapeutic Use of Occupations or Activities I (OTHA 1415), and Therapeutic Use of Occupations or Activities I (OTHA 2402). o The Mental Health in Occupational Therapy (OTHA 2309) re-frames concepts from task analysis Therapeutic Use of Occupations or Activities I (OTHA 1415), with patient practitioner skills Principles of Occupational Therapy (OTHA 1405); Pathophysiology in Occupational Therapy (OTHA 2301). o The Healthcare Management in Occupational Therapy (OTHA 2335) specifically builds on the foundational information from Principles of Occupational Therapy (OTHA 1405), such as ethic reasoning, models of supervision, and professional workplace skills. o During Clinical II-Occupational Therapy Assistant (OTHA 1361), students integrate and synthesize information from all previous and current courses in a clinic setting two days a week. Students demonstrate the knowledge, skills and attitudes required of an OTA by hands on treatment, if appropriate in the setting, and determining the planning and implementing of interventions. Further, students write a case study/treatment plan, which includes the creation of a piece of adaptive equipment or group protocol based on research. Assignments continue to challenge students to analyze and synthesize the core OT concepts and theories and reflect on these experiences. Student Handbook v , rev

19 4 th Semester Synthesis and Evaluation COURSE EXAMPLES OF CORE NUMBER/TITLE OCCUPATIONAL THERAPY 2662/Clinical III Occupational Therapy Assistant CONCEPTS Synthesis and evaluation of all knowledge, skills and attitudes for entry-level practice supervised five days a week experience in clinic. Initial workplace skills KNOWLEDGE BASE OF PREVIOUS COURSES 1 st Semester 2 nd Semester /Clinical IV Occupational Therapy Assistant Synthesis and evaluation of all knowledge, skills and attitudes for entry-level practice supervised five days a week experience in clinic. Entry-level workplace skills 3 nd Semester The fourth semester courses are where the core concepts culminate in Bloom s taxonomy of evaluation skills when students are in occupational therapy clinics five days a week. There are two eight week courses, with a minimum of 288 clinic hours, where students demonstrate generalist, entry level occupational therapy assistant knowledge, skills, and attitudes. By the end of each course, students are planning and implementing interventions for a full client caseload, including documentation and professional skills. Students write a case study/treatment plan, which includes the creation of a piece of adaptive equipment or group protocol based on research. Clinics may also give assignments that continue to challenge students to analyze and synthesize the core OT concepts and theories. Evaluation Strategies: Evaluation methods are based on the type of material that the students are required to learn. Learning activities are also based on the type of material: facts (knowledge) are presented in lecture format, while skills, attitudes, and competencies are discussed, then demonstrated and practiced. The methods of evaluations for lecture material are multiple choice and short answer exams, either in computerized or non-computerized formats. Evaluation of skills, attitudes, and competencies is accomplished by practical exams or check offs, interviews, group or individual presentations, and written reports. CURRICULUM CONTENT CONNECTING THREADS OR THEMES: The following curriculum content threads or themes are considered important by the St. Philip s College Occupational Therapy program faculty. The content themes are consistent with the stated college and program missions and reflect the essential concepts and philosophy of the profession of occupational therapy. The curriculum content themes and the program s beliefs about learning guide the rationale for the sequencing of courses, the courses offered, and evaluation strategies. The content themes demonstrate the scope, specifically the depth and breadth, of the program. Therapeutic Use of Self in Treatment of Others Demonstrate knowledge and comprehension of self Demonstrate knowledge and comprehension of interacting with others Demonstrate knowledge and comprehension of group interaction Demonstrate knowledge and comprehension of cultural awareness Program Objective: Serve a diverse population in a variety of systems that are consistent with entry-level practice Student Handbook v , rev

20 o Student Learning Outcome: Use individual and group interaction techniques and therapeutic use of self as a means of achieving therapeutic goals. Occupational Therapy Language and Principles Integrate Occupational Therapy Practice Framework knowledge in clinical settings Assimilate AOTA philosophy and statements through practice Effectively utilize medical terminology in written and verbal communication Incorporate pathophysiology knowledge and comprehension for safe interventions Program Objective: Promote the value of lifelong learning and the need to utilize research in clinical practice o Student Learning Outcome: Demonstrate the ability to explain the meaning and dynamics of occupation and purposeful activity related to health matters, at the level of the receiver s understanding. This includes the interaction of the areas of occupation, performance skills, performance patterns, activity demands, contexts and environments, and client factors. Occupational Therapy Implementation Skills for Treatment and Intervention Effectively assist in treatment planning Gather relevant information and effectively interpret same in Occupational Therapy client profiles Perform with competence and safety the following patient treatment skills, but not limited to, vital signs, transferring, ROM, MMT Incorporate teaching and learning techniques in patient treatment Employ clinical reasoning in treatment decision-making Program Objective: Apply occupational therapy principles in an effective manner to implement and document occupation-based intervention tools to achieve expected outcomes o Student Learning Outcome: Selects, adapts, and sequences therapeutic occupations and purposeful activities that support the intervention goals and plan as written by occupational therapist. These occupations and purposeful activities meet an individual s physical, cognitive, psychosocial, sensory perceptual or developmental needs. These occupations and purposeful activities are meaningful to the client, maximizing participation and independence. Collaborative Practitioner Collaborate with client to obtain information, to set client-centered and occupation-based goals, motivate and treat Collaborate with family/significant others/friends to set goals and understand client Collaborate with treatment team, staff, facility personnel for quality patient care Program Objective: Advocate for the strengths and opportunities of the profession, services and consumers o Student Learning Outcome: Demonstrate the ability to motivate, involve, and communicate (verbal, non-verbal, and written) with the patient/client to meet the needs of the individual and support system (family significant others, colleagues, and other health providers). Professional Roles and Skills Uphold ethical standards, values and attitudes of the Occupational Therapy profession in clinical practice Document treatment according to standards for reimbursement Communicate effectively, both orally and written, in all aspects of care Effectively practice within the distinct roles and responsibilities of the occupational therapy assistant under the supervision of an occupational therapist Program Objective: Effectively practice within the distinct roles and responsibilities of the occupational therapy assistant under the supervision of an occupational therapist Student Handbook v , rev

21 o Student Learning Outcome: Effectively document Occupational Therapy services for accountability of services and to meet standards for reimbursement of services. Documentation shall convey the need and rational for skilled occupational therapy services. o Student Learning Outcome: Demonstrate the distinct roles and responsibilities of an Occupational Therapist and an Occupational Therapy Assistant in the supervisory process. Program Objective: Provide occupational therapy services within the framework of legal, ethical, and professional standards o Student Learning Outcome: Advocate for those one serves, the profession, for services offered, and for oneself. Safety and Management of the Environment Display appropriate safety measures during treatment Adhere to environmental practices and procedures for safety Fully completes assigned duties and tasks involved in clinic management Program Objective: Consistently monitor the therapeutic environment within a clinical setting to ensure safety, order, and patient/client privacy o Student Learning Outcome: Demonstrate safety in patient treatment, including but not limited to diagnostic precautions, contraindications, and use of infection control standards. o o Student Learning Outcome: Create a safe therapeutic environment within a clinical setting. Student Learning Outcome: Monitor and maintain safe operation of clinical equipment and business related functions according to a given facility s policies and procedures. USE OF CURRICULUM DESIGN: The curriculum design explained above is the foundation for the selection of the content, scope, and sequencing of coursework in the Associate of Applied Science degree in Occupational Therapy Assistant. It is also the basis for systematic, ongoing evaluation of the course content and structure, in order to achieve the educational goals of the program. This evaluation process strives to develop consistency across courses and a developmental progression of learning throughout the program. OCCUPATIONAL THERAPY ASSISTANT PROGRAM COURSES Prerequisites (Effective for OTA graduating class of 2012) ENGL 1301 Composition I BIOL 2401 Human Anatomy & Physiology I AND BIOL 2402 Human Anatomy & Physiology II OR BIOL 2404 Human Anatomy & Physiology MATH (Select one course) MATH 1314 College Algebra MATH 1332 Contemporary Mathematics I MATH 1333 Contemporary Mathematics II MATH 1324 Mathematics for Business and Social Sciences I Prerequisites (Effective as of August 2010, for OTA graduating class of 2013) ENGL 1301 Composition I BIOL 2401 Human Anatomy & Physiology I AND BIOL 2402 Human Anatomy & Physiology II MATH (Select one course) MATH 1314 College Algebra MATH 1332 Contemporary Mathematics I MATH 1333 Contemporary Mathematics II MATH 1324 Mathematics for Business and Social Sciences I Student Handbook v , rev

22 Year 1 Fall Semester OTHA 1211 OTHA 1405 OTHA 1409 OTHA 1415 Occupational Performance Throughout The Life Span Principles of Occupational Therapy Human Structure & Function in Occupational Therapy Therapeutic Use of Occupations or Activities I Spring Semester OTHA 1160 Clinical OTA OTHA 1341 Occupational Performances From Birth Through Adolescence OTHA 1253 Occupational Performances for Elders OTHA 2301 Pathophysiology in Occupational Therapy OTHA 2402 Therapeutic Use of Occupations or Activities Summer Session SPCH (Select One Course) SPCH 1311 Intro to Speech Communication OR SPCH 1315 Public Speaking OR SPCH 1318 Interpersonal Communication PSYC (Select one Course) PSYC 1370 Psychology of Grief OR PSYC 2301 General Psychology OR PSYC 2302 Applied Psychology OR PSYC 2314 Developmental Psychology: Lifespan OR PSYC 2315 Psychology of Personal Adjustment OR PSYC 2316 Psychology of Personality OR PSYC 2319 Social Psychology OR PSYC 2371 Abnormal Psychology Year 2 Fall Semester OTHA 1361 OTHA 2309 OTHA 2331 OTHA 2335 Clinical OTA Mental Health in Occupational Therapy Physical Function in Occupational Therapy Health Care Management in Occupational Therapy Spring Semester OTHA 2662 Clinical OTA OTHA 2663 Clinical OTA COURSE SEQUENCING Throughout the curriculum, each OTA program course offered by the Department of Allied Health must be taken in sequence. Courses can only be taken during the semester in which they are officially listed. Student Handbook v , rev

23 GRADING SYSTEM All courses within the OTA curriculum, without exception, must be completed with the award of the grade of C or higher. The following is the official method of grading: = A = 4 points per semester hour = B = 3 points per semester hour = C = 2 points per semester hour = D = 1 point per semester hour Below 70 = F = 0 point per semester hour NOTE: All courses within the OTA Program curriculum, including pre-requisites and general education courses, must be completed with a grade of C or higher to complete the degree plan. It is vitally important that the student be aware of his/her running average in each class and to recognize when assistance or tutoring is needed. Each student must take the responsibility to approach the instructor for guidance in studying or to discuss grades. STUDENT REQUIREMENTS FOR PROGRAM Initial Responsibilities of the Student A. Students must declare Occupational Therapy Assistant Associate of Applied Science as degree status in the Records and Registration office (degree code 2543). B. Students must have a current St. Philip s College Student Identification card (Student ID) photograph on file in Records and Registration office. SPC student ID photos are used for the clinical ID badge. Criminal Background Check and Drug Screening Before being fully accepted into any Allied Health program, which includes the Occupational Therapy Assistant program, students must pass a mandatory criminal background check (CBC) and drug screen at the student s expense. Both MUST be completed prior to beginning the first clinical rotation. Falsification of any submitted application documents will result in the student s dismissal from the program without the possibility of readmission. The cost for individual drug screens and criminal background checks are the responsibility of the student. The appropriate forms needed to obtain the required drug screen and criminal background check will be provided by the program director or clinical coordinator. Results of all CBC s and substance drug screens are submitted to the department chairperson and forwarded to the program director and director of clinical education. All results are kept confidential. Additional random drug screening tests can be requested at anytime deemed necessary by a clinical site, fieldwork educator, or faculty member of the program. Students must understand that a clinical site may request an additional drug screening, with the cost being the responsibility of the student. Student Handbook v , rev

24 Immunizations All students accepted into the Occupational Therapy Assistant Program at St. Philip s College must present evidence that the following immunization requirements have been met before the student is allowed to begin a clinical practicum. This is a requirement mandated by the clinical affiliates of our program and the state of Texas. The student must present documentation from a physician or medical clinic of the following immunizations: These documents will be maintained in the student s file in the Program Director s office for the following immunizations: a. One dose of Tetanus and Diphtheria toxoid (Td) within last 10 years. b. Measles/Mumps/Rubella (MMR) (a total of two doses required). Measles- Students born on or after Jan 1, 1957 must show acceptable evidence of vaccination of two doses of measles-containing vaccine administered since Jan 1, 1968, or acceptable evidence of immunity. Mumps- Students born on or after Jan 1, 1957 must show acceptable evidence of vaccination of one dose of mumps vaccine or acceptable evidence immunity. Rubella- Students must show acceptable evidence of vaccination of one dose of rubella vaccine or acceptable evidence of immunity. c. Mantoux test (TB). A PPD skin test must be done within one year prior to clinical assignment and must be repeated once a year or more frequently if required by a specific clinic site. If PPD is positive, you must have a chest X-ray. d. Hepatitis A- two doses. If vaccine received 10+ years ago, a booster shot or proof of immune status must be provided. e. Hepatitis B series- three doses. If vaccine received 10+ years ago, a booster shot or proof of immune status must be provided. f. Varicella- two doses of varicella, unless the first dose was received prior to 13 years of age, or acceptable evidence of immunity, or letter from physician stating you have had the disease. g. Meningitis-as of January 1, 2012, all students under the age of 30 must show acceptable evidence of vaccination. h. Additional immunization may be required by clinics Cardio-Pulmonary Resuscitation Certification CPR certification is required of students by the program and the clinical affiliates of the program. Prior to entering into the clinical assignments, students are required to present evidence that they have completed Cardio-Pulmonary Resuscitation (CPR) for infant, child, and adult. CPR for Healthcare Providers can be taken from the American Heart Association or the Red Cross. Students who do not meet the CPR requirement will not be permitted to begin a clinical assignment. Current CPR certification must be maintained by all students throughout the entire curriculum. Health Insurance All students are required to have personal health care insurance while enrolled in the program. Any health care costs incurred while the student is enrolled in the college is the responsibility of the student. Student health insurance is available in the College Health Center, Sutton Learning Center 109. All SPC students are automatically enrolled in Plan I: Compulsory Student Injury Insurance Plan with paid registration. Before enrolling in a clinical course, all Occupational Therapy Assistant Program students must either present evidence of purchasing Plan II: Student Sickness and Dependent Injury Insurance Plan, or produce evidence of an outside insurance policy that covers sickness and major injury. Transportation Students are responsible for their own transportation to and from class, field trips, the clinical facilities, and other designated areas. Student Handbook v , rev

25 Credit for Transferring Coursework from Another Institution: A. General Education Coursework: Students requesting credit for previous general education coursework must submit an official transcript from the educational institution to the St. Philip s College Admissions office. The curriculum, advising and program planning specialist will review all submitted transcripts and set course equivalencies, according to state regulated standards for all previous non-ota coursework. Any course that is listed as equivalent will be accepted as having completed that course within the OTA curriculum. When necessary, the curriculum, advising and program planning specialist will consult with a counselor or academic and career advisor to assist with the determination. B. Occupational Therapy Assistant Coursework: There is no transfer credit awarded for OTA coursework completed at other institutions. Credit For Advanced Placement: Students requesting credit for advanced placement for general education courses will need to contact the St. Philip s College Admissions office. There is no advanced placement credit for OTA courses. Credit For Work Experience or Experiential Learning: There is no credit given for OTA courses based on work experience. SAFETY and HEALTH INFORMATION Safety Safety is of utmost importance to the students, faculty, college and district. Everyone is urged to follow all safety precautions while on campus, and especially in the lab. During the first day of lab, students will be oriented to the location of fire extinguishers, the fire alarm, and the appropriate emergency exits from the building. Posters with phone numbers and safety instructions are located in each classroom/lab. Students may practice occupational therapy skills in the lab only after making arrangements with an OTA faculty member. In addition, all students using the lab during class or when practicing therapy treatments must adhere to the following: 1. Consistently insure a safe environment by recognizing safety hazards and taking necessary steps to prevent injury. 2. Laboratory equipment is expensive. Ask for assistance when unable to safely handle equipment independently. 3. Use proper body mechanics while handling equipment and practicing occupational therapy procedures with other students. 4. Adhere to established precautions and contraindications when practicing therapy treatments using modality equipment. 5. Practice good hand hygiene by washing hands with soap and water, or using alcohol-based hand rub before treating a student/patient and before using equipment. 6. Practice good respiratory hygiene by covering mouth and nose when coughing or sneezing. 7. Only practice with equipment in which you have been instructed; sanitize the equipment parts that have been in contact with a patient/student. 8. Un-plug electrical equipment after use. 9. Please keep the Lab clean. 10. Any student wishing to use lab equipment anytime other than regularly scheduled hours must make arrangements with the OTA faculty. Doors need to be shut and locked and lights turned off when the last person leaves. 11. In case of an EMERGENCY on campus, call In case of FIRE, remember RACE: Rescue; Alarm; Contain; Evacuate There is one Fire Extinguisher located in room CHP 320 near the kitchen area. Another is located in the hallway, outside room CHP 312. Pull; Aim; Squeeze; Sweep Evacuate to the Faculty Parking Lot, where the faculty will take roll to account for all class members. Student Handbook v , rev

26 Pregnancy Policy If a student becomes pregnant while in the OTA Program it is her responsibility to inform the program director and/or clinical coordinator so that appropriate accommodations can be made, when or if necessary. If the student is unable to complete course work or clinical assignments because of her pregnancy, she can follow the procedures for voluntary withdrawal, located in this handbook. Because of possible risks associated with the clinical setting, such as lifting, exposure to chemicals, x-ray and diathermy, some clinical assignments are not appropriate for the student who is pregnant. The clinical coordinator will make every effort to assign the student to a safe and appropriate clinical site while also ensuring she has a well-rounded clinical education. Hospitalizations/Medical Situations For your protection, after a hospitalization or involvement in a medical situation, you will be required to present a doctor s release for full physical activities before returning to classes or clinical. Sharps and Exposure Protocol It is the policy of St. Philip s College Allied Health Department that all students who sustain a sharp (needle stick, glass, blade, etc) or other exposure to blood or bodily fluids while engaged in a college sponsored educational program should receive prompt medical attention, including counseling, prophylactic drug treatment, and baseline and follow up laboratory values, as necessary. See Appendix A for detailed instructions on procedures to be followed by students who have been exposed to blood/body fluids. Incident Report An incident is anything happening to a patient, an employee, a visitor or the student that is out of the ordinary, inconsistent with the facility s usual routine or treatment procedure, or an accident or situation that could cause an accident. In the event of an incident, the student should follow the protocol of the clinical facility, which may include filing an incident report at the facility. In addition, the student must complete the St. Philip s College Allied Health Department Student Clinical Incident/Injury Form. See Appendix B. The student must make every attempt to complete the written report within 24 hours of the incident, if at all possible, to ensure proper care and follow-up. ACADEMIC POLICIES AND PROCEDURES: Attendance: Absences Student absences will be recorded from the first day the class meets. Regular and punctual attendance in all classes, clinical, and laboratories is required. Students who are absent for any reason should always consult with their instructors (both fieldwork coordinator and faculty clinical liaison). Also, both tardiness and early departure from class are considered forms of absenteeism. Students will be held responsible for completion of course requirements covered in their absence. Additionally, it is the student s responsibility to drop a course for nonattendance. Absences are considered excessive when more than 12.5 percent of the total contact hours of instruction in a semester are missed; this includes clinical time, lecture and lab. For example, in a three-credit-hour lecture class, students may be dropped after more than six contact hours of absences. In a four-credit-hour lecture/lab class, students may be dropped after more than eight contact hours of absences. Absences are counted regardless of whether they occur consecutively. Students who stop attending class for any reason should contact the instructor and the college registrar to officially withdraw from the class. Students may be required to consult with an advisor or designee before dropping. Failure to officially withdraw may result in a failing grade for the course. It is the student s Student Handbook v , rev

27 responsibility to withdraw officially from a class by submitting a completed Withdrawal Form to the Admissions and Records Office. Tardiness Tardiness is a form of absenteeism, is disruptive and disrespectful to the class. A student who arrives 10 minutes late will be considered tardy. Leaving class or lab early is also considered an incidence of tardiness. Three tardies equal one absence. Unauthorized leaving will be counted as absent. Students arriving late must notify the instructor after class to change the absence to a tardy. A. If at any time the student is unable to attend class, lab, or clinical, they must notify the instructor of record of the absence. Notification of intended absence will be made to the faculty office phone for class and lab absences. B. Absences taken in clinical classes require the student to notify both the respective clinical facility and the faculty clinical liaison of the intended absence. Failure to notify both the clinical facility and faculty clinical liaison of an absence will result in documentation of each event in the student s clinical file. Such documentation will significantly affect the student s final performance grade in clinical coursework. C. A student may be dropped from the program on the first absence beyond the maximum allowable for the class/clinical after roll is taken. If students are dropped from a class for lack of progress, the instructor will record a grade of W (Withdraw). D. Absences due to tardiness are defined in the following manner: missing more than 15 minutes of a 50 minute course or missing more than 30 minutes of a 2-hour course. This involves class time missed due to late arrival or leaving early. E. All official school holidays will be recognized by the program, however, students at a clinical site will follow the schedule of the clinic. Records of Attendance Records are kept as a point of reference. Instructor Absence When an instructor is unable to be present for his/her scheduled class, students will be informed as soon as possible as to whether the class is canceled or whether a substitute instructor will be there to assist them. Instructional Methods and Materials Didactic material will be presented in lecture, discussion, and demonstration format. Whenever possible, instructional aides will be used in class. Faculty will utilize PowerPoint presentations, white board, models, videos, textbooks, experiential activities, and other instructional aides as deemed appropriate. Work may be completely individually or in groups. Lab and some lecture courses may include role-playing or hands-on. The student should arrive in the classroom prepared to be an interactive component of the class, with ample note-taking materials and the appropriate textbook. Students should freely take notes, ask questions, and be attentive during each class. Depending on the class/instructor, class notes will be made available from your instructor through the Alamo Colleges ACES system. It is the responsibility of the students to have class notes available during class, if previously posted by the instructor. Student Evaluations A. Examinations will be given in all class, lab and clinical courses. Didactic exam format may include multiple choices, matching, short answer/fill in the blank, or essay. Lab exams may consist of multiple choices, short answer/fill in the blank, matching, or skills practical/check-off. B. Individual exam scores will be disseminated to the class after each major exam. Midterm grade reports will be given Student Handbook v , rev

28 to the student. The midterm grade report will document current progress for each didactic/lab course. Pass/fail will be reported for midterm clinical progress. It is the responsibility of the student to maintain personal records of their individual exam scores and status in each course. C. In conjunction with The Student Code of Conduct, scholastic dishonesty involving, but not limited to, cheating on a test, plagiarism and collusion are a violation and will not be tolerated. Students practicing unethical behavior during examinations will be dismissed from the program. Unethical behavior may consist of copying another student s work, using class notes or other written/verbal/recorded materials for assistance during an exam, using unapproved electronic/digital technology of any sort for assistance during an exam (text messages, etc.), plagiarism and collusion. For additional information, refer to the Student Code of Conduct in the St. Philip s College Student Handbook or online at: Scholastic_Dishonesty. Students may be subject to disciplinary proceedings resulting in an academic penalty or disciplinary penalty for academic dishonesty. D. Make-up Examinations 1. All major exams, including practical examinations, and finals are to be taken at their scheduled times and dates. 2. A 0 (zero) will be recorded if the student is absent and does not notify the instructor of the absence on the day of an examination (no show, no call). 3. Should circumstances beyond the student s control prevent taking an examination, it is the responsibility of the student to contact the course instructor regarding a possible make-up exam. 4. Make-up exams are at the discretion of the instructor. 5. Make-up exams will cover the same original exam content; however, the exam may be presented in a different format. The length of time for the exam will be the same as the original. 6. Pop quizzes may be given during class that covers the assigned reading material. Pop quizzes cannot be made up. The value of the quizzes will be incorporated into the student s total grade. E. Late Work Assignments will be due at the beginning of class. Assignments not turned in at that time but received within 24 hours will be given a starting grade of 80. Any deficiencies in the quality of the assignment will result in the lowering of the grade. Assignments received 24 hours after the start of class will be given a 0 (zero). Pass/Fail Policy A student who appears to be heading towards a failing grade ( D or F ) in a course will receive notification that his/her progress is thus far unsatisfactory. Instructors, in consultation with the program director, will provide students in this situation with the specific information presented on an Allied Health Department counseling form (Appendix C). The instructor and student will discuss and document an action plan to improve the student s performance. The student and instructor will sign and receive a copy of this counseling form. The student s signature does not indicate agreement with the statements made on the Conference Form, only that the student has had an opportunity to read the form and make comments. The counseling forms are written and placed in the student s permanent file. Student/Faculty Conferences A. Students will be asked to meet with a full-time OTA faculty member each semester of the OTA academic coursework at St. Philip s College. B. During the clinical rotations, the student will be assigned and have contact with a faculty clinical liaison on a regular basis. Students may also contact the faculty clinical liaison with questions while assigned to a clinic. C. Occupational therapy faculty is available for students according to office hours posted on the instructor s door schedule. The student should make an appointment with the individual instructor for OTA academic counseling, OTA coursework and fieldwork education, or student concerns. Progression in the Occupational Therapy Assistant Program 1. A letter grade of C ( 77%) must be earned in all courses in the program in order to continue in the OTA Student Handbook v , rev

29 curriculum sequence. 2. Adhere to standards of students conduct and Students Rights and responsibilities as stated in the current SPC college catalog. Withdrawal/Readmission Procedure A student who withdraws from an occupational therapy course(s) for the first time due to circumstances unrelated to grades must inform their instructor(s) and schedule a meeting with the program director. The student must follow the school policies for withdrawal of courses. The census dates and the final withdrawal dates are listed in the syllabus for each course. The student must submit a formal letter explaining the reasons for the withdrawal and a plan of action for future success. Failure to comply with this procedure can result in the withdrawal being deemed an academic failure. The last day to withdraw will be posted each semester in each course syllabus. If you do not see it, ask. All signed forms must be in the admissions and records office by the designated date. Voluntary Withdrawal: 1. The student who withdraws for catastrophic reasons may request to continue one time. 2. The student must return to the program the next time that the course(s) is/are being offered from which the student withdrew for automatic readmission. 3. A request to continue must be in writing with comments on the progress of the student s previous plan of action and the plan for achieving success this time. 4. In order to continue the student must demonstrate proficiency ( 77%) in all courses completed prior to withdrawing. 5. Readmission is contingent on space availability. 6. All students must adhere to the requirements that are in effect at the time re-admitted to continue with the occupational therapy curriculum. 7. If the student fails to re-enter the program the next time the corresponding course(s) is/are taught, the student must submit a new application for consideration into the program. 8. A student voluntarily requesting withdrawal from the OTA program during full-time clinical assignments will have 18 months after the academic coursework to complete the full-time clinical courses and graduate. Withdrawal from Program due to Course Failure: 1. The student who is dismissed due to failure of one OTA course may request re-admission one time and will be on probation until the course is passed. 2. The student must return to re-take the course, the next time that the corresponding course is being offered, for automatic readmission. 3. A request to continue must be in writing with comments on the progress of the student s previous plan of action and a plan for achieving success this time. 4. In order to continue after readmission, a student must demonstrate proficiency ( 77%) in all courses. 5. Readmission is contingent on space availability. 6. All students must adhere to the requirements that are in effect at the time they are re-admitted and continue within the occupational therapy curriculum. 7. If the student fails to re-enter the program the next time the corresponding course is taught, the student must submit a new application for consideration into the program. Academic Probation A. If academic performance is weak or unsatisfactory, the student will meet with the assigned faculty and OTA program director to discuss areas of concern. At this time, a Conference Form will be completed. If the student does not maintain a C ( 77%) in each Occupational Therapy Assistant class, lab, or clinical, that student will not be eligible to enroll in additional Occupational Therapy Assistant course work until a passing grade is earned in the respective course. B. A student may repeat any one Occupational Therapy Assistant course in which a failing grade was earned (<77%). The student will be considered on probation until the course is passed successfully. Student Handbook v , rev

30 C. The student will be ineligible for readmission in the OTA program if a failing grade is earned during the second attempt. Program Dismissal with the Student Being Ineligible for Readmission to the Occupational Therapy Assistant Program A. A student failing (<77%) two (2) Occupational Therapy Assistant courses during one semester or the same course twice in the program. B. If a student violates the District s Student Code of Conduct (District Policy Manual FLB Local) or the Profession s Code of Ethics. C. Falsification of written document and/or verbal communication. D. The following clinically-oriented infractions (but not limited to) may constitute dismissal from the program: 1. Leaving an assigned area without notifying the Fieldwork Educator or staff therapist. 2. Charting or reporting false information. 3. Not performing assigned task(s) to completion. 4. Endangering a patient s life due to negligence or carelessness. 5. Excessive absences. 6. Student is asked to leave the clinical by the Fieldwork Educator First offense: Incident will be documented in the student file. Student will be sent home and given an absence for that day. Depending on the severity and nature of the incident, students may be dismissed from the program on the first offense. The student will be considered on probation until the course is passed successfully. Second offense: Student will be dismissed from the program. Professional Standards Professional standards and ethics define behavior that applies values and moral standards to activities within a profession. It is one of the goals of the Occupational Therapy Assistant Program to assist students to become safe, professional, and ethical Occupational Therapy Assistant practitioners. This goal is fulfilled by holding the student accountable for safe behaviors and by establishing a code of ethics and conduct along with professional standards of behavior that will help the student meet the criteria expected by the profession. All Occupational Therapy Assistant students must be prepared to face occasional evidences of bad temper and seemingly unreasonable demands or unfair criticism on the part of patients or their relatives. Such situations must be met with tact and good judgment. It must be realized that a person suffering from any ailment, regardless of its nature, may temporarily show evidence of unusual mental reactions that seem entirely unrelated to the physical ailment. Sometimes close relatives of a patient may show even more exaggerated reactions than the patient. A healthcare professional should take into consideration the possible reasons for such behavior and make a real effort to cope smoothly with occasional unpleasant situations. Be sympathetic and compassionate. If a family member asks the student for any medical information about the patient, the student should always refer the family member to their Fieldwork Educator or nurse. Allied Health Student Professional Development Counseling As stated in the college bulletin, the student is expected to recognize and accept his/her responsibilities while enrolled in the program. These include the respect for the rights of others, academic and personal integrity and adherence to federal, state and local laws. The student is also expected to abide by all college and program policies. Any recognized misconduct will be recorded on the Allied Health Student Counseling Form (see Appendix C) and will be signed by the instructor, program director and student. The student s signature does not indicate agreement with the statements made on the Conference Form, only that the student has had an opportunity to read the form and make Student Handbook v , rev

31 comments. The counseling forms are written and placed in the student s permanent file. Occupational Therapy Assistant Program Complaint Policy and Procedure The purpose of the student complaint procedure is to ensure students due process in the resolution of a complaint. Student complaints may include (but are not limited to) issues regarding classroom instruction, other college services or offices. Grade disputes and discrimination issues are detailed below. Step 1: Talk to the person involved as soon as possible to allow early resolution. The student should first establish an appointment to discuss the concern with the instructor of record for classroom issues, the faculty clinical liaison for clinical issues, or the college office most immediately involved. Both parties should collaborate in resolving the situation. Step 2: Present complaint to the OTA Program Director or Academic Fieldwork Coordinator for Clinical Concerns If, after trying the agreed upon options, the student is not satisfied with the progress made, present a written document identifying the issues and the steps taken and make an appointment to discuss the situation with the program director or Academic Fieldwork Coordinator. Upon notification of complaint by the individual, the OTA Program Director or Academic Fieldwork Coordinator will review documentation of the compliant, policies of the program, College, and/or the affiliation site, as appropriate. The OTA Program Director or Academic Fieldwork Coordinator may confirm the original solution or provide mediation to reach a mutually agreed upon solution. If the matter is not resolved, the process will follow in this order: Chair > Dean of Health Sciences > Vice President of Academic Affairs > President of the College > Chancellor > Board of Trustees. Records of complaints are kept in a separate file, maintained in locked cabinets. If a written complaint is submitted to the Chairperson, the record is maintained in a locked cabinet in the Chairperson s Office. The program may not retaliate against the student as a result of filing a complaint. Complaints Concerning Fieldwork Sites: When students have complaints while on fieldwork, the same procedure will be followed. Students are encouraged to discuss the problem with the party most immediately involved. If the matter is not resolved, the process will follow in this order: Fieldwork Educator >Faculty Clinical Liaison> Academic Fieldwork Coordinator > Program Director > Chair > Dean of Health Sciences > Vice President of Academic Affairs > President of the College > Chancellor > Board of Trustees. If an employer has a complaint, it can be expressed in the Employer Survey that is done yearly. In addition, an employer can contact any of the faculty or administrators of the college. College faculty and administrators can easily be contacted by phone or since this is a public institution. Grievance Procedure If a student believes there is clear and convincing evidence that an instructor has treated the student unfairly, or arbitrarily, or capriciously, the student is encouraged to follow the grievance procedure as outlined in the St. Philip s College Student Policy Manual. The Student Policy Manual distinguishes between a discrimination grievance procedure and academic grievance procedure. Student Academic Grievance Procedure (summarized from the SPC Student Policy Manual) If a student believes that an instructor has treated him/her unfairly, the student should schedule a conference with the instructor within 10 days and attempt to resolve the problem. If after the conference the student believes that matter is unresolved, he/she may consult with the department chairperson within 5 days of the conference with the instructor and complete a Student Academic Grievance Form. The chairperson will hear the grievance from the student and instructor Student Handbook v , rev

32 individually. If an agreement is not reached in the conference, the chairperson will affirm or deny the grievance within 5 days. IF the decision is to affirm the instructor s position, the student may appeal to the dean. If the decision is to affirm the student grievance and recommend the instructor reverse his/her decision, the chairperson must meet with the instructor and provide written explanation. If either student or instructor is not satisfied with the chairperson s decision, he/she may appeal to the dean with 5 days of the date of the chairperson s decision. The dean and chairperson will meet with the student and instructor. After hearing both sides the dean will render a decision, in writing, affirming or denying the grievance within 5 days. The decision of the dean is final. Student Discrimination Grievance Procedure (summarized from the SPC Student Policy Manual) The Manual states that the student should first schedule a conference with the instructor (within 30 days in an attempt to resolve the problem. If the matter is unresolved in the conference the student may consult with the program director. If the matter is still unresolved the student may consult with the department chairperson, who may involve a higherlevel administrator at any point in the process for assisting in resolution of the complaint. If an agreement is not reached in the above described conferences, the supervisor or administrator will affirm or deny the grievance within five days subsequent to the conference. If the decision is to affirm the faculty member s or administrator s position, the student may appeal to the next higher administrative level (usually the college vice president). If the decision is to affirm the student grievance and recommend the decision be reversed, the supervisor must meet with the individual and provide him/her a written explanation. If either the student of individual involved is dissatisfied with the vice president s decision, he/she may appeal to the president within five days of the date of the vice president s decision. The president and vice president will meet with the student and the individual accused. After hearing both sides and reviewing the record, the president will render a decision. If the decision is to affirm the student grievance and recommend that the individual reverse his/her previous decisions, the president must meet with the vice president and individual and provide a written explanation of his/her decision. To affirm a student grievance, the president must have adequate cause. The decision of the president is final. The student may seek assistance from the campus ombudsman or the ADA coordinator. GENERAL INFORMATION Confidentiality The Family Educational Rights and Privacy Act (FERPA) afford all students certain rights with respect to their educational records. The college and program abide by this law and will not disclose any information about the student or his/her academic performance with any other person unless written permission is given by the student. Further information about this policy can be found in the St. Philip s College Student Policy Manual. The OTA student is also expected to follow confidentiality (HIPPA) in providing patient care at any healthcare facility assigned by the Fieldwork Educator as part of a designated course of study. The student may not access, use, disclose or reproduce any confidential patient information other than for the strict purposes outlined in the student s clinical duties and at the discretion of the Fieldwork Educator. All identifying information must be blacked out, if copies are allowed. The student agrees to this policy by signing the Confidentiality Agreement located in Appendix D. Academic Counseling Transcript evaluation, course substitution documentation, and general academic counseling are available for students by the Allied Health Department Advisor or at the Welcome Center. Individual Occupational Therapy instructors are available concerning Occupational Therapy coursework and fieldwork education. Change of Name, Address, and/or Telephone Number A. It is the responsibility of the student to notify, in writing, the program director of any change in their status. B. This information is kept confidential and is not given to another party without consent (verbal or written) from the student. Student Handbook v , rev

33 Electronic Devices in the Classroom As stated in the College Student Policy Manual, the student is expected to show respect for others when using cell phones. Students are required to silence and store out of sight all electronic communication devices such as pagers, cellular phones, PDAs, etc. when in classrooms, laboratories, libraries, clinics, or other areas where such devices would interfere with instruction and learning. Returning text messages will be done during breaks or lunch. This also applies when at clinical sites. Academic Courses: A syllabus will be available to the student within ACES for each occupational therapy assistant course the first day of class. The evaluation and grading criteria will be identified within each course syllabus. Graduation: To be awarded a degree or certificate, students should request preparation of a degree plan and file an Application for Graduation Form during the January of the final spring semester of the program. There is no graduation fee; the caps, gown, and diploma will be provided. Specific St. Philip s College requirements are detailed in the Graduation information section of the electronic college catalog. The OTA program director monitors and confirms that the student meets all OTA academic and fieldwork requirements. Students must complete all graduation and Level II fieldwork requirements within 18 months of completing the academic phase of the program. Human Subject Policy Students in the OTA program are entering a profession that requires touch and manipulation of the musculoskeletal system and use of physical agent modalities. Throughout the education and training in the OTA program students will be required to apply occupational therapy procedures and techniques on each other and instructors during lab classes. These procedures and techniques may also be applied by St. Philip s College faculty. All laboratory procedures and techniques are intended for educational purposes and shall be applied in a respectful and dignified manner. If the student has a condition that would impede the use of physical agent modalities or any other procedure or technique, it is the student s responsibility to advise the faculty so that proper precautions can be made. Lab Attire In order to practice palpation skills, apply physical agents, or perform exercises, students need to wear clothing to appropriately expose the limbs. Loose shorts, sweat pants, and tank tops or swim suit tops should be worn or brought to all lab classes. In addition, closed-toe shoes appropriate for the lab activities must be worn. In Class Eating, Drinking, and Smoking A. Drinking water from a closed container is allowed during class or labs. B. Eating is allowed in the classroom/labs when it is a class activity. C. St. Philip s College is a non-smoking institution. Child Care A. Students are to make arrangements prior to class, lab, and clinical for the care of their children. B. Children are not allowed in clinical settings. Photography St. Philip s College sometimes uses photographs and videotapes of students for publication, educational purposes, and/or advertisements promoting the Alamo Colleges. If students agree to be photographed or videotaped, they must sign the college s personal release form provided by the OTA faculty. Inclement Weather In regards to attendance during bad weather, you are asked to use your judgment on whether or not you can safely get to Student Handbook v , rev

34 the school/clinic. Students should listen to a local radio or television station, access the Alamo Colleges homepage ( or call the district weather hotline: (210) for an announcement stating if the campus is opened or closed. Students will not be expected to report to the clinical site if St. Philip s College cancels classes due to inclement weather. However, the student is still expected to notify the clinic site. If classes are cancelled but the road/weather conditions are conducive to driving to the clinical site, or the student is already there, the student may choose to stay or leave early, with the Fieldwork Educator s permission. If St. Philip s College classes are not cancelled and a student cannot make it to the clinical site due to weather, the student will be expected to make-up the absence. Whether St. Philip s College cancels class due to weather or a student is unable to make it to a clinic due to inclement weather, the student will be expected to still comply with the required total number of clinical hours. OTA Student Records Official SPC student records are located at the Register s Office. Student OTA records will be kept in a locked file in the Occupational Therapy Assistant Department Office. Documents included in the occupational therapy assistant student s records are: 1. Admission data 2. Transcripts 3. Clinical Evaluation Tools 4. Immunization, health insurance, and CPR documentation 5. Specific information regarding the individual student 6. Continuation agreements and counseling forms Provisions are made for the protection of records against loss/destruction and/ or invasion of privacy. Records are kept for five years in the Occupational Therapy Assistant Department. Student Handbook v , rev

35 Fieldwork Educator Introduction: Thank you for your interest in the clinical education portion for our OTA students; these are your future peer Occupational Therapist Assistants. Your mentoring and guiding them in taking academic information learned in the classroom and applying it to the real world of your clinic is an integral part of the educational process of our students. The purpose of this handbook is to provide the Fieldwork Educator and clinic staff with information and resources needed to prepare for the fieldwork experience and assess the facility s fieldwork education program. The Occupational Therapy Assistant program focuses on developing competent assistants by providing integrated hands-on experiences with didactic lecture and laboratory information. All fieldwork experiences are carried out under direct supervision of a therapist or other supervisor at the site with the academic instructor making regular visits. The program provides two levels of fieldwork: Level I is introductory and Level II is in-depth. Level I offers students the opportunity to be in a clinical or community based setting to observe, participate and report on clients and day to day facility operations. Level I-Clinical I is structured as a one-day a week (during the second semester, January through April/May) and Level I-Clinical II is structured as two-days a week (during the third semester, September through December). The Level II Fieldwork, Clinical III and IV experiences are capstone courses which provide the student with entry level occupational therapy assistant skills prior to graduation, certification and entering practice. The student is in a clinical setting Monday Friday from 8 am 5 pm in two eight week sessions, for a minimum of 288 hours each. The goal is to demonstrate competencies as entry-level, generalist occupational therapy assistants. Level II fieldwork includes in-depth experiences in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. The student is exposed to a variety of clients across the life span and to a variety of settings. All of St. Philip s College Health Sciences students are required to complete immunizations, a criminal background check, and a drug screen prior to clinical rotations. They have all completed CPR for the healthcare provider. Each of the students has also completed the required course work in HIPAA and has viewed required healthcare videos to include fire safety, blood borne pathogens, TB, and HIPAA. Essential physical and mental abilities are reviewed with students prior to and at time of acceptance into the program. Please let us know if we can assist you in any way. If you would like a fieldwork instructor session or if you have questions, please call Rosemary Lanza, OTA, MSA, at or [email protected]. Sincerely, Faculty and Staff St. Philip s College Occupational Therapist Assistant Program Kay (Wiemers) Peters, OTR, MOT Rosemary Lanza, OTR, MSA Program Director Fieldwork Coordinator [email protected] [email protected] Ada Jackson, OTA, AAS Full-time Faculty [email protected] Student Handbook v , rev

36 Explanation of St. Philip s College OTA Fieldwork Experiences The Occupational Therapy Assistant program focuses on developing competent assistants by providing integrated hands-on experiences with didactic lecture and laboratory information. All fieldwork experiences are carried out under direct supervision of a therapist or other supervisor at the site with the faculty clinical liaison making regular visits. The program provides two levels of fieldwork: Level I is introductory and Level II is integrative. Level I offers students the opportunity to be in a clinical or community based setting to observe, participate and report on clients and day to day facility operations. Level I-Clinical I is structured as a one-day a week (during the second semester, January through April/May) and Level I-Clinical II is structured as two-days a week (during the third semester, September through December). Requirements for One-day a week Level One Fieldwork, Clinical I includes the following: Late January through early May: 4 total weeks on campus, 12 total weeks in a community setting; 3 weeks at the SPC Child Development Center, 6 weeks at 2 different nursing homes, a mental health experience at an inpatient setting or community setting Observation and reporting of client response to activities Observation and reporting of staff interaction with client during activities Establish effective communication and professional rapport with others, including staff, clients, family members, or caregivers Where applicable, the opportunity to read and review a medical chart for pertinent patient/client info Write daily observations and journal entries, and where applicable, SOAP notes Assist/participate with individual patients or established groups Additionally, written work includes a facility paper and an occupational therapy review paper Students are not allowed to conduct transfers Requirements for Two-days a week Level One Fieldwork, Clinical II includes the following: 7-8 week sessions, for Tuesday-Wednesday or Thursday-Friday, from Late August to early October or early October to early December, total of Responsible for all above items plus responsible for carrying out established therapy goals with clients by end of semester student will be responsible for 5 clients Under direct supervision participates extensively in all patient/client treatment, including transfers Prepare clinic area for therapy sessions Document client progress/response for clinic record but may not be included in official medical chart Written work includes SOAP notes, a clinic paper, a journal article review, case study, and makes a project or conducts a group that is appropriate to that clinic setting. The Level II Fieldwork, Clinical III and IV experiences are capstone courses which provide the student with entry level occupational therapy assistant skills prior to graduation, certification and entering practice. The student is in a clinical setting Monday Friday from 8 am 5 pm in two eight week sessions, for a minimum of 288 hours each. The goal is to demonstrate competencies as entry-level, generalist occupational therapy assistants. Level II fieldwork includes in-depth experiences in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. The student is exposed to a variety of clients across the life span and to a variety of settings. Based on the ACOTE Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student, the areas the student is evaluated on are: Fundamentals of Practice Basic Tenets of Occupational Therapy Evaluation and Screening Intervention Communication Documentation Professional Behaviors 5 days a week, full-time for 8 weeks and a minimum of 288 clinic hours Student Handbook v , rev

37 Fieldwork Educator Clinical education is a significant part of the total curriculum. The Fieldwork Educator will be either a licensed occupational therapist or an experienced occupational therapist assistant (under the supervision of an OTR), with a minimum of one year of experience. It is important to note that Fieldwork Educators receive no compensation for their involvement in your professional education. They are generously contributing their time and expertise to a vital part of the professional education process and should be respected and acknowledged for this. Your Fieldwork Educator is indispensable to the entire education process. The roles and responsibilities of the Fieldwork Educator involve, but are not limited to, the following: Supervising, instructing, and evaluating the student at the clinical training site. Planning an effective learning environment for the student. The environment should involve the development of the problem solving process and all entry-level competencies in key areas of clinical practice. Teaching the student how to manage time and, most importantly, the ins and outs of acceptable professional behavior. Controlling the student s learning environment, while she/he is assessing your behavior in the acceptance, performance, and completion of a variety of professional tasks. Assessing your decision making development and attitudes underlying your behavior. Expectations Of A Fieldwork Educator assistant. occupational therapist or occupational therapy a copy of the facility s policy and procedure for review s performance SPC OTA FIELDWORK EDUCATOR MANUAL Guide the student in evaluating and reflecting on their own fieldwork experience improvement early Lanza faculty clinical liaison and Academic Fieldwork Coordinator, Ms. Rosemary -term and final evaluations; discuss the completed mid-term report with the student nd skills in clinical teaching (see links below) below) Fieldwork Educator and identify areas for further development (see AOTA links Student Handbook v , rev

38 Fieldwork Evaluation of Student The Fieldwork Educator (FE) is responsible to assess the student s progress at the assigned clinical affiliation with either a SPC or AOTA fieldwork evaluation form. Each document allows for both assessment and comments of the student s skills during the fieldwork rotation. The mid-term evaluation is completed by the FE, discussed with the student, and reviewed by the faculty clinical liaison during a clinic site visit. Clinic II-IV experiences allow for the FE to note both quantitative and qualitative information for the mid-term and final assessment in a comparative format on the same form. At the end of the fieldwork rotation, the FE completes the final assessment portion and discusses the results with the student. The student will also complete and discuss a facility evaluation with the FE. Forms need to be signed by each participant. The student will return all completed forms to the Academic Fieldwork Coordinator for review and grade computation. Guidelines For Supervising A Fieldwork Student 1. Familiarize yourself with the SPC OTA FIELDWORK EDUCATOR MANUAL and the student s binder for the skills, objectives, and the grading criteria. 2. Provide an orientation to your facility. Treat the student as you would a new employee and let them know what to expect from day one, what you expect from them, what they can expect from you, times to meet go to lunch, and how long they are expected to stay at your clinic each day. 3. Meet with the student within the first day or so to go over the SPC Fieldwork objectives and the clinic s site specific objectives. Set goals and discuss any specific student concerns at this time. 4. The students should be allowed to work with the patients. Once the Fieldwork Educator feels that the student can safely work with patients they should be allowed to do so. If the Fieldwork Educator feels that the student cannot safely treat patients, first contact the faculty clinical liaison. If remediation is unsuccessful, the Academic Fieldwork Coordinator, Ms. Rosemary Lanza, , should be contacted for further direction. 5. Help the student by selecting patients that can help them meet the goals previously set. Update the goals as the student meets them and schedule other patients that may help them address the new goals. 6. Allow the student to review all completed patient evaluations and charts before treatment. Follow up by asking them questions concerning the proposed treatment plan and goals, indications, contraindications and precautions in regards to the upcoming patient treatment. 7. Please remember that students are not employees and should be supervised as such and not let loose to treat the patients. Some will require more supervision and feedback than others but all should receive encouragement as well as guidance for improvement. 8. The student and the Fieldwork Educator should meet on a regular basis. Choose a time of day that works the best for you to have one on one time. This may be daily or weekly, just so the student has access to you for questions that may arise. The Fieldwork Educator must provide a formal evaluation at mid-term and at the end of the affiliation. They should be discussed with the student at that time. Student s have copies of the evaluations in their binders. 9. If any student related problem arises that cannot be easily resolved, please contact the Academic Fieldwork Coordinator, Ms. Rosemary Lanza, for assistance. 10. After completion of the evaluation forms, the Fieldwork Educator may keep a copy but all original forms must be returned to the Academic Fieldwork Coordinator, usually by giving them to the student to hand carry. These forms are used for grading and are kept in the student s file. Faculty visits The faculty clinical liaison from St. Philip s College will contact the student and/or the Fieldwork Educator on a regular Student Handbook v , rev

39 basis. These phone calls, s, or visits provide the opportunity for communication among the student, the St. Philips College instructors, and the clinical staff. In addition to discussing the progress of the student, the St. Philips College instructors will be seeking input on program strengths and weaknesses, as well as methods for improving the clinical practicum. Students and Fieldwork Educator s are encouraged to call or the St. Philip s College Academic Fieldwork coordinator and/or the program director with any positive learning experiences or concerns during the practicum. Fieldwork Evaluation and Progression Fieldwork rotation requirements must be satisfactorily completed as outlined in the syllabus and the ACOTE Fieldwork Performance Evaluation for the Occupational Therapy Assistant. Students who demonstrate poor performance on any critical element within the ACOTE Fieldwork Performance Evaluation for the Occupational Therapy Assistant or who require clinical remediation may: 1. Be counseled and receive a written evaluation of the behavior that requires corrective measures in consultation from the fieldwork educator, faculty clinical liaison, and the academic fieldwork coordinator. 2. If necessary, additional or an extended clinical experience may be recommended to assure that the student is at the overall competence level. Overall determination will be based on the clinical evaluation tool, in consultation with the fieldwork educator, faculty clinical liaison, the academic fieldwork coordinator and program director. Students must complete all graduation and Level II fieldwork requirements within 18 months of completing the academic phase of the program. Grade Compilation In order to pass a clinical course the student must meet the following criteria: 1. Obtain a 77 or higher on the St. Philip s College OTHA 1160 Facility Evaluation of Student form or obtain a 77 or higher on the St. Philip s College OTHA 1361 Facility Evaluation of Student form or obtain a 77 or higher on the ACOTE Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student 2. Additionally, for each clinical course, written assignments are then used to determine an overall class grade. These assignments must total 77% or above to pass the course. The assignments for each clinical are delineated in the course syllabus and weekly calendar. Academic Assignments during Fieldwork A syllabus is available to the student from the SPC homepage or within ACES for each occupational therapy assistant course, including fieldwork. The evaluation and grading criteria are identified within each course syllabus. Additionally, students have access to all SPC Fieldwork assignments and necessary documents through St. Philip s Colleges ACES program. Fieldwork Attendance Your work hours during each affiliation should be approximately 8 hours/day, mirroring the schedule of your Fieldwork Educator. Varied clinic schedules should be followed if less or more than 8 hours. Clinical I is one day a week in the spring semester, Clinical II is two days a week in the fall semester, and Clinical III and IV are five days a week, in the student s last spring semester. OTHA Clinical III and OTHA Clinical IV are 40 hours a week, full-time in a clinic, each for a minimum of eight weeks. The student is required to clock-in and out on the time sheet provided. The timesheet form must be signed by both the student and the Fieldwork Educator. This form is to be presented to the faculty clinical liaison during clinic visits and turned in at the conclusion of the semester. Student Handbook v , rev

40 Regular and punctual clinical attendance is required. A student who is absent for any reason will be allowed to makeup time as coordinated with the Fieldwork Educator. An excused absence will apply only to a student representing the school in an official capacity approved by the administration. Absences of a student are recorded from the official date of enrollment in the clinical. Students that do not make arrangements with the Fieldwork Educator to make up absent time of 10% or more of the total clinical hours will be dropped from the course. Absences taken in clinical classes require the student to notify both the respective faculty clinical liaison and the Fieldwork Educator of the intended absence. Failure to notify both the clinical facility and faculty clinical liaison of an absence will result in documentation of each event in the student s clinical file. Such documentation will significantly affect the student s final performance grade in clinical coursework. Since tardiness is a form of absenteeism, the Fieldwork Educator may establish a policy regarding tardiness. Time missed due to tardiness will be made up in coordination with the Fieldwork Educator. Dress Code A. During the clinical assignments it is suggested that students dress in the fashion of the occupational therapy practitioners working in that clinic. For example, if they are allowed to wear solid color scrubs, the students may do the same. Otherwise, the students are required to wear a solid color polo-type shirt, docker style pants (khaki or navy); closed toe shoes, preferably tennis shoes; a watch with a second hand; and have a clinical lab coat available. B. The student must wear a St. Philip s College picture name I.D. tag with his/her full name visible at all times while at the clinic. C. Students are only allowed to a wedding band and wear a single, non-dangling, earring in each ear. No tongue or facial piercing jewelry is allowed; if stricter, the facility policies will be followed. D. Students must make every effort to cover tattoos, while remaining appropriately dressed and in accordance with any facility policies. E. Hair should be neat and clean, worn away from the face. Fingernails should not extend beyond the finger tip, be clean and neatly filed. Work Policy at Fieldwork Sites Students do not receive any monetary compensation either as a stipend or salary during clinical rotations. In order to safeguard the health and safety of patients, students, and faculty associated with the educational activities of the students, clinical staff members are responsible for daily workload and supervision of students during clinical rotations. At no time should a student be substituted for clinical staff members. There should be no exploitation of students in the OTA program at the clinical practicum sites. Adequate numbers of technical staff are available at all facilities for the performance of service work and the supervision of students assigned to the facility. Complaints Concerning Fieldwork Sites: When students have complaints while on fieldwork, the same procedure will be followed. Students are encouraged to discuss the problem with the party most immediately involved. If the matter is not resolved, the process will follow in this order: Fieldwork Educator >Faculty Clinical Liaison> Academic Fieldwork Coordinator > Program Director > Chair > Dean of Health Sciences > Vice President of Academic Affairs > President of the College > Chancellor > Board of Trustees. If an employer has a complaint, it can be expressed in the Employer Survey that is done yearly. In addition, an employer can contact any of the faculty or administrators of the college. College faculty and administrators can easily be contacted by phone or since this is a public institution. Student Handbook v , rev

41 Student Assignments to Clinic Locations and Conflict of Interest A student will not be placed at a clinical site where a family member may be in a supervisory capacity of the student or the student s supervisor. A student will not be assigned to a site where one has already accepted a job or is negotiating employment. In addition, students are not permitted to do fieldwork rotations at facilities where they have previously been employed or extensively volunteered or shadowed in an Occupational Therapy, Rehabilitation, or other related department. A student may, submit in writing to the AFWC, request for an exception to this policy, explaining the rationale that would justify setting aside this policy. Part-time Level Two Fieldwork Schedule Level Two Fieldwork (Clinical III and IV only), with medical or academic accommodation documentation, may be completed on a part-time basis as long as it is at least 50% of a full-time equivalent at that site. Documentation must be presented to the Academic Fieldwork Coordinator before such arrangements are made with the fieldwork site as these arrangements must also be in accordance with the fieldwork placement s usual and customary personnel policies. The student must still complete the equivalent of 8 weeks of fieldwork and 288 clock hours. Example: 50% time = 16 weeks at a clinic site. This may delay the student s date of graduation. Assignment of Students to Fieldwork Rotations A primary objective of fieldwork assignments is to ensure that each student is exposed to a variety of clinical settings/environments during the course of the five (5) assignments. Different types of clinical environments include acute hospital settings, private clinics, the public school system, nursing homes, home health care agencies, and rehabilitation hospitals. The experiences are designed to provide the student with directed learning in an assortment of professional and clinical settings. The clinical experience is crucial in providing the student a learning environment that provides exposure to a mixture of real-life patient problems that cannot be experienced or duplicated in the college classroom or laboratory. Students are assigned to clinical sites by the Academic Fieldwork Coordinator of Clinical Education (AFWC) with input from the student, faculty, and the fieldwork educator and/or coordinator at the site. Students may not change their clinical assignments on their own or trade with another student. Special situations may be brought to the attention of the Academic Fieldwork Coordinator. Coordination of clinical sites for 50 students is a labor intensive task. Negotiations for and maintenance of clinical training spaces in the San Antonio area are very competitive among OT and OTA programs. Best efforts are made to locate sites within a reasonable commuting distance. The student will need to furnish his/her own transportation. Special consideration of location of clinical assignment will be given to the students who depend solely on the VIA bus transportation system for commuting. In order to maintain the established mutual respect, relationships, and professional legacy between our program and the cooperating clinics, each student is expected to abide by the rules, regulations, policies and procedures of the facilities in which they serve their practical training. These will vary from clinic to clinic. The student s ability to be flexible and adjust to the different environments and a variety of regulative policies is extremely important and will serve the student well. The regulatory aspects of the clinic include, but are not limited to, working hours, holidays, break times, dress code, smoking, use of drugs and alcohol, eating and drinking areas, personal phone calls (including use of cell phones), visitors and guests. It is strongly recommended that the student become well acquainted with the procedural manual of each clinic to which he/she is assigned. Student Handbook v , rev

42 Fieldwork Educator s Professional Development Opportunities The following are ways in which the Fieldwork Educator can further develop his/her skills in fieldwork instruction: Orient yourself to the contents of the SPC OTA FIELDWORK EDUCATOR MANUAL, attend regularly scheduled CEU courses offered by St. Philip s College OTA faculty, or complete the AOTA Fieldwork Educator s Certificate Workshop. Sites of Interest for Fieldwork Education St. Philip s College OTA Program: The Texas Occupational Therapy Association: AOTA s Fieldwork Education Resources: CLINIC SAFETY and HEALTH INFORMATION Clinic Safety The students of the St. Philip s College Occupational Therapist Assistant Program have been introduced to the basic incidents and emergencies that can occur in a hospital or clinical setting. These include but are not limited to the following: institutional policy and procedures regarding codes and fire safety, use of proper body mechanics, proper use and maintenance of equipment, following precautions or contraindications for various patient treatments, appropriate documentation, and infection control using standard and specific precautions. Safety is of utmost importance to the students, faculty, college and district. It is the student s responsibility to maintain a safe environment for patient/client treatment. Refer to pages for specific safety and health information Hospitalizations/Medical Situations For your protection, after a hospitalization or involvement in a medical situation, a student will be required to present a doctor s release for full physical activities before returning to classes or clinical. Inclement Weather In regards to attendance during bad weather, you are asked to use your judgment on whether or not you can safely get to the school/clinic. Students should listen to a local radio or television station, access the Alamo Colleges homepage ( or call the district weather hotline: (210) for an announcement stating if the campus is opened or closed. Students will not be expected to report to the clinical site if St. Philip s College cancels classes due to inclement weather. However, the student is still expected to notify the clinic site. If classes are cancelled but the road/weather conditions are conducive to driving to the clinical site, or the student is already there, the student may choose to stay or leave early, with the Fieldwork Educator s permission. If St. Philip s College classes are not cancelled and a student cannot make it to the clinical site due to weather, the student will be expected to make-up the absence. Whether St. Philip s College cancels class due to weather or a student is unable to make it to a clinic due to inclement weather, the student will be expected to still comply with the required total number of clinical hours. Blood and Body Fluid Exposure The students of St. Philip s College Occupational Therapist Assistant Program have been given in the curriculum, information regarding known risks for various diseases and have been provided skills to implement precautions appropriate to these risks. It is the responsibility of the student to implement standard precautions in the care of all assigned patients. Sharps and Blood/Body Fluid Exposure Protocol It is the policy of St. Philip s College Allied Health Department that all students who sustain a sharp (needle stick, glass, blade, etc) or other exposure to blood or bodily fluids while engaged in a college sponsored educational program Student Handbook v , rev

43 should receive prompt medical attention, including counseling, prophylactic drug treatment, and baseline and follow up laboratory values, as necessary. See Appendix A for detailed instructions on procedures to be followed by students who have been exposed to blood/body fluids. Incident Report An incident is anything happening to a patient, an employee, a visitor or the student that is out of the ordinary, inconsistent with the facility s usual routine or treatment procedure, or an accident or situation that could cause an accident. In the event of an incident, the student should follow the protocol of the clinical facility, which may include filing an incident report at the facility. In addition, the student must complete the St. Philip s College Allied Health Department Student Clinical Incident/Injury Form. See Appendix B. The student must make every attempt to complete the written report within 24 hours of the incident, if at all possible, to ensure proper care and follow-up. Confidentiality/HIPAA/Laws The Family Educational Rights and Privacy Act (FERPA) afford all students certain rights with respect to their educational records. The college and program abide by this law and will not disclose any information about the student or his/her academic performance with any other person unless written permission is given by the student. Further information about this policy can be found in the St. Philip s College Student Policy Manual. The OTA student is also expected to follow confidentiality (HIPAA) in providing patient care at any healthcare facility assigned by the Fieldwork Educator as part of a designated course of study. The student may not access, use, disclose or reproduce any confidential patient information other than for the strict purposes outlined in the student s clinical duties and at the discretion of the Fieldwork Educator. All identifying information must be blacked out, if copies are allowed. The student agrees to this policy by signing the Confidentiality Agreement located in Appendix D; the signed copy is located in the student s file in the OTA program director s office. All students are instructed in the role of the OTA according to the Texas Practice Act and Rules; appropriate guidelines for supervision of the OTA and OT aide in different clinical settings; and the American Occupational Therapy Association s Code of Ethics. Student Handbook v , rev

44 APPENDIX A: Sharps and Exposure It is the policy of St. Philip s College Allied Health Department that all students who sustain a sharp (needle stick, glass, blade, etc) or other exposure to blood or bodily fluids while engaged in a college sponsored educational program should receive prompt medical attention, including counseling, prophylactic drug treatment, and baseline and follow up laboratory values, as necessary. In accordance with this policy, the following procedures must be followed by students who have been exposed to blood / body fluids. Please keep in mind that drug prophylaxis is time sensitive (2 24 hours), and therefore the student must immediately seek help from the appropriate supervising personnel. Immediately after exposure first aid steps should be taken. 1. Squeeze out blood from puncture wound, if applicable. 2. Clean wound with soap and water. 3. Flush mucous membranes with water or saline. It is recommended that appropriate medical follow-up be obtained. Some medical facilities will treat, provide accident form, and pay for treatment. If not, students who incurred a sharp puncture or exposure will go to the nearest emergency room for the appropriate consultation and testing. These services will be covered by the Academic Health Plans, Inc. provided through Alamo Colleges. Students should obtain an insurance card at the beginning of each semester. The card is effective for one school year as long as the student is enrolled. They should be instructed to carry the card with them at all times while participating in college sponsored educational programs. Testing of the source of contamination will be done according to the facility s policy. The student should allow the facility time to follow these procedures. The student will be counseled and advised regarding post-exposure prophylaxis, if necessary. Baseline blood tests will be administered on the student. Retesting occurs at 6 weeks, 3 months, and 6 months after exposure. All procedures, testing, and results will remain confidential. The Fieldwork Educator should be notified as soon as possible after the incident. The instructor will initiate an incident / injury report and evaluate the circumstances of the incident. If the student declines medical treatment, this should be documented and signed by that individual. Academic Health Plans, Inc. claim forms may be obtained by contacting the campus nurse, or the website at For assistance in filing a claim form, please contact the campus nurse. Revised 9.10 Student Handbook v , rev

45 APPENDIX B: ST. PHILIP S COLLEGE ALLIED HEALTH DEPARTMENT STUDENT CLINICAL INCIDENT / INJURY FORM DATE OF INCIDENT: TIME OF INCIDENT: CLINICAL SITE WHERE INCIDENT OCCURRED: STUDENT NAME: INSTRUCTOR NAME: STUDENT CONTACT INFORMATION: STREET: CITY, STATE, ZIP: PHONE: DESCRIBE WHAT HAPPENED AND NATURE OF ANY INJURY: PLEASE INITIAL ONLY ONE OF THE FOLLOWING: TESTING / TREATMENT WAS DECLINED: TESTING / TREATMENT WAS SOUGHT: FOLLOW UP DATES: 6 WEEKS 3 MONTHS 6 MONTHS Student Signature: Date: Instructor Signature: Date: Student Handbook v , rev

46 APPENDIX C: St. Philip s College-Allied Health Student Counseling Form Program: Occupational Therapy Assistant Date: Student s name: Course: Reason for Counseling: Instructor s Comments: Action Plan: Student s Comments/Response: Signing this form acknowledges counseling. Student Signature Date Program Director Date Student Handbook v , rev

47 APPENDIX D: CONFIDENTIALITY AGREEMENT FOR STUDENT/FACULTY MEMBER This confidentiality Agreement (hereinafter referred to as Agreement ) is entered into by, (hereinafter referred to as Education Participant ), Education Participant, a student of St. Philip s College, in providing patient care at any healthcare facility assigned by Fieldwork Educator as part of a designated course of study to obtain clinical educational experience will have access to and review confidential patient information maintained in electronic and/or paper form by assigned healthcare facility. Education Participant agrees not to access, use, disclose, or reproduce any confidential patient information for any other purpose, except as specifically permitted pursuant to student duties. Education Participant further agrees to use appropriate safeguards to prevent access, use, disclosure, or reproduction of confidential patient information other than as provided herein. Nothing herein shall preclude Education Participant from making available to a patient his or her confidential patient information. Upon completion of his/her clinical educational experience, Education Participant agrees to return to the assigned healthcare facility any confidential patient information or reproductions thereof in Education Participant s possession. Education Participant acknowledges that he/she has received HIPAA training as a portion of his/her educational experience prior to being assigned to specific healthcare facility. Education Participant acknowledges and understands that unauthorized access, use, disclosure, or reproduction of any patient information in violation of assigned healthcare facility data policy or in violation of this Agreement will authorize assigned healthcare facility to prohibit Education Participant from providing any patient care on said healthcare facility premises. Education Participant further understands that certain unauthorized disclosure of patient information is punishable by fines and penalties imposed by federal and state law(s). Education Participant acknowledges and understands that if Education Participant is granted specific computer system(s) access based on the nature and scope of education Participant s assignment, Education Participant is prohibited from accessing or attempting to access any computer system(s) in a manner that violates the healthcare facility data policy or is not consistent with Education Participant s specifically assigned user rights. Education Participant further agrees to indemnify and hold harmless assigned healthcare facility for any liability, expense or loss, including damages, exemplary damages and reasonable attorney s fees which may be sustained by the healthcare facility as a result of any unauthorized disclosure of confidential patient information to any third party by education Participant. Upon request, Education Participant agrees to make available Education Participant s internal practices, books, and records relating to use and disclosure of protected health information to the Secretary or an employee of the Department of Health and Human Services. Education Participant agrees that in the event any amendments or corrections are made to the patient s protected health information such amendments or corrections will be incorporated into such records in Education Participant s possession. I HAVE READ AND FULLY UNDERSTAND THIS AGREEMENT. Program Director Education Participant s Signature Date Date Student Handbook v , rev

48 OTA HANDBOOK STATEMENT OF UNDERSTANDING I, the undersigned, have read the Occupational Therapy Assistant Handbook and understand the information and procedures presented in this handbook. I understand that I am responsible for abiding by these rules. Student s Signature Student s Name Printed Date This page will be added to your student file. Student Handbook v , rev