https://ajot.aota.org/data/journals/ajot/930057/669.pdf
The purpose of this analysis was to see whether one accredited occupational therapy curriculum was promoting narrative reasoning relative to its information on adult orthopedics.
The student and faculty analyses concurred that although narrative reasoning is taught in this curriculum, narrative reasoning concepts are not well integrated into the adult physical dysfunction course that deals with adult orthopedic injuries.

https://ajot.aota.org/data/journals/ajot/930281/721.pdf
Cultural sensitivity is a crucial component of health care provision, particularly in psychiatric settings. As society becomes more multicultural, it is essential for occupational therapists to continue to develop cultural competence, which is defined in this paper as an awareness of, sensitivity to, and knowledge of the meaning of culture.

http://ajp.psychiatryonline.org/doi/pdf/10.1176/ajp.155.8.1087
The authors compared the community functioning of outpatients with persist- ent forms of schizophrenia after treatment with psychosocial occupational therapy or social skills training, with the latter conducted by paraprofessionals. Results demonstrated that Patients who received skills training showed significantly greater independent living skills during a 2-year follow-up of everyday community function- ing.

https://ajot.aota.org/data/journals/ajot/930392/102.pdf
This paper presents the design and evaluation of an occupational therapy program developed at tbe National Institutes of Health for teaching energy conservation and joint protection to adults with rheumatoid arthritis. After 3 months, a greater
percentage of the subjects receiving the workbook based occupational therapy program than those receiving traditional occupational therapy demonstrated an application of the behaviors the intervention was designed to change.

https://youtu.be/knckiXzZHug
Here a video for nbcot exam prep that gives examples of what to expect for questions about the OT Process, especially how OTs should think clinically.

https://youtu.be/N3A0xBvli1U
This video is mostly for students and novice OTs to understand what and how to develop clinical reasoning skills in order to improve your care, judgement, and treatments of others

https://youtu.be/7dzkS0ioqqw
I was interested in this short video that talks about what EBP is and why it is important to stay up to date with especially since it is from the VA.

https://youtu.be/ejl93y94xXY
This OT covers study tips for the nbcot exam for how to remember many pediatric assessments that we may be expected to know.

https://youtu.be/nVqd1PhC-8E
I'm sure this is a topic we are all thinking about at this point in time! This OT talks about what strategies she believes would be helpful for taking the exam and what to expect.

https://youtu.be/FjeAC183b4c
I think is a good video especially for those of us in outpatient settings. She covers the zones and actually talks about what interventions would be appropriate for each.

https://youtu.be/PcKt3Eir0Gk
This video includes an explanation of each level as well as study tips and strategies to help OT practitioners and students refresh their knowledge.

https://youtu.be/mAhyx_kERTg
This lady breaks each of the levels down in a diagram with a good explanation of the differences. The video isn't too long so it can be a quick reference to study up for fieldwork.

https://youtu.be/1i-98imCnnU Okay so I don't think that anyone has shared this, hopefully not, but this lady goes into detail about ethical dilemmas and what the code of ethics is currently for OT based on AOTA guidelines

https://youtu.be/MyEzDB5S3eE Here is a video where AOTA and AARP paired up to discuss the role of OT with home modifications including real life stories and examples for kitchen, bathroom, cooking, and general accessibility in the home.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3808180/
Here is an article that addresses client's emotional health in regards to functional outcomes after orthopedic surgeries. I found it interesting that females who have a rotator cuff repaid reported a greater level of emotional difficulties and poorer functional outcomes. Hand and upper extremity condition client should be screened for depression since it will affect an individual's perception of their disability level as well as satisfaction after surgery.

https://youtu.be/zfrMhSebW2g
I found this really cool video also of a rotator cuff repair surgery from OSU also if interested. Warning for graphics.

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 an article from AOTA about services provided by students in level two settings during fieldwork. It discusses what students are allowed to do under supervision of an OT or OTA. There are general principles like the supervision of students at this time should ensure protection of consumers and provide opportunities of appropriate role modeling of OT practice, as well as the responsibilities of OTAs when supervising OTA students. I do think that it's important to note that OT students can be supervised by an OTA in partnership with the OT whom the student is with.

http://www.nbcot.org/assets/candidate-pdfs/practitioner-pdfs/practice-standards-otr

I found a document for the professional practice standards for OTRs according to NBCOT. The document includes the mission and vision statements of the NBCOT which prioritizes EBP in client-centered care. There are four sections outlined in the document: Practice Domains, Code of Professional Conduct, Supervision, and Documentation. The standards that the document reviews are intended to assist the client understand what to expect from an OTR, OTR in evaluating the quality of care, OTR in understand the professional expectations of being certified by NBCOT. I think it's important to mention that this is a 2017 document so it is updated. However, we must remember to follow facility and state laws/rules to maintain professional standards.

https://www.youtube.com/watch?v=IpP7ZWLddQg

This is a video of female OT students going over beneficence, nonmaleficence, autonomy, justice, veracity, and fidelity with bad (don't do) and good (please do) examples for each part of ethics. They may not have the best acting skills, but they get the point across. You can listen or watch for a good reminder if you forget which part of ethics you may be working with.

https://www.bing.com/videos/search?q=occupational+therapy+evidence+based+practice&&view=detail&mid=6472F2EBE4647FD85BF36472F2EBE4647FD85BF3&FORM=VRDGAR

This is a short PowerPoint/video about how occupational therapists can use a virtual reality tool in their practice setting in regards to evidence based practice. The speaker goes over different types of virtual reality (pros and cons) and the efficacy (immersion, therapist is a part of therapy not an observer, degrees of difficulty, incorporating cognitive, visual and motor challenges, and encouragement of high repetition of tasks). The speaker then continues about different research articles from the last 10 years to further explain what researchers are finding out when using virtual reality with different populations.
I think this is great since technology is becoming more fluid in people's daily lives so in the future, virtual reality may not be that big of a shift in therapy for some tasks. The current elderly population are generally not that focused on technology, but as future generations get older they may be more interested. Children now are very driven for video games so I think this is something we could always consider in the clinic.

file:///C:/Users/Courtney/Documents/Level%202%20Fieldwork/Clinical%20Reasoning.pdf
Or http://ajot.aota.org/article.aspx?articleid=1877117 (I'm not sure which will work since I had to save it)

This article is about how clinical reasoning involves more than just being able to give a reason for why you are doing something. There is a gap between what we know and what we can say which is where we develop clinical reasoning. Clinical reasoning can be described as an interpretive or meaning-centered model that focuses on how patients make sense of their world via disability and thus its meaning for the individual's life. This is a contrast to a biological model which focuses on physical impairments associated with a disability. Much of what a therapist does looks past the physical limitations into more of life-related treatments: examining ROM, then stacking cones, then self-care activities which help someone build skills on a deeper level which many client's attach meaning. The article ends with explaining how occupational therapy treats illness/disability from a phenomenological perspective through meaningful experiences and that this idea should be better explained to other healthcare providers as well as to students who will be future OTs.