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    Aota Fieldwork Feedback Form - Inpt Rehab

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    Aota Fieldwork Feedback Form - Inpt Rehab

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    api-435636207
    266 views8 pages

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    aota fieldwork feedback form - inpt rehab

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    266 views8 pages

    Aota Fieldwork Feedback Form - Inpt Rehab

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    api-435636207

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    Fieldwork Performance Evaluation For The Occupational Therapy Student we Gmith —— foccieg ine as frsy "waaay SONATURES, lorcity of Wah x abuse om MELT at - FIELDWORK SETTING: canton tell - nga hob geet opt ——_ : Salt Lake ci JW gu) Level 28 Teor raion orocnorPucewem 1@)s + ouror s()s « sev, = 2/24/14 NOISER OF PERSONS CONTRIBUTING TO THIS REROAT——— Deweger Laue Mor Of@iL ‘Scuaruneor reas i Ls Reavy Langille sot ores ‘SIGNATURE OF RATER #2 (F APPLICABLE) PRINT NANEICREDENTALS POSTION oc: has gteat COMMUNI Cation ckil\s- both verbal fd written, ac well as occupation based teeta That are patient coocittc. ess was able +o with nawdnack a variety of aiff arent BES, nd will be q qoeat entry-level practitioner. Fieldwork Performance Evaluation For The Occupational ‘Therapy Student ‘ris evaluation i a revision ofthe 1987 American Oouptional Therapy association, Inc. Fieldwork Evaluation Form for the Occupational ‘Therapist and was produced by a committee of the Commission on Education. PURPOSE @ ofthe Fieldwork Periormance Evaluation forthe ‘Student is to measure entry-level competence of py student. The evaluation is designed to diferen- it from the incompetent student and is not levels cove entry level competence. For further ‘competency refer fo the Standards of Practice ed to measure the performance ofthe occupa ‘and was not designed to measure the specific i nisolation. This evaluation reflects the 1296 Hor Occupational Therapy Education Standards dior Certication in Qocupaional Therapy, nc. ‘and challenges in relation to their pe therapist PERFORMANCE EVALUATION ation is intended to provide the student competence for entry-level prac+ galor shoud recognize that final evaluation scores will ‘compstence, ste ‘The Fieldwork Educator must contact the Academic Fieldwoxk CCoortnalor when: 1) a student exits unsastaciory behavior in @ ‘Substantial numberof tasks or 2) 2 students potential for achieving entry-level competence by the end of the afaton i in queston. DIRECTIONS FOR RATING STUDENT PERFORMANCE ‘There are 42 performance items. + Every ter must be scored, using the one to fou point rating scale (see belon) +The rating scales should be carefully studied prior to using this evaluation. Defntions ofthe scales are given at the top ofeach page. ‘Circle the number that coresponds to the description that best describes the studants performance. ‘The ratings fr the Ethics and Safety items must be scored at 3 or ‘above on the final evaluation forthe student to pass the fieldwork ‘experience, if the ratings are below 3, continue to complete the Freldwork Performance Evaluation to provide feedback to the student on hers perlomance. ‘+ Record midterm and final ratings onthe Performance Rating Summary, Sheet * Compare overall midterm and final score to the scale below, OVERALL MIDTERM SCORE ‘Satisfactory Performance Unsatisactoy Performance. OVERALL FINAL SCORE Pass 122 points and above No Pass 424 points and below RATING SCALE FOR STUDENT PERFORMANCE. 4— Exceeds Standards: Perormance i highly silled and seltniiated. ‘This ang is rarely given and would represent the top 5% ofall the students you hae supenised, ‘3 — Meets Standards: Perormarce Is consistent with entry-level practice. TR ag nkequety genet ite andi sto rato at 2—Needs improvement: Pomrance is progressing but sl needs Improvement rent eel practoe Tiss a realist rating of Perfomance at micterm, and some rings of 2 maybe reasonable at the fra, Unsaistactory: Periomance is below standards and requires pment for entry evel pracce. This raingis gh ere = ngis gen when there is RATING SCALE FOR STUDENT PERFORMANCE 4+~ Brews andar: Parone i hp sae wl a lo Tiga may given ant would represent the top 8% oa the students you have supervised, ‘3 —Meats Standards: Perirmanco fs consent wh, practice. Thay Itoquety ven at mtr ais evong hing at Needs Improvement: Puommaee Is progressing but tl needs {rovement ern pacoe. This realie ral of performance at midterm, and some rags of 2 may ba resanal at foal 1 Unsatsactory:Petrmance a blow standards an eqies inlent rey rcs. Tagen tn ea * concer abou performance PRACTICE: Imust be scored at a 43 or above on the final pass feldwork heres consistently tothe American "Association Code of Ethics (4) and sto's dues including wien relevant, those related to tions: Adheres consistently to salty oentialy hazardous situations and takes 4. BASIC TENETS: ‘Clay a cory seta he values and bets fhe ripatonal arepy pression to cans tas, siicant om. (1, coleaguas,sarica ronders, and the pute Collaborates with cen, aly, and sigiicant chers troughout the occupational therapy process. Mido 40), a Final 1 2 a 4 Comments on strengths and areas foFImprovement: * Midterm Good explaining what oT doesto patients/farnilies, our combinue Gplaining value ah oyantinae Sw yu ain, on eval fas necessary on OF does] Ahe value & oF j ‘RATING SCALE FOR STUDENT PERFORMANCE — Exceeds Standards: Peormance is hy sled an slated. ‘Tas retng i rarely ven ard would represent the lop 5% fal the students youhave sensed. 3 Meets Standards: Pertamance fs consistent with entry-level pace. “Tis ng nkequenty given at miter ai strong ag at fina. 2 Neds improvement: Pedornancs Is progressing but sil needs movement x ey eve pace. This a reali ratng of performance at mater, and some rags ol 2 may be easnable at te fa. 1 Unsatisfactory: Peformance is below standards andr. sega oho cst ag a 2 concer about pererance JON AND SCREENING: | lear end logical rationale for the evaluation ereening and assessment methods while ch facios as cients pris, contexts) theories, jens occupetional profile and perornance fp assessment methods. 15, Interprets valuation results to determine clans cccupatonal perfomance srenghs and changes. Miterm 4 ied Final fomeginm g Establishes an accurate and appropriate pian based on the ‘evaluation resuls, trough integrating muti factors such as clients prirtes, contexts), theories, and evidence-based practice ween 1 @) 3 4 min 1 OG Documents the results ofthe evaluation process that dermon- strates objective measurement of cients cccupatonal perform ance, cece eee, rat i Comments on strengths and arses fr Improvement

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