CLINICAL WORKBOOK

FOR STUDENTS OF

DIPLOMA IN OCCUPATIONAL THERAPY

COURSE: Clinical Practice (Medical-Neurological)

Course Code: OCP310

Student Name

Student ID

Supervisor Name

Supervisor Name 2
(If applicable)

Address of Hospital

*All section must be filled.

*Use of correction pen/liquid is prohibited in this document; If amendment on mark is
required, ONLY cross (x) the inaccurate mark and initial next to the new one.

Office use only Received by

Method of delivery:
Name :
by hand
Date :
by post Signature :
Other: ______________

Page 1 of 43
Contents
Course description................................................................................................................................2
Course outcome....................................................................................................................................2
University requirement for student......................................................................................................3
Course assessment..............................................................................................................................3
Student Clinical Practice Schedule....................................................................................................4
Guideline for Clinical Supervisor.........................................................................................................4
Datelines................................................................................................................................................4
Guideline for Clinical Practice (Medical-Neurological).....................................................................4
Appendix 1.........................................................................................................................................7
Appendix 2.........................................................................................................................................9
Grading Descriptors..........................................................................................................................9
Appendix 3: Professional Competency (Half-Way Evaluation).................................................10
Appendix 4 : Clinical conduct (Half – Way Evaluation)..............................................................17
Appendix 5: Clinical Compentency Marking Scheme (Half – Way Evaluation)......................18
Appendix 6: Professional Competency (FINAL EVALUATION)...............................................21
Appendix 7 : Clinical conduct (FINAL EVALUATION)...............................................................28
Appendix 8: Clinical Compentency Marking Scheme (FINAL EVALUATION).......................29
Appendix 9: Case Presentation Marking Scheme......................................................................32
Appendix 10: Case Study Marking Scheme................................................................................33
Appendix 11a: Example of case study.........................................................................................34
Appendix 11b: Example of MOHO application to case study...................................................36
Appendix 12: Supervisor feedback on Overall Student’s Performance...................................41
Appendix 13: FINAL MARKS (FOR UiTM lecturer/Clinical Instructor ONLY).........................42

Page 2 of 43
Prerequisite:

Student must pass the following courses:

Medical And Neurological Conditions(OCP251)

Occupational Therapy Assessment in Medical And Neurological Conditions(OCP252)

Occupational Therapy Intervention in Medical And Neurological Conditions (OCP302)

Course description
Name: Clinical Practice (Medical-Neurological)
Code: OCP310

Supervised field experience is an integral part of the Occupational therapy education program. The
professional and statutory requirements and the standards of World Federation of occupational Therapy
(WFOT) for fieldwork education are a minimum of 1000 hours of supervised field experience. For this
clinical education, the student is requiring to complete 8 weeks clinical experience (8hours per day, 5
days a week, equal to 320 hours) of supervised clinical experience. Supervision of students can be
done by therapist with no less than one year of experience in direct service to patient. The student
education program and professional growth shall be the responsibility of lecture or more senior therapist.

During this placement, the student has to complete the area of Medical And Neurological conditions.
The major tasks includes; assessment, treatment plan, implementation and re-evaluation of related cases
in this clinical areas.

The student’s responsibility and autonomy at this stage will be increasing in terms of implementing and
evaluating the Occupational therapy intervention. However, minimum supervision is needed and it will be
carried out by appointed clinical supervisor or UiTM lecturer.

The aims of the clinical education is to provide students with the opportunity to consolidate their skills in
various Occupational therapy field and develop skills necessary for safe and effective delivery of
Occupational Therapy services. And develop a strong sense of individual and cooperate professional
identity.

The student is also required to participate actively in the departmental activity i.e. managerial tasks, wards
rounds, case presentation, group discussion etc. The student can be given small project or tasks to do
provided they are given extra time to do these project / tasks. However, the primary emphasis of the
clinical experience is to consolidate their clinical skills.

Course outcome
1. Make the transition from the role of UiTM student to a participating member of the health care team
and communicate effectively with clients, staff and relevant others.
2. Carry out occupational therapy intervention program (assessment, approaches, treatment modalities,
implement treatment plan etc) with minimum supervision and also include grading and adaptation of
treatment method.
3. Generate and maintain appropriate client record and report.
4. Demonstrate a professional attitude consistence with the Malaysian Association of Occupational
Therapy (MOTA) Code of Ethics.
5. Demonstrate a sense of professionalism by recognizing that values and belief of client and staff may
be different from students’ own and refraining from imposing own values and belief on others.

Page 3 of 43
University requirement for student
1) Student is required to conduct clinical work with maximum of
a. 160hours (4 weeks) in in-patient Medical-Neuro area/case
b. 160hours (4 weeks) in out-patient Medical-Neuro area/case
2) UiTM student is abide by UiTM academic rules (2009), Malaysia Laws. MOTA code of ethics.
3) Student must submit complete documents required as stated in workbook, adhere to the specified
submission date, unless written permission given by Head of Occupational Therapy department,
UiTM.
4) Student is expected to write feedback of clinical placement (appendix 12)

Course assessment
Student will be assessed based on components in table below, however, student must understand:

1. It is compulsory to pass in ALL the components below with minimum of 50% marks for each.

2. Failing any of the components will result in the respective student being awarded with a FAIL status.

3. Students who fail any of these components will require to redo the whole clinical practice.

4. Students are required to submit their case study within TWO (2) WEEKS after completion of their
CLINICAL COMPETENCY. Those students who fail to comply with this requirement without prior valid
reason will be awarded with grade C if passing all the required components.

5. ALL Assessment used for the case study MUST be ENDORSED by the clinical preceptors.

COMPONENTS % PASSING RESPONSIBILITY

NO MARKS OF:
To gain passing grade for OCP310, student must obtain at least 50% for all components.
1 Professional Competency 20 50% Clinical Supervisor
2 Clinical Competency 35 50%
Ui TM Lecturer & Clinical supervisor
(viva)
3 Case study (1) 25 50% UiTM Lecturer
4 Case presentation (1) 10 50%
Clinical supervisor
(Approximately 20-30
minutes)

5 Clinical conduct 10 50% Clinical supervisor

TOTAL 100 %
Table 1: Course assessment

Page 4 of 43
Student Clinical Practice Schedule

Task/Week 1 2 3 4 5 6 7 8
Professional Half way Final Final
Skills evaluation evaluation
evaluation

Clinical Half way Final Final

conduct evaluation evaluation
evaluation

Case Study Select at Case Final Final

least 3 study re- evaluation
evaluation
cases evaluate
Case Case presentation Final
presentation evaluation
Clinical Half way Visit by UiTM
compentency evaluation Lecturer/Clinical
Instructor
Table 2: Clinical Practice Schedule

Guideline for Clinical Supervisor

 Introduce student(s) to members of occupational therapy unit/department
 Explain rules and regulation of the unit, and hospital that is relevant to student
 Explain expectation of the occupational therapy unit toward student
 Read all information in workbook, any queries in regards to its content must be forwarded to Head of
Department, Occupational Therapy, UiTM (03-32584308)

Datelines
Task Due To / By Whom
Case study On the 14th day from final day of Visiting lecturer/Clinical Instructor
placement for the respective
course.
Clinical competency-grade Within week 7 to 8. Date to be Visiting lecturer/Clinical Instructor
confirmed by visiting
lecturer/Clinical Instructor via
phone call.
Table 3: Datelines

Example for case report submission:

Last day of placement is on 6th August, so the 7th August will be one day after placement, day 14 th will be
on 20th August. The report and this workbook must arrive at UiTM before or at 20 th August 2015.

Guideline for Clinical Practice (Medical-Neuro)

Clinical Competency: Refer to student ability to conduct general skills for the specified area during
evaluation and intervention on client. Students are expected to provide clinical reasoning in all chosen
assessment, intervention and decision making.

Clinical Conduct: Concern with discipline, morale, integrity and ability to establish professional
relationship with patient/client, supervisor, superior, and co-worker.

Page 5 of 43
Professional skills: Refer to critical professional behavior encompasses of communication and
organization, professional documentation, evaluation, planning, treatment implementation, modification-
reevaluation, health-safety, and future plan-transition.

Case study: Is a comprehensive investigation of a case that a student should illustrate based on selected
occupational therapy framework with adherence to Occupational Therapy process (cited from renowned
resource for the selected framework and process). Student is required to produce a 3000 words essay.
Time spent for the patient should not deduct hours and obligation on other patients and duty.

Attendance
Student must complete 320hours of clinical practice. Student must produce evidence, such as attendance
card (if supply by department) or use the attached form (See appendix 1). The card or form must be
endorsed (stamp and initial) by the clinical supervisor. In case of written mistake, it should be cross and
initial by supervisor next to the amended. Any form of correction pen/liquid is prohibited.
In case of emergency or sickness student must contact the supervisor immediately on the same day. Any
absenteeism should be supported with an official document such as medical certificate or letter of reason.

Half-way evaluation
Purpose of half way evaluation is to ensure student was given ample notification and chance to change.
The evaluation refer to grading student performance, in the following components; professional skills,
clinical conduct, and clinical competency. It is advisable, for a clinical supervisor to feedback student
performance by using grade or mark (refer to appendix 2, 3, and 4) can be given but SHOULD NOT be
used for final evaluation. Clinical supervisor is advice to suggest to student(s) strategy, modification or
technique that can be used by student to enhance their learning experience.

Page 6 of 43
Appendix 1:Attendance form

This form should not be detached from this book, correction liquid is prohibited.

Date Time In Signature and Time out Signature and

stamp stamp
WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

Continue next page;

Page 7 of 43
WEEK 8

Signature and Stamp by clinical supervisor can be gather on weekly basis, unless request otherwise by
clinical supervisor.

Student Name: ________________________________ Signature: __________________________

Date: _________________

Supervisor Name: ______________________________ Signature: __________________________

Date: _________________

Official Stamp: ____________________________

Page 8 of 43
Appendix 2:Grading Descriptors

The grading criteria below are ONLY applicable for clinical competency (viva), and case
presentation.

KEYS MEANING / MARKS INTEPRETATIONS

Inadequate / Lacking in necessary skill / knowledge / attitude, unresponsive,

Unacceptable irresponsible, giving wrong response or treatment, endanger client, unable
I =
to participate in the professional environment despite maximum guidance
(1 mark) and has own mind.
Moderate /
Unsatisfactory Inconsistent, erratic performance, requires consistence instruction,
M =
supervision and correction. Need maximum support and encouragement.
(2 marks)
Average level of performance, however did not go beyond expected level of
A = Average (3 marks)
performance. Need minimum support and encouragement.

Good Generally competent, confidence and good at all aspect of Occupational

G = Process. Seldom requires instruction, supervision, supports, encouragement
(4 marks) and correction.
Excellent level of expected performance. Shows great interest. Competently
and confidently managing complex situations. Has an excellent grasp of the
Excellent emphasis of the placement; being able to relate theoretical construct to the
E =
(5 marks) fieldwork setting, with ease. Has surpassed the learning outcomes for the
course. Personal insights reflect depth and confidence of understanding of
issues arising within the fieldwork setting.
Table 4: Grading criteria IMAGE

Appendix 3: Professional Competency (Half-Way Evaluation)

Page 9 of 43
1. COMMUNICATION AND ORGANISATION
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Establishes rapport with patients and others. 6
 Demonstrate good listening skills.
 Communicates effectively
 Respond spontaneously
 Demonstrate effective interpersonal relationship
 Show respect during communication.
 Able to teach / demonstrate in a clear manner.
2. Maintains professional relationship with staff and other team 3
members.
 Able to become a member of the team, giving and
receiving information mutually.
 Communicates formally and informally as appropriate.
 Discuss patient management with other therapists and
other team members
3. Coordinates patient’s schedules 1
 Collaborates with others regularly.
4. Asks supervisor(s) relevant questions pertaining to patient 3
care.
 At appropriate time
 appropriate questions
 use medical terminology
5. Expresses actions and intentions clearly to patients and 3
staff.
 Communicates in a manner that patient can
understand.
 Inform supervisor and patient of the treatment program.
 Clarity in verbal reporting
4
6. Participates with interest in discussions, staff meetings and
conferences.
 Demonstrates interest
 Participates actively
 Provide verbal reports accurately
 Demonstrates assertiveness
2
7. Demonstrate initiative and dedication in routine jobs/duties
willingly.
 Demonstrates awareness of the need to contribute
 Demonstrate willingness to be involved.
2
8. Accepts responsibility
 Able to initiate requests for responsibility appropriates
to student level.
 Able to fulfill responsibility and commitment in patient
care or other duties
3
9. Demonstrates organizational ability.
 Displays ability to organize preparations for patient’s
treatment
 Able to structure patient’s therapy schedule
Page 10 of 43
  Display ability to plan ahead to incorporate necessary
commitment to fulfill goals and objectives.
2
10. Fulfills all administrative duties as required.
 Display understanding of the importance of
administrative duties.
 Understand the general departmental operational
policies and procedures of the centre.
4
11. Manages time effectively.
 Demonstrate an ability to achieve treatment goals
within the time identified
 Utilizes spare time effectively.
 Able to meet work commitments within the allocated
time.
 Displays initiative in organizing own on-going education
and professional growth.
TOTAL COMMUNICATION & ORGANIZATION 33

2.0 DOCUMENTATION
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Documents management plans for patient 3
 Able to locate and return patient files appropriately.
 Aware of the centre’s documentation policy
 Able to identify relevant data from files appropriate to
occupational therapy.
2. Uses SOAP / IER format in progress note 2
 Able to use the format correctly
 Use the format consistently
3. Provides appropriate written reports 3
 Write concise and accurate reports when requested.
 Ability to report all facts relevant to the patient in
progress note
 Complete patient record on time
4. Respects confidentiality of information 3
 Handled documents appropriately.
 Respect privacy of patients.
 Store document in safe location(shelf/cupboard)
TOTAL DOCUMENTATION 10

Page 11 of 43
3.0 EVALUATION

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Obtains relevant and accurate patient’s information 4
 Able to extract relevant data from patient files.
 Able to obtain patient information from other staff
involved in patient’s care.
 Communicates with family and other relevant support
systems.
 Clarifies and ensure accuracy of information given by
patient.
2. Conducts a patient interview and documents relevant data. 6
 Prepares appropriate questions prior to interview.
 Structures the interview sequence.
 Demonstrate feeling of empathy during interview.
 Probes for information when necessary.
 Write information accurately and concisely.
 Verify with supervisor before documenting.
3. Selects most appropriate assessment procedures 4
 Aware of the various assessment tools, its validity and
reliability.
 With assistance, select the most suitable assessment.
 Use assessment with correct procedure.
 Identify further assessment areas.
4. With supervision, administers assessment procedures 4
correctly.
 Discuss with supervisor prior to assessment
 Plan and organize assessment material or equipment.
 Demonstrate competence in administering assessment
procedure.
 Able to summarize result of assessment
TOTAL 18

4.0 PLANNING
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Identifies patient’s problems and assets correctly. 4
 Demonstrates competent observational skills in
identifying patient’s problem / asset
 Identify and discuss occupational dysfunction
 Priorities problem / asset list
 Demonstrate an understanding of possible causes and
outcomes.
2. Able to formulate appropriate long term and short term 5
intervention goals for individuals or groups.
 Consider patient needs
 Able to involve client in goals setting
Page 12 of 43
  Consider patient’s previous level of functioning
 Identify achievable goals for each treatment session.
 Plan and prioritize appropriate interventions, based on
the assessment outcome.
3. Plan and implement treatment strategies with supervision 4
appropriate for individuals and groups.
 Demonstrates ability to select suitable treatment
strategies in relation to identified problems and asset.
 Plan sequence of activities within the treatment
session.
 Justify rationale for selecting methods of treatment
 Plan treatment based on Evidence Based Practice
(EBP)
4. Prepare treatment equipment / materials 3
 Demonstrate familiarity with equipment available
 Select appropriate items.
 Select appropriate treatment environment
TOTAL: PLANNING 16

5.0 TREATMENT IMPLEMENTATION

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Uses treatment principles/techniques correctly
 Familiarize self with treatment methods prior to patient
involvement. 3
 Demonstrate ability to apply principles / techniques
according to plan to achieve desired results
 Analyze and evaluate therapeutic application of the
activities
2. Observes necessary precautions in the care of patients. 3
 Ensure safety in treatment area and use of equipment
 Intervene at the signs of fatigue / frustration / distress.
 Ensure proper storage of equipment that may cause
harm.
3. Concludes treatment sessions 3
 Close each session appropriately
 Prepare patient for future treatment change
 Prepare patient for termination of treatment
4. Re-evaluates patient’s status 2
 Grade treatment according to patient’s progress
 Make changes ( when necessary after discussing with
supervisor) according to patient’s status

TOTAL :TREATMENT IMPLEMENTATION 11

Page 13 of 43
6.0 MODIFICATIONS AND RE-EVALUATION
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Effectiveness of the treatment 4
 Able to identify the effectiveness of treatment received
by the patients
 Able to rationalize treatment failures
 Able to modify goals based on patient performance.
 Good clinical reasoning for new intervention.

TOTAL: MODIFICATION AND 4

RE-EVALUATION

7.0 HEALTH AND SAFETY

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Demonstrates awareness of the departmental/ hospital 1
health and safety policies and procedures.

2. Ensures safe environment during evaluation and treatment 1

implementation.
3. Follows universal precautions of infection control 1
procedures.
TOTAL :HEALTH AND SAFETY 3

Page 14 of 43
8.0 FUTURE PLAN & TRANSITION
RATING
CHARACTERISTICS EVALUATED MAX. MARK COMMENT
MARKS
1. Able to identify the need for future plan (any one of the 1
following)
 Living Skills
 Work / school
 Leisure / play
2. Educate patients / carers 3
 Able to identify the need for psycho- education /Able to
give good reasoning if identify not required.
 Plan and implement the psycho- education session
 Evaluate effectiveness of session
3. To discuss the transition program with the clinical supervisor 1
 From department to home, community, school, work
place
TOTAL: FUTURE PLAN & TRANSITION 5

Page 15 of 43
 Total Marks for Professional Competency

CLINICAL SUPERVISOR

No Sub Components Full Marks Student Marks

1 Communication and Organization 33

2 Professional Documentation 10

3 Evaluation (Signed by the clinical supervisor) 18

4 Planning (Signed by the clinical supervisor) 16

5 Implementations 11

6 Modification and reevaluation 4

7 Health & Safety 3

8 Future Plan & Transitions 5

TOTAL 100

Supervisor Name: _________________________ Supervisor Signature: ______________________

Official Stamp: Date: ________________________

UiTM LECTURER

No Sub Components Full Marks % Marks obtained *

(Weightage)

1 Communication and Organization 33 10

2 Professional Documentation 10 5

3 Evaluation (Signed by the clinical supervisor) 18 20

4 Planning (Signed by the clinical supervisor) 16 10

5 Implementations 11 25

6 Modification and reevaluation 4 10

7 Health & Safety 3 5

8 Future Plan & Transitions 5 15

TOTAL MARKS FOR PROFESSIONALS SKILLS = 100

Student Total Marks: /100

Page 16 of 43
Appendix 4 : Clinical conduct (Half – Way Evaluation)

Use of correction pen/liquid is prohibited in this document; If amendment on mark is required, ONLY
cross (x) the inaccurate mark and initial next to the new one.

Characteristic Evaluated Max Marks Weightage Marks

achieved
Appearance (Marks : 0, 1)

Maintains cleanliness and neatness 1 30%

Wear complete uniform / appropriate clothing 1
Does not wear/carry provocative dressing or 2
sign or label.
TOTAL 4

Discipline (Marks :0,1,2) 30%

Punctuality (refer to attendance form/card) 1
Demonstrate the ability to use time effectively 1
Follow organizational procedures 1
Obey to instruction given in regards to clinical 2
work
Respect authority 1
Accountable to task given 1
TOTAL 7

Attitude (Marks : 0, 1, 2) 40%

Responsibility
Follow standard of practice in the clinical 1
setting
Understand the importance of clients 1
confidentiality
Assertiveness
Leadership qualities 2
Able to accept constructive criticism 1
Group dynamics
Demonstrate ability to function with other 2
members of the health team
Initiatives
Able to create own learning environment as 2
an when the need arise
Able to search for information when needed. 2
TOTAL 11

Supervisor Name : ___________________________

Supervisor signature : ___________________________

Official Stamp : ____________________________ Date :_____________________

Page 17 of 43
Appendix 5: Clinical Compentency Marking Scheme (Half – Way Evaluation)

Use of correction pen/liquid is prohibited in this document; If amendment on mark is required,

ONLY cross (x) the inaccurate mark and initial next to the new one.

NAME : _________________________ ID : ______________________

Please refer to next page for descriptors of each score (0-5).

1. Observation and Assessment

Target Skills 0 1 2 3 4 5
a) Ability to observe client's skills &        
weaknesses.        
b) Ability to administer in correct use of            
formal & informal assessments in a
           
supportive, professional manner.
           
c) Ability to provide clients & 'carers' with        
feedback about assessment findings.
       
       
e) Ability to critical analysis of assessment &            
available information.
           
Total /20
2. Planning Intervention
Target Skills 0 1 2 3 4 5
a) Ability to use correct approaches            
b) Ability to formulate appropriate long &            
short term intervention goals for individuals.
           
           
c) Ability to select & produce appropriate            
materials.
           
d) Ability to modify goals according to client's            
performance.
           
e) Ability to justify the treatment goals.            
           
Total / 25
3. Delivery of Intervention
Target Skills 0 1 2 3 4 5
a) Ability to build a rapport with            
clients/carers.            
b) Ability to explain interventions and their            
rationale.
           
c) Ability to carry out planned activities.            
           
d) Ability to modify tasks in response to        
client needs.        
3. Delivery of Intervention

Page 18 of 43
 Target Skills 0 1 2 3 4 5
e ) Ability to use proper positioning and            
safety precautions
           
f) Ability to conduct the treatment            
intervention
           
Total /30
4. Professional communication
Target Skills 0 1 2 3 4 5
Please enter marks from each section and calculate the
a) Ability
final mark (not atorange)
ask flow questions and            
systematic
           
b) ) Abilityand
1. Observation to use appropriate medical
Assessment              
terminology
           
2. Planning Therapy  
c) Ability to listen patient problems & their            
felt needs
3. Delivery of Therapy              
d) Ability to communicate with        
4. Professional Communication Skills
professionalism  
       
Total marks ( / to verbal clarity & appropriate
e) Ability            
adaptation of verbal language /100
           
           
Total /25

Marking framework for clinical competency:

Parameters for marking core area skills and            
assessed components:
0 1 2 3 4 5
           
Frequency/presence Absent Rarely Occassional Sometimes Most of the All the time
and No present and y present but present time present pesent and
evidence inconsistent. inconsistent. and most and most of consistent
  in Limited Limited of the time the time throughout the
  reasoning. evidence in evidence consistent. consistent. application.
reasoning. applied. Use of
  evidence.
 
Quality/depth Not Extremely Limited Competent Well Competencies
competent limited in competent skill use developed developed to
at all. competency skill competencie an excellent.
  . s skill of use

Lecturer/Clinical Instructor Name : ___________________________

Page 19 of 43
Lecturer/Clinical Instructor signature : ___________________________

Therapist Name : ___________________________

Therapist signature : ___________________________

Date : ___________________________

Page 20 of 43
Appendix 6: Professional Competency (FINAL EVALUATION)

1. COMMUNICATION AND ORGANISATION

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Establishes rapport with patients and others. 6
 Demonstrate good listening skills.
 Communicates effectively
 Respond spontaneously
 Demonstrate effective interpersonal relationship
 Show respect during communication.
 Able to teach / demonstrate in a clear manner.
2. Maintains professional relationship with staff and other 3
team members.
 Able to become a member of the team, giving and
receiving information mutually.
 Communicates formally and informally as appropriate.
 Discuss patient management with other therapists and
other team members
3. Coordinates patient’s schedules 1
 Collaborates with others regularly.
4. Asks supervisor(s) relevant questions pertaining to patient 3
care.
 At appropriate time
 appropriate questions
 use medical terminology
5. Expresses actions and intentions clearly to patients and 3
staff.
 Communicates in a manner that patient can
understand.
 Inform supervisor and patient of the treatment program.
 Clarity in verbal reporting
4
6. Participates with interest in discussions, staff meetings and
conferences.
 Demonstrates interest
 Participates actively
 Provide verbal reports accurately
 Demonstrates assertiveness
2
7. Demonstrate initiative and dedication in routine jobs/duties
willingly.
 Demonstrates awareness of the need to contribute
 Demonstrate willingness to be involved.
2
8. Accepts responsibility
 Able to initiate requests for responsibility appropriates
to student level.
 Able to fulfill responsibility and commitment in patient
care or other duties
3
9. Demonstrates organizational ability.
 Displays ability to organize preparations for patient’s
Page 21 of 43
 treatment
 Able to structure patient’s therapy schedule
 Display ability to plan ahead to incorporate necessary
commitment to fulfill goals and objectives.
2
12. Fulfills all administrative duties as required.
 Display understanding of the importance of
administrative duties.
 Understand the general departmental operational
policies and procedures of the centre.
4
13. Manages time effectively.
 Demonstrate an ability to achieve treatment goals
within the time identified
 Utilizes spare time effectively.
 Able to meet work commitments within the allocated
time.
 Displays initiative in organizing own on-going education
and professional growth.
TOTAL COMMUNICATION & ORGANIZATION 33

3.0 DOCUMENTATION
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
4. Documents management plans for patient 3
 Able to locate and return patient files appropriately.
 Aware of the centre’s documentation policy
 Able to identify relevant data from files appropriate to
occupational therapy.
5. Uses SOAP / IER format in progress note 2
 Able to use the format correctly
 Use the format consistently
6. Provides appropriate written reports 3
 Write concise and accurate reports when requested.
 Ability to report all facts relevant to the patient in
progress note
 Complete patient record on time
4. Respects confidentiality of information 3
 Handled documents appropriately.
 Respect privacy of patients
 Store document in safe location(shelf/cupboard)
TOTAL DOCUMENTATION 10

Page 22 of 43
3.0 EVALUATION

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
2. Obtains relevant and accurate patient’s information 4
 Able to extract relevant data from patient files.
 Able to obtain patient information from other staff
involved in patient’s care.
 Communicates with family and other relevant support
systems.
 Clarifies and ensure accuracy of information given by
patient.
2. Conducts a patient interview and documents relevant data. 6
 Prepares appropriate questions prior to interview.
 Structures the interview sequence.
 Demonstrate feeling of empathy during interview.
 Probes for information when necessary.
 Write information accurately and concisely.
 Verify with supervisor before documenting.
5. Selects most appropriate assessment procedures 4
 Aware of the various assessment tools, its validity and
reliability.
 With assistance, select the most suitable assessment.
 Use assessment with correct procedure.
 Identify further assessment areas.
6. With supervision, administers assessment procedures 4
correctly.
 Discuss with supervisor prior to assessment
 Plan and organize assessment material or equipment.
 Demonstrate competence in administering assessment
procedure.
 Able to summarize result of assessment
TOTAL 18

4.0 PLANNING
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
5. Identifies patient’s problems and assets correctly. 4
 Demonstrates competent observational skills in
identifying patient’s problem / asset
 Identify and discuss occupational dysfunction
 Priorities problem / asset list
 Demonstrate an understanding of possible causes and
outcomes.
6. Able to formulate appropriate long term and short term 5
intervention goals for individuals or groups.
 Consider patient needs
 Able to involve client in goals setting
Page 23 of 43
  Consider patient’s previous level of functioning
 Identify achievable goals for each treatment session.
 Plan and prioritize appropriate interventions, based on
the assessment outcome.
7. Plan and implement treatment strategies with supervision 4
appropriate for individuals and groups.
 Demonstrates ability to select suitable treatment
strategies in relation to identified problems and asset.
 Plan sequence of activities within the treatment
session.
 Justify rationale for selecting methods of treatment
 Plan treatment based on Evidence Based Practice
(EBP)
8. Prepare treatment equipment / materials 3
 Demonstrate familiarity with equipment available
 Select appropriate items.
 Select appropriate treatment environment
TOTAL: PLANNING 16

5.0 TREATMENT IMPLEMENTATION

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
1. Uses treatment principles/techniques correctly
 Familiarize self with treatment methods prior to patient
involvement. 3
 Demonstrate ability to apply principles / techniques
according to plan to achieve desired results
 Analyze and evaluate therapeutic application of the
activities
2. Observes necessary precautions in the care of patients. 3
 Ensure safety in treatment area and use of equipment
 Intervene at the signs of fatigue / frustration / distress.
 Ensure proper storage of equipment that may cause
harm.
3. Concludes treatment sessions 3
 Close each session appropriately
 Prepare patient for future treatment change
 Prepare patient for termination of treatment
4. Re-evaluates patient’s status 2
 Grade treatment according to patient’s progress
 Make changes ( when necessary after discussing with
supervisor) according to patient’s status

TOTAL :TREATMENT IMPLEMENTATION 11

Page 24 of 43
6.0 MODIFICATIONS AND RE-EVALUATION
RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
2. Effectiveness of the treatment 4
 Able to identify the effectiveness of treatment received
by the patients
 Able to rationalize treatment failures
 Able to modify goals based on patient performance.
 Good clinical reasoning for new intervention.

TOTAL: MODIFICATION AND 4

RE-EVALUATION

7.0 HEALTH AND SAFETY

RATING
CHARACTERISTICS EVALUATED MAX MARKS COMMENT
MARKS
4. Demonstrates awareness of the departmental/ hospital 1
health and safety policies and procedures.

5. Ensures safe environment during evaluation and treatment 1

implementation.
6. Follows universal precautions of infection control 1
procedures.
TOTAL :HEALTH AND SAFETY 3

Page 25 of 43
8.0 FUTURE PLAN & TRANSITION
RATING
CHARACTERISTICS EVALUATED MAX. MARK COMMENT
MARKS
4. Able to identify the need for future plan (any one of the 1
following)
 Living Skills
 Work / school
 Leisure / play
5. Educate patients / carers 3
 Able to identify the need for psycho- education /Able to
give good reasoning if identify not required.
 Plan and implement the psycho- education session
 Evaluate effectiveness of session
6. To discuss the transition program with the clinical supervisor 1
 From department to home, community, school, work
place
TOTAL: FUTURE PLAN & TRANSITION 5

Page 26 of 43
 Total Marks for Professional Competency Skills

CLINICAL SUPERVISOR

No Sub Components Full Marks Student Marks

1 Communication and Organization 33

2 Professional Documentation 10

3 Evaluation (Signed by the clinical supervisor) 18

4 Planning (Signed by the clinical supervisor) 16

5 Implementations 11

6 Modification and reevaluation 4

7 Health & Safety 3

8 Future Plan & Transitions 5

TOTAL 100

Supervisor Name: _________________________ Supervisor Signature: ________________________

Official Stamp: Date : ________________________

UiTM LECTURER/CLINICAL INSTRUCTOR:

No Sub Components Full Marks % Marks obtained *

(Weightage)

1 Communication and Organization 33 10

2 Professional Documentation 10 5

3 Evaluation (Signed by the clinical supervisor) 18 20

4 Planning (Signed by the clinical supervisor) 16 10

5 Implementations 11 25

6 Modification and reevaluation 4 10

7 Health & Safety 3 5

8 Future Plan & Transitions 5 15

TOTAL MARKS FOR PROFESSIONALS SKILLS = 100

Student Total Marks: /100

Page 27 of 43
Appendix 7 : Clinical conduct (FINAL EVALUATION)
Use of correction pen/liquid is prohibited in this document; If amendment on mark is required, ONLY
cross (x) the inaccurate mark and initial next to the new one.

Characteristic Evaluated Max Marks Weightage Marks

achieved
Appearance (Marks : 0, 1)

Maintains cleanliness and neatness 1 30%

Wear complete uniform / appropriate clothing 1
Does not wear/carry provocative dressing or 2
sign or label.
TOTAL 4

Discipline (Marks :0,1,2) 30%

Punctuality (refer to attendance form/card) 1
Demonstrate the ability to use time effectively 1
Follow organizational procedures 1
Obey to instruction given in regards to clinical 2
work
Respect authority 1
Accountable to task given 1
TOTAL 7

Attitude (Marks : 0, 1, 2) 40%

Responsibility
Follow standard of practice in the clinical 1
setting
Understand the importance of clients 1
confidentiality
Assertiveness
Leadership qualities 2
Able to accept constructive criticism 1
Group dynamics
Demonstrate ability to function with other 2
members of the health team
Initiatives
Able to create own learning environment as 2
an when the need arise
Able to search for information when needed. 2
TOTAL 11

Supervisor Name : ___________________________

Supervisor signature : ___________________________

Official Stamp : ___________________________ Date :_____________________

Page 28 of 43
Appendix 8: Clinical Competency Marking Scheme (FINAL EVALUATION)

Use of correction pen/liquid is prohibited in this document; If amendment on mark is required,

ONLY cross (x) the inaccurate mark and initial next to the new one.

NAME : _________________________ ID : ______________________

Please refer to next page for descriptors of each score (0-5).

1. Observation and Assessment

Target Skills 0 1 2 3 4 5
a) Ability to observe client's skills &        
weaknesses.        
b) Ability to administer in correct use of            
formal & informal assessments in a
           
supportive, professional manner.
           
c) Ability to provide clients & 'carers' with        
feedback about assessment findings.
       
       
e) Ability to critical analysis of assessment &            
available information.
           
Total /20
2. Planning Intervention
Target Skills 0 1 2 3 4 5
a) Ability to use correct approaches            
b) Ability to formulate appropriate long &            
short term intervention goals for individuals.
           
           
c) Ability to select & produce appropriate            
materials.
           
d) Ability to modify goals according to client's            
performance.
           
e) Ability to justify the treatment goals.            
           
Total / 25
3. Delivery of Intervention
Target Skills 0 1 2 3 4 5
a) Ability to build a rapport with            
clients/carers.            
b) Ability to explain interventions and their            
rationale.
           
c) Ability to carry out planned activities.            
           
d) Ability to modify tasks in response to        
client needs.        
3. Delivery of Intervention

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 Target Skills 0 1 2 3 4 5
e ) Ability to use proper positioning and            
safety precautions
           
f) Ability to conduct the treatment            
intervention
           
Total /30
4. Professional communication
Target Skills 0 1 2 3 4 5
Please enter marks from each section and calculate the
a) Ability
final mark (not atorange)
ask flow questions and            
systematic
           
b) ) Abilityand
1. Observation to use appropriate medical
Assessment              
terminology
           
2. Planning Therapy  
c) Ability to listen patient problems & their            
felt needs
3. Delivery of Therapy              
d) Ability to communicate with        
4. Professional Communication Skills
professionalism  
       
Total marks ( / to verbal clarity & appropriate
e) Ability            
adaptation of verbal language /100
           
           
Total /25

Marking framework for clinical competency:

Parameters for marking core area skills and            
assessed components:
0 1 2 3 4 5
           
Frequency/presence Absent Rarely Occassional Sometimes Most of the All the time
and No present and y present but present time present pesent and
evidence inconsistent. inconsistent. and most and most of consistent
  in Limited Limited of the time the time throughout the
  reasoning. evidence in evidence consistent. consistent. application.
reasoning. applied. Use of
  evidence.
 
Quality/depth Not Extremely Limited Competent Well Competencies
competent limited in competent skill use developed developed to
at all. competency skill competencie an excellent.
  . s skill of use

Lecturer/Clinical Instructor Name : ___________________________

Page 30 of 43
Lecturer/Clinical Instructor signature : ___________________________

Therapist Name : ___________________________

Therapist signature : ___________________________

Date : ___________________________

Page 31 of 43
Appendix 9: Case Presentation Marking Scheme

Use of correction pen/liquid is prohibited in this document; If amendment on mark is required,

ONLY cross (x) the inaccurate mark and initial next to the new one.

Student Name : _______________________ Student ID: __________________

Case/Diagnosis : _______________________

RATING
NO COMPONENTS MARKS COMMENTS
% KEYS
GIVEN

1 Evidence of research into the case 10

presented

2 Comprehensive patient evaluation and 25

management

3 Treatment selected based on evidence / 15

theoretical rational for the treatment given
4 Professionalism in content and 10
presentation. Enthusiastic during
presentation.

5 Ability to communicate with loud and clear 10

voice
6 Good visual and verbal presentation 10
technique
7 Ability to dealt with questions and facilitate 10
discussion
8 Summary and conclusion 10

TOTAL MARKS 100

Comments =

Name of Clinical supervisor : _________________________

Signature: _____________________________ Date : ___________________

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Appendix 10: Case Study Marking Scheme

Use of correction pen/liquid is prohibited in this document; If amendment on mark is required,

ONLY cross (x) the inaccurate mark and initial next to the new one.

You are required to identify a client and develop a 3000 words case study. Your written work must
be in essay format.

RATING
%
NO COMPONENTS MARKS COMMENTS
KEYS
GIVEN

1 Client Data collection (Background, 5% *200 words

confidentiality and anonymity must be
maintained)

2 Etiology of the clinical condition. 10 % *400 words

3 Select an OT model of practice 20% *400 words

-Define and explain it, justify its choice

4 OT assessment 20% *600 words

-Defend the chosen OT assessment
based on evidence/ rationale.
-problem identification and correct client
priority
5 OT intervention 20% *1200 words
-Formulate aims of treatment (long term
and short term aims)
-Defend the OT intervention based on
evidence/ rationale of treatment
(including grading, frequency/ duration of
treatment)
6 Reassessment and future plan 10 % *200 words

7 Literature searching and reading. 10 %

8 Correct use of the reference style (APA 5%

referencing style)

TOTAL MARKS 100%

*as guideline **written work must be in font 11 arial, double spaced.

***Students are required to clearly state the total number of words used in this essay.

Page 33 of 43
 Appendix 11a: Example of case study

This is an example ONLY. Sub-title is allowed to be change, as long as you deliver all information
required as marking scheme (appendix 10). Mark given base on IMAGE (appendix 2) .

Page 34 of 43
THE CLIENT

This case study is a combination of real and imagined scenarios. The client’s name and settings
are pseudonyms. Sally is a 52 year old woman with a history of hypertension who had an abrupt
onset of left-sided weakness. She was hospitalised quickly and diagnosed with a right
subarachnoid haemorrhage. She spent six days in acute care and two weeks on an inpatient
rehabilitation unit before being discharged home where she lives alone. Sally was then referred
to occupational therapist in community rehabilitation unit to continue progress mainly in ADL
and IADL independence. At this present, Sally can walk with the aid of a stick and her major
complaints are difficulties in getting dressed and performing kitchen task.

OCCUPATIONAL THERAPY EVALUATION

The writer established a therapeutic relationship with Sally to ensure that she felt comfortable
to discuss and share her difficulties and hopes for the future. Therapeutic relationships should
be based on trust and respect (Lloyd, Basset and Sorma 2000). The initial contact involved the
writer providing an explanation of OT services. The writer also talked with Sally about her life
before the stroke in order to have a clear understanding about her previous occupational status.

The writer evaluated Sally using both standardised assessment derived from the CMOP which is
the COPM, direct observation and informal interviews with the client. The other instruments
used in Sally’s case were The Lowenstein Occupational Therapy Cognitive Assessment (LOTCA)
and the modified interest checklist. By incorporating these formal assessments along with
informal observation and interviewing, the writer would be able to answer the main questions
that she had generated about Sally’s current level of functioning.

The Canadian Occupational Performance Measure

The COPM is an outcome measures that developed in Canada in the early 1990s (Law et al.
1990). The COPM has undergone extensive research in many different occupational therapy
practice situations. It is an individualised measure that is client-centered, not diagnosis specific
or generic, and can be used with people of all ages (Law et al. 1990). Carswell et al. (2004)
reported that the COPM is more sensitive to perceived changes in client status than other
measures. The focus of COPM is on occupational performance areas, namely self care,
productivity and leisure. The client’s thought is sought through the interview process in which
they need to name, validate and priorities the occupational performance problems (Law et al.
1990).

The writer assisted Sally in identifying occupational performance issues that she had in self care,
productivity and leisure areas due to her stroke. Once the specific problems had been identified,
Sally then was guided to rate the importance, perception and satisfaction of performance for
these problems or occupations (Law et al. 1990).

Through the COPM, there are four occupational performance problems prioritized by Sally:
dressing (self care), household management (productivity), gardening and finding leisure
activities to socialise with others (leisure). Refer to appendix 1 for a detailed result of this
assessment.

Page 35 of 43
 Appendix 11b: Example of MOHO application to case study

This example is meant to guide you in explaining application of OT model of practice on a patient. You
are still required to justify specific model of practice e.g. neurodevelopmental frame of reference,
biomechanic approach etc. that you used in the intervention programme.

You only need to submit one essay on a case study.

Page 36 of 43
 MOHO: application to case study

THE CLIENT

This case study is a combination of real and imagined scenarios. The client’s name and settings
are pseudonyms.

Andrew is an unemployed 24 year old man who has just been diagnosed as having
schizophrenia. He is single and lives with his parents. His father brought him into the acute unit
because Andrew was verbally aggressive towards his neighbor. Apart from that, his father was
concerned with Andrew’s poor sleeping patterns for the past few days. Andrew’s father
reported that Andrew ‘had changed a lots’ after his girlfriend of two years left him. Andrew left
his accountancy course two months after the break up. There are times that he noticed Andrew
crying and smiling for no apparent reasons. Andrew stayed in the acute ward for 10 days and
was placed in the rehabilitation unit after he was medically stabilised.

OCCUPATIONAL THERAPY EVALUATION

The writer evaluated Andrew using both standardised assessments derived from the MOHO,
direct observation and informal interviews with the client. The formal assessments based on the
MOHO were the assessment of communication and interaction skills (ACIS), the modified
interest checklist and the role checklist. By incorporating these formal assessments along with
informal observation and interviewing, the writer would be able to answer the main questions
that she had generated about Andrews’ occupational status. The writer explained to Andrew
for every planned assessment and ensures that the outcome will be shared with him. This is
important as assessment process can be a frightening experiences for a client as they may be
concerned that the information gained might had negative affects to them (Kielhofner 2008).

The writer arranged a time to meet with Andrew in the rehabilitation unit. He was interviewed
about the things he did in his life, experiences and family and friends in his life. The writer
established a therapeutic relationship with Andrew to ensure that he felt comfortable to discuss
and share his difficulties and hopes for the future. Therapeutic relationship should base on trust
and respect (Llyod, Basset and Sorma 2000).

Through this initial interview, the writer noticed that Andrew was able to maintain interactions;
however, he had some difficulties to focusing on conversation, in which he was jumping from
one topic to another. Andrew revealed in the interview that he feels that it is difficult for him to
get along with others.

Volition

Interest

The modified interest checklist, the MOHO based assessment was used to look at Andrew’s level
of interest. This checklist is a self report tool that assists the therapist to identify clients’ levels of
interest for the past 10 years and the past year (Kramer, Hinojura & Royeen 2003). After Andrew
completed this assessment, the writer took an opportunity to find out more about his pattern of
interests. It is suggested that therapists further discuss this elements with clients following the
completion of the interest checklist (Kramer, Hinojosa & Royeen 2003). This checklist indicated

Page 37 of 43
that Andrew’s previous pattern of interest generally involved other people as well. Refer to Appendix 1
for a detailed result of this assessment.

Values

From the interview with Andrew, he indicated that prior to his illness, he had been a ‘dream child’; one
that any parents would wish for. He had been studying an accountancy course, but had quit soon after his
girlfriend left him. Andrew revealed that he was self-funding his study by doing various part time jobs.
From this interview, the writer felt that Andrew seems to have the feeling that his parents have lost hope
in him. Other than that, Andrew shows that he is lack of confidence in his future by saying that he will be
depending on his parents’ assistance in many ways for the rest of his life due to his illness.

Personal Causation

Andrew felt that there were many things that he could not do because of his illness. The writer took an
opportunity to observe Andrew while he was trying to use the computer facilities in the rehabilitation unit.
He was assisted by an OT student to create his own email address. Through this activity, the writer felt
that Andrew was largely dependent on others for decision making. He also expressed his frustration and
wanted to give up when the user name that he tried to register was not accepted to be used for his email.

Habituation

Roles

The writer felt that there was a need to use the role checklist to understand Andrew’s views on his roles
throughout his life and the value that he places on those occupational roles. The role checklist is an
instrument designed to assess habituation (Ikiugu 2007), and was developed by Oakley, Kilefhofner and
Barris in 1986. Andrew indicated that he would like to work and earn his own money again. Refer to
Appendix 2 for a detailed outcome of this assessment. .

Habits

Andrew attended every structured program carried out in the rehabilitation unit. He told that the writer he
found it difficult to find something to do if there were no activities arranged for him.

Performance

As the writer and Andrew agreed that communications with others is an area that he had difficulties in, the
writer decided to assess further in this area by using the Assessment of Communication and Interaction
Skills (ACIS). The ACIS is a rating scale that is designed to assess performance capacity (Ikiugu 2007). It
can be used to measure an individual’s skill in communication and interaction with others in an occupation
(Forsyth et al. 1998). This assessment can be used with people with any diagnosis that interferes with
their communication and interaction ability (Forsyth, Lai & Kielfhofner 1999) and needs to be completed
based on observation of an individual involved in social groups. The use of the ACIS will enable the writer
to identify strengths and weaknesses in Andrew’s communication and social interaction abilities, and to
determine how to build his strengths in this area. It is important for the therapist to assess clients in
different social situations (Forsyth et al. 1998), hence, Andrew was assessed when he was participating in
one of the cooking groups that is conducted in the rehabilitation unit. Refer to Appendix 3 for a detailed
result of this assessment.

Environment

Andrew’s current stay in the rehabilitation unit limits the demand on his own self-care activities. The unit
provides his meals and a laundry service. The writer learned from the other staff in the unit that Andrew
often appeared to prefer being alone and always had some distance between him and other residents.

Page 38 of 43
OCCUPATIONAL THERAPY INTERVENTIONS

From the assessment, the writer identified five OT goals for Andrew.

a) Volition

i) To reactivate meaningful activities and interest.

ii) To increase his awareness regarding his personal strengths and

capabilities.

b) Habituation

i) To retrain and develop productive role (worker)

ii) To break passive habits and routines by providing opportunities for

him to develop skills in self-care activities and independent living.

c) Performance

i) To increase social interaction and abilities.

A person might experience lack of confidence, motivation, loss of skills and self- esteem after a psychotic
episode (Birchwood, Todd & Jackson 1998). The roles of the OT in a rehabilitation programme are to
provide opportunities for the mental health client to receive feedback from the social, cultural and physical
environments (Linszen et al. 1998). Lloyd, Basset & Samra (1997) stated that a rehabilitation process will
help to build clients’ skills and improves their ability to function in the community.

The writer sees that environmental factors have acted as a barrier for Andrew; the rehabilitation units that
he stayed in prevented him from developing and practicing his skills. It is important for Andrew to perform
occupations like self-care activities independently to increase his sense of dignity (Xia & Li 2007) and
quality of life (Hachey & Mercier 1993). In a critical review of 23 studies by Leclair (1998), the author
concluded that there are strong evidences suggesting that engagement in daily occupations has a
significant influence on health and well-being.

The first step that the writer would take in order to enhance Andre’s involvement in his daily occupations
is by communicating with other healthcare staff in the rehabilitation unit regarding Andrew’s set goals. The
writer feels that Andrew should be given responsibility for his own personal care activities. There is a
need to reduce his dependent level of the unit by giving less support and expecting more from him. This
can be done by letting Andrew to manage his self-care activities without much prompting from the staffs.
In addition to that, Andrew will be encouraged to manage his own laundry and not depending on the unit.
Andrew’s progress will be monitored by the writer and staffs at the unit.

Other than that, the writer will encourage Andrew to participate in the cooking groups, held on weekdays
in the unit. Cooking has been chosen because meal preparation is an appropriate goal for helping Andrew
to live in the community in the future (Duncombe 2004). In addition, he will be given opportunities to assist
in making a shopping list for the cooking activity. Through the task given to him, the writer hopes that
Andrew will be able to see his personal strengths and abilities on managing his own life.

The cooking groups that Andrew will be participating in will also assist his socialisation abilities. The aims
of the OT cooking group are usually to increase task skills, and facilitate socialisation and communication
skills (Linda, Duncombe & Howe 1985). Other than that, the writer will encourage Andrew to participate in
other OT group activities in the unit to facilitate his social skills development. Lyold & Maas (1997)
believed that OT group work or group activity is able to provide clients with the opportunity to develop
social skills and to assists clients in learning to explore and alter interpersonal skills. The writer will use
Page 39 of 43
the information that Andrew provided through the interest checklist to arrange some activities that he had
previously participate (such as playing cards and chess) or keen to engage in. As stated by Mitchell &
Neish (2007) clients are more willing to participate in a group if it is a familiar activity. Initially, the writer
will try to expose Andrew to a small group of activities, introducing him to a larger group when he can
function in a small group without difficulties.

Numerous OT literatures study the importance of leisure activities for people suffering from mental illness.
Hodgson & Lloyd (2002), in their study assert that the benefits of participating in leisure activities for
people with mental illness include that they have a chance to socialise with others, reduce boredom, and
instill positive attitudes towards themselves. In an earlier study, Hogson, Lloyd & Schmid (2001) proposed
that OTs could use leisure activities as a motivating medium for exploration and intervention. In addition,
participating in leisure activities may facilitate the recovery from mental illness (Lloyd et al. 2007) and
assist in preparing people with mental illness for employment by developing confidence (Heasmen &
Atwal 2004). In order to help Andrew to pursue the leisure activities which he identified through the
interest checklist, the writer will also explore the resource centre around the rehabilitation unit. The writer
will provide information to Andrew on the activities that are available. It is the role of health care
practitioners to assist client with limitations in order to full access and participates in leisure activities
(Craik & Pieris 2004).

The OT working in a mental health unit is also responsible for assisting clients in role acquisition and
development. This is especially true for those clients who have lost their social role or who wish to
develop further in their roles (Schundler 2004). Through the role checklist, the writer identified that
Andrew hopes to be a worker again in the future. Schundler (2004) suggested that a simulation of the
demands of a realistic work environment is needed for a client who wishes to learn the role of the worker.
The writer will initiate a plan towards worker role acquisition once Andrew can demonstrate reasonable
interpersonal skills and task skills in the rehab unit. Small projects will be given to Andrew to ensure that
he has the necessary task skills to work. Structured, work-related activities can fulfill the real job demand
(Durham 1997). Components such as attention span toward tasks, willingness to engage in a given task
and the ability to organise tasks will be evaluated during Andrew’s engagement in the projects given to
him.

Page 40 of 43
Appendix 12: Supervisor feedback on Overall Student’s Performance.

Summaries of the students’ performance in this attachment:

Strength of the student:

Areas require improvement.

Student’s comments:

Name of the clinical supervisor: _____________________ Signature : _______________

Date: ____/____/_____

Student name: ____________________ Signature student: _____________________

Date: ____/ ____ / _____

Page 41 of 43
Appendix 13: FINAL MARKS (FOR UiTM lecturer/Clinical Instructor ONLY)
Use of correction pen/liquid is prohibited in this document; If amendment on mark is required,
ONLY cross (x) the inaccurate mark and initial next to the new one.

STUDENT NAME: _________________________________ STUDENT ID: _________________

COMPONENTS % PASSING RESPONSIBILITY Mark per % Mark

NO MARKS OF: (Raw)
To gain passing grade for OCP310, student must obtain at least 50% for all components.
1 Professional Competency 20 50% Clinical Supervisor
2 Clinical Competency (viva) 35 50% UiTM Lecturer/Clinical
Instructor (Final
Evaluation) & Clinical
supervisor (half way
evaluation)
3 Case study (1) 25 50% UiTM Lecturer/Clinical
Instructor
4 Case presentation (1) 10 50%
Clinical supervisor
(Approximately 20-30
minutes)

5 Clinical conduct 10 50% Clinical supervisor

TOTAL 100 % TOTAL

Table 5: FINAL MARK FOR OCP310

TOTAL MARK OCP310: _______ GRADE: _________ (According to M3 see below)

FROM TO GRADE GRADE

INTERPRETATIONS
POINT
90 100 A+ 4.00
80 89 A 4.00 Excellence
75 79 A- 3.67
70 74 B+ 3.33
65 69 B 3.00 Distinction
60 64 B- 2.67
55 59 C+ 2.33
Pass
50 54 C 2.00
47 49 C- 1.67
44 46 D+ 1.33
40 43 D 1.00 Fail
30 39 E 0.67
0 29 F 0.00
Table 6: M3 –Marks Range Faculty of Health Sciences, UiTM.

Lecturer Name: ___________________________ Signature: ____________________

Date :____________________

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(This page is intended to be empty )

END OF CLINICAL WORKBOOK

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