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Occupational Therapy
Evaluator:
Subject:
Activity:
OCCT 660
Site:
Evaluation Type:
Completion
Date:
12/18/2014
Request Date:
11/26/2014
Period:
Dates of
Activity:
11/03/2014 To 02/06/2015
Subject Participation
Dates:
11/03/2014 To 02/06/2015
Please select the option that best matches your level of agreement with this evaluation.
Comments entered above may be viewed by your program director or advisor and may be a part of a printed report.
AOTA
FIELDWORK PERFORMANCE EVALUATION FOR THE OCCUPATIONAL THERAPY
STUDENT
Touro University of Nevada, School of Occupational Therapy
MIDTERM EVALUATION
(Question1of39-Mandatory)
Josee Lundquist
College or University:
(Question2of39)
Selection
Option
FIELDWORK SETTING
Name of Organization/Facility:
(Question3of39-Mandatory)
(Question4of39-Mandatory)
(Question5of39-Mandatory)
Henderson, NV 89148
Type of Fieldwork:
Selection
(Question6of39-Mandatory)
Option
(Question7of39)
IIA (1 of 2)
IIB (2 of 2)
(Question9of39-Mandatory)
11/04/2014
End Date:
(Question10of39-Mandatory)
01/22/2015
(Question11of39-Mandatory)
Pass / No Pass:
(Question12of39)
Selection Option
------
Pass
No Pass
(Question13of39)
97
(Question14of39)
Josee is ethical, professional, and has good interpersonal skills. She engages clients in communication about the value of occupation. Josee's
interventions are client-centered and she should continue to work on occupation-based interventions. Her documentation is well-written she is
improving her thoroughness.
SIGNATURES
Digital Signature of Student:
(Question15of39)
Josee Lundquist
I understand that be checking this box I am certifying that I have read this report.
(Question16of39)
Selection
Option
FIELDWORK EDUCATOR(S):
Number of Persons Contributing to this Report:
(Question17of39)
(Question18of39-Mandatory)
Cristy Luft
I understand that by checking this box, I am certifying the authenticity of this evaluation.
Selection
Option
Credentials/Position:
(Question19of39-Mandatory)
(Question20of39)
OTR/L
(Question21of39)
I understand that by checking this box, I am certifying the authenticity of this evaluation.
Selection
(Question22of39)
Option
I hereby certify the authenticity of this evaluation
Credentials/Position:
(Question23of39)
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Accepted:
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question24of39)
Selection
Option
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question25of39-Mandatory)
FUNDAMENTALS OF PRACTICE:
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
(Question26of39)
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question27of39-Mandatory)
BASIC TENETS:
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
communicates the
roles of the occupational therapist and
occupation therapy assistant to clients, families,
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
2.
(Question28of39)
Josee clearly and confidently articulates the value of occupational therapy. She collaborates well with the interdisciplinary team.
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question29of39-Mandatory)
2.
evaluation process.
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.
5.
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
8.
4.0
>> 3 <
2.0
1.0
9.
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
6.
7.
(Question30of39)
Josee selects relevant assessments and administers them in a uniform and professional manner. She is improving her observational skills and FIM
documentation.
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question31of39-Mandatory)
INTERVENTION:
1.
2.
3.
4.
intervention process.
resources to make informed intervention decisions.
clients.
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
>> 3 <
2.0
1.0
5.
4.0
>> 3 <
2.0
1.0
6.
4.0
3.0
>> 2 <
1.0
7.
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
8.
client's status.
9.
(Question32of39)
Josee does well at implementing interventions that are client-centered. She should continue to work on creating interventions that are occupation
based.
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question33of39-Mandatory)
MANAGEMENT OF OCCUPATIONAL
THERAPY SERVICES:
1.
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
4.0
3.0
>> 2 <
1.0
3.
(Question34of39)
Josee has demonstrated a good understanding of assigning appropriate responsibililties and collaborating with occupational therapy assistants and
aids.
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question35of39-Mandatory)
COMMUNICATION:
1.
4.0
3.0
>> 2 <
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
3.
(Question36of39)
Josee communicates well with patients and interdiciplinary team. She produces well-written documentation that is clear and accurate.
is highly skilled and self-initiated. This rating is rarely given and would represent the top five percent of all the students you have
3 - Meets Standards Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final.
2 - Needs improvement Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm,
and some ratings of two may be reasonable at the final.
1 - Unsatisfactory:
performance
Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about
(Question37of39-Mandatory)
PROFESSIONAL BEHAVIORS:
1.
2.
learning experience.
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
4.0
>> 3 <
2.0
1.0
4.0
3.0
>> 2 <
1.0
(Question38of39)
Josee collaborates well with interdiciploinary team to increase professional competence. She continues to progress with her time management skills.
REFERENCES
1. American Occupational Therapy Association, (1998), Standards of practice for occupational therapy, AmericanJournalofOccupationalTherapy,52, 866-869.
2. Accreditation Council for Occupational Therapy Education, (1999). Standards for an accredited educational program for the occupational therapist. American
JournalofOccupationalTherapy,53, 575-582.
3. National Board for Certification in Occupational Therapy, (1997). NationalStudyofOccupationalTherapyPractice,ExecutiveSummary.
4. American Occupational Therapy Association. (2000). Occupational therapy code of ethics (2000). AmericanJournalofOccupationalTherapy,54, 614-616.
5. American Occupational Therapy Association (2002). Occupational therapy practice framework: Domain and process. AmericanJournalofOccupational
Therapy,56, 606-639.
GLOSSARY
Client Factors:
Those factors that reside within the client and that may affect performance in areas of occupation. Client factors include body functions and body structures
Body functions (a client factor, including physical, cognitive, psychosocial aspects)the physiological function of body systems (including psychological
functions) (WHO, 2001, p. 10)
Body structuresanatomical parts of the body such as organs, limbs and their components [that support body function] (WHO, 2001, p. 10)
(Occupational therapy practice framework: Domain and process. AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Code of Ethics: Refer to
http://www.aota.org/~/media/Corporate/Files/AboutOT/Ethics/Code%20and%20Ethics%20Standards%202010.ashx
Collaborate: To work together with a mutual sharing of thoughts and ideas. (ACOTE Glossary)
Competency: Adequate skills and abilities to practice as an entry-level occupational therapist or occupation therapy assistant.
Context: Refers to a variety of interrelated conditions within and surrounding the client that influence performance. Contexts include cultural, physical, social,
personal, spiritual, temporal and virtual. (Occupational therapy practice framework: Domain and process.AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Efficacy: Having the desired influence or outcome (from Neistadt and Crepeau, Eds. Willard&SpackmansOccupationalTherapy, 9 th edition, 1998).
Entry-level Practice: Refer to:
http://www.aota.org/~/media/Corporate/Files/Practice/OTAs/ScopeandStandards/Standards%20of%20Practice%20for%20Occupational%20Therapy%20FINAL.ashx
Evidenced-based Practice: "Conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. The
practice of evidence-based [health care] means integrating individual clinical expertise with the best available external clinical evidence from systematic research."
Occupation: Groups of activities and tasks of everyday life, named organized and given value and meaning by individuals and a culture; occupation is everything
people do to occupy themselves, including looking after themselves (self-care), enjoying life (leisure), and contributing to the social and economic fabric of their
communities (productivity); the domain of concern and the therapeutic medium of occupational therapy. (Townsend, editor, 1997, EnablingOccupation:An
OccupationalTherapyPerspective, p. 181)
Occupational Performance: The result of a dynamic, interwoven relationship between persons, environment and occupation over a person's lifespan; the ability to
choose, organize, and satisfactorily perform meaningful occupations that are culturally defined and age appropriate for looking after oneself, enjoying life, and
contributing to the social and economic fabric of a community. (Townsend, editor, 1997, EnablingOccupation:AnOccupationalTherapyPerspective, p.181)
Occupational Profile: A profile that describes the clients occupational history, patterns of daily living, interests, values and needs. (Occupational therapy practice
framework: Domain and process, AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Spiritual: (a context)The fundamental orientation of a person's life; that which inspires and motivates that individual. (Occupational therapy practice framework:
Domain and process. AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Theory: "An organized way of thinking about given phenomena. In occupational therapy the phenomenon of concern is occupational endeavor. Theory attempts to
(1) define and explain the relationships between concepts or ideas related to the phenomenon of interest, (2) explain how these relationships can predict behavior or
events, and (3) suggest ways that the phenomenon can be changed or controlled. Occupational therapy theory is concerned with four major concepts related to
occupational endeavor: person, environment, health, and occupation." (Neistadt and Crepeau, Eds. Willard&Spackman'sOccupationalTherapy, 9 th edition, 1998,
p. 521)
Accepted:
(Question39of39)
Selection
Option