Fomatane OTA -Fiekwark Portomance Evaluation Final OTS Exported July 28, 2021 11:37 AM Sutton Tine uy 25,2021 11:37 Browser IP aasrose: seston Fieldwork Performance Evaluation (FWPE) PERSONAL INFORMATION STUDENT OR FIELDWORK EDUCATOR FIELDWORK EDUCATOR STUDENT NAME Ashlee Johnson "STUDENT EMAIL > FIELOWORK EDUCATOR NAME Katherine QD - / FIELDWORK EDUCATOR OTRIL 7 CREDENTIALS SS a COLLEGE OR UNIVERSITY University of Utah. - - FIELDWORK SETTING TODAY'S DATE Jul 29, 2021 TYPE OF FIELDWORK NAME OF ORGANIZATION/FACILITY city STATE May 10, 2021 To Jul 30, 2021 TOTAL NUMBER OF WEEKS 12 |. FUNDAMENTALS OF PRACTICE viieve1, Aulheres to the American 3 Occupational Therapy Association's Code of Ethics and all federal, state, and facility regulations. (Examples: Medicare, Medicaid, client privacy, social media, human subject research) (Final) 1. Adheres to the American 3 Occupational Therapy Association's Code of Ethics and all federal, state, and facility regulations. (Examples: Medicare, Medicaid, client privacy, social media, human subject research) (Mid-term) 2, Adheres to safety regulations and 3 reports/documents incidents appropriately. (Examples: fire safety, OSHA regulations, body substance precautions, emergency procedures) (Final) 2. Adheres to safety regulations and 2 reportsidocuments incidents appropriately. (Examples: fire safety, 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 2 during all fieldwork related activities by ating potentially unsafe situations and taking steps to prevent accidents. (Examples: body mechanics, medical safety, equipment safety, client specific precautions, contraindications, ‘community safety) (Mid-term) Il - BASIC TENETS OF OCCUPATIONAL THERAPY nave © QE4. Articulates the values, beliefs, and 3 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 2 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) (Mid-term) 5. Articulates the value of occupation as 3 a method and desired outcome of occupational therapy to clients and other relevant parties clearly, confidently, and accurately. (Examples: families, caregivers, colleagues, service providers, administration, the public) (Final) 5, Articulates the value of occupation as 2 a method and desired outcome of ‘occupational therapy to clients and other relevant parties clearly, confidently, and accurately. (Example: families, caregivers, colleagues, service istration, the public) providers, admit (Mid-t rm) 6, Articulates the role of occupational 3 therapy practitioners to clients and other relevant parties clearly, confidently, and accurately. (Examples: families, caregivers, colleagues, service providers, administration, the public) (Final) i |6. Articulates the role of occupational 3 therapy practitioners to clients and other relevant parties clearly, confidently, and accurately. (Examples: families, caregivers, colleagues, service providers, administration, the public) (Mid-term) Ill - SCREENING AND EVALUATION 7. Articulates a clear and logical 3 rationale for the evaluation process based on client information, contexts, theories, frames of reference, andlor practice models. (Final) 7. Articulates a clear and logical 2 rationale for the evaluation process based on client information, contexts, theories, frames of reference, and/or 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 2 information from relevant sources throughout the evaluation process. (Examples: record or chart review, client, family, caregivers, service providers) (Mid-term) 9. Selects relevant screening and 3 assessment tools based on various factors. (Examples: client priorities, needs, and concerns about ‘occupational performance and participation, theoretical support, evidence, practice context, funding sources, cultural relevance) (Final) nae9. Selects relevant screening and assessment tools based on various factors. (Examples: client priorities, needs, and concerns about ‘occupational performance and 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 other appropriate evaluation methods. (Final) 10. Determines the client's occupational profile and occupational performance through interview and other appropriate evaluation methods. (Mid-term) 14. Evaluates and analyzes client factors and contexts that support or hinder occupational performance. (Final) 14, Evaluates and analyzes client factors and contexts that support or hinder occupational performancé (Mid-term) 12. Administers standardized and non-standardized assessments and surveys accurately and efficiently to ensure findings are valid and reliable. (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. (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 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 up evaluation into smaller parts, provides multisensory instructions) (Mid-term) 14, Interprets evaluation results to determine the client's occupational performance strengths and challenges. (Final) 14, Interprets evaluation results to determine the client's occupational performance strengths and challenges. (Mid-term) 45. Synthesizes and documents the 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, using systematic methods to record the client's occupational performance. (Mid-term) IV - INTERVENTION 16. Articulates a clear and logical rationale for the intervention process based on the evaluation results, 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, contexts, theories, frames of reference, practice models, and evidence, (Mid-term) 2 2 Live >17. Establishes an accurate and appropriate client-centered plan based on the evaluation results, contexts, theories, frames of reference, and/or practice models. (Final) 17. Establishes an accurate and appropriate client-centered plan based on the evaluation results, contexts, theories, frames of reference, and/or practice models. (Mid-term) 18, Uses evidence from research and relevant resources to make informed intervention decisions. (Final) 18, Uses evidence from research and relevant resources to make informed intervention decisions. (Mid-term) 19. Selects client-centered and ‘occupation-based interventions that fate and challenge the client to achieve established goals that support targeted outcomes. (Final) 49. Selects client-centered and coccupation-based interventions that motivate and challenge the client to achieve established goals that support targeted outcomes. (Mid-term) 20. Implement client-centered and ‘occupation-based intervention plans. (Final) 20. Implement client-centered and occupation-based intervention plans. (Mid-term) 21. Chooses and, if needed, modifies itervention approach to achieve established goals that support targeted outcomes. (Examples: prevention, restoration, maintenance, promotion) (Final) viiqve21. Chooses and, ifneeded, modifies 3 intervention approach to achieve established goals that support targeted outcomes. (Examples: prevention, restoration, maintenance, promotion) (Mid-term) 22. Modifies task andlor environment to 4 maximize the client's performance. Examples: upgrades/downgrades task; arranges client's workspace for optimal performance (Final) 22, Modifies task and/or environment to 2 maximize the client's performance. (Examples: upgradesidowngrades task; arranges client's workspace for optimal performance) (Mid-term) 23. Modifies the intervention plan and 4 determines the need for continuation or discontinuation of services based on the client's status. (Final) 23. Modifies the intervention plan and 2 determines the need for continuation or discontinuation of services based on the client's status. (Mid-term) 24, Documents the client's response to 4 services in a manner that demonstrates the effectiveness of interventions. (Final) 24, Documents the client's response to 3 services in a manner that demonstrates the effectiveness of interventions. (Mid-term) \V - MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES Unique25. Demonstrates through practice or 3 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) (Final) 25, Demonstrates through practice or 2 discussion the ability to collaborate with and assign appropriate tasks to the nal 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) 26. Demonstrates through practice or 3 discussion an understanding of costs and funding systems related to ‘occupational therapy services, such as federal, state, third party, and private payers. (Final) 26. Demonstrates through practice or 3 discussion an understanding of costs and funding systems related to occupational therapy services, such as federal, state, third party, and private payers. (Mid-term) 27. Demonstrates knowledge about the 3 organization. (Examples: mission and vision, accreditation status, licensing, specialty certifications) (Final) 27. Demonstrates knowledge about the 3 organization. (Examples: mission and vision, accreditation status, licensing, specialty certifications) (Mid-term) 28, Meets productivity standards or 4 volume of work expected of ‘occupational therapy students. (Final) a28, Meets productivity standards or 3 Volume of work expected of occupational therapy students. (Mid-term) VI - COMMUNICATION AND PROFESSIONAL BEHAVIORS 29. Communicates clearly and 3 effectively, both verbally and nonverbally. (Examples: clients, families, caregivers, colleagues, service providers, administration, the public) (Final) 29. Communicates clearly and 2 effectively, both verbally and nonverbally. (Examples: clients, families, caregivers, colleagues, service fers, administration, the public) rm) 30. Produces clear and accurate 4 documentation, (Examples: legibility, spelling, punctuation, grammar, 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) 31, Collaborates with fieldwork 3 educator(s) to maximize the learning experience. (Final) 31. Collaborates with fieldwork 3 educator(s) to maximize the learning experience. (Mid-term) 32, Takes responsibility for attaining 3. professional competence by seeking out learning opportunities and interactions with fieldwork educator(s) and others. (Final) Lieve A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 4 feedback in a timely manner. (Final) 33. Responds constructively to 3 feedback in a timely manner. (Mid-term) 34, Demonstrates consistent and 4 acceptable work behaviors. (Examples: punctuality, initiative, preparedness, flexibility, dependability, professional appearance) (Final) 34, Demonstrates consistent and 3 acceptable work behaviors. (Example: punctuality, initiative, preparedness, flexibility, dependability, professional appearance) (Mid-term) 35, Demonstrates effective time 4 management. (Final) 35. Demonstrates effective ti management. (Mid-term) 36. Manages relationships effectively 4 through therapeutic use of self and adjusts approach to meet the needs of clients and others. (Final) 36, Manages relationships effectively 3 through therapeutic use of self and adjusts approach to meet the needs of clients and others. (Mid-term) 37. Demonstrates respect for diver factors of others. (Examples: culture, socioeconomic status, beliefs, identity) (Final) 37. Demonstrates respect for diversity 3 factors of others. (Examples: culture, socioeconomic status, beliefs, identity) (Mid-term)ee FINAL TOTAL Pass/Fail 1. (Final) AOTA Code of Ethics 2. (Final) Safety Regulations 3. (Final) Safety of Self/Other 4. (Final) Articulates Values 5. (Final) Value Articulation 6. (Final) Role Articulation 7. (Final) Articulates the role 8. (Final) Obtains information 9. (Final) Selects relevant tools 10. (Final) Determines the profile 11. (Final) Evaluates and analyzes 12. (Final) Administers assessment 13. (Final) Modifies evaluation 414. (Final) Interprets eval 15. (Final) Synthesizes and documents 16. (Final) Articulates 47. (Fina) Establishes plan “48. Final Uses evidence 19. (Final) Selects interventions 20. (Final) Implements plan 21. (Final) Chooses and modi 22. (Final) Modifies task 23. (Final) Modifies plan 24. (Final) Documents 25. (Final) Collaborate PERFORMANCE RATING SUMMARY SHEET (FINAL) 127 Pass 3 4 3 vine26. {Final) Demonstrates 3 27. (Final) Demonstrates organization 3 28, (Final) Productivity 4 29, (Final) Communicates 3 30. (Final) Produces clear 4 32. (Final) Responsibility 3 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 Student was informed of this review Student was informed of this review Fieldwork Educator Signature Unique iD: e40058629