Group items tagged education - SSU MOT 6691 & 6692

Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education - 0 views

The purpose of the study was to gain an understanding of facilitators and barriers to learning within OT fieldwork education. The results showed that individual, environmental. educational and inst...

started by mc121409 on 15 Aug 16 no follow-up yet

SUPERVISION OF ASSOCIATED HEALTH TRAINEES- VA Handbook - 0 views

www.va.gov/...Health_Trainees_03-19-2015.pdf

shared by kristenetris on 09 Aug 17 - No Cached

kristenetris on 09 Aug 17

This exert is specifically from the VA handbook in regards to supervision specifically for health professionals and trainees. This resource provides a strict breakdown of the supervision requirements for supervisors and trainees. It is clear through this policy that strict guidelines are to be followed within this system and this is what I have experienced in my time there. I was intrigued however, that supervisory roles are seen as an educational experience. The following tenet was the first under supervisor regulation--" Supervision is an educational experience provided by a qualified supervising practitioner with a trainee. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the trainee while monitoring the quality of services delivered. Supervision is provided through observation, consultation, directing the learning and activities of the trainee, and role modeling". I feel that this really stressing the educational importance of being a supervisor.

<div class="cArrow"> </div><div class="cContentInner">This exert is specifically from the VA handbook in regards to supervision specifically for health professionals and trainees. This resource provides a strict breakdown of the supervision requirements for supervisors and trainees. It is clear through this policy that strict guidelines are to be followed within this system and this is what I have experienced in my time there. I was intrigued however, that supervisory roles are seen as an educational experience. The following tenet was the first under supervisor regulation--" Supervision is an educational experience provided by a qualified supervising practitioner with a trainee. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the trainee while monitoring the quality of services delivered. Supervision is provided through observation, consultation, directing the learning and activities of the trainee, and role modeling". I feel that this really stressing the educational importance of being a supervisor. </div>

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The Challenges and Opportunities of Teaching "Generation Y" - 0 views

www.ncbi.nlm.nih.gov/...PMC3244307

professionalism

shared by kristenetris on 09 Aug 17 - No Cached

kristenetris on 09 Aug 17

This article targets educators of generation Y, or those born between 1982-2000. The authors break down each aspect of the millennial generation including how to teach them, how to relate to them within an educational setting, characteristics such as working in teams, the misconceptions such as selfishness, and particularly how this all relates to professional behavior. In regards to professionalism this article focuses on that educators showed stress teaching observable behaviors, have explicit--black and white--communication style, and provide clear expectations to follow. All things that I would agree, I appreciate in the workplace.

<div class="cArrow"> </div><div class="cContentInner">This article targets educators of generation Y, or those born between 1982-2000. The authors break down each aspect of the millennial generation including how to teach them, how to relate to them within an educational setting, characteristics such as working in teams, the misconceptions such as selfishness, and particularly how this all relates to professional behavior. In regards to professionalism this article focuses on that educators showed stress teaching observable behaviors, have explicit--black and white--communication style, and provide clear expectations to follow. All things that I would agree, I appreciate in the workplace. </div>

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Clinical Reasoning Case Studies as Teaching Tools - 0 views

ajot.aota.org/article.aspx

Clinical reasoning

shared by Megan Applegate on 15 Nov 16 - No Cached

Megan Applegate on 15 Nov 16

This article is from the American Journal of Occupational Therapy. I felt that it went along with our discussion about becoming fieldwork educators in the future. This study researches the effectiveness of case studies that influence clinical reasoning vs, typical educational case studies. This study goes into depth about clinical reasoning and how it influences educational experiences of students. The research participants, OT students, were asked to complete intervention plans based on client needs and in response to both the medical model of clinical reasoning and paper case study educational methods of learning. Information was qualitatively reviewed to analyze the intervention plans and videotaped discussions were used to guide clinical reasoning process/learning experience. The results showed that clinical reasoning case studies, compared to traditional case studies, promoted three main themes including increased quality of intervention plans, participant confidence levels in treatment plans, and enhanced understanding of the clinical reasoning process. This study is important for FEs and educators to increase clinical reasoning process of students as well as interventions for clients.

<div class="cArrow"> </div><div class="cContentInner">This article is from the American Journal of Occupational Therapy. I felt that it went along with our discussion about becoming fieldwork educators in the future. This study researches the effectiveness of case studies that influence clinical reasoning vs, typical educational case studies. This study goes into depth about clinical reasoning and how it influences educational experiences of students. The research participants, OT students, were asked to complete intervention plans based on client needs and in response to both the medical model of clinical reasoning and paper case study educational methods of learning. Information was qualitatively reviewed to analyze the intervention plans and videotaped discussions were used to guide clinical reasoning process/learning experience. The results showed that clinical reasoning case studies, compared to traditional case studies, promoted three main themes including increased quality of intervention plans, participant confidence levels in treatment plans, and enhanced understanding of the clinical reasoning process. This study is important for FEs and educators to increase clinical reasoning process of students as well as interventions for clients.</div>

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The Psychosocial Drought - 5 views

occupational-therapy.advanceweb.com/...the-psychosocial-drought.aspx

shared by meganthompson on 18 Jul 14 - No Cached

tracicarpenter on 18 Jul 14

Educational of practitioners in psychology, saying we are lacking in this part of education...Do you agree?!

<div class="cArrow"> </div><div class="cContentInner">Educational of practitioners in psychology, saying we are lacking in this part of education...Do you agree?!</div>

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tracicarpenter on 06 Aug 14

Educational of practitioners in psychology, saying we are lacking in this part of education...Do you agree?!

<div class="cArrow"> </div><div class="cContentInner">Educational of practitioners in psychology, saying we are lacking in this part of education...Do you agree?!</div>

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meganthompson on 09 Aug 14

According to this author, occupational therapy practitioners lack the appropriate knowledge and education concerning how to address psychosocial needs. The author states that two of the most common complaints occupational therapy practitioners have is motivation and compliance issues with patients, which is directly linked to therapeutic use of self, which is fundamental to psychosocial skills. Having training in psychosocial services is one of the biggest differences that separate occupational therapists from physical therapists. The author highlights that without adequate knowledge in addressing psychosocial needs occupational therapy practitioners cannot effectively treat patients from a holistic standpoint.

<div class="cArrow"> </div><div class="cContentInner">According to this author, occupational therapy practitioners lack the appropriate knowledge and education concerning how to address psychosocial needs. The author states that two of the most common complaints occupational therapy practitioners have is motivation and compliance issues with patients, which is directly linked to therapeutic use of self, which is fundamental to psychosocial skills. Having training in psychosocial services is one of the biggest differences that separate occupational therapists from physical therapists. The author highlights that without adequate knowledge in addressing psychosocial needs occupational therapy practitioners cannot effectively treat patients from a holistic standpoint.</div>

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The Student-Centered Fieldwork Instructor - 0 views

occupational-therapy.advanceweb.com/...ered-Fieldwork-Instructor.aspx

shared by shaemckay on 07 Aug 14 - No Cached

shaemckay on 07 Aug 14

AOTA previously published fieldwork educators/clinical instructor's behaviors that we cited by students that assist with developing as an educator. To be a successful educator, OT students believe that one must be enthusiastic and believing fieldwork is an educational opportunitity as well as creating a foundation and expectations for the teaching-learning process. Fieldwork educators assists students in identifying and understanding what is important to learn during the rotation as well as having open and consistant communication regarding performance areas. To be successful, students believe clinical instructors need to encourage students to utilizing problem-solving strategies and clinical reasoning when developing intervention approaches. It is important to provide students with open communication which encourages students to ask questions and providing them with precise answers. Lastly, a successful clinical instructor will provide constructive feedback in a timely manner.

<div class="cArrow"> </div><div class="cContentInner">AOTA previously published fieldwork educators/clinical instructor's behaviors that we cited by students that assist with developing as an educator. To be a successful educator, OT students believe that one must be enthusiastic and believing fieldwork is an educational opportunitity as well as creating a foundation and expectations for the teaching-learning process. Fieldwork educators assists students in identifying and understanding what is important to learn during the rotation as well as having open and consistant communication regarding performance areas. To be successful, students believe clinical instructors need to encourage students to utilizing problem-solving strategies and clinical reasoning when developing intervention approaches. It is important to provide students with open communication which encourages students to ask questions and providing them with precise answers. Lastly, a successful clinical instructor will provide constructive feedback in a timely manner.</div>

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Fieldwork Education: The proving ground of the profession - 0 views

American Journal of Occupational Therapy, March 1983, Vol. 37, 163-165. doi:10.5014/ajot.37.3.163 This article speaks to our current situation, fieldwork education. Fieldwork education is imperati...

started by comianosa on 09 Nov 15 no follow-up yet

Fieldwork Supervision - 0 views

This article seeks to determine if there is a need for more education to be provided to fieldwork educators. This study found that there needs to be resources available to help fieldwork educators ...

OT AJOT Fieldwork Supervision

started by smludwig89 on 15 Nov 15 no follow-up yet

Role competencies for a fieldwork educator. - 0 views

Dickerson, A. E., & Fazio, L, (2006). Role competencies for a fieldwork educator. American Journal of Occupational Therapy. 60(6). 651-652. Retrieved from http://gateway.tx.ovid.com.proxy01.shawnee...

started by christenhopkins on 15 Nov 15 no follow-up yet

Supervision: National Survey of Fieldwork Educators: Implications for Occupational Ther... - 0 views

http://eds.a.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=5&sid=3ce2acce-ebef-4ae3-a5ae-d75d06308935%40sessionmgr4010 Evenson, M. E., Roberts, M., Kaldenberg, J., Barnes, M. A., &...

supervision

started by decandiad on 14 Jul 17 no follow-up yet

Fieldwork Education: Shaping a Foundation for Clinical Reasoning - 1 views

ajot.aota.org/article.aspx

shared by erickaleighty on 27 Jul 14 - No Cached

erickaleighty on 27 Jul 14

This article is a great read and discusses a multitude of strategies to teach technical skills while providing a foundation for clinical reasoning for students on fieldwork.

<div class="cArrow"> </div><div class="cContentInner">This article is a great read and discusses a multitude of strategies to teach technical skills while providing a foundation for clinical reasoning for students on fieldwork.</div>

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Clinical Reasoning in School Based OT - 0 views

www.med.unc.edu/...ocsci

shared by caydel29 on 19 Oct 15 - No Cached

caydel29 on 19 Oct 15

The scope of this handout created by North Carolina Department of Public Instruction is a guide for school based therapist when determining if a child is in need of services in the school. This document states that if the child cannot have access to their education or will not experience educational benefit then occupational therapy services are relevant and could be necessary in order to enhance the child's educational success. Alternatively, this handout also addresses when occupational therapy services are not warranted. Some indicators to know when services are not needed include 1) the needs can be addressed by a special educator or school faculty 2) can needs be addressed during non school hours and/or 3) will providing services lead to an unnecessary gaps or contraindications with other necessary services. These simple guidelines can help the therapist to clinically reason if the student requires services and why or why not. Another great piece of this handout is discussing when occupational therapy services can be discontinued. This section helps the therapist walk through the necessary step in order to accurately determine if services are still needed.

<div class="cArrow"> </div><div class="cContentInner">The scope of this handout created by North Carolina Department of Public Instruction is a guide for school based therapist when determining if a child is in need of services in the school. This document states that if the child cannot have access to their education or will not experience educational benefit then occupational therapy services are relevant and could be necessary in order to enhance the child's educational success. Alternatively, this handout also addresses when occupational therapy services are not warranted. Some indicators to know when services are not needed include 1) the needs can be addressed by a special educator or school faculty 2) can needs be addressed during non school hours and/or 3) will providing services lead to an unnecessary gaps or contraindications with other necessary services. These simple guidelines can help the therapist to clinically reason if the student requires services and why or why not. Another great piece of this handout is discussing when occupational therapy services can be discontinued. This section helps the therapist walk through the necessary step in order to accurately determine if services are still needed.</div>

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Supervision of the 'Generation Y' Student - 3 views

This article considers the occupational therapy supervisor's experience with the 'Generation Y student', who are thought of as techno savvy, over confident in their skill level, and easily bored. M...

http:__journals.ohiolink.edu.proxy01.shawnee.edu_ejc_pdf.cgi_Hills_Caroline.pdf?issn=00450766&issue=v59i0002&article=156_tioyotsope

started by beihlt on 20 Jul 15 no follow-up yet

Education - 0 views

www.americanhippotherapyassociation.org/education

certification hippotherapy horses

shared by keriboyce on 13 Dec 16 - No Cached

keriboyce on 13 Dec 16

This website discusses the educational requirements to obtain certification in hippotherapy in the United States.

<div class="cArrow"> </div><div class="cContentInner">This website discusses the educational requirements to obtain certification in hippotherapy in the United States.</div>

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OT Continuing Education - 0 views

otptat.ohio.gov/...ContinuingEducation.aspx

continuing education occupational therapy ohio

shared by keriboyce on 13 Dec 16 - No Cached

keriboyce on 13 Dec 16

This webpage contains important links for occupational therapists in the state of Ohio including continuing education requirements, required forms, and available courses.

<div class="cArrow"> </div><div class="cContentInner">This webpage contains important links for occupational therapists in the state of Ohio including continuing education requirements, required forms, and available courses. </div>

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Professional Ethics - 0 views

occupational-therapy.advanceweb.com/...Professional-Ethics.aspx

shared by shaemckay on 07 Aug 14 - No Cached

shaemckay on 07 Aug 14

An employer can have a direct impact on the effectiveness of an employee's performance, similar to our clinical instructors have an impact on our performance within the facility. This article discusses the importance of utilizing a departmental assessment system in practice for new employees and students that is composed of orientation, education, as well as assessment and evaluation. Through an orientation, students and new employees would complete a self-analysis of their known strengths and weaknesses as well as gain knowledge regarding the department's values and expectations. The educational portion of the departmental assessment not only reinforces the importance of CEUs, but also promotes seeking additional training and education in the employee or student's identified areas of weakness. Lastly, employees and students should be assessed and evaluated on their ability to obtain education in areas of weakness, exhibit good critical thinking skills, and make ethical decisions. Through promotion of ethics in the departmental assessment an employee and student will be able to comprehend that the facility not only cares about productivity, but also providing compassionate care.

<div class="cArrow"> </div><div class="cContentInner">An employer can have a direct impact on the effectiveness of an employee's performance, similar to our clinical instructors have an impact on our performance within the facility. This article discusses the importance of utilizing a departmental assessment system in practice for new employees and students that is composed of orientation, education, as well as assessment and evaluation. Through an orientation, students and new employees would complete a self-analysis of their known strengths and weaknesses as well as gain knowledge regarding the department's values and expectations. The educational portion of the departmental assessment not only reinforces the importance of CEUs, but also promotes seeking additional training and education in the employee or student's identified areas of weakness. Lastly, employees and students should be assessed and evaluated on their ability to obtain education in areas of weakness, exhibit good critical thinking skills, and make ethical decisions. Through promotion of ethics in the departmental assessment an employee and student will be able to comprehend that the facility not only cares about productivity, but also providing compassionate care.</div>

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Supervising Fieldwork Students - 2 views

http://www.ot.chhs.colostate.edu/students/documents/CreatingCongruenceArticle_001.pdf This article discusses the importance of fieldwork educators viewing themselves as both a practitioner and an ...

started by kelseyanne44 on 02 Nov 15 no follow-up yet

Valuable occupational therapy fieldwork educator behaviors - 1 views

This study sought to investigate the behaviors of fieldwork educators that are valued by occupational therapy and occupational therapy assistant Level II students. Data was gathered from the Self ...

Supervision

started by hauterr on 20 Jul 17 no follow-up yet

Psychosocial - 1 views

In regards to every client receiving Occupational Therapy services across all settings, psychosocial dimensions of human performance are fundamental. OT bases a majority of its treatment on occupa...

started by christenhopkins on 16 Aug 15 no follow-up yet

Ohio School Based Standards - 1 views

http://education.ohio.gov/getattachment/Topics/Special-Education/Federal-and-State-Requirements/Operational-Standards-and-Guidance/2014-Ohio-Operating-Standards-for-the-Education-of-Children-with-D...

started by jordanabowling on 22 Oct 17 no follow-up yet

Group items tagged