STUDENT OR FIELDWORK

FIELDWORK EDUCATOR
EDUCATOR:

STUDENT NAME: Erin Almony

STUDENT EMAIL: erin.almony@utah.edu

FIELDWORK EDUCATOR NAME: Tanita Brown

FIELDWORK EDUCATOR
OT
CREDENTIALS:

FIELDWORK EDUCATOR'S EMAIL: tanita.brown@hsc.utah.edu

COLLEGE OR UNIVERSITY: University of Utah

ARE THERE ADDITIONAL

FIELDWORK EDUCATOR(S) No
WORKING WITH THIS STUDENT?:

Please enter additional Fieldwork

Educator(s) Name, Credentials, Email
and Number of Weeks:

TODAY'S DATE: Jul 30, 2021

TYPE OF FIELDWORK: Level II Fieldwork

NAME OF ORGANIZATION/FACILITY: U of U Sugarhouse Out-patient Rehab

CITY: Salt Lake City

STATE: Utah

ORDER OF PLACEMENT: 3

OUT OF: 4
FROM: May 10, 2021

TO: Jul 30, 2021

TOTAL NUMBER OF WEEKS: 12

1. Adheres to the American

Occupational Therapy Association’s
Code of Ethics and all federal, state,
and facility regulations. (Examples: 4
Medicare, Medicaid, client privacy,
social media, human subject
research) (Final):

1. Adheres to the American

Occupational Therapy Association’s
Code of Ethics and all federal, state,
and facility regulations. (Examples: 4
Medicare, Medicaid, client privacy,
social media, human subject
research) (Mid-term):

Question 1 Comments:

2. Adheres to safety regulations and

reports/documents incidents
appropriately. (Examples: fire safety,
3
OSHA regulations, body substance
precautions, emergency procedures)
(Final):

2. Adheres to safety regulations and

reports/documents incidents
appropriately. (Examples: fire safety,
3
OSHA regulations, body substance
precautions, emergency procedures)
(Mid-term):
Question 2 Comments:

3. Ensures the safety of self and

others during all fieldwork related
activities by anticipating potentially
unsafe situations and taking steps to
prevent accidents. (Examples: body 4
mechanics, medical safety,
equipment safety, client specific
precautions, contraindications,
community safety) (Final):

3. Ensures the safety of self and

others during all fieldwork related
activities by anticipating potentially
unsafe situations and taking steps to
prevent accidents. (Examples: body 3
mechanics, medical safety,
equipment safety, client specific
precautions, contraindications,
community safety) (Mid-term):

Question 3 Comments:

Erin continues to beware of

cleanliness related to COVID. She
ensures safety measures are taken
during functional transfers and
I - Fundamentals of Practice
functional mobility, for example
Comments:
brakes applied on wheel chairs, gait
belt during functional standing.
Continue to check safety prior to
moving a client

4. Articulates the values, beliefs, and 4

distinct perspective of the
occupational therapy profession to
clients and other relevant parties
clearly, confidently, and accurately.
(Examples: families, caregivers,
colleagues, service providers,
administration, the public) (Final):

4. Articulates the values, beliefs, and

distinct perspective of the
occupational therapy profession to
clients and other relevant parties
clearly, confidently, and accurately. 4
(Examples: families, caregivers,
colleagues, service providers,
administration, the public) (Mid-
term):

Question 4 Comments:

5. Articulates the value of occupation

as a method and desired outcome of
occupational therapy to clients and
other relevant parties clearly,
4
confidently, and accurately.
(Examples: families, caregivers,
colleagues, service providers,
administration, the public) (Final):

5. Articulates the value of occupation

as a method and desired outcome of
occupational therapy to clients and
other relevant parties clearly,
confidently, and accurately. 4
(Examples: families, caregivers,
colleagues, service providers,
administration, the public) (Mid-
term):

Question 5 Comments:
6. Articulates the role of
occupational therapy practitioners to
clients and other relevant parties
clearly, confidently, and accurately. 4
(Examples: families, caregivers,
colleagues, service providers,
administration, the public) (Final):

6. Articulates the role of

occupational therapy practitioners to
clients and other relevant parties
clearly, confidently, and accurately.
3
(Examples: families, caregivers,
colleagues, service providers,
administration, the public) (Mid-
term):

Erin did a good job of explaining the

Question 6 Comments:
role of OT across different settings.

Erin continues to adjust and adapt her

II - Basic Tenets of Occupational language and communication style
Therapy Comments: according to the culture, age, gender
etc of the client.

7. Articulates a clear and logical

rationale for the evaluation process
based on client information,
3
contexts, theories, frames of
reference, and/or practice models.
(Final):

7. Articulates a clear and logical

rationale for the evaluation process
based on client information,
3
contexts, theories, frames of
reference, and/or practice models.
(Mid-term):
Question 7 Comments:

8. Obtains sufficient and necessary

information from relevant sources
throughout the evaluation process.
4
(Examples: record or chart review,
client, family, caregivers, service
providers) (Final):

8. Obtains sufficient and necessary

information from relevant sources
throughout the evaluation process.
3
(Examples: record or chart review,
client, family, caregivers, service
providers) (Mid-term):

Question 8 Comments:

9. Selects relevant screening and

assessment tools based on various
factors. (Examples: client priorities,
needs, and concerns about
3
occupational performance and
participation, theoretical support,
evidence, practice context, funding
sources, cultural relevance) (Final):

9. Selects relevant screening and

assessment tools based on various
factors. (Examples: client priorities,
needs, and concerns about
occupational performance and 3
participation, theoretical support,
evidence, practice context, funding
sources, cultural relevance) (Mid-
term):

Question 9 Comments: Improving in her ability to plan and

 select appropriate evaluation tools for
complex clients

10. Determines the client’s

occupational profile and
occupational performance through 4
interview and other appropriate
evaluation methods. (Final):

10. Determines the client’s

occupational profile and
occupational performance through 3
interview and other appropriate
evaluation methods. (Mid-term):

Question 10 Comments:

11. Evaluates and analyzes client

factors and contexts that support or
4
hinder occupational performance.
(Final):

11. Evaluates and analyzes client

factors and contexts that support or
3
hinder occupational performance.
(Mid-term):

Question 11 Comments:

12. Administers standardized and

non-standardized assessments and
surveys accurately and efficiently to
ensure findings are valid and 4
reliable. (Examples: follows
assessment protocols, adheres to
time guidelines) (Final):

12. Administers standardized and 3

non-standardized assessments and
surveys accurately and efficiently to
ensure findings are valid and
reliable. (Examples: follows
assessment protocols, adheres to
time guidelines) (Mid-term):

Question 12 Comments:

13. Modifies evaluation procedures

based on client factors and contexts.
(Examples: uses a quiet space, breaks
4
up evaluation into smaller parts,
provides multisensory instructions)
(Final):

13. Modifies evaluation procedures

based on client factors and contexts.
(Examples: uses a quiet space, breaks
3
up evaluation into smaller parts,
provides multisensory instructions)
(Mid-term):

Question 13 Comments:

14. Interprets evaluation results to

determine the client’s occupational
3
performance strengths and
challenges. (Final):

14. Interprets evaluation results to

determine the client’s occupational
2
performance strengths and
challenges. (Mid-term):

Question 14 Comments:

15. Synthesizes and documents the 4

results of the evaluation process
clearly, accurately, and concisely,
using systematic methods to record
the client’s occupational
performance. (Final):

15. Synthesizes and documents the

results of the evaluation process
clearly, accurately, and concisely,
3
using systematic methods to record
the client’s occupational
performance. (Mid-term):

Question 15 Comments:

Erin has progressed in her ability to

evaluate more complex clients. Erin is
showing improvement in selecting the
III - Screening and Evaluation appropriate assessments. Continue to
Comments: work on being familiar with all
assessment options and
adjusting/changing evaluation tools
selected during evaluations.

16. Articulates a clear and logical

rationale for the intervention process
based on the evaluation results,
4
contexts, theories, frames of
reference, practice models, and
evidence. (Final):

16. Articulates a clear and logical

rationale for the intervention process
based on the evaluation results,
3
contexts, theories, frames of
reference, practice models, and
evidence. (Mid-term):
Question 16 Comments:

17. Establishes an accurate and

appropriate client-centered plan
based on the evaluation results,
4
contexts, theories, frames of
reference, and/or practice models.
(Final):

17. Establishes an accurate and

appropriate client-centered plan
based on the evaluation results,
3
contexts, theories, frames of
reference, and/or practice models.
(Mid-term):

Question 17 Comments:

18. Uses evidence from research and

relevant resources to make informed 4
intervention decisions. (Final):

18. Uses evidence from research and

relevant resources to make informed 3
intervention decisions. (Mid-term):

When presented with more complex

medical diagnoses Erin displayed
effective ability to review medical
Question 18 Comments:
charts. Erin should explore and
develop communication with
coworkers prior to an evaluation.

19. Selects client-centered and

occupation-based interventions that
motivate and challenge the client to 4
achieve established goals that
support targeted outcomes. (Final):
19. Selects client-centered and
occupation-based interventions that
motivate and challenge the client to
4
achieve established goals that
support targeted outcomes. (Mid-
term):

Question 19 Comments:

20. Implement client-centered and

occupation-based intervention plans. 4
(Final):

20. Implement client-centered and

occupation-based intervention plans. 4
(Mid-term):

Question 20 Comments:

21. Chooses and, if needed, modifies

intervention approach to achieve
established goals that support
4
targeted outcomes. (Examples:
prevention, restoration,
maintenance, promotion) (Final):

21. Chooses and, if needed, modifies

intervention approach to achieve
established goals that support
targeted outcomes. (Examples: 3
prevention, restoration,
maintenance, promotion) (Mid-
term):

Question 21 Comments:

22. Modifies task and/or 4

environment to maximize the client’s
performance. Examples:
upgrades/downgrades task; arranges
client’s workspace for optimal
performance (Final):

22. Modifies task and/or

environment to maximize the client’s
performance. (Examples:
3
upgrades/downgrades task; arranges
client’s workspace for optimal
performance) (Mid-term):

Question 22 Comments:

23. Modifies the intervention plan

and determines the need for
continuation or discontinuation of 3
services based on the client's status.
(Final):

23. Modifies the intervention plan

and determines the need for
continuation or discontinuation of 3
services based on the client's status.
(Mid-term):

Question 23 Comments:

24. Documents the client's response

to services in a manner that
4
demonstrates the effectiveness of
interventions. (Final):

24. Documents the client's response

to services in a manner that
4
demonstrates the effectiveness of
interventions. (Mid-term):
Question 24 Comments:

Erin has greatly improved her ability to

IV - Intervention Comments:
grade/modify/change interventions
during the treatment session. She
documents clearly and effectively. Erin
should continue to be careful not to
include too much subjective
information.

25. Demonstrates through practice

or discussion the ability to
collaborate with and assign
appropriate tasks to the
occupational therapy assistant,
occupational therapy aide, or others
4
to whom responsibilities might be
assigned, while remaining
responsible for all aspects of
treatment. (Examples:
paraprofessionals, nurses’ aides,
volunteers) (Final):

25. Demonstrates through practice

or discussion the ability to
collaborate with and assign
appropriate tasks to the
occupational therapy assistant,
occupational therapy aide, or others
3
to whom responsibilities might be
assigned, while remaining
responsible for all aspects of
treatment. (Examples:
paraprofessionals, nurses’ aides,
volunteers) (Mid-term):

Question 25 Comments:
26. Demonstrates through practice
or discussion an understanding of
costs and funding systems related to
3
occupational therapy services, such
as federal, state, third party, and
private payers. (Final):

26. Demonstrates through practice

or discussion an understanding of
costs and funding systems related to
2
occupational therapy services, such
as federal, state, third party, and
private payers. (Mid-term):

Question 26 Comments:

27. Demonstrates knowledge about

the organization. (Examples: mission
and vision, accreditation status, 4
licensing, specialty certifications)
(Final):

27. Demonstrates knowledge about

the organization. (Examples: mission
and vision, accreditation status, 3
licensing, specialty certifications)
(Mid-term):

Question 27 Comments:

28. Meets productivity standards or

volume of work expected of
4
occupational therapy students.
(Final):

28. Meets productivity standards or 3

volume of work expected of
occupational therapy students. (Mid-
term):

Question 28 Comments:

Erin has shown improved

V - Management of Occupational
Therapy Services Comments:
understanding of how insurance and
other funding impacts clients plan of
care and duration of treatment. Erin
handles a full caseload really well,
keeping up with documentation and
treatment of 7-9 clients in a day, in an
outpatient setting.

29. Communicates clearly and

effectively, both verbally and
nonverbally. (Examples: clients,
4
families, caregivers, colleagues,
service providers, administration, the
public) (Final):

29. Communicates clearly and

effectively, both verbally and
nonverbally. (Examples: clients,
4
families, caregivers, colleagues,
service providers, administration, the
public) (Mid-term):

Question 29 Comments:

30. Produces clear and accurate

documentation. (Examples: legibility,
spelling, punctuation, grammar,
4
adherence to electronic health
documentation requirements)
(Final):

30. Produces clear and accurate 3

documentation. (Examples: legibility,
spelling, punctuation, grammar,
adherence to electronic health
documentation requirements) (Mid-
term):

Question 30 Comments:

31. Collaborates with fieldwork

educator(s) to maximize the learning 4
experience. (Final):

31. Collaborates with fieldwork

educator(s) to maximize the learning 3
experience. (Mid-term):

Question 31 Comments:

32. Takes responsibility for attaining

professional competence by seeking
out learning opportunities and 4
interactions with fieldwork
educator(s) and others. (Final):

32. Takes responsibility for attaining

professional competence by seeking
out learning opportunities and 3
interactions with fieldwork
educator(s) and others. (Mid-term):

Question 32 Comments:

33. Responds constructively to

4
feedback in a timely manner. (Final):

33. Responds constructively to

feedback in a timely manner. (Mid- 4
term):
Question 33 Comments:

34. Demonstrates consistent and

acceptable work behaviors.
(Examples: punctuality, initiative,
4
preparedness, flexibility,
dependability, professional
appearance) (Final):

34. Demonstrates consistent and

acceptable work behaviors.
(Examples: punctuality, initiative,
3
preparedness, flexibility,
dependability, professional
appearance) (Mid-term):

Question 34 Comments:

35. Demonstrates effective time

4
management. (Final):

35. Demonstrates effective time

4
management. (Mid-term):

Question 35 Comments:

36. Manages relationships effectively

through therapeutic use of self and
4
adjusts approach to meet the needs
of clients and others. (Final):

36. Manages relationships effectively

through therapeutic use of self and
3
adjusts approach to meet the needs
of clients and others. (Mid-term):

Question 36 Comments: Great strength

37. Demonstrates respect for
diversity factors of others.
4
(Examples: culture, socioeconomic
status, beliefs, identity) (Final):

37. Demonstrates respect for

diversity factors of others.
4
(Examples: culture, socioeconomic
status, beliefs, identity) (Mid-term):

Question 37 Comments:

Erin displays professional, clear, and

effective communication skills with
VI - Communication and Professional
both clients and coworkers. She is
Behaviors Comments:
punctual and manages her time
effectively.

FINAL TOTAL: 142

Pass/Fail: Pass

Pass/Fail:

1. (Final) AOTA Code of Ethics: 4

2. (Final) Safety Regulations: 3

3. (Final) Safety of Self/Other: 4

4. (Final) Articulates Values....: 4

5. (Final) Value Articulation: 4

6. (Final) Role Articulation: 4

7. (Final) Articulates the role: 3

8. (Final) Obtains information: 4

9. (Final) Selects relevant tools: 3

10. (Final) Determines the profile: 4

11. (Final) Evaluates and analyzes: 4

12. (Final) Administers assessment: 4

13. (Final) Modifies evaluation: 4

14. (Final) Interprets eval..: 3

15. (Final) Synthesizes and

4
documents:

16. (Final) Articulates: 4

17. (Final) Establishes plan: 4

18. (Final) Uses evidence: 4

19. (Final) Selects interventions: 4

20. (Final) Implements plan: 4

21. (Final) Chooses and modifies: 4

22. (Final) Modifies task: 4

23. (Final) Modifies plan: 3

24. (Final) Documents: 4

25. (Final) Collaborate: 4

26. (Final) Demonstrates: 3

27. (Final) Demonstrates

4
organization:

28. (Final) Productivity: 4

29. (Final) Communicates: 4

30. (Final) Produces clear: 4

31. (Final) Collaborates: 4

32. (Final) Responsibility: 4

33. (Final) Responds to feedback: 4

34. (Final) Work behaviors: 4

35. (Final) Time Management: 4

36. (Final) Manages relationships: 4

37. (Final) Demonstrates success: 4

Erin will be a great asset to the OT

profession. She is motivated and
compassionate, which motivates and
encourages her clients. Erin has a
positive energy that is felt by her
clients. She demonstrates effective
SUMMARY COMMENTS:
evaluation skills. She implements
treatment strategies and plan of care
appropriately and successfully. Erin
should continue to pursue
understanding and applying a wide
variety of assessment tools.
Student was informed of this review: Student was informed of this review

Fieldwork Educator Signature: View Signature

Student Signature: Erin Rosemary Almony