KUFt. Lauderdale MSOT Program OTH5853: Fieldwork Level I PartI (Adults)
SatisfactoryScore: A minimum of 7 out of 10 possible points
Week2 Log: Practice Analysis.(Before completing this log, review Chapter 2of your fieldwork course textbook about fieldwork learning objectives(Schultz-Krohn & Pendleton, 2002).
How would you describe the practice setting of your Level I site and the demographic characteristics of the clients receiving OT services there?
Thepractice setting of my Level I site is a skilled nursing facility.Furthermore, the population of clients receiving OT services at thesite ranges within the ages 40-102.
What are some areas of occupation and specific performance skills typically addressed in the clients’ OT intervention plans at this site, as well as some of the OT interventions used to address them?
Someareas of occupation include ADLs and PNF stretching. In particular,ADLs are used to determine the capability of clients to liveindependently. Activities of daily living include feeding, toileting,bathing, grooming, walking, and wearing clothes (Schultz-Krohn &Pendleton, 2002). Moreover, PNF stretching is used as a form offlexibility training that aids rehabilitation and enhances motorperformance. Additionally, range of motion (ROM) therapeuticactivities and exercises include seating, splinting, standing, andambulation (Schultz-Krohn & Pendleton, 2002). Besides, manualtherapy is provided as a form of OT intervention. In this regard,clients need to acquire vocational training and assistive technologyskills.
What do you think are some circumstances or conditions that facilitate the ability to include occupation-based interventions in OT clinical practice at this site?
Thereare several conditions that facilitate the ability to includeoccupation-based interventions at the site. For example, we receivebio-freeze and massage lotions to help in conducting manual therapy.Also, we are provided with all the pertinent supplies and equipmentto facilitate cooking activities.
What do you think are some circumstances or conditions that limit the ability to include occupation-based interventions in OT clinical practice at this site?
Granted,there are some conditions that hinder the ability to performoccupation-based interventions at the site. For instance, the gymshave little space that limits the range of physical therapeuticactivities at the facility. Furthermore, the site does not have asimulated room where OT practitioners can perform shower or bathtubtransfers. Besides, the simulated kitchen lacks a functional oven andadequate counter space. Consequently, such conditions hamper cookingactivities at the site.
In what way would judicious selection and introduction of new evaluation tools and related strategies seek to mitigate (reduce) the limitations you identified in your previous answer?
Notwithstanding,judicious selection and introduction of new evaluation tools wouldhelp to mitigate the identified limitations. The small gym space canbe utilized effectively by attending to fewer clients. In thisregard, appointments should be scheduled such that therapy sessionsoverlap (Chisholm, Dolhi, & Schreiber, 2004). A section at thefacility can also be designated to serve as a room for performingshower transfers. It would also help to avoid baking while makingoptimal use of the available kitchen space.
Provide an example of one OT evaluation tool not currently used at this site, and briefly explain the way it could be used to mitigate limitations to providing occupation-based interventions at this site.
Oneevaluation tool not currently used at the site is the AllenCognitive. The tool could be used to develop personalizedrecommendations for care. In this respect, an occupational therapistcan identify a client’s physical abilities, monitor observablechanges, and plan for treatment schedules (Schultz-Krohn &Pendleton, 2002). Consequently, the site would benefit from acquiringthe necessary materials to perform this evaluation.
Chisholm,D., Dolhi, C. D., & Schreiber, J. (2004). OccupationalTherapy Intervention Resource Manual: A Guide for Occupation-BasedPractice. (Chapter 5: Obstacles and Opportunities). CliftonPark, NY: Cengage Learning.
Schultz-Krohn,W. & Pendleton, H. M. (2002). Chapter 2: Learning objectives forthe fieldwork experience. In Slaydyk (Ed.) TheSuccessful Occupational Therapy Fieldwork Student. Thorofare,NJ: Slack Incorporated.