Department of Occupational Science and Occupational Therapy C r e a t i n g L e a d e r s i n O T Fieldwork 3 Pre-Placement Recording.

Depart

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and O

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onal Thera

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C r e a t i n g L e a d e r s i n O T

Fieldwork 3 Pre-Placement Recording

Department of Occupational Science and Occupational Therapy

Fieldwork Faculty / Staff

Donna Barker Director of Clinical Education [email protected] 416-946-8782

Nella Rupp Administrative Assistant [email protected] 416-978-8234

Sessional Fieldwork Instructors

Department of Occupational Science and Occupational Therapy

Information found on Web

http://www.ot.utoronto.ca/community/fieldwork_supervision/index.asp “Clinical Community” section under “Fieldwork”

Overview of the Fieldwork Program at U of T (38 min.) Overview of the MSc.OT Program at the University of Toronto

Departmental vision Teaching/ learning methods

Overview of the MSc.OT Fieldwork Program Fieldwork Organization/Philosophy/Objectives Stages of Professional Competency Development Competency-Based Fieldwork Evaluation

Opportunities to get involved with the University of Toronto Status and Adjunct appointments

Department of Occupational Science and Occupational Therapy

Objectives for This Webcast

Information specifically related to Fieldwork 3 Objectives, Student Level, Expectations Learning Objectives / Projects/ Presentation Important Forms

Department of Occupational Science and Occupational Therapy

Fieldwork 3 Placements Dates

Fieldwork III: mid April to early June Seven weeks (part-time placement) 4 days / week or 30 hours / week 1 day / week will be protected for research Research day should be a negotiation between preceptor and

student

Department of Occupational Science and Occupational Therapy

Fieldwork Placements

Refer to Fieldwork Resource Manual for Philosophy of fieldwork and professional standards Health policies Contracts and insurance Requirements and selection process Pre-placement communication Objectives Evaluation Process

http://www.ot.utoronto.ca/cs/fieldwork/fieldwork_manual/index.asp

Department of Occupational Science and Occupational Therapy

FIELDWORK IIIOCT1282Y

General Objective:

Gain independence in administering & interpreting assessments, treatment planning, programming & evaluation

Specific Objectives: For each CBFE-OT Competency – please refer to

Course Outlinehttp://www.ot.utoronto.ca/community/fieldwork_supervision/documents/Fieldwork_3_outline.pdf

Department of Occupational Science and Occupational Therapy

Stages of Professional Competency Development

Entry-Level Student

Knowledge Application

Consolidation

Transition

Entry-Level Clinician

Stage 1

Stage 2

Stage 3

Source: Competency Based Fieldwork Evaluation for Occupational TherapistsBossers, Miller, Polatajko, Hartley, 2002

Department of Occupational Science and Occupational Therapy

Stage / Level 2 – Transition: “coaching”

Primary emphasis is: Practice and experience in clinical problem-solving, assessment, and intervention Students should begin to share and assume responsibility for all components of client

centred practice, such as referral analysis and assessment Planning and implementation of intervention programs Discharge planning and follow-up

Style of supervision: Collaborative

Students should be encouraged to try to develop their own ideas/insights and should be able to engage in discussion of several solutions to occupational performance problems and viable courses of action

Primary role of Educator / Preceptor: Coach

Department of Occupational Science and Occupational Therapy

Providing Feedback to Level 2 Fieldwork Students Promote student self-reflection Prompt with appropriate questions Engage in discussion of several solutions to occupational

performance problems and encourage student to begin to make decisions about the most viable course of action

Bossers (2009)

Department of Occupational Science and Occupational Therapy

Stage / Level 3 - Consolidation “mentoring”

Primary emphasis on: final preparation of student to assume the role of competent, entry-level

occupational therapist Students should be encouraged to assume as much independence as

possible in professional reasoning & in linking academic theory with practice

Students may require some guidance but should take responsibility for client centred practice components:

referral analysis & assessment planning & Implementation of intervention programs discharge planning & follow-up

Style of Supervision: Consultative

Primary role of educator / preceptor: Mentor

Department of Occupational Science and Occupational Therapy

Providing Feedback to Level 3 Fieldwork Students

Student self-reflection should be self-initiated Encourage student to identify and pursue professional learning

needs Work “collegially” with the student

Bossers (2009)

Department of Occupational Science and Occupational Therapy

Stage 1 Stage 2 Stage 3

Student Performance

Knowledge Application

Transition - Reflection on Action

Consolidation – Reflection in Action

Educator Supervision Style

Direct Teaching Evaluation Feedback

Coaching Consulting Mentoring

Scoring Scores 1-3

1 = low S1

2 = rudimentary S1

3 = mastery of S1 / transition to S2

Scores 3-6

3 = transition to S2

4 = rudimentary S2

5 = intermediate S2

6 = mastery of S2 / transition to S3

Scores 6-8

6 = transition to S3

7 = rudimentary S3

8 = mastery of S3 / ready to enter clinical practice

Stages of Competency Stages of Competency DevelopmentDevelopmentSource: Competency Based Fieldwork Evaluation for

Occupational TherapistsBossers, Miller, Polatajko, Hartley, 2002

Department of Occupational Science and Occupational Therapy

Learning Objectives

Negotiated between student and preceptor

Learning objectives should be developed during the first week of placement

There should not be a learning objective for each competency. 3-4 objectives overall is adequate

There cannot be more than one objective for each competency

Objectives can be completed on CBFE-OT or on a separate sheet

Objectives should be SMARTER

Department of Occupational Science and Occupational Therapy

IPE Requirements

IPE Information in the Fieldwork Manual http://www.ot.utoronto.ca/cs/fieldwork/fieldwork_manual/ipe_index.

asp Students are required to complete 1 structured IPE placement or three

flexible IPE activities.

Structured IPE: (must meet Centre for IPE criteria) Flexible IPE Activities:

Activity 1 – Participation in a team educational session Activity 2 – Interview and shadow 2 team members Activity 2 – Participation in team meetings

Reflection papers are reviewed by the preceptor , signed, and then submitted through the Mentorship website. Submission of the paper is the responsibility of the student.

Department of Occupational Science and Occupational Therapy

Student Presentation / Project

Every student is required to complete a student presentation / project during Fieldwork 3.

The topic of the presentation or project should be negotiated between the preceptor and the student

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Process for Student Issue

Department of Occupational Science and Occupational Therapy

Preceptor notices a

minor student problem(Inappropriate, skills, punctuality …)

Preceptor discusses concernwith student and

together develop strategiesand opportunity for reassessment

Behaviour/concernimproves

Behaviour/concerndoes not improve

Discuss with site FW CoordinatorPreceptor, site FW Coordinator and student strategiseInform Academic (U of T) FW Coordinator of troubles

Reassess progress

Improvement noticedContinue and monitor

No improvement

Call U of T FW Coord.ASAP – by midterm

Document

Document

Monitor

Department of Occupational Science and Occupational Therapy

Student Evaluations- CBFE-OT

Please contact university Fieldwork Coordinator as soon as you have any concerns regarding a student passing the placement.

Expectation- U of T Fieldwork Coordinator and student will be notified at or prior to midterm if there is a concern that student may not pass the fieldwork placement.

U of T Fieldwork Coordinator will conduct a site visit to speak with preceptor and student. Learning objectives and CBFE-OT scores and

comments will be reviewed to assist in generating strategies to improve student performance.

Department of Occupational Science and Occupational Therapy

Absences

All absences should be approved prior to the absence by the University Fieldwork Coordinator, with the exception of illness related absences

Students may be requesting additional hours to make up time for absences related to previous religious holidays, illness, conferences or extenuating personal circumstances. Providing these extra hours are at your discretion.

Please ensure that you record all absences and additional hours on the front page of the CBFE-OT.

Department of Occupational Science and Occupational Therapy

Completion of placement

The following information is to be returned to U of T within two weeks of the end of placement:

Completed CBFE-OT (including signatures) Learning objectives Student Report on Fieldwork (including

signatures)

These forms should be in a sealed envelope with the preceptor’s signature across the seal and can be hand delivered by the student or mailed in by the site.

Student will not receive a grade for fieldwork until hard copy of CBFE-OT returned to the university including all necessary signatures on CBFE-OT form.

Department of Occupational Science and Occupational Therapy

Thank-you!!

“Education is for improving the lives of others and for leaving your community and world better than you found it.”

- Marian Wright Edelman

“Education is not the filling of a pail, but the lighting of a fire.”

- William Butler Yeats