Group items tagged students - SSU MOT 6691 & 6692

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 1 views

shared by gentiledj09 on 06 Aug 16 - No Cached

gentiledj09 on 06 Aug 16

This study was particularly interesting considering we are currently paired with clinicians during our level II rotations. The study aimed to determine whether a difference in productivity exists between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student. Study results contradict the belief that supervising Level II fieldwork students lowers clinicians' productivity. Findings suggest that practice area and productivity without a student are important factors influencing the productivity of clinicians supervising a fieldwork student.

<div class="cArrow"> </div><div class="cContentInner">This study was particularly interesting considering we are currently paired with clinicians during our level II rotations. The study aimed to determine whether a difference in productivity exists between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student. Study results contradict the belief that supervising Level II fieldwork students lowers clinicians' productivity. Findings suggest that practice area and productivity without a student are important factors influencing the productivity of clinicians supervising a fieldwork student. </div>

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Supervision - 0 views

Authors aimed to determine whether a difference in productivity exists between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clini...

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

Supervision - 0 views

A key component in all allied health professions is the exposure to clinical experience during fieldwork rotations. Supervisors have reported positive and negative aspects of taking on fieldwork st...

started by harrisn2 on 13 Aug 15 no follow-up yet

Supervision - 0 views

Fieldwork is considered a very important aspect of the student experience. Although it is required in order to complete the OT curriculum, there has been shown to be a shortage of fieldwork placem...

started by christenhopkins on 13 Aug 15 no follow-up yet

Effectiveness of School-Based Occupational Therapy Intervention on Handwriting - 1 views

ajot.aota.org/Article.aspx

shared by kweithman28 on 20 Nov 14 - No Cached

kweithman28 on 20 Nov 14

In this study, 38 students between the ages 7-10 who showed poor handwriting legibility were observed over the course of one school year. 29 of the students received regular occupational therapy services, 9 received no services. Each student was evaluated at the beginning and end of the school year in the areas of Visual-motor, visual-perception, in-hand manipulation, handwriting legibility, and speed. Students who received occupational therapy services showed more improvement in in-hand manipulation, position in space scores, and handwriting legibility scores than those students who did not receive occupational therapy services. Students who received occupational therapy services increased legibility with an average of 14.2%. Students who did not receive occupational therapy services increased legibility with an average of only 5.8%. However, students who did not receive occupational therapy services had more improved handwriting speed than those who did receive services. Overall, one may conclude that students with poor handwriting legibility who receive occupational therapy services will improve their handwriting legibility skills but not necessarily their ability to write with increased speed. During my fieldwork experience in the school system I was able to work with many students on handwriting goals. Regular occupational therapy can greatly improve a student's handwriting abilities. I saw positive results with many of my students after only 12 weeks of intervention.

<div class="cArrow"> </div><div class="cContentInner">In this study, 38 students between the ages 7-10 who showed poor handwriting legibility were observed over the course of one school year. 29 of the students received regular occupational therapy services, 9 received no services. Each student was evaluated at the beginning and end of the school year in the areas of Visual-motor, visual-perception, in-hand manipulation, handwriting legibility, and speed. Students who received occupational therapy services showed more improvement in in-hand manipulation, position in space scores, and handwriting legibility scores than those students who did not receive occupational therapy services. Students who received occupational therapy services increased legibility with an average of 14.2%. Students who did not receive occupational therapy services increased legibility with an average of only 5.8%. However, students who did not receive occupational therapy services had more improved handwriting speed than those who did receive services. Overall, one may conclude that students with poor handwriting legibility who receive occupational therapy services will improve their handwriting legibility skills but not necessarily their ability to write with increased speed. During my fieldwork experience in the school system I was able to work with many students on handwriting goals. Regular occupational therapy can greatly improve a student's handwriting abilities. I saw positive results with many of my students after only 12 weeks of intervention.</div>

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Case Simulations to Discover Clinical Reasoning Skills in Occupational Therapy Students - 0 views

celt.ust.hk/...2b87-96.pdf

shared by meganthompson on 07 Aug 14 - No Cached

meganthompson on 07 Aug 14

This study was conducted in order to grasp a better understanding of occupational therapy students' level of clinical reasoning skills at varying stages of learning during the course of their schooling. Based on study results, all of the students in their first year, 70% of students in their second year, and 20% of students in their third year demonstrated pre-reflective thinking. Furthermore, no first or second year students and only 20% of third year students were able to function at a level of reflective thinking. This study provides great insight for clinical instructors, allowing instructors to be more attuned to their students learning needs and better equipping them to develop clinical reasoning skills necessary in order to provide patient-centered care. Clinical instructors who are working with individuals in the pre-reflective thinking stage should encourage their students to voice their own opinions and justify their rationale, as well as consider others opinions, and should be given feedback in order to improve their confidence and encourage further development of clinical reasoning skills.

<div class="cArrow"> </div><div class="cContentInner">This study was conducted in order to grasp a better understanding of occupational therapy students' level of clinical reasoning skills at varying stages of learning during the course of their schooling. Based on study results, all of the students in their first year, 70% of students in their second year, and 20% of students in their third year demonstrated pre-reflective thinking. Furthermore, no first or second year students and only 20% of third year students were able to function at a level of reflective thinking. This study provides great insight for clinical instructors, allowing instructors to be more attuned to their students learning needs and better equipping them to develop clinical reasoning skills necessary in order to provide patient-centered care. Clinical instructors who are working with individuals in the pre-reflective thinking stage should encourage their students to voice their own opinions and justify their rationale, as well as consider others opinions, and should be given feedback in order to improve their confidence and encourage further development of clinical reasoning skills.</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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Tips for Fieldwork Success on ADVANCE for Occupational Therapy Practitioners - 1 views

occupational-therapy.advanceweb.com/...ips-for-Fieldwork-Success.aspx

shared by Barbara Warnock on 07 Aug 14 - No Cached

shaemckay on 07 Aug 14

An occupational therapy student's fieldwork experience has the ability to affect their want to continue in the OT or question their career choice. Because fieldwork plays a major part in the student's future, this article discusses the roles the clinical instructor and students play in making the clinical experience successful. In order to be an effective clinical instructor all expectations must be clearly identified and discussed the first week of the rotation, as well as weekly debriefing with the student. Clinical instructors must communicate to their students the level of supervision that will be provided to them throughout the rotation as well as how and when it will change. If supervision expectations are not clearly defined, students are left to assume the wants and needs of their clinical instructor often causing them to fail due to the lack of communication. In addition, clinical instructors must provide students with their expectations for treatment, discuss the dress-code, and treat the student with the respect you would give your colleague. Lastly, to be a successful clinical instructor discuss with the student concerning goals that aren't being met and provide them with written general guidelines the assist with any miscommunications of the CI and student relationship. As students, we must provide professional behavior, be organized, and facilitate our own learning through research.

<div class="cArrow"> </div><div class="cContentInner">An occupational therapy student's fieldwork experience has the ability to affect their want to continue in the OT or question their career choice. Because fieldwork plays a major part in the student's future, this article discusses the roles the clinical instructor and students play in making the clinical experience successful. In order to be an effective clinical instructor all expectations must be clearly identified and discussed the first week of the rotation, as well as weekly debriefing with the student. Clinical instructors must communicate to their students the level of supervision that will be provided to them throughout the rotation as well as how and when it will change. If supervision expectations are not clearly defined, students are left to assume the wants and needs of their clinical instructor often causing them to fail due to the lack of communication. In addition, clinical instructors must provide students with their expectations for treatment, discuss the dress-code, and treat the student with the respect you would give your colleague. Lastly, to be a successful clinical instructor discuss with the student concerning goals that aren't being met and provide them with written general guidelines the assist with any miscommunications of the CI and student relationship. As students, we must provide professional behavior, be organized, and facilitate our own learning through research.</div>

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Barbara Warnock on 21 Jul 17

Tips for success

<div class="cArrow"> </div><div class="cContentInner">Tips for success</div>

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Benefits and challenges of supervising occupational therapy fieldwork students: Supervi... - 1 views

http://ot.unm.edu/common/docs/fieldwork/articles/Benefits%20and%20Challenges%20of%20supervising%20FW%20II%20students.pdf I thought this article was really interesting as it comes from the perspect...

started by jonathanupholz on 10 Aug 16 no follow-up yet

AOTA: Practice Advisory Services Provided by Students on Level 2 Fieldwork - 1 views

https://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/Fieldwork/StuSuprvsn/Practice%20Advisory%20Services%20provided%20by%20students%20in%20FW%20Level%20II%20final.pdf I found a...

occupational therapy Supervision of Students

started by courtneyb22 on 30 Jul 17 no follow-up yet

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

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 0 views

ajot.aota.org/article.aspx

shared by karajordan on 07 Aug 16 - No Cached

karajordan on 07 Aug 16

This is an interesting study that discussed whether or not there was a difference between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student

<div class="cArrow"> </div><div class="cContentInner">This is an interesting study that discussed whether or not there was a difference between clinicians supervising and not supervising a Level II occupational therapy student and whether factors including clinician years of experience, practice setting, and clinician productivity without a student could predict clinician productivity while supervising a student. Results indicated no difference in clinician productivity with or without a student. Clinician years of experience, practice area, and productivity without a student were significant predictors of clinician productivity while supervising a student</div>

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Supervision - 0 views

Ozelie, R., Janow, J., Kreutz, C., Mulry, M.K., & Penkala, A. (2014). Supervision of occupational therapy level II fieldwork students: Impact on and predictors of clinician productivity. American J...

started by blequeknotts on 17 Aug 15 no follow-up yet

Supervision - 0 views

Hummell, J. (2010). Effective fieldwork supervision: Occupational therapy student perspectives. Australian Occupational Therapy Journal, 44(4), 147-157. The study explored occupational therapy stu...

started by kolodziejs on 17 Aug 15 no follow-up yet

Supervision - 0 views

This document provided by AOTA titled "Fieldwork Level II and Occupational Therapy Students: A Position Paper" aims to explore the conditions that need to be present for an OT student to provide qu...

https:__www.aota.org_-_media_Corporate_Files_AboutAOTA_OfficialDocs_Position_Fieldwork-Level-II-2012.PDF

started by caydel29 on 03 Aug 15 no follow-up yet

FWPE 1 Clinical Reasoning Skills and Expectations of Occupational Therapy Students on F... - 1 views

www.otfieldwork.net/...clinical_reasoning_skills.pdf

clinical reasoning

shared by lannars on 22 Jul 14 - No Cached

legark on 22 Jul 14

This article discusses in detail the clinical reasoning skills that are expected from occupational therapy fieldwork students by the end of their fieldwork experience.

<div class="cArrow"> </div><div class="cContentInner">This article discusses in detail the clinical reasoning skills that are expected from occupational therapy fieldwork students by the end of their fieldwork experience.</div>

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...1 more comment...
cwaits23 on 31 Jul 14

This link is to a tool designed to assist FW educators in understanding the scoring aspect of the FWPE by providing behavioral expectations of the OT student. The information is organized by performance area. Evaluations and Screening, and Intervention are the two performance areas addressed in this link. Specific items for each performance area are then defined by the 1-4 point rating scale with behavioral examples as guidance. This tool is also a great guide for students in self-assessment of clinical reasoning skills. As we know, self-reflection is a key element of professional growth. This is a tool I plan to use occasionally during my FW to ensure competence in clinical reasoning.

<div class="cArrow"> </div><div class="cContentInner">This link is to a tool designed to assist FW educators in understanding the scoring aspect of the FWPE by providing behavioral expectations of the OT student. The information is organized by performance area. Evaluations and Screening, and Intervention are the two performance areas addressed in this link. Specific items for each performance area are then defined by the 1-4 point rating scale with behavioral examples as guidance. This tool is also a great guide for students in self-assessment of clinical reasoning skills. As we know, self-reflection is a key element of professional growth. This is a tool I plan to use occasionally during my FW to ensure competence in clinical reasoning.</div>

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jentomasch on 05 Aug 14

This source talks about clinical reasoning of OT students who are completing their fieldwork rotations. The author discusses behavioral objectives for 2 out of the 7 performance areas: Evaluation and Screening and Intervention. I believe this is a good resource for students on fieldwork.

<div class="cArrow"> </div><div class="cContentInner">This source talks about clinical reasoning of OT students who are completing their fieldwork rotations. The author discusses behavioral objectives for 2 out of the 7 performance areas: Evaluation and Screening and Intervention. I believe this is a good resource for students on fieldwork.</div>

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lannars on 09 Aug 14

The purpose of this document is to provide occupational therapy fieldwork educators with a description of behavioral expectations of students at each level on the one to four point rating scale of the FWPE

<div class="cArrow"> </div><div class="cContentInner">The purpose of this document is to provide occupational therapy fieldwork educators with a description of behavioral expectations of students at each level on the one to four point rating scale of the FWPE</div>

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Perceptions Regarding School-Based Occupational Therapy for Children With Emotional Dis... - 0 views

ajot.aota.org/article.aspx

shared by kweithman28 on 20 Nov 14 - No Cached

kweithman28 on 20 Nov 14

This study is of particular interest to me after completing my fieldwork in a school system. I had the chance to work with many students who presented with emotional disturbances. I never worked with students based solely on goals associated with these emotional disturbances, but observed and attempted to proved treatment for their emotional disturbances after first working toward their school based goals. Typically these disturbances presented themselves as depression, aggression, and irritability. It was heartbreaking to look around the school and see how many students were affected by some form of emotional disturbances. Unfortunately as a school OT I was only to focus on goals that would make the student more functional in school (such as handwriting) and never had the ability to write goals base on a student's emotions. I believe that there is a great need for occupational therapists to focus on writing goals to provide interventions to students with emotional disturbances. In my setting there were not enough OT's/COTA's to work with all of the students who had emotional disturbances because there were so many students who first required school based interventions. This study suggests that more evidence-based research is needed to help school therapists work with children with emotional disturbances. I hope that eventually there will be a place for OT's in this area.

<div class="cArrow"> </div><div class="cContentInner">This study is of particular interest to me after completing my fieldwork in a school system. I had the chance to work with many students who presented with emotional disturbances. I never worked with students based solely on goals associated with these emotional disturbances, but observed and attempted to proved treatment for their emotional disturbances after first working toward their school based goals. Typically these disturbances presented themselves as depression, aggression, and irritability. It was heartbreaking to look around the school and see how many students were affected by some form of emotional disturbances. Unfortunately as a school OT I was only to focus on goals that would make the student more functional in school (such as handwriting) and never had the ability to write goals base on a student's emotions. I believe that there is a great need for occupational therapists to focus on writing goals to provide interventions to students with emotional disturbances. In my setting there were not enough OT's/COTA's to work with all of the students who had emotional disturbances because there were so many students who first required school based interventions. This study suggests that more evidence-based research is needed to help school therapists work with children with emotional disturbances. I hope that eventually there will be a place for OT's in this area.</div>

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Supervision: The ALERT Approach - 1 views

The alert approach involves Assessment, Listen, Experience, Repetition, and Transformation. It's a simple guide to the essential components of an effective fieldwork supervision experience. Assessm...

http:__occupational-therapy.advanceweb.com_Archives_Article-Archives_Being-ALERT-as-a-Fieldwork-Educator.aspx

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

Professionalism: Developing Your Professionalism For OT Students - 0 views

https://www.youtube.com/watch?v=gzd_l8aHx9Q&t=247s Towson University MOT graduate students provide half an hour of tips and experience for other MOT students on how to develop professionalism. Thi...

Professionalism

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

Benefits and challenges of supervising occupational therapy fieldwork students: Supervi... - 1 views

ot.unm.edu/...ising%20FW%20II%20students.pdf

shared by karajordan on 24 Jul 16 - No Cached

anita_casto on 24 Jul 16

This article examines the supervisors' perspective of the benefits and challenges that are faced when supervising an OT student during their fieldwork. This article highlights several components that we need to consider as we enter the profession and are able to supervise students on their level I and level II fieldwork experiences.

<div class="cArrow"> </div><div class="cContentInner">This article examines the supervisors' perspective of the benefits and challenges that are faced when supervising an OT student during their fieldwork. This article highlights several components that we need to consider as we enter the profession and are able to supervise students on their level I and level II fieldwork experiences.</div>

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karajordan on 17 Oct 16

As we will most likely all be asked one day if we wish to take on a fieldwork student, this article is good to bring up some of the positives as well as downsides associated with being a fieldwork educator. It can certainly be a rewarding and educating experience for both student and supervisor and I feel like we owe it to the profession to take on a student.

<div class="cArrow"> </div><div class="cContentInner">As we will most likely all be asked one day if we wish to take on a fieldwork student, this article is good to bring up some of the positives as well as downsides associated with being a fieldwork educator. It can certainly be a rewarding and educating experience for both student and supervisor and I feel like we owe it to the profession to take on a student.</div>

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Group items tagged

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 1 views

Supervision - 0 views

Supervision - 0 views

Supervision - 0 views

Effectiveness of School-Based Occupational Therapy Intervention on Handwriting - 1 views

Case Simulations to Discover Clinical Reasoning Skills in Occupational Therapy Students - 0 views

The Student-Centered Fieldwork Instructor - 0 views

Tips for Fieldwork Success on ADVANCE for Occupational Therapy Practitioners - 1 views

Benefits and challenges of supervising occupational therapy fieldwork students: Supervi... - 1 views

AOTA: Practice Advisory Services Provided by Students on Level 2 Fieldwork - 1 views

Supervision of the 'Generation Y' Student - 3 views

Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predicto... - 0 views

Supervision - 0 views

Supervision - 0 views

Supervision - 0 views

FWPE 1 Clinical Reasoning Skills and Expectations of Occupational Therapy Students on F... - 1 views

Perceptions Regarding School-Based Occupational Therapy for Children With Emotional Dis... - 0 views

Supervision: The ALERT Approach - 1 views

Professionalism: Developing Your Professionalism For OT Students - 0 views

Benefits and challenges of supervising occupational therapy fieldwork students: Supervi... - 1 views

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