Presentation on theme: "Christine DeFiglio, OTR"— Presentation transcript:
1Maximizing your Fieldwork Experience, a Fieldwork Educator and Former Student Perspective Christine DeFiglio, OTROT Student Clinical Coordinator, Kessler Institute for RehabilitationAnthony Castronovo, MS, OTRKessler Institute for RehabilitationCatherine Colucci, MA, OTRUMDNJ- Director Proposed OTA Program
2ObjectivesIdentify roles and responsibilities of the fieldwork student and educatorTo understand the key elements for a successful fieldwork experienceIdentify strategies for establishment of a collaborative fieldwork educator and student relationshipTo understand the expectations for and characteristics of a successful fieldwork student
3What is Fieldwork?The purpose of fieldwork education is to propel each generation of OT practioners from the role of a student to that of a practioner. Through the fieldwork experience, future practioners achieve competence in applying the OT process and using evidence base interventions to meet the OT needs of a diverse client population. (AOTA, 2009)
4The transition from classroom to clinic is one of the most challenging experiences you as a student will haveThe routine of clinical practice is one of discovery and learning from clients, and testing out one’s own clinical judgment'sThis can be accomplished along with fieldwork educators during your affiliations
5There is no substitute for the experience gained in the practice settings of occupational therapists
6Fieldwork Educator Role Facilitator of the fieldwork processSupport for the studentProvide guidelinesCreates and adapts the learning environmentEncourages dialogueChallenges students thinking
7Student Role Effective communication Keep treatment individualized. (Every client is unique)FlexibleOpen to feedbackOpen mindedTake initiativeUtilize good time management skillsUtilize resources effectivelySafety always a priority!!
8Facilitator of the fieldwork Process The facilitator is a teacherObserve, assess and gives feedbackFacilitates understanding of evaluations and interventions from an occupation based perspectiveCreates assignments that incorporate the principles of occupation based practiceFacilitates ability to analyze interventions in terms of preparatory, purposeful and occupation based practiceCoach
9SupportThe fieldwork educator takes a personal interest in the student and offers leadership, guidance and advice on issues encountered during fieldworkThe FWE nurtures and supports the student, providing information, role modeling, teaching and counseling, to open doors that provide students with as many opportunities as possible
10Provides GuidelinesEstablishes the role of the student in the site settingProvides expectations and responsibilitiesEstablishes goalsEstablishes learning objectivesEx: orientation, weekly responsibilities, weekly evaluation
11Creates a learning environment In order to create the best learning environment for a student, the FWE needs to understand the students learning styleLearning style refers to the characteristic ways in which individuals collect, organize and transform data into useful informationUnderstanding the learning style can shape the course of the affiliation
14Encourages DialogueCommunication between the student and FWE is extremely importantFWE encourages participation in supervisionAsks probing or thought provoking questionsGives constructive criticism
15Key Components to a Successful Fieldwork Experience Communication Professionalism Self Direction Clinical Reasoning
16Communication Effectively communicate both verbally and non verbally Use appropriate language/ spelling based on site requirementsSeek/accept feedbackFeedback is a crucial motivating factor in learningReviews level of performance, strengths, areas to grow, where to improve performance or change behaviors, review barriers to achieving goals
17DO NOT EXPECT TO KNOW EVERYTHING!!! CommunicationUtilize logs or journalsFWE’s cannot read mindsUtilize weekly and daily supervision sessionsCommunicate with other therapists and disciplines at your siteDO NOT EXPECT TO KNOW EVERYTHING!!!
18Collaboration Between FWE and FWS Fieldwork Feedback Tool Poor Good Fair Great Week: (#) _________ Goals Met (#) _________ Goals Not Met (#) _________ This week was: Comments: ____________________________________________________________________________________________________________________________________________________________ Positive Experiences: ____________________________________________________________________________________________________________________________________________________________ Challenging Experiences: Plan for improving and/or developing: Adequate Too Much Too Little Supervision provided is: Comments: ____________________________________________________________________________________________________________________________________________________________
19Collaboration Between FWE and FWS Goals for next week:________________________________________________________________________See additional comments/goals on backAdditional Forms/Pages are attachedStudent Signature: _____________________________________ Date: ________________Fieldwork Educator Signature: ___________________________ Date: ________________Academic Fieldwork Coordinator Signature: ________________ Date: ________________Note: This form is to be completed collaboratively each week by student and supervisor. Formal, regular scheduled, weekly supervisory meetings are recommended. Please contact the Academic Coordinator in the event of unsatisfactory fieldwork performance or experience.
20Collaboration between FWE and FWS Weekly journal review based on current patient population or treatment techniques or activities ( evidence based research)
21Professionalism Display consistent work behaviors Effective time managementPositive interpersonal skillsDemonstrate respect for diversityProfessional dress and behaviorMaintain rapport with clients/ families and other staffRespect HIPPA and confidentiality
22SOCIAL NETWORKING and FIELDWORK ProfessionalismSOCIAL NETWORKING and FIELDWORK
23Self Direction Awareness of ones own learning process and outcomes Responsible for learning abilitiesSelf direction in performing learning activities and solving problemsLearning with and through othersNeed to learn to identify problems and limitations in own knowledgeEvidence based practice
24Clinical ReasoningDevelopment of analyses and self reflection as well as practice skillsMove beyond technical skillsThinking and reasoning challenges across practice settingThe process used by practioners to plan, direct, perform and reflect on client care
25Clinical Reasoning is a skill that is ongoing throughout a lifetime of clinical practice
26Procedural Reasoning Narrative Reasoning Consider and use interventions identified to be effectiveScience basedInfluenced by work settingNarrative ReasoningPersonal approach to a clients individual situationFinding outs a clients story, COPM
27Pragmatic Reasoning Ethical Reasoning Practicalities of service deliveryReimbursement, equipment, productivity standardsEthical ReasoningEthical dilemmas
28Interactive Reasoning Conditional Reasoning Building positive interpersonal relationships with clientsPartner with client to identify problems and goalsTherapeutic use of selfConditional ReasoningBlend of all reasoningRespond to challenging conditionsAnticipate several different client outcomes
29Strategies for success Volunteer in the OT field Prior to starting fieldwork -Review textbooks and material related to site - brush up on goal writing - Theories, frames of references - MMT, ROM - transfer techniques - medical terminology - clinical reasoning - diagnosis specific to site, code of ethics - Within the first week- review equipment supplies/activities to brainstorm treatment ideas based on your client’s needs and goals.
30Strategies for Success Don’t expect to know everything, ask questionsUse your FWE and resources available for optimal learningTake initiative for own learning, be an active learnerPractice effective time management and stress managementAllow time during the day for documentation, be prepared to bring work homeBe flexibleKnow expectationsBe open and receptive to learning new things
31Strategies for success Know your setting!AcuteSub acuteLong term careOut patient
35ReferencesBarnes, M.A. & Thornton, A.L. Supervision. In Sladyk, K. (2002). The successful occupational therapy fieldwork student. Thorofare, NJ: Slack, Inc.Futman, S.A., McCreedy, P., & Heisler, P. (1997). Student level II fieldwork failure: Strategiesfor intervention. American Journal of Occupational Therapy, 52(2),Richard, L.F. (2008). Exploring connections between theory and practice: Stories from fieldwork supervisors. Occupational Therapy in Mental Health, 24(2),Whitehouse, D. (2002). Fixing fieldwork problems. In Sladyk, K. (2002). The successful occupational therapy fieldwork student. Thorofare, NJ: Slack, Inc.
36ReferencesAOTA. (2009), Occupational Therapy Fieldwork Education: Value and Purpose. American Journal of Occupational Therapy 63(Nov/Dec).AOTA (2006). The Level II Fieldwork Survival Guide.Tryssenaar, J, Perkins, J. ( 2001). From Student to therapist: Exploring the first year of practice. American Journal of Occupational Therapy (55) 1,Tannenbaum, H. (2009). Creating congruence between identities as a fieldwork educator and practitioner. [Special section]. The American Journal of Occupational Therapy, 19(2), 1-4.Nolinske, Terrie. (1995). Multiple Mentoring Relationships Facilitate Learning during Fieldwork. The American Journal of Occupational Therapy, 49 (1),