Fall 2016 _

Fall2016 _

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 &amp Pendleton, 2002).

  1. 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.

  1. 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 &ampPendleton, 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 &amp Pendleton, 2002). Besides, manualtherapy is provided as a form of OT intervention. In this regard,clients need to acquire vocational training and assistive technologyskills.

  1. 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.

  1. 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.

  1. 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, &amp 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.

  1. 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 &ampPendleton, 2002). Consequently, the site would benefit from acquiringthe necessary materials to perform this evaluation.


Chisholm,D., Dolhi, C. D., &amp Schreiber, J. (2004). OccupationalTherapy Intervention Resource Manual: A Guide for Occupation-BasedPractice. (Chapter 5: Obstacles and Opportunities). CliftonPark, NY: Cengage Learning.

Schultz-Krohn,W. &amp Pendleton, H. M. (2002). Chapter 2: Learning objectives forthe fieldwork experience. In Slaydyk (Ed.) TheSuccessful Occupational Therapy Fieldwork Student. Thorofare,NJ: Slack Incorporated.

Fall 2016 _

Fall 2016 _

KU Ft. Lauderdale MSOT Program OTH5853: Fieldwork Level I Part I (Adults)

Satisfactory Score: A minimum of 7out of 10 possible points

Week 1 Log: Orientation andSupervision.(Before completing this log, review Chapter 10 of yourfieldwork course textbook about supervision.)

  1. What are your expectations of supervision during this Level I fieldwork experience?

During thisfieldwork experience, I expect to learn several skills. For example,I am keen on learning how to conduct patient chart reviews. Besides,I expect to perform occupational therapy evaluations.

  1. In your estimation, what are the fundamentals that can contribute to a successful Level I fieldwork supervision experience for you?

Success in myfieldwork supervision experience depends upon several factors.Firstly, I will need to make notes of all information gatheredthroughout my internship. Furthermore, I must constantly reviewunfamiliar medical terminology. I realize that chart reviews containplenty of diagnosis information. Therefore, I will schedule time toread and memorize such details. Performing these activities will helpme to achieve success during my fieldwork.

  1. After meeting with your supervisor/ Fieldwork Educator, what did you notice about his or her teaching/communication style? How will you work to facilitate the meshing of his or her teaching/ leadership style with your learning style?

After meeting withmy clinical instructor, I learned that she has an active teachingstyle. In this regard, she focuses on practical application ratherthan theoretical lessons. Her excellent communication style wasevident as she explained the various treatment and evaluation tools.Moreover, I have an active learning style that will mesh well with myinstructor’s teaching approach.

  1. What do you think will be some of the factors that will work in your favor to contribute to a successful fieldwork experience at this site?

Notably, severalfactors will work in my favor to lead to a successful fieldworkexperience. For instance, I am very familiar with the documentationbeing used at this facility. In particular, the site uses RehabOptima, a point-of-service application that significantly improvesthe efficiency of occupational therapists. The software hasintegrated compliance features that ensure OT practitioners remainfocused on patient care (Crist &amp Scaffa, 2012). Consequently, Ican use customizable and secure tools to make therapy more effectiveand hence contribute to success in my fieldwork experience.

  1. What gaps or weaknesses of yours will you need to address in order to be successful at this fieldwork site, and how will you accomplish this?

Granted, I willneed to address some gaps and weaknesses to be successful at thefieldwork site. For example, I have to review comorbidities andinformation on past medical diagnosis. Besides, I need to memorizethe various abbreviations of medical terminology that are used duringevaluation and assessment.

  1. From doing a sample chart review for one of the OT clients, what have you learned about the caseload at this fieldwork site?

Conducting chart reviews has helped me to learn the significance ofconsidering past medical history. In many instances, clients manifestsymptoms that were captured in previous diagnosis (Costa, 2015). Therefore, it is vital to note any new observations that could beused as a basis for future treatments. In particular, follow-upsessions are required to assess the impact of prescribedinterventions (Crist &amp Scaffa, 2012).

  1. How will you prepare for the next seven full-day Level I experiences at this fieldwork site?

My preparations for the next seven days will include severalactivities. Firstly, I will review unfamiliar diagnosis from thepreceding time at the site. I will also memorize the abbreviations ofparticular medical terminologies.

Adaptedfrom: Barnes &amp Thornton (2002). Chapter 10: Supervision. InSlaydyk (Ed.) TheSuccessful Occupational Therapy Fieldwork Student. Thorofare,NJ: Slack Incorporated.


Costa, D. M. (2015). The essential guide to occupational therapyfieldwork education: Resources for today`s educators andpractitioners. Bethesda, MD: American Occupational TherapyAssociation.

Crist, P. A. &amp Scaffa, M. E. (2012). Best practices inoccupational therapy education. New York, NY: Routledge, Taylor &ampFrancis Group.