Fieldwork Final

12/1/21, 11:28 PM Mail - ISABEL LAVALLEE AUSTIN - Outlook
Fw: AOTA - Fieldwork Performance Evaluation Final OTS

ISABEL LAVALLEE AUSTIN <u0923360@utah.edu>
Wed 12/1/2021 11:25 PM
To: isabelaustinl@gmail.com <isabelaustinl@gmail.com>
AOTA - Fieldwork Performance Evaluation Final OTS

Submitted at 08/02/21 3:11 PM
STUDENT OR FIELDWORK EDUCATOR: FIELDWORK EDUCATOR
STUDENT NAME: Isabel Austin
STUDENT EMAIL: u0923360@utah.edu
FIELDWORK EDUCATOR NAME: Tyson Field
FIELDWORK EDUCATOR OTR/L
CREDENTIALS:
FIELDWORK EDUCATOR'S EMAIL: tyson.field@utah.edu
COLLEGE OR UNIVERSITY: University of Utah
ARE THERE ADDITIONAL FIELDWORK
EDUCATOR(S) WORKING WITH THIS No
STUDENT?:
Please enter additional Fieldwork
Educator(s) Name, Credentials, Email
and Number of Weeks:
TODAY'S DATE: Aug 02, 2021
TYPE OF FIELDWORK: Level II Fieldwork
NAME OF ORGANIZATION/FACILITY: University of Utah Hospital
CITY: Salt Lake City
https://outlook.office.com/mail/id/AAQkAGY0YzZhNjkyLWRmYTktNGJhZS1hMDEwLWRiMGI5YzUzMzI3YQAQAALC%2FRjQhhpIsKHpeE%2FQFV8%3D 1/15
STATE: Utah
ORDER OF PLACEMENT: 1
OUT OF: 2
FROM: May 10, 2021
TO: Jul 31, 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: 3
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: 3
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, 2
OSHA regulations, body substance
precautions, emergency procedures)
(Mid-term):
3. Ensures the safety of self and others 3
during all fieldwork related activities
by anticipating potentially unsafe
situations and taking steps to prevent
accidents. (Examples: body

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 2
mechanics, medical safety, equipment
safety, client specific precautions,
contraindications, community safety)
(Mid-term):
I - Fundamentals of Practice
Comments:
4. Articulates the values, beliefs, and
distinct perspective of the
occupational therapy profession to
clients and other relevant parties 4
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 2
clearly, confidently, and accurately.
administration, the public) (Mid-term):
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.
5. Articulates the value of occupation 2
as a method and desired outcome of

occupational therapy to clients and
other relevant parties clearly,
confidently, and accurately.
6. Articulates the role of occupational
therapy practitioners to clients and
confidently, and accurately. 4
6. Articulates the role of occupational
therapy practitioners to clients and
confidently, and accurately. 2
II - Basic Tenets of Occupational
Therapy Comments:
7. Articulates a clear and logical
rationale for the evaluation process
based on client information, contexts, 3
theories, frames of reference, and/or
practice models. (Final):
rationale for the evaluation process
based on client information, contexts, 2
practice models. (Mid-term):
8. Obtains sufficient and necessary 3
information from relevant sources
throughout the evaluation process.
(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):
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 2
participation, theoretical support,
evidence, practice context, funding
sources, cultural relevance) (Mid-
term):
10. Determines the client’s
occupational profile and occupational
performance through interview and 3
other appropriate evaluation methods.
(Final):
10. Determines the client’s
occupational profile and occupational
performance through interview and 2
other appropriate evaluation methods.
(Mid-term):
11. Evaluates and analyzes client
factors and contexts that support or 3
hinder occupational performance.
(Final):
11. Evaluates and analyzes client 2
factors and contexts that support or

hinder occupational performance.
(Mid-term):
12. Administers standardized and non-
standardized assessments and
surveys accurately and efficiently to
ensure findings are valid and reliable. 3
(Examples: follows assessment
protocols, adheres to time guidelines)
(Final):
12. Administers standardized and non-
standardized assessments and
surveys accurately and efficiently to
ensure findings are valid and reliable. 2
(Examples: follows assessment
protocols, adheres to time guidelines)
(Mid-term):
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)
(Final):
13. Modifies evaluation procedures
based on client factors and contexts.
(Examples: uses a quiet space, breaks 2
up evaluation into smaller parts,
provides multisensory instructions)
(Mid-term):
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):
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.
(Final):
15. Synthesizes and documents the
results of the evaluation process
clearly, accurately, and concisely, 2
using systematic methods to record
the client’s occupational performance.
(Mid-term):
III - Screening and Evaluation
Comments:
rationale for the intervention process
based on the evaluation results, 3
contexts, theories, frames of
reference, practice models, and
evidence. (Final):
rationale for the intervention process
based on the evaluation results, 2
contexts, theories, frames of
reference, practice models, and
evidence. (Mid-term):
17. Establishes an accurate and
appropriate client-centered plan based
on the evaluation results, contexts, 3
practice models. (Final):
17. Establishes an accurate and
appropriate client-centered plan based
on the evaluation results, contexts, 2
practice models. (Mid-term):
18. Uses evidence from research and 3
relevant resources to make informed

intervention decisions. (Final):
18. Uses evidence from research and
relevant resources to make informed 2
intervention decisions. (Mid-term):
19. Selects client-centered and
occupation-based interventions that
motivate and challenge the client to 3
achieve established goals that support
targeted outcomes. (Final):
19. Selects client-centered and
occupation-based interventions that
motivate and challenge the client to 2
achieve established goals that support
targeted outcomes. (Mid-term):
20. Implement client-centered and
occupation-based intervention plans. 3
(Final):
20. Implement client-centered and
occupation-based intervention plans. 2
(Mid-term):
21. Chooses and, if needed, modifies
intervention approach to achieve
established goals that support 3
targeted outcomes. (Examples:
prevention, restoration, maintenance,
promotion) (Final):
21. Chooses and, if needed, modifies
intervention approach to achieve
established goals that support 2
targeted outcomes. (Examples:
prevention, restoration, maintenance,
promotion) (Mid-term):
22. Modifies task and/or environment 3
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: upgrades/downgrades 2
task; arranges client’s workspace for
optimal performance) (Mid-term):
23. Modifies the intervention plan and
determines the need for continuation 3
or discontinuation of services based
on the client's status. (Final):
23. Modifies the intervention plan and
determines the need for continuation 2
or discontinuation of services based
on the client's status. (Mid-term):
24. Documents the client's response
to services in a manner that 3
demonstrates the effectiveness of
interventions. (Final):
24. Documents the client's response
to services in a manner that 2
demonstrates the effectiveness of
interventions. (Mid-term):
IV - Intervention Comments:
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 to 3
whom responsibilities might be
assigned, while remaining responsible
for all aspects of treatment.
(Examples: paraprofessionals, nurses’
aides, volunteers) (Final):
25. Demonstrates through practice or 2

discussion the ability to collaborate
with and assign appropriate tasks to
the occupational therapy assistant,
occupational therapy aide, or others to
whom responsibilities might be
assigned, while remaining responsible
for all aspects of treatment.
(Examples: paraprofessionals, nurses’
aides, volunteers) (Mid-term):
discussion an understanding of costs
and funding systems related to 3
occupational therapy services, such as
federal, state, third party, and private
payers. (Final):
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):
27. Demonstrates knowledge about the
organization. (Examples: mission and 3
vision, accreditation status, licensing,
specialty certifications) (Final):
27. Demonstrates knowledge about the
organization. (Examples: mission and 2
vision, accreditation status, licensing,
specialty certifications) (Mid-term):
28. Meets productivity standards or
volume of work expected of 3
occupational therapy students. (Final):
28. Meets productivity standards or
volume of work expected of 2
occupational therapy students. (Mid-
term):
V - Management of Occupational
Therapy Services Comments:
29. Communicates clearly and
effectively, both verbally and
nonverbally. (Examples: clients, 3
families, caregivers, colleagues,
service providers, administration, the
public) (Final):
29. Communicates clearly and
effectively, both verbally and
nonverbally. (Examples: clients, 3
families, caregivers, colleagues,
service providers, administration, the
public) (Mid-term):
30. Produces clear and accurate
documentation. (Examples: legibility,
spelling, punctuation, grammar, 4
adherence to electronic health
documentation requirements) (Final):
30. Produces clear and accurate
documentation. (Examples: legibility,
spelling, punctuation, grammar, 3
adherence to electronic health
documentation requirements) (Mid-
term):
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):
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 3

professional competence by seeking
out learning opportunities and
interactions with fieldwork educator(s)
and others. (Mid-term):
33. Responds constructively to 3
feedback in a timely manner. (Final):
33. Responds constructively to
feedback in a timely manner. (Mid- 3
term):
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):
35. Demonstrates effective time 3
management. (Final):
35. Demonstrates effective time 3
management. (Mid-term):
36. Manages relationships effectively
through therapeutic use of self and 3
adjusts approach to meet the needs of
clients and others. (Final):
36. Manages relationships effectively 2
through therapeutic use of self and
adjusts approach to meet the needs of
clients and others. (Mid-term):
37. Demonstrates respect for diversity
factors of others. (Examples: culture, 3
socioeconomic status, beliefs,
identity) (Final):
37. Demonstrates respect for diversity
factors of others. (Examples: culture, 3
socioeconomic status, beliefs,
identity) (Mid-term):
VI - Communication and Professional
Behaviors Comments:
FINAL TOTAL: 118
Pass/Fail: Pass
Pass/Fail:
1. (Final) AOTA Code of Ethics: 3
2. (Final) Safety Regulations: 3
3. (Final) Safety of Self/Other: 3
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: 3
9. (Final) Selects relevant tools: 3
10. (Final) Determines the profile: 3
11. (Final) Evaluates and analyzes: 3
12. (Final) Administers assessment: 3
13. (Final) Modifies evaluation: 3

14. (Final) Interprets eval..: 3
15. (Final) Synthesizes and 3
documents:
16. (Final) Articulates: 3
17. (Final) Establishes plan: 3
18. (Final) Uses evidence: 3
19. (Final) Selects interventions: 3
20. (Final) Implements plan: 3
21. (Final) Chooses and modifies: 3
22. (Final) Modifies task: 3
23. (Final) Modifies plan: 3
24. (Final) Documents: 3
25. (Final) Collaborate: 3
26. (Final) Demonstrates: 3
27. (Final) Demonstrates organization: 3
28. (Final) Productivity: 3
29. (Final) Communicates: 3
30. (Final) Produces clear: 4
31. (Final) Collaborates: 4
32. (Final) Responsibility: 4
33. (Final) Responds to feedback: 3
34. (Final) Work behaviors: 4
35. (Final) Time Management: 3
36. (Final) Manages relationships: 3

37. (Final) Demonstrates success: 3
Isabel's strength include
taking feedback well and
being teachable. She is
passionate about OT and
finding effective ways to
SUMMARY COMMENTS: help patients overcome
barriers limiting
occupational performance
and engagement. She is
well on her way to
becoming an amazing OT.
Student was informed of this review: Student was informed of
this review
Fieldwork Educator Signature: View Signature
Student Signature:

Fieldwork Final

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12/1/21, 11:28 PM Mail - ISABEL LAVALLEE AUSTIN - Outlook

Fw: AOTA - Fieldwork Performance Evaluation Final OTS

AOTA - Fieldwork Performance Evaluation Final OTS

accidents. (Examples: body

as a method and desired outcome of

8. Obtains sufficient and necessary

factors and contexts that support or

15. Synthesizes and documents the

relevant resources to make informed

to maximize the client’s performance.

25. Demonstrates through practice or 2

32. Takes responsibility for attaining 3

13. (Final) Modifies evaluation: 3

36. (Final) Manages relationships: 3

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