http://www.slideshare.net/anitahamilton/preparing-for-a-job-interview-as-an-ot

Now that we are only a few days from finishing up our last level II, we can finally start thinking about GETTING A JOB and MAKING MONEY!! This powerpoint presentation goes through the basics of preparing for job interviews as an occupational therapist. This provides valuable information as we start applying for jobs and (hopefully) getting interviews!

Jackson, J.P., and Schkade, J.K. (2001). Occupational adaptation model versus biomechnical-rehabilitative model in the treatment of patients with hip fractures. American Journal of Occupational Therapy, 55, 531-537.

This study compared the effectiveness of the OA frame of reference with the biomechanical frame of reference in the treatment of two groups of 20 patients post-hip fracture. Using a quasi-experimental design, groups were compared on changes in scores of the FIM, a satisfaction questionnaire developed for this study, and discharge environment. No group differences in the FIM changes for the total stay were found. However, average FIM score change per day of hospitalization and overall patient satisfaction were higher in the OA group. No significant differences in the discharge setting were present. Results of this study indicate that both groups benefited from OT intervention. Furthermore, OA was associated with more efficient outcome and greater satisfaction than using the biomechanical-rehabilitative model. However, this study did have threats to both internal and external validity that should be considered.

http://www.researchgate.net/profile/Allan_Thomson/publication/23798258_The_Korsakoff_syndrome_clinical_aspects_psychology_and_treatment/links/02e7e52553f5b6fe92000000.pdf

This article outlines Korsakoff Syndrome and provides insight to occupational therapists working with this particular diagnosis. Research shows occupational therapy assessments are important with this particular syndrome in determining discharge plans and whether or not these individuals are safe to return home.

http://www.icelearningcenter.com/files/uploads/documents/workbooks/ac-t-sample09.pdf

After nearly 12 weeks in acute care, this document provides valuable information for those of you thinking you want to work in an acute care setting. Furthermore, this document provides important information for you to be as successful as possible as you initiate treatments with your patients. What I have learned most over the 12 weeks is just how important it is to have strong clinical reasoning skills, observation skills, and handling skills. Acute care keeps you on your toes and you never know what you will see on daily basis!

https://www.aota.org/-/media/Corporate/Files/Practice/EvidenceExchange/Approved-CAPs/RDP/Schweickert-Chacon-Baker.pdf

This document outlines a research article much like we did in Jim's class. It reviews a research study that focuses on early mobilization in ICU patients. Over the last few weeks, I have had more exposure working with ICU patients, many of which are on ventilators and trachs. In fact, today I evaluated a patient that was on a ventilator. He was pretty much unresponsive throughout the entire treatment session- only opening eyes briefly to verbal and tactile stimuli. The treatment focused on AAROM/PROM exercises to help maintain joint and skin integrity. When the patient is able to follow 1 step commands and keep eyes open, the treatments will progress to bed mobility, functional mobility and ADL training. The findings in this article help support why early mobilization is important in promoting recovering in ICU patients, specifically those patients on mechanical ventilation. Great article to support the importance of OTs and PTs working with patients in the ICU :)

http://www.aota.org/advocacy-policy/federal-reg-affairs/coding/g-code.aspx

This link on AOTA's website provides resources for G code functional date reporting. For example, one of the resources provides a list of selected assessment tools that are accepted by Medicare to report a patients current functional status.

http://cnhs.fiu.edu/ot/_assets/documents/2.3_Fieldwork%20Information/Information%20on%20Medicare%20Pymt%20Covg.pdf

This provides an outline of specific settings and Medicare's guidelines in terms of student supervision. For example, in a hospital setting, patients with straight Medicare are only to be treated by students when a supervisor is directly present. However, different rules apply for other insurances. For example, CareSource does not require supervisors to be directly present during a treatment session conducted by a student. For those of you interested in becoming a fieldwork educator, this is extremely important information to become familiar with and understand- you don't want services to be denied because the incorrect level of supervision was provided with your student!

http://www.aadep.org/documents/resources/Appendix_G__Modified_Borg_Dyspnea_S_E0BE89914046E.pdf

This is a great scale to use with cardiopulmonary patients. I refer to this scale frequently in my current setting in acute care, but it could also be used in a SNF or outpatient setting. I always ask patients to rate their level of difficulty with breathing at rest and with functional mobility/ADLs. This information is important to document and can also be used to show progress from day to day.

http://www.stroke-rehab.com/hand-exercises.html

This is a great website that provides functional ideas to improve fine motor skills/coordination in patients who have suffered a stroke. However, as an occupational therapist, it is important to grade the activity to provide the patient with the just right challenge!

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 educator. When taking on both the identity of a practitioner and educator, students are able to engage in more deeper personal and professional learning. Furthermore, this article proposes different principles that fieldwork educators can learn and apply throughout their time with a level I or level II student.

Plow, M., & Finlayson, M. (2011). Potential benefits of Nintendo Wii Fit among people with multiple sclerosis: a longitudinal pilot study. International journal of MS care, 13(1), 21-30.

This research study examined the potential of Nintendo Wii Fit to increase physical activity behavior and health among people with Multiple Sclerosis. Participants in the study consisted of 30 participants total; 23 female and 7 males. The participants were encouraged to participate in Wii Fit exercise games 3x/week initially. Participants were then encouraged to do Wii Fit 3-5x/week for 20-30 minutes per session. The main outcome measures included phone questionnaires, the Physical Activity and Disability Survey, the Short Form Health Status Survey, and the Modified Fatigue Impact Scale, the Self Efficacy Scale, and the TUG. Following 20 weeks of intervention, results demonstrated that there were not significant findings for fatigue and HRQOL. However, participants showed improvements when it came to the TUG, strength, balance, and body weight. Authors conclude that individuals with MS may be able to improve their fitness levels by using the Wii Fit and that future studies should incorporate behavior change strategies to promote long term use of the Wii Fit for physical activity

Blikman, L. J., Huisstede, B. M., Kooijmans, H., Stam, H. J., Bussmann, J. B., & van Meeteren, J. (2013). Effectiveness of energy conservation treatment in reducing fatigue in multiple sclerosis: a systematic review and meta-analysis. Archives of physical medicine and rehabilitation, 94(7), 1360-1376.

This systematic review was conducted to assess the effectiveness of energy conservation treatment for fatigue and whether it affects restrictions in participation and quality of life in persons with MS. Furthermore, the systematic review was conducted to identify gaps in existing literature. Six studies were included in this study (4 RCTs and 2 CCTs). Results provide evidence that energy conservation management can be more effective than no treatment in reducing the impact of fatigue in individuals with MS. In addition, energy conservation management can improve individuals' quality of life short term. None of the included studies reported long term results on energy conservation management. Authors concluded that more high-quality RCTs are needed to study the long-term effects on energy conservation management.

http://www.strokengine.ca/assess/arat/

This website provides insight into the Action Research Arm Test, also known as the ARAT, which is an evaluative measure to assess specific changes in limb function in someone who has suffered a stroke. This assessment is quick to administer with sound reliability and validity. I think this is a great assessment to use with stroke patients to show change overtime and help support why skilled services are needed, and hopefully, how the patient has progressed with OT services.

http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=84

This facts sheet provides insight into what it is like to have dementia and the best way to approach these individuals. In order for therapy to be successful in individuals with dementia, it is important to first understand their specific needs and how to effectively communicate with them.

http://www.mcknights.com/rehab-realities/therapists-can-co-treat-why-yes-they-can/article/237150/

This article emphasizes the importance of accurately documenting why a co-treatment was necessary. I have often times seen PT/OT work together with a patient that did not require both disciplines at the same time. It is important to be ethical when it comes to co-treatments and knowing which patients truly require two skilled therapists at one time. At the SNF, my CI always made sure that I documented why a co-treatment was necessary.

http://www.rehabmeasures.org/Lists/RehabMeasures/PrintView.aspx?ID=902

In my current rotation in acute care, we use the Modified Ashworth Scale on many of our stroke patients to measure upper extremity spasticity. This page summarizes the assessment and reports the validity and reliability.

https://spahp.creighton.edu/sites/spahp.creighton.edu/files/basic-page/file/OT%20Supervision%20and%20Medicare%20Requirements.pdf

This PDF file outlines student supervision requirements required by Medicare. I know that in both of my rotations, there have been different guidelines for Medicare Part A and Part B patients. This is especially important to know if you plan to become a fieldwork educator. For those insurances that require a direct line of sight supervision and if it was not documented accordingly, payment can be denied.

http://www.monterotherapyservices.com/clinical-information/more-is-not-always-better-pitfalls-rehab-ultra

For those of you interested in working in a skilled nursing facility, this post is a good read because it is something you will deal with on a daily basis- Medicare RUG levels. I have often heard many therapists who work SNFs feel that they don't have control over the therapy they are providing. However, it is important to advocate for your patients and speak up to the rehab manager to determine which RUG level is appropriate based on your initial evaluation. If your patients need an Ultra High level of service and is responding well to those amount of minutes, document it. But, if your patient is not appropriate for that many minutes, it is important to communicate and make adjustments. It is unethical to treat patients for a high level of minutes who are not appropriate and cannot tolerate that much therapy in one day.

http://otnotes.blogspot.com/2012/09/acute-care-tricks.html

For those of you interested in working in acute care, this blog post highlights important tricks and tips to be successful within this particular setting and meet the needs of your patients. After having a rotation in acute care, I think she has some great advice to ensure a successful relationship between you and your patients!

http://www.aota.org/-/media/Corporate/Files/Practice/Ethics/Advisory/professional-boundaries-adv.pdf

This AOTA document emphasizes the importance of professional boundaries to guide conduct and decision making in the clinical or educational setting and beyond. It outlines different scenarios and how practitioners reacted to the situation. This document serves as an important reminder to always act professionally and handle situations in an ethical manner!