1. Demonstrates the ability to give constructive and timely feedback.
Honest and constructive collaboration and feedback is essential to developing a relationship with your coworkers, peers, and clients and allows all parties to promote growth and skill development. During my Level II B rotation in the acute care setting, I was working with an older client who has Fragile X Syndrome, and his caregiver was the primary historian giving me his prior level of function due to his developmental delay. When interviewing the caregiver, she told me that he could not dress, bath, and needed a lot of assistance with grooming. As I went through the evaluation, I asked the client to complete donning a gown and socks, brushing his teeth, combing his hair, etc. While the client was attempting to complete the tasks, the caregiver asked to step in and help. I let her know that this is an evaluation to see what he can do, and I will help him if he needs it. By allowing him increased time and explaining what he needs to do, the client was able to dress himself and groom while standing at the sink with minimal to no assistance. This experience allowed me to give constructive feedback to the caregiver about allowing him to be as independent as he can, because he can do things when they are explained, and he is given the time to do so. The caregiver was very receptive of my feedback and appreciated that I spent the time to work with him and allow him to complete some ADLs.
Honest and constructive collaboration and feedback is essential to developing a relationship with your coworkers, peers, and clients and allows all parties to promote growth and skill development. During my Level II B rotation in the acute care setting, I was working with an older client who has Fragile X Syndrome, and his caregiver was the primary historian giving me his prior level of function due to his developmental delay. When interviewing the caregiver, she told me that he could not dress, bath, and needed a lot of assistance with grooming. As I went through the evaluation, I asked the client to complete donning a gown and socks, brushing his teeth, combing his hair, etc. While the client was attempting to complete the tasks, the caregiver asked to step in and help. I let her know that this is an evaluation to see what he can do, and I will help him if he needs it. By allowing him increased time and explaining what he needs to do, the client was able to dress himself and groom while standing at the sink with minimal to no assistance. This experience allowed me to give constructive feedback to the caregiver about allowing him to be as independent as he can, because he can do things when they are explained, and he is given the time to do so. The caregiver was very receptive of my feedback and appreciated that I spent the time to work with him and allow him to complete some ADLs.
2. Modifies behavior in response to feedback; seeks opportunities to apply feedback.
Seeking and responding to feedback is a critical skill needed to grow as an occupational therapy practitioner during Level II Fieldwork rotations. This is our time to grow and learn from our fieldwork educators. I began my Level II A rotation in the pediatric outpatient setting by communicating with my fieldwork educator that I am not comfortable working with children and am looking for her constructive feedback to grow in this setting. We had weekly meetings where she would give me feedback on my skills, and I would take that and implement it into my treatments and evaluations going forward. Below is an excerpt from comments written on my Midterm and Final Fieldwork Performance Evaluations by my FWE for my pediatric outpatient rotation:
Seeking and responding to feedback is a critical skill needed to grow as an occupational therapy practitioner during Level II Fieldwork rotations. This is our time to grow and learn from our fieldwork educators. I began my Level II A rotation in the pediatric outpatient setting by communicating with my fieldwork educator that I am not comfortable working with children and am looking for her constructive feedback to grow in this setting. We had weekly meetings where she would give me feedback on my skills, and I would take that and implement it into my treatments and evaluations going forward. Below is an excerpt from comments written on my Midterm and Final Fieldwork Performance Evaluations by my FWE for my pediatric outpatient rotation:
3. Productively uses knowledge of own strengths and weaknesses.
It is important to understand one’s own strengths and weaknesses as an individual and a team member to give our client’s the best possible care. Coming into my Level II A rotation in the pediatric outpatient setting, I learned that I was more comfortable working with older children and found it difficult to engage younger children during sessions. I also felt extremely comfortable speaking with parents and caregivers about sessions and how their child was doing. I acknowledged and discussed with my fieldwork educator my weaknesses and asked for advice and feedback when working with the younger children. By understanding my weak areas, I was able to ask for help and better serve them during treatment sessions.
It is important to understand one’s own strengths and weaknesses as an individual and a team member to give our client’s the best possible care. Coming into my Level II A rotation in the pediatric outpatient setting, I learned that I was more comfortable working with older children and found it difficult to engage younger children during sessions. I also felt extremely comfortable speaking with parents and caregivers about sessions and how their child was doing. I acknowledged and discussed with my fieldwork educator my weaknesses and asked for advice and feedback when working with the younger children. By understanding my weak areas, I was able to ask for help and better serve them during treatment sessions.
4. Maintains balance in personal and professional life while prioritizing professional responsibilities and commitments.
Although fieldwork is a time of professional growth and skill development, it can be a very stressful time and finding balance is important to maintain your own quality of life and mental health. During both of my Level II Fieldwork rotations, I was able to find a balance in my personal and professional life. I incorporated walking my dog and working out into my daily routine because its help both my physical and mental health. After a long day in the clinic or hospital, being active is a way that I destress and reflect on my experiences. I would go to the beach to destress and allow my dog to run and enjoy the sand and salty water during my Level II B rotation. I also made time for my friends and family, whether it was calling them on the phone or meeting them for dinner after a long day at work. This allowed me to find the right balance and feel recharged so that I can provide the best level of care to my clients.
Although fieldwork is a time of professional growth and skill development, it can be a very stressful time and finding balance is important to maintain your own quality of life and mental health. During both of my Level II Fieldwork rotations, I was able to find a balance in my personal and professional life. I incorporated walking my dog and working out into my daily routine because its help both my physical and mental health. After a long day in the clinic or hospital, being active is a way that I destress and reflect on my experiences. I would go to the beach to destress and allow my dog to run and enjoy the sand and salty water during my Level II B rotation. I also made time for my friends and family, whether it was calling them on the phone or meeting them for dinner after a long day at work. This allowed me to find the right balance and feel recharged so that I can provide the best level of care to my clients.
5. Demonstrates functional level of confidence and self-assurance.
As I progressed in both of my Level II Fieldwork rotations, my confidence grew, and I began to feel more self-assurance. Transitioning for learning skills in school and practicing on peers to implementing them in fieldwork and working with clients can be extremely overwhelming and make one feel unsure of themselves. I felt unsure as I began both my rotations due to my inexperience but eventually felt confident in myself and my skills as a practitioner to be an effective and confident occupational therapist. As I progressed in the acute care setting during my Level II B rotation, I began to feel extremely confident when interacting with and transferring patients. I had one specific patient who had a right total hip replacement the day before we completed an evaluation on him. While I was interviewing him, the patient told me how nervous he was to move because he was in so much pain. I educated him on his weight bearing precautions and how to use the rolling walker to his advantage when walking to the bathroom. I talked him through his entire evaluation, and he was able to stand, walk to the bathroom, groom while standing at this sink, and even don one of his socks using a sock aid. While I was finishing up the evaluation, he asked me how long I have been practicing occupational therapy. I told him I am still a student and he said I acted so confident throughout the session that he had no idea (even though I told him at the beginning that I was in school)! That re-assurance gave me more confidence in my skills and abilities as an occupational therapist. I have included an excerpt from my Midterm Performance Evaluation during my Level II A rotation regarding my communication with clients and caregivers.
As I progressed in both of my Level II Fieldwork rotations, my confidence grew, and I began to feel more self-assurance. Transitioning for learning skills in school and practicing on peers to implementing them in fieldwork and working with clients can be extremely overwhelming and make one feel unsure of themselves. I felt unsure as I began both my rotations due to my inexperience but eventually felt confident in myself and my skills as a practitioner to be an effective and confident occupational therapist. As I progressed in the acute care setting during my Level II B rotation, I began to feel extremely confident when interacting with and transferring patients. I had one specific patient who had a right total hip replacement the day before we completed an evaluation on him. While I was interviewing him, the patient told me how nervous he was to move because he was in so much pain. I educated him on his weight bearing precautions and how to use the rolling walker to his advantage when walking to the bathroom. I talked him through his entire evaluation, and he was able to stand, walk to the bathroom, groom while standing at this sink, and even don one of his socks using a sock aid. While I was finishing up the evaluation, he asked me how long I have been practicing occupational therapy. I told him I am still a student and he said I acted so confident throughout the session that he had no idea (even though I told him at the beginning that I was in school)! That re-assurance gave me more confidence in my skills and abilities as an occupational therapist. I have included an excerpt from my Midterm Performance Evaluation during my Level II A rotation regarding my communication with clients and caregivers.
6. Uses humor to diffuse tension.
Most clients in the acute care population are experiencing a sudden, emergent illness or injury that effects their level of independence. This sudden change in functional independence can cause a lot of clients and those close to them to feel angry, scared, anxious, depressed, and/or sad. With these changing emotions going through their heads, I try my best as an occupational therapist to be positive and uplifting while completing evaluations or treatments. One way I can distract, or diffuse tension is through humor. For example, during my Level II B rotation in the acute care setting, I completed an evaluation on a 15-year-old boy who had a double hip replacement (yes you read that correct, DOUBLE HIP!). Following his surgery, the client was not only in a lot of pain, but he was extremely emotional due to his situation. While having him scoot back on the bed following standing, I was asking the client to move one hip back at a time. He was in a lot of pain and was tearing up, so I said, “do you know what moving one hip backwards is called? The one cheek sneak!” He started laughing so much that we had to stop and allow him to collect himself. This joke allowed my client to get the pain out of his head for a minute and just laugh with me. It was a great way to break the tension and he completed scooting backwards without mentioning pain.
Most clients in the acute care population are experiencing a sudden, emergent illness or injury that effects their level of independence. This sudden change in functional independence can cause a lot of clients and those close to them to feel angry, scared, anxious, depressed, and/or sad. With these changing emotions going through their heads, I try my best as an occupational therapist to be positive and uplifting while completing evaluations or treatments. One way I can distract, or diffuse tension is through humor. For example, during my Level II B rotation in the acute care setting, I completed an evaluation on a 15-year-old boy who had a double hip replacement (yes you read that correct, DOUBLE HIP!). Following his surgery, the client was not only in a lot of pain, but he was extremely emotional due to his situation. While having him scoot back on the bed following standing, I was asking the client to move one hip back at a time. He was in a lot of pain and was tearing up, so I said, “do you know what moving one hip backwards is called? The one cheek sneak!” He started laughing so much that we had to stop and allow him to collect himself. This joke allowed my client to get the pain out of his head for a minute and just laugh with me. It was a great way to break the tension and he completed scooting backwards without mentioning pain.
7. Maintains professional behavior, regardless of problem or situation.
Maintaining professional behaviors is an essential component as a practitioner to set boundaries with clients as well as coworkers. During my Level II B rotation in the acute care setting, I had a homeless patient who came into the hospital because he wanted to be discharged to skilled nursing facility but kept getting denied by his insurance. He was a younger man, about 45, and threatened to get his lawyers involved if the hospital “discharged him back into his horrible environment.” Therefore, occupational therapy was ordered to see if we could complete an evaluation and recommend an appropriate place to be discharged. This patient was wheelchair bound, required maximal assistance for all ADLs and iADLs, and was not motivated to increase his level of independence as he stated during the interview portion of the evaluation. After I completed my interview, the patient said he needed to use the bathroom and he wanted to use his urinal. When I brought him a wet cloth to wash his hands, he began to yell and cuss me out saying that I thought I was better than him and he doesn’t bath or wash his hands. I maintained my professionalism and politely told him that this is part of our evaluation and if he wanted to get our recommendation on where to go next, he needed to participate. The client kept cussing at me but also kept saying that he wanted therapy. I explained to him that I have treated him with respect, but I will not be talked to that way and if he wanted me to complete the evaluation, then he needed to also treat me with respect. Eventually when the client understood that he was not going to get a reaction out of me, he decided to participate. This was my first experience with a patient who yelled and cussed, but I handled it in a polite and professional manner. I have attached a comment from my Midterm Performance review during my Level II B rotation regarding my professional behaviors with coworkers and clients in the acute care setting.
Maintaining professional behaviors is an essential component as a practitioner to set boundaries with clients as well as coworkers. During my Level II B rotation in the acute care setting, I had a homeless patient who came into the hospital because he wanted to be discharged to skilled nursing facility but kept getting denied by his insurance. He was a younger man, about 45, and threatened to get his lawyers involved if the hospital “discharged him back into his horrible environment.” Therefore, occupational therapy was ordered to see if we could complete an evaluation and recommend an appropriate place to be discharged. This patient was wheelchair bound, required maximal assistance for all ADLs and iADLs, and was not motivated to increase his level of independence as he stated during the interview portion of the evaluation. After I completed my interview, the patient said he needed to use the bathroom and he wanted to use his urinal. When I brought him a wet cloth to wash his hands, he began to yell and cuss me out saying that I thought I was better than him and he doesn’t bath or wash his hands. I maintained my professionalism and politely told him that this is part of our evaluation and if he wanted to get our recommendation on where to go next, he needed to participate. The client kept cussing at me but also kept saying that he wanted therapy. I explained to him that I have treated him with respect, but I will not be talked to that way and if he wanted me to complete the evaluation, then he needed to also treat me with respect. Eventually when the client understood that he was not going to get a reaction out of me, he decided to participate. This was my first experience with a patient who yelled and cussed, but I handled it in a polite and professional manner. I have attached a comment from my Midterm Performance review during my Level II B rotation regarding my professional behaviors with coworkers and clients in the acute care setting.
8. Takes risks to maximize outcomes.
Taking risk with clients is an important component to allow them to increase or regain functional independence. It feels comfortable and easy to allow clients to continue working on skills that they are good at because they are not struggling, getting frustrated, or failing. However, to maximize outcomes from therapy, you must take risks with your clients and push them into difficult or uncomfortable situations where they can grow. I worked with a child during my Level II A rotation that had an extreme fear of vestibular input and was very timid or resistant when asked to walk up/down steps, get on the trampoline, or swing. After working with this child for a few weeks, I became more comfortable pushing her outside of her comfort zone so that she could increase her tolerance to vestibular input. One session, I decided to have her stand up on a swing to grab puzzle pieces from clothes pins. I started by holding the swing still so that she would feel more comfortable getting on, but I told her I was going to let go and she would feel the swing move. After a few minutes of coaching her through and encouraging her, she got on the swing. She was extremely timid and scared, but I comforted her by saying I am beside her and I won’t let anything happen. The longer she continued getting on the swing, the more comfortable she became with the activity and after a few sessions of continuously encouraging her to get on the swing and stand, she was able to complete it independently and confidently. By taking a risk and making my client step out of her comfort zone, she was able to improve her level of independence and become more confident in herself and her abilities.
Taking risk with clients is an important component to allow them to increase or regain functional independence. It feels comfortable and easy to allow clients to continue working on skills that they are good at because they are not struggling, getting frustrated, or failing. However, to maximize outcomes from therapy, you must take risks with your clients and push them into difficult or uncomfortable situations where they can grow. I worked with a child during my Level II A rotation that had an extreme fear of vestibular input and was very timid or resistant when asked to walk up/down steps, get on the trampoline, or swing. After working with this child for a few weeks, I became more comfortable pushing her outside of her comfort zone so that she could increase her tolerance to vestibular input. One session, I decided to have her stand up on a swing to grab puzzle pieces from clothes pins. I started by holding the swing still so that she would feel more comfortable getting on, but I told her I was going to let go and she would feel the swing move. After a few minutes of coaching her through and encouraging her, she got on the swing. She was extremely timid and scared, but I comforted her by saying I am beside her and I won’t let anything happen. The longer she continued getting on the swing, the more comfortable she became with the activity and after a few sessions of continuously encouraging her to get on the swing and stand, she was able to complete it independently and confidently. By taking a risk and making my client step out of her comfort zone, she was able to improve her level of independence and become more confident in herself and her abilities.
9. Uses knowledge and information in an innovative way.
I used knowledge throughout both of my Level II Fieldwork rotations in innovative ways to keep my clients motivated while increasing their level of independence. During my Level II A rotation in the pediatric outpatient setting, I was having a difficult time coming up with interventions for one child who had decreased attention to task. She had an extremely short attention span and would engage in activities for no more than 5 minutes before asking to do something different or wandering off to find something else. After my first few weeks working with her and building rapport by asking what she enjoyed and what she wanted to do, I found that she was interested in sewing and I just so happened to find a simple sewing kit at the dollar store! I knew that sewing would allow her to work on a variety of skills, including fine motor, visual motor, and sensory regulation. She was so excited about the activity that I had planned and remained engaged throughout the entire session. This activity also took a while to complete, so it became a motivation for her to complete different tasks in the upcoming sessions so that she could spend some time sewing.
I used knowledge throughout both of my Level II Fieldwork rotations in innovative ways to keep my clients motivated while increasing their level of independence. During my Level II A rotation in the pediatric outpatient setting, I was having a difficult time coming up with interventions for one child who had decreased attention to task. She had an extremely short attention span and would engage in activities for no more than 5 minutes before asking to do something different or wandering off to find something else. After my first few weeks working with her and building rapport by asking what she enjoyed and what she wanted to do, I found that she was interested in sewing and I just so happened to find a simple sewing kit at the dollar store! I knew that sewing would allow her to work on a variety of skills, including fine motor, visual motor, and sensory regulation. She was so excited about the activity that I had planned and remained engaged throughout the entire session. This activity also took a while to complete, so it became a motivation for her to complete different tasks in the upcoming sessions so that she could spend some time sewing.
10. Empowers clients and team members.
As occupational therapists, it is important to empower clients and keep them motivated so they may improve their level of independence. Many clients that I worked with in the acute care setting during my Level II B rotation had just gone through a big change that altered their lives and level of independence. This change, whether it be an illness, injury, or new diagnosis, can be very frustrating to patients, often resulting in self-doubt, anxiety, and loss of hope. Many of my clients would try to refuse a session because they were tired, in pain, or sad. While ultimately respecting their decision, I would encourage clients to get up and move and explain the benefits of doing so. I would describe everything I was going to do with them so they knew the expectations of the session but would also comfort them by saying that I would not let do anything they could not tolerate. Many clients appreciated and were willing to get up and move during an evaluation or treatment because they trusted that I was knowledgable and the felt empowered the more they worked.
As occupational therapists, it is important to empower clients and keep them motivated so they may improve their level of independence. Many clients that I worked with in the acute care setting during my Level II B rotation had just gone through a big change that altered their lives and level of independence. This change, whether it be an illness, injury, or new diagnosis, can be very frustrating to patients, often resulting in self-doubt, anxiety, and loss of hope. Many of my clients would try to refuse a session because they were tired, in pain, or sad. While ultimately respecting their decision, I would encourage clients to get up and move and explain the benefits of doing so. I would describe everything I was going to do with them so they knew the expectations of the session but would also comfort them by saying that I would not let do anything they could not tolerate. Many clients appreciated and were willing to get up and move during an evaluation or treatment because they trusted that I was knowledgable and the felt empowered the more they worked.
11. Actively participates in leadership or supportive roles in local, state, and/or national associations.
Throughout both of my Level II rotations, I have remained an active member with organizations such as the American Occupational Therapy Association (AOTA) and the Tennessee Occupational Therapy Association (TNOTA) to utilize my resources from these associations and be able to attend informative webinars. I look forward to continuing my education through learning courses such as these and to keep an active role within these organizations. I have attached a certificate of completion for a course I completed about occupational therapy's role in burns with clients. I completed this course through TNOTA along with others throughout my school and fieldwork rotations.
Throughout both of my Level II rotations, I have remained an active member with organizations such as the American Occupational Therapy Association (AOTA) and the Tennessee Occupational Therapy Association (TNOTA) to utilize my resources from these associations and be able to attend informative webinars. I look forward to continuing my education through learning courses such as these and to keep an active role within these organizations. I have attached a certificate of completion for a course I completed about occupational therapy's role in burns with clients. I completed this course through TNOTA along with others throughout my school and fieldwork rotations.
12. Maintains values over self-promotion or profit.
As an occupational therapist, it is important to maintain values over profit while working with clients. During my Level II A rotation in the pediatric outpatient setting, I often had parents attempt to give me gifts, whether it be a drink, food, or a gift card, for working with their child. Although it was a nice gesture, I would often respectfully decline their gifts while maintaining my professionalism and the rapport I had built with them. I would inform the client that I could not accept their gifts, but I appreciated the gesture and was here to help there child achieve their goals. I would also mention that the caregivers could make donations to the occupational therapy department or facility if they continued to insist on compensation to myself.
As an occupational therapist, it is important to maintain values over profit while working with clients. During my Level II A rotation in the pediatric outpatient setting, I often had parents attempt to give me gifts, whether it be a drink, food, or a gift card, for working with their child. Although it was a nice gesture, I would often respectfully decline their gifts while maintaining my professionalism and the rapport I had built with them. I would inform the client that I could not accept their gifts, but I appreciated the gesture and was here to help there child achieve their goals. I would also mention that the caregivers could make donations to the occupational therapy department or facility if they continued to insist on compensation to myself.