Occupational Therapy Assistant Program Department of Health Sciences

STUDENT MANUAL 2019–2020

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MARIA COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM

STUDENT MANUAL TABLE OF CONTENTS

Welcome …............................................................................................... 2 Mission and Values of Maria College......................................................... 3 Mission of the Occupational Therapy Assistant Program .................….... 3 Definition of Occupational Therapy .......................................................... 4 Faculty.................................................................................................…... 4 Introduction...........................................................................................….. 5 OTA Program Philosophy.....................................................................…... 6 OTA Program Curriculum Design................................................................ 7 OTA Program Curricular Design by Course Sequence, First Year............... 8 OTA Program Curricular Design by Course Sequence, Second Year.......... 9 OTA Program Content Threads.................................................................... 10 OTA Program Goals.................................................................................... 11 Student Learning Outcomes …….……………………………………..… 12 Fieldwork..........................................................................................……. 13 Statement of Confidentiality..................................................................….. 15 Scheduling of Courses............................................................................…. 15 Student Responsibilities........................................................................…... 16 Professional Behaviors……………………………………………………. 17 Criteria for Written Work.....................................................................…... 17 Grading...............................................................................................…….. 18 Grievance Procedures........................................................................…....... 19 Probation............................................................................................……... 19 Student OT Association.........................................................................…... 19 AOTA Assembly of Student Delegates…………………………………… 20 OTA Program Additional Fees............................................................…….. 20 Membership..........................................................................................….... 20 Credentialing.......................................................................................…...... 21 Ethical Standards - Maria College......................................................…........ 22 Standards of Ethical Practice - OTA Program....................................…......... 22 Appendix A - Day Sequential Course of Study..................................…........ 23 Appendix B - Weekend Sequential Course of Study..................................…. 24 Appendix C - Student Professional Behaviors Assessment........................…. 25 Appendix D - Student Pledge of Professionalism………......................….…. 26 Appendix E – Fieldwork I Policies and Procedures………........................…. 27 Appendix F - Fieldwork II Policies and Procedures ………..................….…. 32

The Occupational Therapy Assistant Program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association, Inc. (AOTA)* along with the New York State Department of Education. [Date of latest accreditation was April 2011; re-accreditation status was granted for a period of 10 years. Re-accreditation site visit will occur in 2021].

* American Occupational Therapy Association 4720 Montgomery Lane, Suite 200

Bethesda, MD 20814-3449 (301) 652-2682

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Maria College Occupational Therapy Assistant Program

Dear OTA Student, WELCOME to the Maria College Occupational Therapy Assistant Program. This Student Manual presents the philosophical base of the Occupational Therapy Assistant Program, provides departmental policies and procedures, and outlines our overall expectations for OTA student learning. This Manual should be used in conjunction with the Maria College Student Handbook to help you identify and achieve your academic goals and beginning professional responsibilities. We recognize that you are investing your time, interest, attention, energy, and financial resources in your future. We encourage and expect that you will be an active participant in this formal learning process that serves as the beginning of lifelong and continuous learning related to your chosen profession. Please keep this Manual for reference throughout your Occupational Therapy Assistant education; you will be notified of policy changes when they occur. You are responsible for the information, policies and procedures it contains. We encourage you to read this Manual and to express any concerns as they arise.

The Occupational Therapy Assistant Program Faculty

************************* OTA Student Manual Disclaimer Each student at Maria College is responsible for reviewing, understanding, and abiding by the College’s regulations, procedures, requirements, and deadlines as described in the College Catalog, Student Handbook, and Departmental Student Manual. Notwithstanding anything contained in this OTA Student Manual, MARIA COLLEGE expressly reserves the right, wherever it deems advisable, (1) to change or modify its schedule of tuition and fees, (2) to withdraw, cancel, reschedule or modify any course, program of study, degree or any requirement in connection with the foregoing, and (3) to change or modify any policy. Please be advised that, due to printing deadlines, information in this Student Manual may be outdated. It is the responsibility of each student to ascertain current information that pertains to the individual’s program, particularly with regard to satisfaction of degree requirements, by consultation with the student’s advisor, the office of the Academic Dean and other appropriate offices such as the Registrar or Financial Aid. In preparing this Manual, efforts are made to provide pertinent and accurate information; however, MARIA COLLEGE assumes no responsibility for errors or omissions. Student Responsibility The student is responsible for being aware of the information provided in this Manual. Specific student responsibilities are outlined on pages 16 -19. Non-Discrimination Policy Maria College is a non-profit, independent, co-educational institution which does not discriminate in its enrollment or employment practices for any reason including race, sex, color, national origin, creed, sexual orientation, mental or physical disability. Information about the services, activities and facilities accessible to the handicapped may be obtained in the Office of Student Affairs, Mercy Hall. For further information regarding Title IX, contact Drew Ledoux, Deputy Title IX Coordinator, 861-2505.

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The Maria College Mission

Maria is a Catholic college sponsored by the Sisters of Mercy and animated by the Mercy charism. It provides career-relevant, opportunity education in the context of the Catholic Intellectual Tradition to all who can benefit from it. Maria is committed to outstanding and holistic student support services, financial sustainability and the purposive use of evidence to drive institutional renewal and student success. Maria seeks to foster graduates who recognize and respect the dignity of every human person and who will transform their knowledge and skill into caring and compassionate service to others.

Maria College Values

Occupational Therapy Assistant Program Mission The mission of the Occupational Therapy Assistant Program is to help each student fulfill his or

her educational and career goals by providing quality academic and clinical education. This will prepare the graduate to provide holistic and caring service to individuals of all ages and

abilities from diverse cultural and socio-economic backgrounds. The Program is based on the altruistic and compassionate values shared by the Occupational

Therapy profession, Maria College and the Sisters of Mercy which acknowledge the significance of human differences and promote respect for the dignity of the individual.

The curriculum builds upon an interdisciplinary foundation of knowledge from the sciences and liberal arts to graduate entry-level practitioners who embody the health-promoting properties

of engaging in occupations, consistent with the philosophy of the profession.

DEFINITION OF OCCUPATIONAL THERAPY

Occupational therapy is a science-driven, evidence-based profession that enables people of all ages to live life to its fullest by helping them promote health and prevent, or live better with, illness, injury or disability.

American Occupational Therapy Association

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OTA Program Faculty Maria College

Department of Health Sciences McAuley Building

308 South Manning Blvd. Albany, NY 12208

Scott L. Homer, MS, OTR/L OTA Program Director Assistant Professor shomer@mariacollege.edu Introductory Kinesiology Applied Kinesiology Fieldwork I – Service Learning OT in Developmental Disabilities Practice OT in Physical Dysfunction Practice Karyn Shenker-Gould, MA, OTR/L OTA Weekend Program Director Associate Professor kshenker-gould@mariacollege.edu Foundations of Occupational Therapy I Foundations of Occupational Therapy II OT in Developmental Disabilities Practice Alton Brisport, OTD, OTR/L, CHT Associate Professor abrisport@mariacollege.edu Foundations of Occupational Therapy I Fundamentals of Occupational Science OT in Physical Dysfunction Practice Applied Kinesiology Meghan DeNitto, BS, COTA/L Academic Fieldwork Coordinator Instructor mdenitto@mariacollege.edu Fieldwork I – Service Learning Fieldwork I - Psychosocial Fieldwork II Lisa Deserre, BS, COTA/L Instructor ldeserre@mariacollege.edu OT in Psychosocial Dysfunction Practice OT Skills & Application I OT Skills & Application II Occupational Performance Across the Lifespan

AnnMarie Chiappinelli, BA, COTA/L Adjunct Instructor achiappinelli@mariacollege.edu Fieldwork I – Psychosocial OT in Physical Dysfunction Practice Danielle LeBeau, BS, COTA/L Adjunct Instructor schliffd@mariacollege.edu Fieldwork I – Psychosocial Foundations of Occupational Therapy I Foundations of Occupational Therapy II OT in Physical Dysfunction Practice Holly Lockrow, BS, OTR/L Adjunct Instructor hlockrow@mariacollege.edu OT Skills & Application I Foundations of Occupational Therapy I OT in Developmental Disabilities Practice Barbara O’Neill, BS, OTR/L Adjunct Instructor boneill@mariacollege.edu OT Skills & Application I Preparing for Practice OT in Developmental Disabilities Practice Linda VanDeusen, BS, OTR/L Adjunct Instructor lvandeusen@mariacollege.edu OT in Psychosocial Dysfunction Practice

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Occupational Therapy Assistant Program

Student Manual

INTRODUCTION The Occupational Therapy Assistant (OTA) Program at Maria College was founded by Bearldean B. Burke, OTR, FAOTA, in 1975 and graduated 12 students in 1977. Following Bearldean’s retirement in 1988, Sandra C. Jung, OTR/L chaired the program until 2010 and expanded the flexibility of the course offerings by adding a weekend option beginning in the fall of 1995. Maria College has since graduated over 1100 OTAs who are employed throughout the country. Many of the graduates have continued their education, completing bachelors, masters or doctoral degrees in occupational therapy and related fields. The OTA Program is designed to be completed in two years (or 4 semesters*) of day study; this consists of three full-time academic semesters and one full-time clinical semester. The weekend option spans three years (9 semesters*), with summers included, and is designed to be a part-time program until the final full-time clinical semester. The academic semesters incorporate clinical assignments, field trips, and laboratory experiences to help the student develop an appreciation for the many facets of occupational therapy, as well as an understanding of the skills needed to work as an Occupational Therapy Assistant. Concurrent clinical experiences help the student integrate academic learning with practical application. During the final semester, the student participates in Level II fieldwork, two full-time clinical experiences equaling a minimum of 16 weeks which spans a period of four to five months. Level II fieldwork is typically completed just prior to commencement, and must be finished within 18 months of coursework. The sequential course of study for the OTA Program is outlined in Appendix A and B. Students may choose to take day, evening, online or weekend sections for required courses. Refer to each semester’s Course Schedule (available on MyMaria or in the Registrar’s Office, Main Building – room 108) to determine offerings and availability. Please note that all Fieldwork II assignments (OCT 216-217) must be completed during weekday hours. Upon completion of the program, the graduate will have met the entry-level learning objectives based on the 2011 Educational STANDARDS set forth by the Accreditation Council for Occupational Therapy Education (ACOTE)** and those of the New York State Department of Education. Maria College OTA graduates are eligible to apply for the required legal and professional credentials to practice as an Occupational Therapy Assistant. Additional information about state licensure and the National Board for Certification in Occupational Therapy (NBCOT) examination can be found on pages 20-21 of this Manual. * This timeframe does not include any prerequisite coursework that may be required as determined by the Admissions Office as part of the application/acceptance process. **The OTA Program will be reaccredited in the 2020- 2021 academic year by: Accreditation Council for Occupational Therapy Education (ACOTE) c/o Accreditation Department American Occupational Therapy Association (AOTA) 4720 Montgomery Lane, Suite 200 Bethesda, MD 20814-3449

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OTA PROGRAM PHILOSOPHY The Occupational Therapy Assistant Program at Maria College recognizes that the OT Assistant is an integral part of a growing profession that works in many practice arenas and with individuals and populations of all ages from all cultures and backgrounds. The student is best educated in a program encompassing a wide spectrum of contributions from the liberal arts, biological and behavioral sciences, and humanities, combined with the theories and skills that support the premise that engagement in human occupation promotes health, wellness and the ability to adapt to one’s changing circumstances. The educational process to become an Occupational Therapy Assistant requires the acquisition of a specific body of knowledge and practical skills that can be heard, seen and touched in order to achieve learning and understanding. Knowledge of the basic theoretical concepts about human movement, growth and development, adaptation, and various medical, developmental, and psychosocial conditions and resulting dysfunction combined with knowledge of occupation, ethics, professional issues, skills, and activity analysis allows the future Occupational Therapy Assistant to apply the science of clinical reasoning to the art of practice. Integral to the Maria College OTA Program’s philosophy of learning is the belief that learning should have meaning to the student and that “learning by doing” through the participation in purposeful activities is essential to the student’s ability to adapt and to accommodate new learning into existing schemas of knowledge. This is accomplished in a supportive environment that allows the adult learner to rely on his/her intrinsic motivation and to build on existing knowledge and skills. The student gains professional knowledge, skills, and behaviors essential to become an evidence-based Occupational Therapy practitioner with an understanding of his/her personal and professional values, a responsibility to provide service to others and a commitment to lifelong learning. NOTE: The philosophical rationale for curriculum is grounded in the combined theories of the Occupational Therapy profession and the educational theorists Piaget, Dewey, and Vygotsky. Occupational Therapy values the individual’s pursuit of independence through the use of occupation in context of the environment and as related to life roles. Piaget’s developmental, cognitive, and constructive based theories state that environment and opportunities for multisensory repetition enhance the ability to learn. Dewey, grounded in pragmatic views of ethics, aesthetics, and religion, provides a theoretical basis for “learning-by-doing” which leads to the ability to problem solve real life situations and is congruent with the Maria College Mission. Vygotsky provides the social cognitive theories related to the belief that learning takes place in a social context through problem solving experiences shared with others. All three of these educational theorists believe that the learner constructs his or her own meaning from new learning opportunities and experiences in order to build upon existing schemas in a spiraling manner. References: Maria College OTA Program Self-Studies, 1993; 1995; 2000, 2010. Philosophy of Occupational Therapy Education, AOTA, The Commission of Education, 2007. The Philosophical Base of Occupational Therapy, AOTA, 1979. Silberman, Charles E., Crisis in the Classroom, The Remaking of American Education, Random House, 1970. This OTA Program Philosophy was written for and reprinted from the OTA Program Self-Study completed for the May 2000 Onsite re-accreditation. Reviewed 2005; Revised 1/2008; Reviewed 2010 for 3/2011 re-accreditation.

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OTA PROGRAM CURRICULUM DESIGN The curriculum design of the Occupational Therapy Assistant Program is indebted to the Sisters of Mercy, the founders and sponsors of Maria College. The curriculum encompasses the humanitarian values and beliefs that the Sisters of Mercy have bestowed upon Maria College as well as the core values and philosophy of the Occupational Therapy profession. Students arrive at Maria College aspiring to begin a new career path, and the OTA Program recognizes that each individual brings qualities into the classroom that will strengthen the fabric of the curriculum. Important to the basis of education is prior knowledge, especially in the areas of health and illness, communication and natural sciences, which each student brings to the classroom. This foundation provides a wealth of resources for a stable, yet dynamic, curriculum that reflects the changing needs in the community. The words of the Maria College logo, “Aspire. Achieve. Become.” describe the journey of the OTA students through their College experience. The aspirations that led the student to apply to the program are the fuel to allow them to achieve a command of the knowledge presented in the rigorous program of study. During this intense time of academic preparation, the student is assimilating a body of new information which culminates in the fieldwork experience where the student is expected to assimilate this knowledge as it applies to the practice of Occupational Therapy. The program has a broad base of support originating with the curriculum threads found in the required liberal arts, biological and behavioral science courses that form the foundation of the Occupational Therapy course work. The OTA curriculum grows from these foundational threads with subsequent courses building on previous learning. A primary thread in the OTA core curriculum is Occupation, which is identified as integral to the profession and therefore to OTA education. The concept of occupation - its philosophy, attributes, personal meaning and health benefits derived by engaging in occupations, and the skills inherent in performing occupations - are interwoven into all of the OTA courses. The OT profession's use of occupation forms the foundation of the Maria College OTA Program’s curricular threads. These threads give future practitioners vital information necessary to apply and adapt occupations for improved function and quality of life for individuals who benefit from Occupational Therapy services. The following threaded themes are repeated and reinforced throughout the curriculum to provide both depth and continuity: (1) Occupation, (2) Values and Ethics, (3) Health and Illness, (4) Therapeutic Skills, Analysis and Application, and (5) Professional Identity. Each thread is given definition and character through the specific strands of information presented in each course to enhance the development of clinical reasoning skills in preparation for level II fieldwork and entry level practice. The diagram on the following page illustrates how these threads weave throughout the OTA Program. Ongoing feedback, provided by the community of OT practitioners via site visits, fieldwork evaluations, Advisory Board and Clinical Council meetings and employer surveys, is used to confirm, augment and modify the knowledge and skill content that enhances and strengthens the OTA program. This helps ensure that the Maria College OTA graduate’s knowledge base is consistent with the demands of entry-level practice. The threads and related content strands are congruent with best practice and the needs of the community. Ultimately, the educational threads of the OTA program lead to graduation. The arched ‘A’ motif reflected in the Maria College logo represents a symbolic arched doorway through which the OTA student passes into the community. Upon commencement, the graduate leaves the College to pursue employment as an entry-level OTA, advance previous work roles or continue further education. The passage through this symbolic doorway indicates that the graduate has achieved the knowledge and skills necessary to provide caring service to others and has become an OTA practitioner. The door remains open for OTA alumni to return to Maria College as they accept new responsibilities for educating, mentoring and supervising future OTA fieldwork students, thus connecting and reconnecting Maria College with local and distant communities. In this way, the base of support for the Maria College Occupational Therapy Assistant Program is constantly renewed and expanded.

2000; Reviewed 2005; Revised 2013

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OTA PROGRAM CURRICULAR DESIGN BY COURSE SEQUENCE – FIRST YEAR OT Skills and Application I (OCT 112) is a first semester course that introduces the student to the concepts in the curriculum threads of occupation and therapeutic skills, analysis and application. It lays the foundation for subsequent courses and develops the skills necessary to the role of the OTA practitioner. This course engages the students in a variety of occupations and purposeful activity using hands-on experience with occupations and skills such as crafts, cooking and assistive technology. Foundations of OT I (OCT 114) is offered in the first semester, provides the foundation for the OTA curriculum and is critical to the curriculum design in that it introduces the student to all the program’s curricular threads, making the initial links to the subsequent subjects which are expanded upon in the second and third semesters of the program. This course allows students to engage in treatment and assessment methods in areas of ADL and body function with individuals with cognitive and physical illnesses and disabilities. The course provides students with application skills that will be required and reinforced on FW I and used as a foundation in subsequent OT courses including OT in Physical Dysfunction Practice (OCT 214), OT in Developmental Disabilities (OCT 213), and OT in Psychosocial Dysfunction (OCT 215). OT Skills and Application II (OCT 116) is taught in the second semester and reinforces the concepts of the curricular threads of occupation, professional identity and therapeutic skills, analysis and application introduced in OT Skills and Application I (OCT 112) and Foundations of OT I (OCT114). This course provides instruction and experience in group dynamics and group process with an emphasis on choosing and modifying age-appropriate and culturally relevant play/leisure activities. These skills will be utilized and further enhanced in fieldwork and OT courses (OCT 213 and OCT 215). Fieldwork I – Service Learning (OCT 117) is a semester-long service learning project that allows the student to integrate and accommodate all the concepts of the curricular threads presented during the first academic year. Students can build on previous knowledge as they apply newly learned skills at a community based site. Fieldwork I experiences provide the students with opportunities to help them make their own connections with the academic learning while feeling connected to their local community. Occupational Performance Across the Lifespan (OCT 120) builds on the concepts of health and illness acquired in the anatomy & physiology courses (BIO 209 and 210), General Psychology (PSY 100), and first semester OT courses (OCT 112 and 114). This course reinforces the curricular thread of occupation as seen throughout the life span and is a foundation for second year OTA courses including OT in Developmental Disabilities (OCT 213), OT in Physical Dysfunction (OCT 214) and OT in Psychosocial Dysfunction (OCT 215). It provides a foundation for the OT Skills and Application II (OCT 116) class for choosing age appropriate and culturally relevant play and leisure occupations. Foundations of OT II (OCT 121) is offered in the second semester as a direct continuation of Foundations of OT I (OCT 114), building on the Program’s conceptual threads of health and illness, occupation, professional identity and therapeutic skills, analysis and application. This course allows students to engage in treatment and assessment methods that were first introduced during OCT 114. Areas of human performance are addressed regarding evaluation, modification and application with individuals with cognitive and physical disabilities. This course prepares students for the rigor of their second-year courses, OT in Physical Dysfunction Practice (OCT 214), OT in Developmental Disabilities (OCT 213), and OT in Psychosocial Dysfunction (OCT 215) and ultimately Fieldwork II (OCT216 – 217). Additional required courses that support the curricular threads includes Anatomy and Physiology I (BIO209), Anatomy and Physiology II (BIO210), Introductory Kinesiology (BIO119), English Composition (ENG 111), Critical Inquiry and Writing (ENG 211), General Psychology (PSY 100) and a PSY elective, Medical Terminology and Conditions (SCI 100), and Foundations in Social Justice (RES 201). This Liberal Arts coursework integrates the Values and Mission of Maria College into the Associate of Applied Science OTA degree.

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OTA PROGRAM CURRICULAR DESIGN BY COURSE SEQUENCE – SECOND YEAR Fieldwork I - Psychosocial (OCT 210) provides opportunities for students to apply concepts of the curricular threads developed in the previous OT Skills and Application (OCT 112 and 116), and Foundations of OT I and II (OCT 114 and 121). This course allows students to collaborate in groups and assume leadership roles while planning play and leisure experiences for the pediatric, adult and elderly populations in community settings. These opportunities provide students the ability to expand their repertoire of therapeutic skills, analysis and application and enhance their professional identity. Preparing for Practice (OCT 211) is taught in the third semester concurrent with the major OT theory courses. It expands on the information introduced in Foundations of OT I and II (OCT 114 and 121) in the areas of professional ethics, supervision, roles and responsibilities. New information about clinical reasoning, quality assurance and understanding health systems regulatory agencies is presented. Students are given the opportunity to expand their professional identity by becoming more active in professional organizations, promotion of the profession and exploration of life-long learning. The role of the student and Fieldwork Educator are discussed, and class activities prepare students for Level II Fieldwork and entry-level practice professional, ethical and management issues. Opportunities to promote the profession, develop a professional development plan and be actively involved in professional activities are reinforced. OT in Developmental Disabilities (OCT 213) is taught in the third semester and provides opportunities to enhance students’ understanding of the program’s curricular threads established in previous coursework. Students develop a better understanding of the professional identity of the OTA and the values and ethics that guide practice in developmental and school-based settings first introduced in Foundations of OT I and II (OCT 114 and 121). This course builds on health and illness concepts to provide further information about normal and abnormal growth and development, related diagnoses and signs and symptoms. The labs emphasize the application of therapeutic skills needed to promote educational and play occupations previously introduced in OT Skills and Application II (OCT 116). Therapeutic techniques and a variety of assessment tools used to determine age level functioning, perceptual-motor and sensory-motor skills are introduced as preparation for Level II Fieldwork and entry-level practice in a wide variety of developmental settings. OT in Physical Dysfunction Practice (OCT 214) is taught in the third semester and provides opportunities to enhance students’ understanding of the program’s curricular threads established from all previous coursework. This course builds on health and illness concepts introduced in first year courses. Therapeutic skills including transfers, goniometry, manual muscle testing, and orthotics, introduced in Foundations of OT I and II (OCT 114 and 121) are further developed and strengthened through hands-on opportunities to work with individuals with specific disabilities. The understanding of the mechanics of the human body learned in Kinesiology (BIO 119 or 300) provides students with the ability to analyze data gathered from measuring joint range of motion and muscle strength. This analysis then allows students to plan treatment goals and implement occupation- based treatments. This course provides information on concepts and practical skills in preparation for Level II Fieldwork and entry level practice in rehabilitation setting, long-term care facilities, outpatient clinics, and acute care hospital-based programs. OT in Psychosocial Dysfunction Practice (OCT 215) is taught in the third semester and provides opportunities to enhance students’ understanding of the program’s curricular threads established from all previous coursework. Students utilize knowledge of human behavior and interpersonal skills from psychology electives to engage clients in the therapeutic process and effectively develop working and therapeutic relationships. Using knowledge of therapeutic skills, and analysis from OT Skills and Application I and II courses (OCT 112 and 116), students apply group dynamics to plan, organize and lead skill and occupation based groups in class and during prior experiences and concurrently-run community based assignments in Fieldwork I – Psychosocial (OCT 210). Written and oral communication skills are applied as the student interviews clients and health professionals to gather information and to promote the profession both in the community and on campus. The course prepares the students to address psychosocial issues during Level II Fieldwork assignments and entry-level practice in inpatient hospital, outpatient clinic, educational and community-based settings.

OTA Program Content Threads

Sequence of Threads by course and program year

Thread 1st year 2nd year

Occupation OT Skills and Application I and II Foundations of OT I and II Fieldwork I – Service Learning

Fieldwork I – Psychosocial OT in Developmental Disabilities OT in Physical Dysfunction OT in Psychosocial Dysfunction

Values and Ethics Foundations of OT I and II Psychology coursework Foundations in Social Justice

Preparing for Practice OT in Developmental Disabilities OT in Physical Dysfunction OT in Psychosocial Dysfunction

Health and Illness Foundations of OT I and II Lifespan Development Anatomy and Physiology I and II Introductory Kinesiology Medical Terminology Psychology coursework

Fieldwork I – Psychosocial Preparing for Practice OT in Developmental Disabilities OT in Physical Dysfunction OT in Psychosocial Dysfunction Psychology coursework

Therapeutic Skills, Analysis and Application

OT Skills and Application I and II Foundations of OT I and II Fieldwork I – Service Learning

Fieldwork I – Psychosocial OT in Developmental Disabilities OT in Physical Dysfunction OT in Psychosocial Dysfunction

Professional Identity Foundations of OT I and II Fieldwork I – Service Learning English coursework

Fieldwork I – Psychosocial Preparing for Practice English coursework

All Threads converge for the Level II Fieldwork Experiences in the final semester

See Curriculum Design and Sequence for additional information

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MARIA COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Program Goals

In the process of earning an Associate in Applied Science degree in Occupational Therapy Assistant the student will demonstrate knowledge and skill competencies consistent with entry-level practice expressed in professional standards, in legal requirements and local fieldwork and employment opportunities. The Occupational Therapy Assistant Program will:

1. Provide a curriculum reflective of Occupational Therapy educational requirements to ensure

graduates are prepared to meet current and emerging practice requirements based on the needs of society, especially those of our local community.

2. Prepare its graduates for entry-level employment as an Occupational Therapy Assistant in

traditional and emerging areas of practice and/or to pursue higher education. 3. Prepare graduates to successfully pass the NBCOT examination consistent with or above the

national pass rate. 4. Provide opportunities for students to develop critical thinking and clinical reasoning skills

necessary to respond to routine and novel learning situations and/or problems encountered in the classroom and practice settings.

5. Utilize Occupational Therapy faculty and fieldwork educators who are knowledgeable in their

field and support engagement in learning activities for continuing competency pertinent to each one’s area of expertise.

6. Create a supportive learning environment that fosters assimilation into the culture of the

profession and that encourages development of relationships with student peers, faculty and the greater Occupational Therapy community supportive of current learning and that encourages an attitude of lifelong learning.

7. Maximize teaching/learning opportunities by developing associations with Occupational

Therapy practitioners and health care providers from the community who can contribute dynamic learning opportunities at all levels of the program.

8. Forge ongoing relationships with alumni as they become the community’s experts on the

current practice environment and the knowledge and skills for evidence-based practice.

9. Increase the community’s awareness of the OTA Program by promoting the profession of Occupational Therapy, the role of the OTA, and the unique qualities of Maria College.

10. Continuously improve its management practices, support its faculty and staff, and effectively

and efficiently utilize its resources to support institutional priorities. Revised: 6/14

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MARIA COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Student Learning Outcomes

The Occupational Therapy Assistant program provides a dynamic educational experience using multisensory and hands-on learning that includes lectures, labs, guest speakers, fieldtrips, community-based experiences and assignments, distance learning, and fieldwork. The educational threads of occupation, health and illness, values and ethics, therapeutic skills, analysis and application, and professional identity are woven throughout the curriculum. The Occupational Therapy Assistant Program aims to graduate Students who: 1. Value occupation as the therapeutic agent integral to the profession and that drives human

engagement in context giving meaning, focus, and purpose to one’s life. 2. Exhibit work behaviors reflective of the profession’s philosophy, ethical principles, unique

knowledge base, and practice guidelines to safeguard clients, that results in accurate and effective documentation, and that follows laws that define and support the delivery of Occupational Therapy services in a competitive local and global health care market.

3. View health and illness as a continuum that fluctuates from a sense of total well-being to a state

of physical, social, and/or mental disability in which therapeutic occupation is used to promote health and provide opportunities to adapt to one’s changed circumstances.

4. Utilize clinical reasoning to demonstrate competency in the analysis and application of skills

appropriate for client-centered and occupation-based therapeutic interventions with individuals, groups and populations in a variety of settings and contexts.

5. Exhibit professional identity and behaviors consistent with the culture of Occupational Therapy

and employer expectations that includes the ability to effectively communicate and collaborate with peers, with members of related disciplines, and with clients and their significant others. Professional behavior also includes the ability to participate in the supervisory process to promote, establish, and sustain professional excellence.

6. Demonstrate the necessary skills to function effectively in contemporary society including the

use of narrative, scientific, and quantitative reasoning; the use technology for client interventions and documentation of services; and the ability to access the latest scholarly research to promote professional competencies essential to engage in evidence-based best practice.

7. Engage in self-reflection and self-evaluation to determine current strengths, needs, and interests

to facilitate preparation of a professional development plan that addresses continuing competency and cultivates new interests consistent with an appreciation for lifelong learning.

Revised: 6/11

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FIELDWORK: Refer to Appendices E and F of this manual for Policies and Procedures

The practice of occupational therapy requires active participation of its practitioners with clients. Therefore, the OTA program incorporates active participation in selected activities in the learning process. An integral part of the program accomplishes this beyond the classroom setting through a variety of clinical assignments. Fieldwork (Level I and II) experiences provide the student opportunities to observe functional and dysfunctional behavior in order to enhance their learning in both traditional and non-traditional settings. The Maria College OTA Program’s Academic Fieldwork Coordinator (AFWC) is responsible for overseeing all components of fieldwork education.

Minimum Requirements to participate in clinical experiences: q A physical examination within the past year q PPD -Tuberculin test (initially the 2-step testing is required; must be updated yearly). q Tetanus booster within the past 10 years. q Vaccination or waiver for Hepatitis B and Meningitis q Proof of immunization for measles, mumps, and rubella (MMR). q Student liability insurance (included in your College tuition).

Please note that some facilities may also require the following: o Individual Professional liability insurance. o Health insurance. o HIPAA training. o Compliance training. o Volunteer application. o Resume and references. o Fingerprinting and background check. o Influenza vaccine. o Drug testing. o CPR certification. o First aid course. o Varicella vaccine or titer. o Additional proof that the student is in good health and of good moral character.

*A student who chooses to complete a clinical assignment at a facility with additional requirements assumes the responsibility for completing stated requirements in the time frame established by the agency and the student is responsible for any added expenses involved. All health records are to be uploaded by the student to their personal CastleBranch account. It is the student’s responsibility to open the account and ensure all records are kept up-to-date throughout their time in the OTA program. Instructions for opening a CastleBranch account and uploading health records are included in the Admissions OTA Welcome packet and reviewed in OCT114– Foundations of Occupational Therapy I.

Please note: (1) the physical and PPD must be updated for each year of the program; (2) some facilities may require that the results of the tuberculin test be within 3 months of beginning the fieldwork experience; (3) professional liability insurance can be purchased as a one or two year policy; single year policies must be renewed for continued coverage while in the OTA Program. (4) fingerprinting and background checks are processed by agencies working on behalf of the fieldwork facility, and decisions regarding the results of such checks are up to the facility; (5) Please be aware that additional time outside of all required clinical/fieldwork hours will be needed to complete assignments.

Pre-Admission Observations Observations serve as discussion topics in OCT 114 – Foundations of Occupational Therapy I. Prior to beginning the OTA program, the prospective student will complete at least 24 hours of observation in traditional occupational therapy settings (nursing homes/sub-acute rehabilitation units, school-based programs, hospitals, adult day program for developmental disabilities, psychiatric treatment centers).

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Students will be responsible for locating sites for observation in their local community or beyond. Group discussions in OCT 114 will focus on client rights, confidentiality, and development of professional behaviors, providing the student a forum to discuss and question what they have observed. In general, observation requirements provide the student with first-hand observations that later lend to guided discussions of the services, roles and functions of Occupational Therapy and related health professions. Fieldwork I – Service Learning Students are eligible to participate in OCT 117 after successful completion of OCT 112 and OCT 114. This course is a service learning experience in a traditional or emerging setting with emphasis on developing observation skills, engaging clients in therapeutic activities, practicing documentation, and communicating with clients and other professionals. Students complete this semester- long fieldwork (minimum of 40 hours) in their available time at a setting within their local community. The setting should serve clients who would benefit from occupational therapy intervention but may not yet have these services in place. Students will locate potential fieldwork sites in their own communities for approval by the AFWC. Fieldwork I – Service Learning placements will be delayed until academic and health requirements are met. Fieldwork I - Psychosocial OCT 210 serves as a fieldwork experience that allows students to apply previous and concurrent learning. Utilizing interview, occupational profile, task analysis, group process and group dynamics, the students will engage individuals, groups and/or populations in selected play, leisure and social occupations. While these occupation-based activities may reinforce a participant’s motor, cognitive, and sensory skills, the primary focus of group activities will be on psychological and social components necessary for a healthy, functional life. Students will have opportunities to plan and lead occupation-based group activities based on identified interests of the participants. These group activities will be provided in community settings such as assistive living facilities, adult day programs, preschools and group homes. Typically these settings do not provide occupational therapy services. It is expected that the OTA student will gain a better appreciation of the complexities of human health and wellness, the role of occupation in a person’s life, understand the need to consider safety precautions, and see how therapeutic interventions are modified to reflect the changing needs of the client. It is also expected that the student will have opportunities to use the teaching-learning process, therapeutic use of self, and group skills to enhance their learning. Students are introduced to a variety of community and social aspects of health care in non-traditional settings and community agencies to allow for exploration and discussion of potential emerging practice areas. Level II Fieldwork Fieldwork II (OCT 216 - 217) is scheduled to be completed by both weekend and day students during the final spring semester of the OTA program. Fieldwork II consists of two full-time experiences of eight weeks each. Final fieldwork grades (S/U) are based on Pass/No Pass criteria from the Fieldwork Performance Evaluation (FWPE) developed by the American Occupational Therapy Association (AOTA).

Fieldwork II is generally completed in traditional settings to provide the student with direct supervision by an occupational therapy practitioner. This allows the student to expand his or her professional identity, develop competency in therapeutic skills, and assume the roles of a future practitioner. All students should plan on potentially commuting for up to one hour to fieldwork sites; however, it should be noted that out of area placements are sometimes required in order for the student to complete the fieldwork in the desired semester due to space availability issues at local facilities. Due to the potential for conflict of interest, students are not allowed to complete fieldwork in their place of employment. Placements may be made in any area of the United States, provided that the desired facility agrees to enter into a fieldwork contract with Maria College’s OTA Program. Students are welcome to locate potential sites for review by the AFWC, who will contact the facility on the student’s behalf if it is an appropriate selection. All placements will require the student to finance their own living and travel expenses. Every effort is made

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to select a setting that offers maximum learning opportunities and accommodates the needs of the student. Fieldwork facilities delineate their own dress code; the student is responsible for purchasing any required clothing, name tag, lab coat, parking pass, or other items as required by the fieldwork facility. Students are encouraged to give input into the choice of placement; however, in fairness to individual interests, needs, and abilities, the final decision is the responsibility of the AFWC. Students desiring a placement out of area or in another state must be in good academic standing and must submit the request in writing to the AFWC no later than April of the first year of OTA course work. There are no guarantees that specific fieldwork requests can be fulfilled. Students must complete two diverse fieldworks in order to establish competency in at least two practice settings with clients of different ages and abilities. Fieldwork assignments are a contract between Maria College, the student and the facility. Students cannot change a placement once a fieldwork is confirmed by the facility. Please note that fieldwork placements may be delayed beyond semester schedules and students cannot be guaranteed a fieldwork site of their choice. Additional information about fieldwork (policies and procedures, guidelines, assignments, evaluations and grading) is provided to the student upon registering for level II fieldwork courses. Level II fieldwork must be completed within 18 months of completing the academic requirements of the program. When fieldwork has not been completed within this time frame, the student may be required to repeat selected course work prior to clinical assignments. If this becomes a personal concern, please discuss options and time frames with your advisor, Academic Fieldwork Coordinator and OTA Program Director to develop an alternate plan. STATEMENT OF CONFIDENTIALITY All professionals, including students of the profession, have a responsibility to maintain the confidentiality of its service recipients (patients, consumers, students and/or clients). OTA students will be interacting with clients in a variety of settings throughout the program and are required to report on their learning activities. Students are required to sign a Pledge of Professional Behaviors (see Appendix C). Failure to adhere to a policy of confidentiality will result in departmental probation and potential dismissal from the OTA Program. Fieldwork facilities may also require the student to sign an oath of confidentiality demonstrating their understanding of the need to abide by the Health Insurance Portability and Accountability Act otherwise referred to as HIPAA. The HIPAA Privacy Rule establishes a federal requirement that most doctors, hospitals, and other health care providers obtain a patient’s written consent before using or disclosing the patient’s personal health information to carry out treatment, payment, or health care operations. Health care providers must comply with the HIPAA privacy rule effective April, 2003. SCHEDULING OF COURSES The Occupational Therapy Assistant courses are offered in a pre-determined sequence that begins in the fall of each academic year. Students must follow this curriculum sequence (unless otherwise indicated by your OTA Advisor) to ensure completion of all courses required for graduation in the planned time frame. (See Appendix A and B, and refer to your Academic Plan on MyMaria to track your progress). When more than one section of a course is offered, the student may select the time that is best for his or her schedule. Many of the courses contain online components; a student needs ready access to a computer and the internet. STUDENT RESPONSIBILITIES

As an Occupational Therapy Assistant student you are embarking on a course of study that is more than a sequence of courses; you are beginning your socialization into the occupational therapy profession. One of the expectations is that you will demonstrate courteous, dependable, and caring behaviors toward self and others. Communication with faculty and fellow students is critical. The following responsibilities are detailed to give you a sense of our expectations and ways to maximize your learning experiences.

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The OTA Student is: A. Expected to be cognizant of the MISSION and VALUES of the College, (see page 2, Maria College

catalog), the mission of the OTA Program (see page 3, OTA Student Manual) and the values of the OT profession (presented in OCT 114). Student conduct must reflect respect for these philosophies in behaviors and assignments on and off campus.

B. Required to attend all classes and is expected to be in class on time. It is the student's responsibility

to arrange personal commitments to avoid conflict with scheduled class and clinical times. o Class absences: email your instructor prior to class meeting. Prolonged or numerous absences

will impact the student’s course grade, and/or require the student to withdraw from the course. In the case of illness, a medical re-certification may be required to resume the program.

o Fieldwork absences: the student must contact the fieldwork supervisor to report illness or other events that prevents attendance. Absences from a clinical may necessitate extending the experience to complete the required number of days. If, for any reason, a student is unable to finish the fieldwork assignment as scheduled, completing the program in the original time frame may not be possible.

C. Expected to read the learning outcomes for each course at the beginning of the semester and periodically, as students share responsibility with the faculty to ensure that the material is covered. It is your right to question the instructor about course objectives that are unclear.

D. Responsible for course material even if absent or late. Secure notes from a classmate and make an

appointment with the instructor to clarify questions and assignments. Do not expect the lecture to be repeated for you. Missed exams may or may not be rescheduled at the discretion of the course instructor.

E. Expected to participate in group discussions and presentations as they are an essential part of the

program (and OT practice). Therefore, students must be prepared to take an active part in all classes. In most OTA classes participation contributes to the overall course grade.

F. Expected to submit assignments on the assigned due date.

G. Required to participate in putting away tools and materials and in straightening lab and classroom

areas. The use of labs for practice outside of class time is encouraged; please sign up so that faculty mentoring your learning will be available.

H. Responsible for his or her own transportation to and from all settings used for the required

fieldtrips and clinical experiences – secure maps and/or bus schedules as needed.

I. Encouraged to make appointments with faculty during their posted office hours (check in web services and/or on office doors) to ensure that there is adequate time to meet the student’s needs related to assignments, papers, grades, etc. Every effort will be made to see a student as soon as possible in the event of an emergency.

J. Responsible for consulting with his or her advisor regarding problems interfering with or affecting

academic performance and status in the program. DO NOT WAIT FOR A CRISIS! Your Advisor may refer you to the Counseling Office when the concerns are beyond the realm of academic advisement. Professional and confidential counseling services are available on-campus and are free of charge to all students.

K. Required to report his or her exposure to, signs and symptoms of, and/or diagnosis of

communicable diseases to the OTA Program Director, regardless of the circumstances, and is

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expected to take all precautions to prevent further spread of the suspected disease. Reportable communicable diseases include, but are not limited to, measles, mumps, rubella, chicken pox, meningococcal disease, hepatitis, influenza, and tuberculosis. The student may be required to seek medical attention and obtain a medical release before being allowed to continue in their classroom and clinical sites.

L. Required to contact Student Affairs (Mercy Hall) to discuss any physical, psychological and/or

medical condition or disability for which accommodations are requested. Instructors are not permitted to extend accommodations without prior notification from Student Affairs.

PROFESSIONAL BEHAVIORS OTA students are expected to demonstrate professionalism throughout their college career, in the classroom and laboratory, as well as in the clinic. A Professional Behaviors Assessment including ten essential elements of professionalism will be used to track student behaviors throughout their enrollment in the OTA program. Students are expected to comply with all of the elements at all times and failure to do so can result in dismissal from the OTA program. The OTA faculty will collaboratively complete the Professional Behaviors Assessment for each student based on behaviors observed in classes, laboratory sessions and during interpersonal relationships with faculty, peers and clients. To ensure that students meet expected standards, a ‘Satisfactory’ or ‘Unsatisfactory’ grade for Professional Behaviors will be given at midterm and at the end of each semester to each student. The professionalism grade is not part of the overall numerical grade for any OTA courses, but students must achieve a ‘Satisfactory’ final grade to continue in the program. If, during the semester, a student is not achieving performance standards in the professionalism component, a meeting will be scheduled with appropriate OTA faculty. With guidance from the faculty, the student will be required to develop a corrective action plan to address the issue(s). Failure to complete and implement the corrective action plan will result in the student being dismissed from the OTA program, regardless of the numerical grade achieved in courses. CRITERIA FOR WRITTEN WORK During your OTA education you will be required to complete many different types of written assignments. The following guidelines will help you prepare your assignments in an acceptable format and should be used unless alternate instructions are provide by the Instructor for specific assignments. A. Most written assignments must be referenced. Please follow APA formatting for:

§ the cover page § page set up, including margins, spacing, and numbering § the mechanics of quoting, paraphrasing and crediting the source/author. § reference page Failure to follow APA guidelines may result in plagiarizing an author’s work. *Plagiarism may result in a grade of zero for the assignment, being expelled from a class or from the college (see Maria College Student Handbook).

B. Assignments should be completed on the computer and printed on standard 8½” x 11” paper.

Assignments should be doubled spaced with one inch margins and in a font of 11 or 12 pt.

C. Assignments are due on assigned dates. Assignments that are turned in late will have one point deducted for each day that it is late and will not be accepted 10 (ten) days after the due date. Assignments not handed in may jeopardize successful completion of the course.

D. Written assignments must utilize correct grammar, sentence structure and spelling. You are responsible

for proof reading and editing all written work before handing it in. Points will be deducted for errors.

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E. Assignments allowed to be written in long-hand should be legible; use dark ink (black or blue) on designated forms or on wide-lined 8 ½ x 11 paper. Assignments completed in pencil, light colored ink or on unapproved paper (unless otherwise instructed) will be returned and be subject to late penalties.

F. When an instructor provides you with the opportunity to revise your written work, pay close attention

to the questions, comments and suggestions made during the reading and grading process. Your revised work should be accompanied by the original that shows the instructor’s grading comments.

G. An instructor may require you to turn in hard copies of your work or they may require you to submit

your work via Blackboard; additional instruction will be provided to inform you of the online learning process in courses where it is utilized.

If you have questions, concerns or need assistance with word processing, please go to the Student Support Center. The Student Support staff will help you with almost every aspect of writing a paper. You will have to do your own library research to obtain the necessary information for content! The Librarian will assist you with learning how to find valid materials available through inter-library loan, web sites, and data banks. GRADING The following scale will be used by all courses at Maria College. Please see individual course syllabus for details on assignments and the weight given to each in determining a final grade for that course. The OTA Program performance standards are based on the expectation that a student must demonstrate at least a 73% competency of the knowledge and skill base in each OCT course. A grade of “C” (73%) is considered meeting performance standards for all OTA courses (OCT prefix) and all required science (BIO, SCI) courses. Maria College Grade Definitions Numerical, Letter and Grade Point Systems 92.5 - 100 (93 - 100) A (4.0) 89.5 - 92.4 (90 – 92) A- (3.7)

86.5 - 89.4 (87 – 89) B+ (3.3) 82.5 - 86.4 (83 – 86) B (3.0) 79.5 - 82.4 (80 – 82) B- (2.7)

76.5 - 79.4 (77 – 79) C+ (2.3) *minimum standard for overall GPA 72.5 - 76.4 (73 – 76) C (2.0) *minimum standard for OTA and science courses

69.5 - 72.4 (70 – 72) C- (1.7) C- or below grades in OCT do not meet minimum 66.5 - 69.4 (67 – 69) D+ (1.3) performance standards to count toward graduation 62.5 - 66.4 (63 – 66) D (1.0) 62.4 and lower F (0.0)

• A minimum grade of "C" is required for all OCT courses and for all required science courses (BIO, SCI)

listed in the OTA Program sequence. • Students must maintain a 2.3 grade point average (GPA), each semester for all courses taken. GPAs below

a 2.3 will result in the student being placed on departmental probation (see Section XII. PROBATION). Courses that do not meet minimum standards must be repeated. The student must repeat the course to earn the required minimum performance standard or higher, before being allowed to continue with the OTA course sequence. With permission of the OTA Program Director and the Dean of the College, the student may re-enter the OTA program when eligibility is restored. This will likely extend the length of time needed to complete the OTA program, thus delaying the anticipated date for graduation. Any deviations to the above policies will be at the discretion of the OTA Program Director and the Dean of the College.

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Early Warning Notice: Throughout each semester instructors may enter an ‘early warning’ notice as indicated by academic and behavioral performance in class. Should a student get an early warning notice, they should schedule an appointment with the instructor and academic advisor in order to plan strategies for improving performance. Students with deficiencies should meet with the Tutoring Center staff in Mercy Hall to establish study skills, assistance with written papers, and/or tutoring for challenging subjects. Students should be aware of their progress in a course and share concerns with their instructor regardless of formal deficiency reporting.

GRIEVANCES

General: See Maria College Student Handbook for procedures related to student life on campus. Fieldwork: See policy and procedures with the OTA Fieldwork materials, which will be given to

students prior to the beginning of fieldwork.

PROBATION There are two forms of probation: academic probation, as described in the Maria College catalog, and departmental probation. A student on academic probation is automatically on departmental probation. A student with grades of C-, D+, D or F (0-73% or 0.0-1.7 grade point average) for one or more OTA courses and/or whose conduct is judged undesirable based on Professional Behaviors (Appendix C) may be placed on departmental probation. When a student begins a new semester on departmental probation, improvement must be demonstrated by midterm. A student placed on departmental probation in the middle of a semester must show improvement by the end of the same semester. A student failing to meet the criteria to remove the probationary status will be dismissed from the program. The Occupational Therapy Assistant Program Director and the student’s Academic Advisor will work with the student to develop individualized goals. These goals may continue into next semester and/or may result in termination of the student from the OTA Program if the terms are not met. A student may not begin Fieldwork if on academic and/or departmental probation. Behaviors that result in probation during the Level II Fieldwork placements will postpone participation in a second Level II Fieldwork placement for at least one semester. This will delay completion of the program requirements and graduation. STUDENT OCCUPATIONAL THERAPY ASSOCIATION The Student Occupational Therapy Association was designed to facilitate the OTA student's involvement in the profession, to encourage cohesiveness and support within the OTA student body, and to provide a positive image of the profession and the College to the community. The Association sponsors fund raising efforts to financially assist the OTA student’s participation in workshops and conferences, and to provide volunteer or financial support to programs within the community. Meetings are held at least once a month and all students are encouraged to attend. The president, secretary and treasurer are elected yearly from the freshman class. The previous year’s president continues to hold office as the vice president to help with continuity from year to year. While voluntary, participation by all students will strengthen the Student OT Association and help meet goals. All students are encouraged to become involved to begin the professional socialization process.

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ASSEMBLY OF STUDENT DELEGATES Maria College OTA students are encouraged to participate in advocacy and policy processes of their state and national organizations. One such mechanism is the Assembly of Student Delegates (ASD), which is comprised of the student members of the American Occupational Therapy Association (AOTA). The ASD Delegate from each educational program in the United States represents the school at the ASD Meeting held in April as part of the National AOTA Conference. One Delegate and one Alternate from each college are selected to represent the student concerns and provide a voice at the national level. OTA students interested in becoming involved should speak with faculty about opportunities. In the event of multiple students wishing to be Delegate, a class vote will be held, and the runner-up will be Alternate. According to AOTA, “ASD provides a mechanism for the expression of student concerns, and offers a means whereby students can have effective input into the affairs of AOTA. As a standing committee of the AOTA Board of Directors, the ASD Steering Committee represents the student point of view to the Board, the Representative Assembly, the Commission on Practice, the Commission on Education, and all other bodies of AOTA as needed.” For more information, visit: http://www.aota.org/Students/ASD.aspx OTA PROGRAM ADDITIONAL FEES In addition to the college tuition and comprehensive fees, (see Maria College Catalog) the student has two required fees that are directly related to the Occupational Therapy Assistant Program. A. OTA Course Fees*: An OTA lab fee is assessed each semester to cover the cost of required laboratory materials associated with Occupational Therapy Skills I and II, Foundations of OT I and II labs, Developmental Disabilities lab, Psychosocial Fieldwork I and Physical Dysfunction labs. The activity fee does not cover the cost of lost tools and equipment. Should these losses be excessive, an additional fee may be assessed. When students are required to initiate and develop an individual project, they will assume the cost of the materials involved. B. OTA Review Seminar/Testing Fee*: As part of the Applying Learning to Practice course, students are enrolled in a full-day seminar for NBCOT Exam success. This seminar is provided on the Maria College campus by International Education Resources (www.therapyed.com) and the course fee includes a comprehensive review book. The fee also includes NBCOT’s 100-question Occupational Therapy Knowledge Exam (OTKE) that students can use to assess their readiness for the 200-question NBCOT Exam through a simulated computer-based test experience. *See the current Maria College Catalog for specific fee amounts. This fee is due with tuition payment. OT PROFESSIONAL MEMBERSHIP AND RELATED FEES: The American Occupational Therapy Association (AOTA) is comprised of fifty state affiliate members of which the New York State Occupational Therapy Association (NYSOTA) is one. The national office staff is responsible for a variety of membership and community services, including the development of public relations materials, monitoring of health care legislation in congress, facilitating communication among members and promoting research to further the development of the profession. There are three primary classifications of full membership; OT, OTA and Student. AOTA membership benefits include receiving conference and workshop information, receiving national newsletters and the American Journal of Occupational Therapy, OT Practice, the right to serve on committees and to hold association offices. The previously mentioned publications combine to keep the members abreast of new

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developments within the field of Occupational Therapy as well as outside factors affecting the profession. Information about AOTA can be found at http://www.aota.org/ The New York State Occupational Therapy Association (NYSOTA) enables the members to be informed about issues of local importance. Communication among members is facilitated by newsletters, state conferences, workshops, meetings and special interest group gatherings. Information about NYSOTA can be found at http://www.nysota.org./

A. Student Membership Fees: OTA students are strongly encouraged to join AOTA to begin their own personal OT library and as a way to identify with your future profession. The most economical way to do so is by becoming a student member of AOTA. (Note: AOTA Membership is required to apply for an AOTA scholarship or hold office, and members receive a discount at OT conferences.)

AOTA Membership: AOTA offers a Student Membership at a reduced rate which includes an expanded benefits and privileges package; it is strongly recommended that you join AOTA at the Student Membership level in order to begin your personal professional library. Journal selections are often required to complete class assignments and projects.

NYSOTA Membership: The student membership provides the student with access to newsletters, information on State conferences and workshops and listing of speakers on topics that will be covered at local meetings. Job listings are included in these publications.

CREDENTIALING Credentialing refers to the professional and legal qualifications and processes that must be completed in order to practice. In addition to earning the required college degree and completing fieldwork, an applicant must respond to questions regarding felony and misdemeanor convictions. Applicants need to be aware that felony convictions may prohibit an individual from becoming certified and licensed. The State Licensing Board (SLB) through the New York State Educational Department Office of the Professions (NYSED OP) and the National Board for Certification in Occupational Therapy (NBCOT) usually do not make an early determination of eligibility regarding professional credentials until the candidate is qualified to apply. If you are concerned about a past conviction, contact these agencies for additional clarification.

A. Professional Credentials: Certification by NBCOT: www.nbcot.org

Certification is awarded to a qualified candidate following the successful completion of the Certification Examination for the Occupational Therapy Assistant. The National Board for Certification in Occupational Therapy (NBCOT) offers a standardized examination to all qualified individuals throughout the United States. Qualified individuals have completed their OTA education at an accredited Occupational Therapy Assistant Program. Successful passing of this examination qualifies the graduate to use the identifying initials “COTA” after his or her name.

A committee of OTRs and COTAs selected by NBCOT who have a diverse practice background prepare the examination questions. This computerized examination is administered on-demand by a testing service at established test sites throughout the United States. This allows the candidate to schedule the exam at a convenient time once approved to sit for the exam.

Currently, the online application fee for the Certification Examination is $515 ($555 for a paper application). This fee plus any related fees for reporting scores to state licensure boards ($40 per state) are payable with a credit card when submitting the application. All graduates are urged to take this examination as soon as possible following graduation since it is required to practice in the majority of the states. [Please note that the passing of this exam was not legally required in New York State prior to February 2012. However, the current NYS OT practice act now mandates NBCOT Certification to apply for state authorization to practice.]

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B. Licensure to Practice in New York State: http://www.op.nysed.gov/ Upon completion of the two-year A.A.S. degree program for the Occupational Therapy Assistant, the graduate is eligible for Authorization by the New York State Department of Education. YOU MUST BE CERTIFIED by NBCOT and LICENSED to work in New York State. All states have laws that also require legal licensure, certification and/or registration to practice. During OCT211 Preparing for Practice, students will learn about where to locate the required forms. Students planning to work in other states will need to apply for licensure appropriate to that state. Information is available at http://www.aota.org/; select licensure and the desired state. Currently the initial OTA online application licensure fee for New York State is $147. A renewal application and fee will be required every three years for as long as one remains in practice. At the present time, most states require licensure and/or certification for Occupational Therapy Assistants. In New York, requirements include graduating from an accredited OTA Program, being of good moral character, and passing the NBCOT exam. The majority of the other states also require passing the examination prior to receiving a permanent license in order to practice. Most states, including New York, offer a temporary authorization which allows the individual to practice in the interim between graduation and the passing of the certification examination. New York charges an additional $70 for the temporary authorization and requires a licensed OTR or physician to be responsible for the OTA’s practice. It is the graduate's responsibility to secure the proper credentials prior to practice. You may need to contact the Department of Education or AOTA for further information about the requirements of a given state. Additional specific information will be given in OCT 211 Preparing for Practice.

STANDARDS OF ETHICAL PRACTICE

A. The student in the Occupational Therapy Assistant Program, as an incipient member of the health

field, will be involved in situations that require a moral and ethical sense of responsibility. Therefore, each student must make a commitment that his/her activities:

1. Will respect the basic rights of others

2. Will be carried out according to his/her knowledge, skill and experience, being fully aware of

the amount of personal responsibility involved in what is expected and the authority relevant to that responsibility.

3. Will be aware of his/her abilities and limitations and seek appropriate help as needed.

4. Will begin to demonstrate professional judgment, attitudes and behavior.

B. Each student shall:

1. Conduct himself/herself at all times in accordance with the standards set forth by the AOTA in

the Occupational Therapy Code of Ethics (2015) – see OTA Student Pledge, Appendix D 2. Consider his/her responsibility to and best interests of fellow students, faculty and staff, clinical

educators, and recipients of Occupational Therapy services and the public at large. 3. Be cognizant of the moral, ethical and legal standards of the College, The American

Occupational Therapy Association and the New York State Licensure Law, in academic and fieldwork settings and toward future practice.

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Appendix A

MARIA COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Day Sequential Course of Study

First Year Fall Semester Credit Hours BIO 209 - Anatomy & Physiology I 4 ENG 111 - Composition I 3 OCT 112 - OT Skills & Application I 1 OCT 114 - Foundations of OT I 3 PSY 100 - General Psychology 3 SCI 100 - Medical Terminology and Conditions 3

17 First Year Spring Semester BIO 210- Anatomy & Physiology II 4 BIO 119 - Introductory Kinesiology 1 OCT 116 - OT Skills & Application II 1 OCT 120 - Occupational Performance Across the Lifespan 3 OCT 121 - Foundations of OT II 3 *OCT117 - Fieldwork I – Service Learning 1 PSY - Psychology Elective 3

16 Second Year Fall Semester ENG 211 - Critical Inquiry and Writing 3 OCT 210 - Fieldwork I - Psychosocial 1 OCT 211 - Preparing for Practice 1 OCT 213 - OT in Developmental Disabilities 3 OCT 214 - OT in Physical Dysfunction 3 OCT 215 - OT in Psychosocial Dysfunction 4 RES 201 - Foundations in Social Justice 3

18 Second Year Spring Semester **OCT 216 - Fieldwork II – First Rotation 6 **OCT 217 - Fieldwork II – Second Rotation 6

12 * Minimum of 40 hours throughout Spring Semester ** Two Fieldwork II courses required; full time day hours, eight weeks each.

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Appendix B

MARIA COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Weekend Sequential Course of Study

Pre-OTA Year (General Studies) Credit Hours Fall Semester BIO 209- Anatomy & Physiology I 4 ENG 111 - Composition I 3 PSY 100 - General Psychology 3

10 Spring Semester BIO 210 - Anatomy & Physiology II 4 ENG211 - Critical Inquiry and Writing 3

7 Summer Semester RES 201 - Foundations in Social Justice 3 PSY - Psychology Elective 3

6 First OTA Year Fall Semester OCT 112 - OT Skills & Application I 1 OCT 114 - Foundations of OT I 3 BIO 119 - Introductory Kinesiology 1 SCI 100 - Medical Terminology and Conditions 3

8 Spring Semester OCT 116 - OT Skills & Application II 1 OCT 120 - Occupational Performance Across the Lifespan 3 OCT 121 - Foundations of OT II 3

7 Summer Semester *OCT 117 - Fieldwork I – Service Learning 1 OCT 210 - Fieldwork I - Psychosocial 1 OCT 215 - OT in Psychosocial Dysfunction 4

6 Second OTA Year Fall Semester OCT 211 - Preparing for Practice 1 OCT 213 - OT in Developmental Disabilities 3 OCT 214 - OT in Physical Dysfunction 3

7 Spring Semester (day hours) **OCT 216 - Fieldwork II – First Rotation 6 **OCT 217 - Fieldwork II – Second Rotation 6

12 * Minimum of 40 hours throughout Summer Semester ** Two Fieldwork II courses required; full time day hours, eight weeks each

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Appendix C MARIA COLLEGE

OCCUPATIONAL THERAPY ASSISTANT PROGRAM STUDENT PROFESSIONAL BEHAVIORS ASSESSMENT

Student: ____________________________________ Semester: _________________________

Satisfactory Performance: 25 – 40 points Unsatisfactory Performance: 0 – 24 points

KEY: 1. Unsatisfactory 2. Needs Improvement 3. Meets Standards 4. Exceeds Standards

Performance Statements:

Comments:

RA

TIN

G

1. Commitment to Learning: Self-directed, identifies needs and sources of learning, and invites new knowledge and understanding.

2. Interpersonal Skills: Engages in effective and non-judgmental interactions with classmates and faculty, and maintains focus in new situations.

3. Communication Skills: Exhibits acceptable written, verbal and non-verbal communication skills and is capable of modifying information to meet the needs of various audiences/purposes.

4. Effective Use of Time and Resources: Obtains good results through use of time and resources, shows flexibility and is capable of setting goals.

5. Use of Constructive Feedback: Accepts, identifies and integrates feedback from others, and provides appropriate feedback to others.

6. Problem Solving: Recognizes and defines problems, analyzes data, develops and implements solutions, and evaluates outcomes.

7. Professionalism: Exhibits professional conduct concerning ethics, regulations, policies and procedures, and represents the profession in a competent and positive manner.

8. Responsibility: Demonstrates an appropriate level of commitment, is dependable, punctual, aware of personal and professional limitations, and accepts responsibility for actions and outcomes

9. Critical Thinking: Readily identifies, articulates and analyzes problems, consistently and accurately distinguishes relevant from irrelevant, differentiates among facts, and generates ideas.

10. Stress Management: Accurately identifies sources of stress and problems in self and others, actively seeks assistance when appropriate, demonstrates effective use of coping mechanisms and successfully maintains balance of professional and personal life.

Signatures: Score: ______

__________________________________________ _______________________________________ Student Date OTA Faculty Date

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Appendix D MARIA COLLEGE

OTA STUDENT PLEDGE OF PROFESSIONALISM It is my understanding that as a member of the health field, which I became when I enrolled in the Occupational Therapy Assistant Program, I am in a position which exposes me to numerous choices which assume a moral and ethical sense of responsibility on my part. To this assumption I make the following commitments: A. I will conduct myself at all times in accordance with the standards set forth by the American

Occupational Therapy Association*, bearing in mind, that I am no longer free to act solely on the basis of my best interests, but that I must also take into consideration my responsibilities to consumers of occupational therapy services, clinicians, educators and students in occupational therapy and in other health careers, health care agencies and their employees, educational institutions providing training for occupational therapy personnel, and students, graduates, faculty and administration of the educational institution of which I am attending. Therefore, I shall: 1. demonstrate a concern for the well-being and safety of the recipients of my services. (Beneficence) 2. intentionally refrain from actions that cause harm. (Non-Maleficence) 3. respect the right of the individual to self-determination. (Autonomy) 4. provide services in a fair and equitable manner while complying with institutional rules, local,

state, federal, and international laws and AOTA documents applicable to the profession of occupational therapy. (Justice)

5. provide comprehensive, accurate, and objective information when representing the profession. (Veracity) 6. treat colleagues and other professionals with respect, fairness, discretion, and integrity. (Fidelity)

B. I will make every effort to ensure that I approach every clinical and fieldwork situation with the proper amount of knowledge, skill and experience. If I find myself lacking in one of these I will: 1. make sure someone in authority is aware of the discrepancy and authorizes my participation, or 2. decline from becoming involved until receiving further instruction, and/or competency.

C. I will comply with the expectations as presented in the Maria College Student Handbook and the OTA Program Manual and I will clarify the amount of responsibility I am to assume, as well as the amount of authority I will be given, to carry out student responsibilities.

D. In making this commitment, I fully understand that any negligence on my part regarding any of these separate items, is viewed as negligence of duty, and may be grounds for immediate termination of my present status as a student with respect to the field of occupational therapy.

E. My signature acknowledges that I agree with the information presented in this document.

In order to begin practicing professionalism, I will assume the responsibilities described above.

, OTAS Signature Date

__________________________________________________

Print full name *Occupational Therapy Code of Ethics and Ethics Standards (2015)

Qualities listed in parenthesis on section A refer to AOTA’s 6 Ethical principles.

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Appendix E

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

OCT117 Fieldwork I – Service Learning Rationale, Objectives and Policy

I. RATIONALE: The American Occupational Therapy Association’s (AOTA) Accreditation Council for Occupational Therapy Education (ACOTE) Standards describe the objective of Level I Fieldwork "to introduce students to the fieldwork experience, and develop a basic comfort level with an understanding of the needs of clients." Level I Fieldwork is not intended to develop independent performance, but to "include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process." See more at: http://www.aota.org/Education-Careers/Fieldwork/LevelI.aspx#sthash.ar11FLb9.dpuf Services may be provided to a variety of populations through a variety of settings. Experiences may include those directly related to occupational therapy, as well as other situations to enhance an understanding of the developmental stages, tasks, and roles of individuals throughout the life span. Day care centers, schools, neighborhood centers, hospice, homeless shelters, community mental health centers, and therapeutic activity or work centers are among the many possible sites. Level I Fieldwork may also include advocacy, research, services management and administrative experiences in therapeutic settings, community agencies, or environmental analysis experiences. Populations may include disabled or well populations; age-specific or diagnosis specific clients. See more at: http://www.aota.org/Education-Careers/Fieldwork/LevelI.aspx#sthash.ar11FLb9.dpuf Qualified personnel for supervision of Level I Fieldwork may include, but are not limited to, academic or fieldwork educators, occupational therapy practitioners, psychologists, physician assistants, teachers, social workers, nurses, physical therapists, social workers, activity directors, etc. The supervisor must be knowledgeable about occupational therapy and cognizant of the goals and objectives of the Level I Fieldwork experience. See more at: http://www.aota.org/Education-careers/Fieldwork/LevelI.aspx#sthash.ar11FLb9.dpuf The Level I Fieldwork experience is intended to present opportunities for new learning and help the student integrate and apply his or her previously acquired knowledge. The Fieldwork I experience also provides real-life situations for reflective learning in subsequent coursework.

II. COURSE OBJECTIVES: Through the Level I Fieldwork experience the student will be able to:

1. Practice observation, interviewing, and documentation skills. 2. Utilize interpersonal communication skills to develop professional relationships. 3. Participate, as appropriate to level of education, in the delivery of client services. 4. Gain a dynamic understanding of the concepts presented in in The Occupational Therapy Practice

Framework: Domain and Process. (AOTA 2014). 5. Discuss the roles of occupational therapy and other allied health personnel. 6. Become aware of the community facility’s mission and organizational structure. 7. Further develop his/her personal and professional goals.

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Appendix E III. OCT117 FIELDWORK I POLICY: Students are eligible to complete OCT117 Fieldwork I – Service Learning during the second semester of OTA coursework. Students will participate in the process of selecting the site for this assignment; final decision will be made by the Academic Fieldwork Coordinator (AFWC) based on student interests, learning needs and site availability. Satisfactory Completion of Level I Fieldwork Students must complete a minimum of 40 hours of service learning to receive credit for fieldwork I. Planning time will be taken into consideration. A student who completes OCT117 Fieldwork I satisfactorily has demonstrated an understanding of occupational therapy’s philosophy, theory, and processes. This student completed all assignments in a timely manner and demonstrated professional behaviors and effective interpersonal communication skills earning a letter grade of “C”, or higher. This student is then eligible to continue with the OTA Program coursework sequence. Unsatisfactory Completion of Level I Fieldwork An unsatisfactory grade may result from any or all of the following: absences, tardiness, incomplete or poorly completed assignments, and/or failure to demonstrate and apply a basic understanding of occupational therapy philosophy, theory, and skills. A student who continuously disregards client safety and/or demonstrates unethical and unprofessional behavior will most likely be dismissed prior to the completion of the Fieldwork assignment. Early dismissal for any of these reasons will result in a failing grade. Dismissal from a community placement must be communicated to the Academic Fieldwork Coordinator in a timely manner. Dismissal from Level I Fieldwork may be grounds for immediate dismissal from the OTA program. Students scoring below the minimum required grade may be allowed to repeat OCT117 Fieldwork I only once to obtain a satisfactory grade. The Academic Fieldwork Coordinator will work with the student to develop a learning contract focused on remediation of the behaviors that lead to the failure or dismissal from the original Level I Fieldwork. Following successful completion of the identified goals, a repeat Fieldwork for the student will be scheduled at the discretion of the AFWC. The necessity to repeat OCT117 may delay continuation in the OTA program sequence and eligibility for graduation. Failure to achieve a satisfactory grade in Level I Fieldwork during a second placement will result in dismissal from the OTA program. See current Maria College Catalog and OTA Program Handbook ACOTE educational standards available at: http://www.aota.org/en/Education-Careers/Accreditation.aspx Rev. 3/15

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Appendix E

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Level I Fieldwork Evaluation Instrument Instructions:

Place the number (1-4) that best reflects this student’s behavior as observed and/or demonstrated during the Fieldwork experience. Use the space provided for each of the following Performance Statements. The student should be evaluated on his/her demonstrated behavior/performance during this placement and without comparison to peers.

KEY: 4 = 100% - 90% Excellent Performance

3 = 89% - 75% Average Performance

2 = 74% - 65% Needs Improvement

1 = 64% - 0% Unsatisfactory

Performance Statements: Rating: Comments:

Follows facility rules, policies, and procedures.

Follows instructions from supervisor and staff.

Responds with positive attitude to assigned student responsibilities.

Demonstrates personal responsibility by showing initiative.

Establishes rapport with clients and staff.

Demonstrates professional behaviors by practicing positive verbal and non-verbal interpersonal communication skills.

Asks pertinent questions to gain knowledge.

Observes safety precautions at all times.

Respects and maintains confidentiality.

Demonstrates flexibility by modifying performance after feedback is given.

Signatures:

______________________________________________ ____________________________________ Fieldwork Supervisor/Title/Date OTA Student Fieldwork Site:_________________________________________________________________________ # of Hours : ______________________________________

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Appendix E

OCT 117: Fieldwork I Community Education Assignment

This assignment places you in the role of the educator. You will work individually or in a group of two to four classmates to collaborate on this project. You will go out into the community and educate a population about some aspect of OT, such as what OTAs do in everyday practice. Please do the following:

1. Select your group members if you wish to work in a group (no more than 4 in a group).

2. Determine the demographic you would like to educate. For example: older adults, parents of children with special needs, potential college students looking into career options, etc.

3. Determine the type of facility in which you would like implement your project.

For example: a nursing home, rehabilitation center, a local Y or a classroom.

4. Decide upon a topic of interest that you are comfortable presenting to your selected population. Material covered in your first year coursework is great for education!

5. Submit your presentation topic and plans on the course Discussion Board for your instructor’s approval.

6. Arrange for your visit. Be sure to obtain the approval of the facility manager.

7. If you wish to document your visit with pictures or video to share with your instructor and classmates, be sure to ask about the facility’s policy and get permission or clearance.

8. Prior to your visit, make sure the facility can provide you with anything you may need for the demonstration such as extra tables and chairs, AV equipment, etc.

9. You will be required to have the facility representative fill out an evaluation form and sign it. This form is to be returned to your instructor after completing your presentation.

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Appendix E

Community Group Project Evaluation Maria College OTA Program

(518) 861 - 2549

Name of Evaluator:____________________________ Title:__________________________

Facility:____________________________________________________________________

Population:__________________________________________________________________

Names of students in attendance:

1._______________________________ 2.______________________________________

3._______________________________ 4._______________________________________

Please describe the topic presented, how it was presented and how the audience responded to the presentation.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please comment on the students’ performance.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature:________________________________________ Date: _______________________

Thank you for supporting our program! Please feel free to call with any additional comments.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

FIELDWORK II MANUAL

Manual Contents: • Overview of Fieldwork II • Fieldwork II Rationale and General Objectives • Student Guidelines for Fieldwork II • Suggested Assignments • Student-Fieldwork Educator Weekly Supervision Summary • Nontraditional Fieldwork II Objectives • Fieldwork Educator Credentials Form • Policy and Procedure: Qualified Supervisors • Policy and Procedure: Final Evaluation Report • Policy and Procedure: Fieldwork II Grading • Policy and Procedure: Fieldwork II Grievance • Policy and Procedure: International Fieldwork • References

Related Documents:

• Fieldwork Performance Evaluation for the OTA (FWPE) • Fieldwork Experience Assessment Tool (FEAT) • Student Evaluation of Fieldwork Experience (SEFWE)

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

OVERVIEW OF FIELDWORK II

Requirements: To participate in Fieldwork II, the OTA student is required to successfully complete all prior coursework, be of good moral character and demonstrate the ability to work cooperatively and collaboratively with others. Typically, the student registers for two fieldwork courses of 6 credits each; each fieldwork is full time for a period of at least eight weeks. This allows the student to complete a minimum of 16 weeks of full-time level II fieldwork in at least two different settings that represent different age and disability groups or populations. Diversity in fieldwork is needed to allow the student to acquire entry level competencies to fulfill educational standards (ACOTE Standards, C.1.12 and C.1.13). It is possible for a student to complete fieldwork in one setting when multiple services are provided to diverse populations at the facility; or a student can elect to complete fieldwork in three settings, providing arrangement can be arranged to meet student learning and supervision needs. Professional Behaviors: The OTA student is expected to adhere to AOTA’s Code of Ethics (2015) and the NYS Rules of the Board of Regents Part 29 on unprofessional conduct while on fieldwork. In addition, it is expected that the fieldwork educator will orient the student to the facility’s policy and procedures, provide onsite education and training as indicated, and model best practice which includes professional behaviors and client safety. It is the right of the clinical site administration to discontinue a student from a fieldwork placement due to negligence which has the potential to, or actually resulted in physical or psychological, harm to the client. It is also expected that the facility will notify the Academic Fieldwork Coordinator (AFWC) in a timely manner to communicate the incident prior to dismissing the student. A student’s disregard of the facility’s policies and procedures, especially when such behaviors result in unethical and unprofessional behavior, may also be grounds for immediate dismissal from the OTA Program. In the event that a student is 1) not demonstrating professional behaviors consistent with the needs of attending fieldwork or 2) the student is dismissed due to unprofessional behaviors, the OTA Program may require the student to successfully complete a learning contract developed to address the specific behavioral and/or ethical concerns before proceeding with fieldwork. A determination regarding continuation in the OTA Program and re-assignment to an alternate fieldwork will be at the discretion of the AFWC in consultation with the OTA Program Director. In the event a student is not successful in fieldwork, and therefore not meeting criteria to earn an OTA degree, the AFWC, OTA Program Director and/or the student’s academic advisor will work with student on an alternative educational plan. Passing Fieldwork: Successful completion of two (2) fieldwork education courses (OCT 216 and 217) are required components of the OTA Program. The AOTA’s Fieldwork Performance Evaluation for the OTA (FWPE) will be the instrument used by all sites providing clinical education to Maria College OTA students. It is expected that the student’s performance will be measured at mid-point as well as at the completion of the rotation based on site specific FW II goals. The student must achieve a Pass rating on AOTA’s FWPE for each fieldwork in order to graduate from the OTA Program. Additional information is provided in the policy document titled Fieldwork II Grading. Not Passing Fieldwork: In the event that a student receives score below the acceptable required minimum performance level on the FWPE, he/she will be required to repeat the fieldwork course. The student will be permitted to repeat the fieldwork experience only one time, thus demonstrating entry-level competency for the OTA. The student will be assigned to a different facility in recognition that the context or learning environment is a factor in student learning. The type of site and client population will be determined by the learning needs of the student and the consideration that the site meets the requirement to gain diverse experience to graduate as an entry-level generalist OTA. The timing of the repeat FW II course will be determined by the AFWC and the OTA Program Director. The student may first need to complete a learning contract with the assistance of the AFWC and may be required to audit selected OTA courses.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM LEVEL II FIELDWORK RATIONALE and GENERAL OBJECTIVES

I. RATIONALE The Occupational Therapy Assistant (OTA) curriculum is structured so that each semester of the program provides a foundation for the next semester and for additional future learning. Students are gradually introduced to practice settings and the roles and responsibilities of the OTA practitioner as they progress through the program with didactic educational preparation. Fieldwork II (FW II) is completed during the final semester as a culmination of this learning. FW II provides the student with an opportunity to engage in situational learning with clinical practice under the guidance and supervision of experienced occupational therapy staff. The clinical experience is vital to the development of the OTA as a clinician; it helps the student transition from classroom learning of theory and skills to practical application. Fieldwork situations foster clinical reasoning, application of knowledge and skills, and opportunities to develop professional behaviors. FW II prepares the student to join the work force as an entry-level Occupational Therapy Assistant. The Accreditation Council for Occupational Therapy Education (ACOTE) Standards for OTA Education state:

The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy assistants. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings. The program will ensure that the fieldwork experience is designed to promote clinical reasoning appropriate to the occupational therapy assistant role, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities. (ACOTE, 2011, p. 35).

II. GENERAL FIELDWORK II COURSE OBJECTIVES

The student will utilize the Level II Fieldwork experience to:

A. Apply classroom knowledge, occupational therapy theory, therapeutic skills, and therapeutic use of self in a clinical setting.

B. Utilize the AOTA’s Occupational Therapy Guide to Practice and the Occupational Therapy Practice Framework: Domain and Process, 3rd edition (AOTA, 2014) to communicate with other professionals, select, apply and modify intervention programs and complete required documentation for client centered, occupation-based treatments.

C. Utilize current occupational therapy scholarly reports and publications to support decisions about evidence-based, best practice choices for clients on assigned caseload.

D. Participate in the fieldwork setting as an educated member of the clinical team consistent with the facility’s policies and procedures and role expectations of a student.

E. Increase didactic knowledge through participation in staff meetings, training sessions, field trips, scholarship, mentoring, supervision, and discussions with OT personnel.

F. Increase knowledge of administrative and support activities in occupational therapy. G. Gain a working knowledge of the roles of the OT and the OTA in each FW II setting. H. Reflect on the fieldwork learning experience to appreciate personal knowledge and skill strengths,

competencies and areas that require additional learning and development. I. Integrate psychosocial factors that influence engagement in occupations into the development of client

centered, occupation-based outcomes.

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Appendix F

III. FIELDWORK SITE-SPECIFIC OBJECTIVES The student will utilize background knowledge and demonstrate treatment interventions consistent with the type of facility and identified client needs. Specific FW II objectives for each site should be used to guide learning during fieldwork in order to meet fieldwork educator’s expectations. Specific FW II objectives are prepared by the OT fieldwork educators using Maria College’s GENERAL FIELDWORK II COURSE OBJECTIVES, knowledge of OT practice demands for the population served, and the following official documents as reference: • Occupational Therapy Code of Ethics (AOTA, 2015). • Standards of Practice (AOTA 2015). • Scope of Practice (AOTA, 2009). • Guidelines for supervision, roles, and responsibilities during the delivery of OT services (AOTA, 2009). • Occupational Therapy Practice Framework, Domain and Process, 3rd ed. (AOTA, 2014). • Fieldwork Performance Evaluation for the OTA (FWPE) (AOTA, 2002). The specific objectives for each facility’s fieldwork program should incorporate the philosophy and domain of occupational therapy in order to prepare the student as a generalist for entry-level practice in that setting. The objectives should help guide learning regarding the typical case load, frames of reference, assessments, modalities, interventions and documentation that are used in the fieldwork setting. Site-specific fieldwork objectives help the student understand the expectations of the fieldwork educator and assist the fieldwork supervisor complete the Fieldwork Performance Evaluation (FWPE) at both the midpoint and conclusion of the clinical experience. FW II specific objectives are to be on file at the OTA Fieldwork Office at Maria College and given to the student by their fieldwork educator during the initial orientation to the facility for the FW II assignment.

IV. PLAN Level II Fieldwork follows the completion of the academic portions of the program and traditionally takes place in the final spring semester of the OTA curriculum. The student will participate in two (2) different full-time clinical experiences, lasting a minimum of eight (8) weeks each. The total number of weeks and credits must meet minimum requirements of sixteen (16) weeks of full-time level II fieldwork (ACOTE, Standard C.1.12) and 12 academic credits (Maria College OTA Program curriculum). The student can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice area, or in a maximum of three different settings. Fieldwork settings are chosen from facilities offering a wide range of services in developmental disabilities, physical dysfunction, or psychosocial dysfunction. In all settings, psychosocial factors influencing engagement in occupation must be understood and integrated for the development of client-centered, meaningful, occupation-based outcomes. A student may select a specialty or emerging area of OT practice depending on interest, availability of clinical sites and with Academic Fieldwork Coordinator approval. It is the intent of the Maria College OTA Program to use OT practitioners to provide fieldwork education for all OTA students. However, should it be appropriate make alternate supervision arrangements to allow the student to gain experience in non-traditional areas of practice where full time OT supervision is not available, the student must receive minimum of eight (8) hours per week supervision by a qualified OT or OTA (ACOTE Standard C.1.17).

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

FIELDWORK II STUDENT GUIDELINES

I. FUNCTIONS

The student will function as a learning participant with gradually increasing responsibility for the delivery of appropriate occupational therapy services to assigned clients. At no time should a student be considered to have the responsibilities of an employee even though he or she is expected to abide by the policies and procedures and rules and regulations of both the OT department and the facility. The facility must inform the student of the policies, procedures, rules and regulations that he or she is required to follow.

During fieldwork II the emphasis should be on the art of practice, not on the science of “textbook” learning. The

student and fieldwork educator should collaborate on required new learning as necessary to augment existing level of knowledge or that is required to understand the specific needs of a given client’s treatment program. The full time level II fieldwork experience should allow the student to develop skills related to therapeutic use of self and clinical reasoning while engaging the patient/client throughout the occupational therapy process in treatments that are client-centered and occupation and evidence-based.

II. ETHICS and BEHAVIOR

The student is responsible for conducting himself or herself in a manner consistent with the ethical, moral and legal criteria of Maria College, the Occupational Therapy Assistant Program and the Fieldwork site during fieldwork assignments. The AOTA Code of Ethics (2015), Maria College mission and core values, and state licensure laws should be used as a guide to ethical practice.

The student is expected to exhibit professional behaviors. The fieldwork educator is expected to model professional behavior, to acknowledge positive behaviors, and to critique negative behaviors as indicated by making suggestions for positive change. The fieldwork site has the right to terminate a student placement if the student behavior remains inappropriate after providing input and opportunities for the student to correct and modify identified behaviors. (See the Fieldwork II Policy)

III. DRESS CODE

The student will be neat and clean in their appearance at all times and will adhere to the fieldwork site’s dress code. It is the student’s responsibility to obtain a uniform, lab coat, and/or other clothing as specified by the facility. The student should identify themselves by wearing his/her Maria College photo name tag while on fieldwork and especially in facilities where the NY State Rules of the Board of Regents Part 29-2 a. (9) – Unprofessional Conduct states that an identifying badge is part of the expected professional behavior. These include hospitals, nursing homes and clinics.

Student may be required to remove body piercings (eyebrow, nose, lip and tongue rings), cover tattoos, remove artificial fingernails, and keep hair color to those that occur naturally (i.e. no bright blue hair). Shoes must provide support and safety during patient treatments, close-toed with soft, non-skid soles (i.e. no sandals or high heels).

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Appendix F

IV. ATTENDANCE

The student is responsible for reporting to the fieldwork site as assigned and at the time specified by the fieldwork supervisor; they are to follow the facility’s schedule and calendar, not the calendar for Maria College.

In case of illness or any other unscheduled absence or when timely arrival is not possible, the student is to contact the fieldwork supervisor according to the rules of that facility. Any student with three or more absences may be required to make up this time. Lengthy or numerous absences may result in cancellation of the clinical and require the student to complete another fieldwork experience at a later date. Failure to complete fieldworks during the originally assigned time frame (for any reason) may delay graduation. (See Fieldwork Grading Policy - #3)

V. EVALUATIONS

The student must complete the Student Evaluation of Fieldwork Experience (SEFWE) and the Fieldwork Educator/Supervisor must complete the Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student (FWPE – the white AOTA official booklet) during the last week of the assignment. A time should be scheduled to present evaluation finding to each other on the final day of fieldwork. The FW Educator/Supervisor should review the FWPE first, followed by the student’s evaluation of the fieldwork experience. Signatures are required on both forms to signify that the evaluations were completed and reviewed in person. (See Fieldwork Grading Policy - #1) VI. GRADUATE SEMINAR

Following the completion of two level II fieldwork courses, the student is required to attend a two-day seminar at Maria College. This Graduate Seminar experience includes: (1) an opportunity to share and discuss fieldwork experiences with classmates and academic faculty; (2) a review of professional and legal requirements and procedures necessary to practice OT; (3) a formal course and a practice examination in preparation for the NBCOT certification examination; and (4) an opportunity to contribute to the evaluation of the OTA Program curriculum through constructive feedback.

*NOTE: Some fieldwork sites have additional requirements including finger printing and background checks, drug esting, CPR, and completion of an orientation and volunteer application prior to the beginning of fieldwork. Any additional time and expenses are the responsibility of the student. This information will be shared with the student as indicated by his/her fieldwork placements. Students are encouraged to ask questions when in doubt about the rules, policies, procedures and expectations of them as a student. Questions can be addressed to the Academic or Clinical Fieldwork Coordinator.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

FIELDWORK II SUGGESTED ASSIGNMENTS The student will participate in the Fieldwork II Program for OTA students according to the FW Facility’s SPECIFIC OBJECTIVES and related learning assignments. The specific fieldwork objectives, developed by the facility’s OT department in collaboration with and support of the OTA Program’s learning objectives for level II fieldwork, should be practice and client based enabling the to:

• Meet the Field Work II GENERAL OBJECTIVES from the Maria College OTA Program • Gain experiences that are reflected in and evaluated by the AOTA’s Fieldwork Performance Evaluation for the Occupational

Therapy Assistant Student (the FWPE - 2002). In addition, Fieldwork II should be designed to help the student: • Transition from the classroom to the work environment - this is an educational process! • Learn about the roles and functions of occupational therapy practitioners in the assigned setting; • Develop competency related to observation skills, client assessment, communication and collaboration,

planning and implementation of OT treatments, discontinuation planning, and documentation; • Engage in clinical reasoning, and ethical decision making; • Develop professional behaviors and skills consistent with client-centered, occupation-based and evidence

based practice; • Manage an assigned or selected case load (approximately 75% of a staff OTA’s case load) with the proper

supervision in order to develop entry-level competency as an Occupational Therapy Assistant generalist.

**Suggested learning assignments for the OTA Student on level II fieldwork include:

• Activity analysis - demonstrates the way OT practitioners think about and problem solve many aspects of client treatment; when the activity analysis is attached to a given client, the student is required to think specifically in order to meet the client’s needs.

• Case study - This client-centered assignment allows the student to demonstrate the ability to gather pertinent

data from the chart, to interview client, family and other staff, to research relevant medical, therapeutic, educational, and community based information, that also contributes to developing a treatment plan that is occupation focused on existing evidence.

• Collecting information for quality assurance and/or research projects. Involves the student in the

administrative and professional activities that help to promote OT within the work site and within the community.

• Development of treatment activities, games, fine motor tasks, pre-writing/writing activities, etc. The student is required

to exercise clinical reasoning skills in order to select and/or create appropriate treatment activities for each client on caseload.

• Documentation - the ability to express the client’s needs, goals and response to therapy is a vital component of

the role of the OT practitioner. The ability to reflect best practice and justify the need for OT services is crucial in the majority of settings to qualify for reimbursement. The student should be expected to produce the same documentation that an OTA in this or a similar work setting would as an employee. The decision to incorporate student notes into the client’s official chart is at the discretion of the facility.

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Appendix F

• Fabrication of an orthotic device or adaptive equipment is the only way to learn these hands-on skills. Fabrication allows the student to practice cognitive and fine motor skills while at the same time using creative thought processes.

• Oral article summaries - The ability to verbally communicate a specific body of information to others is critical

to professional practice. The use of an article allows the student to learn new information related to the population being served and to present a summary of the important points to others.

• Oral reports at department meetings, case reviews, teacher conferences, parent and family conferences, etc. The student

must be able to determine the important information to convey about the client in each of these settings and circumstances. • Participation in the assessment/evaluation process. Initially this helps the student understand how the therapist

knows what the client’s strengths and weaknesses are in order to develop goals and recommend an OT treatment program. The student gains experience with collaboration, critical thinking and frames of reference.

• Participation in an existing group. Reinforces information learned in classes about group process. • Planning and running an existing or new group. The next step; allows the student to clinically reason regarding

the needs of the group members, plan the appropriate activities, and engage in the role of group leader. • Written summary of observations, interviews, in-services, field trips, etc. Writing is a good method to use to allow

the student to organize thoughts, ideas and factual information; the student needs practice in determining objective and subjective information and appropriate times and ways to convey each. Writing also allows the student to assess what they do know and what they may need to learn.

**NOTE: the above suggested assignments are given in alphabetical order, not in any order of importance. The fieldwork supervisor should select and or develop assignments that allow the student to demonstrate their understanding and competence in applying knowledge and skills consistent with the entry-level role of the occupational therapy assistant. Fieldwork assignments should be appropriate to the setting and to the role of the fieldwork student. They should be oriented to promoting clinical reasoning, clinical practice and professional behavior. The student should recognize how the assignments contribute directly to client care and to their own learning

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Appendix F

Student and Fieldwork Educator Weekly Supervision Summary Directions: Fieldwork Educators are to meet formally at a scheduled time with each student at least once a week even if there have been opportunities for periodic informal communication. This form is to be used by both the supervisor and student to help ensure understanding of verbal communications. The weekly supervision sheets should be kept for reference. Student: ________________________________ Date: _________________ Attendance Summary: ___________________________________________________________ Summary of Weekly Responsibilities: Interventions, communication, documentation, etc.: Discussion Topics: Performance Strengths: Improvement Needs: Additions/Changes in Responsibilities/Assignments: Comments by Fieldwork Educator: Comments by Student: _____________________________________ _______________________________ Student Signature Fieldwork Educator Signature

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM NONTRADITIONAL LEVEL II FIELDWORK PLACEMENT OBJECTIVES

The student will utilize the Level II Fieldwork experience to:

1. Apply knowledge of occupational therapy theory, therapeutic skills, and therapeutic use of self in a clinical setting.

2. Utilize the AOTA’s Occupational Therapy Guide to Practice and the Occupational Therapy Practice Framework: Domain and Process, 3rd edition (AOTA, 2014) as a foundation when promoting the occupational therapy profession to other professionals and consumers.

3. Assess the needs of clientele at the site and determine how to integrate occupational therapy into current programing.

4. Utilize current occupational therapy scholarly reports and publications to support decisions about evidence-based, best practice choices for clients on assigned caseload.

5. Plan occupational based interventions and modify as needed. 6. Demonstrate professional behaviors in all interactions including during the supervisory process. 7. Exhibit work behaviors reflective of the profession’s philosophy, ethical principles, knowledge base

and practice guidelines. 8. Exhibit the ability to effectively communicate and collaborate with members of other disciplines and

with clients and families.

III. FIELDWORK SITE-SPECIFIC OBJECTIVES The student will utilize background knowledge and demonstrate treatment interventions consistent with the type of facility and identified client needs. Specific FW II objectives for each site should be used to guide learning during fieldwork in order to meet fieldwork educator’s expectations. Specific FW II objectives are prepared by the OT fieldwork educators using Maria College’s GENERAL FIELDWORK II COURSE OBJECTIVES, knowledge of OT practice demands for the population served, and the following official documents as reference: • Occupational Therapy Code of Ethics (AOTA, 2015). • Standards of Practice (AOTA 2015). • Scope of Practice (AOTA, 2009). • Guidelines for supervision, roles, and responsibilities during the delivery of OT services (AOTA, 2009). • Occupational Therapy Practice Framework, Domain and Process, 3rd ed. (AOTA, 2014). • Fieldwork Performance Evaluation for the OTA (FWPE) (AOTA, 2002). The specific objectives for each facility’s fieldwork program should incorporate the philosophy and domain of occupational therapy in order to prepare the student as a generalist for entry-level practice in that setting. The objectives should help guide learning regarding the typical case load, frames of reference, assessments, modalities, interventions and documentation that are used in the fieldwork setting. Site-specific fieldwork objectives help the student understand the expectations of the fieldwork educator and assist the fieldwork supervisor complete the Fieldwork Performance Evaluation (FWPE) at both the midpoint and conclusion of the clinical experience. FW II specific objectives are to be on file at the OTA Fieldwork Office at Maria College and given to the student by their fieldwork educator during the initial orientation to the facility for the FW II assignment.

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IV. PLAN Level II Fieldwork follows the completion of the academic portions of the program and traditionally takes place in the final spring semester of the OTA curriculum. The student will participate in two (2) different full-time clinical experiences, lasting a minimum of eight (8) weeks each. The total number of weeks and credits must meet minimum requirements of sixteen (16) weeks of full-time level II fieldwork (ACOTE, Standard C.1.12) and 12 academic credits (Maria College OTA Program curriculum). The student can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice area, or in a maximum of three different settings. Fieldwork settings are chosen from facilities offering a wide range of services in developmental disabilities, physical dysfunction, or psychosocial dysfunction. In all settings, psychosocial factors influencing engagement in occupation must be understood and integrated for the development of client-centered, meaningful, occupation-based outcomes. A student may select a specialty or emerging area of OT practice depending on interest, availability of clinical sites and with Academic Fieldwork Coordinator approval. It is the intent of the Maria College OTA Program to use OT practitioners to provide fieldwork education for all OTA students. However, should it be appropriate make alternate supervision arrangements to allow the student to gain experience in non-traditional areas of practice where full time OT supervision is not available, the student must receive minimum of eight (8) hours per week supervision by a qualified OT or OTA (ACOTE Standard C.1.17).

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Dear OTA Fieldwork Educator: The AOTA’s Accreditation Council for OT Education Standards specify that during Level II fieldwork, students must be “supervised by a currently licensed or otherwise regulated occupational therapy practitioner with at least 1 year of full-time practice experience subsequent to initial certification.” Please help us ensure that we meet these Standards by completing this form and returning it to the OTA Program by email, fax or mail at the addresses listed below prior to the start of the assigned fieldwork. On behalf of the OTA students and faculty of Maria College, we sincerely appreciate your time, patience and expertise as you fulfill a vital role in our profession’s future as a Fieldwork Educator. Thank you,

Meghan DeNitto, BS, COTA/L Academic Fieldwork Coordinator Maria College 700 New Scotland Ave. Albany, NY 12208 mdenitto@mariacollege.edu Phone: (518) 861-2549 Fieldwork Educator’s Name and Credentials: _____________________________________________ NBCOT Certification #: _________________________

Date of Initial Certification: ______________________

State License #: _________________________________

Date of Initial Licensure: __________________________

Additional supervisory qualifications: ______________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

• To find your NBCOT certification number and date of initial certification, see: https://my.nbcot.org/OnlineCredentialVerification/

• To find your New York State license number and date of initial licensure, refer to: http://www.op.nysed.gov/opsearches.htm or call (518) 474-3817, ext. 270.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Policy and Procedure: Qualified Supervisors for Fieldwork II

Rationale: Level II Fieldwork is integral to the Occupational Therapy Assistant Program in that it allows the student to transition from classroom learning to experiential learning and clinical practice. Fieldwork II is designed to be completed in the last semester of the program following the completion of the majority of the academic courses. Fieldwork II meets the ACOTE Educational Standards for Occupational Therapy Assistant Education which state:

The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy assistants. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings. The program will ensure that the fieldwork experience is designed to promote clinical reasoning appropriate to the occupational therapy assistant role, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities. (ACOTE, 2011).

Policy: The Fieldwork Educator (FWE), or FW Supervisor, serves as an extension of the College faculty by mentoring students into the profession and facilitating the transition of classroom learning into practice. To ensure that FWEs are qualified to undertake this important educational role, the ACOTE Educational Standards for Occupational Therapy Assistant Education provides the following Standard:

C.1.14. Qualified Level II FW Supervisors: The program must ensure that the student is supervised by a currently licensed or otherwise regulated occupational therapist or occupational therapy assistant who has a minimum of 1 year full-time practice experience subsequent to initial certification and who is adequately prepared to serve as a fieldwork educator. (ACOTE, 2011).

Procedures: 1. The OTA Program’s Academic Fieldwork Coordinator (AFWC) will request that each potential FW II site provides the names and credentials of any OT practitioners who will be taking a supervisory role in the FW experience. This communication occurs prior to the FW commencing, via email, phone or mail. 2. Using the OT Credentials Form (attached), the Fieldwork Educator should complete the requested items identifying license and certification dates and numbers prior to the start of the FW II assigned rotation. 3. Should a completed OT Credentials Form not be returned in a timely manner, it is the AFWC’s responsibility to verify the FWE’s qualifications through the NBCOT and State Licensure websites. 4. Updated information will be logged into the OTA Program’s Fieldwork database to maintain records. 5. If any potential supervisor does not have the adequate preparation and credentials to comply with this Policy, and a suitable supervisor cannot be provided, the FW II placement will be cancelled.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Policy and Procedure: Final Evaluation for Fieldwork II Policy: The Fieldwork Educator (FWE) and the Occupational Therapy Assistant (OTA) student share a mutual responsibility to have appropriate evaluation reports ready on the date scheduled to review the findings. This should be on or around the last day of the assigned clinical rotation. Both parties also have a responsibility to have all copies signed and dated prior to the student leaving the facility. The student is NOT to sign the FWPE prior to reading/reviewing it in person with the supervisor. Procedures: 1. The OTA Program’s Academic Fieldwork Coordinator (AFWC) will have provided the student and the FWE

with the evaluation forms prior to, or in conjunction with, the start of the fieldwork assignment.

2. Using the white FWPE (AOTA, 2002) which was also used at mid-term, the Fieldwork Educator should complete the evaluation of student performance, including comments, prior to the scheduled final evaluation meeting date.

3. The student must complete the Student Evaluation of the Fieldwork Experience (SEFWE) prior to the final

evaluation meeting date with the Fieldwork Educator. 4. At the scheduled evaluation meeting, reports will be exchanged, reviewed and discussed. 5. Following the evaluation review, each party will sign both evaluations. The student’s signature on the FWPE

denotes “I HAVE READ THIS REPORT” (see page 1 of the FWPE). It does not necessarily indicate full agreement – see # 8 below.

6. After signing: a. Two copies should be made of each of the evaluation instruments. b. The Fieldwork Educator is responsible for mailing the original FWPE booklet to the AFWC (unless

alternate directions have been communicated) and for giving the student a copy; the second copy should be retained by FW site for their records.

c. The student is responsible for mailing the original of the Student’s Evaluation of the Fieldwork Experience (SEFWE) to the College and for giving the fieldwork supervisor a copy; the student must retain a copy for his/her personal records.

7. All evaluations must be sent immediately to the AFWC as they are due within three (3) days of completing the

Fieldwork II assignment. This is imperative for the first rotation to assure timely grading for the student to continue to the second Fieldwork II experience. It is equally important following the completion of the second FWII rotation to ensure that the student has passed, meeting the requirements necessary for graduation.

8. Should the student disagree with the facility’s evaluation of his or her performance:

a. The student should make every effort to resolve the issue(s) with the fieldwork supervisor during the final evaluation discussion.

b. If resolution is not reached the student MUST sign the report, adding a statement that he/she does not agree with the findings.

c. Within three (3) days of completing the fieldwork rotation, the student will submit a written statement to the OTA Program Director and the Academic Fieldwork Coordinator detailing the area(s) of concern as directly related to the ratings and comments on the final FWPE.

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Appendix F

d. Following the Academic Fieldwork Coordinator’s review of the final FWPE and student’s written rebuttal, the AFWC will meet with the student. Depending on the nature and impact of the findings, this meeting will be used to reach a decision, to help the student develop strategies to resolve similar concerns in the future, and/or to meet with the FW Educator.

e. When the student’s expressed concern potentially affects the final outcome of the fieldwork experience (i.e. pass/no-pass), an appointment will be scheduled with the FW Educator to discuss the issues.

f. When a student remains dissatisfied with the outcome they should review the FW Grievance Policy and follow the procedures outlined in that document.

g. Should the expressed concern be related to the learning experience, supervision, and treatment of the student, the information will be considered relative to the continued use of the fieldwork site and/or specific FW Educator.

9. If any concerns or problems arise at any time during the Fieldwork II assignment, the OTA student and/or the

Fieldwork Educator should contact the Academic Fieldwork Coordinator, Meghan DeNitto, at (518) 861-2549 or by email at mdenitto@mariacollege.edu

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Policy and Procedure: Grading for Fieldwork II

The required 12 credits of level II fieldwork (courses OCT 216 – OCT 217) are graded using a Pass/No Pass system based on entry-level competency as determined by the Fieldwork Performance Evaluation (FWPE; AOTA, 2002). Students are required to complete a minimum of 16 weeks of full-time fieldwork in at least two different settings. Typically, the student completes two eight-week clinical experiences for 6 credits each. A student may choose to complete three level II courses with approval from the Academic Fieldwork Coordinator and providing all of the necessary arrangements can be made. Should the student desire to complete three rather than two fieldwork experiences the actual credits earned for each fieldwork course when be determined on an individual basis and using the present formula in which 8 weeks equals 6 credits. It should be noted that additional time may be required in order to fulfill the learning objectives and demonstrate competency in each of the chosen areas of practice.

The Fieldwork Educator is responsible for completing the Fieldwork Performance Evaluation (FWPE) and reviewing it with the student at the midterm and final points of the fieldwork experience. While the stated criteria on the FWPE will indicate whether the student has passed or not passed the fieldwork assignment, the responsibility of assigning the Pass/No Pass grade for each required fieldwork course rests with the Academic Fieldwork Coordinator, who when a question arises, may consult with the Fieldwork Educator and the OTA Program faculty.

The final Pass or No Pass fieldwork grade is determined from the following:

1. The final Fieldwork Performance Evaluation (FWPE) score and accompanying comments of the student’s performance on 25 different items. It should be noted that it is mandatory for the student to pass the first three items related to ethics and safety in order to pass the entire fieldwork experience. The evaluation should reflect the student’s demonstrated ability to adhere to ethics and safety, to understand OT philosophy, roles and evidenced-based practice; use clinical reasoning, apply clinical skills; and demonstrate professional attitudes and behaviors. The FWPE should be completed by the Fieldwork Educator based on the student’s ability to meet the fieldwork site’s specific student learning objectives. The evaluation should be shared during a face-to-face meeting with the student on their last day of the assigned fieldwork experience.

2. The comments on the individual evaluation items and the summary statements made by the supervising Fieldwork Educator. The comments should support and further define the student’s performance in each related area of the FWPE.

3. Attendance. Full and consistent attendance is expected during each of the two required eight-week

fieldwork courses. It is expected that the student will complete forty days, minus any single holidays that may fall during the assignment in which the OT department is closed. The impact of absences is as follows. When a student has missed fieldwork: • Days may be made up on weekends and/or evenings if the OT department staff provide services during those times. • Students may use evening and/or weekend hours to observe another discipline, providing they have not already

completed a similar learning assignment. • Additional reading or written assignments are not acceptable ways of making up missed days. • If the facility and supervising OT staff agree, the student may extend the fieldwork assignment beyond the original

ending date in order to complete the minimum eight weeks, providing he/she is considered to be passing the fieldwork experience.

• When the student has had significant absences of 6 days or more and is not meeting minimum competencies for passing the fieldwork experience the student may be required to repeat a full 8 week clinical at a later time. (In this case absences

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Appendix F and performance will prevent the student from graduating at the originally planned and expected time. See the Policy re: Fieldwork II for additional information.)

• In certain circumstances the grade of “I” (incomplete) may be awarded, offering the student the opportunity to extend the fieldwork experience when it is the professional opinion of the parties involved that the student would benefit from additional time spent at the current assigned fieldwork facility in order to meet established competencies and pass the fieldwork experience. (This may prevent the student from graduating at the originally planned and expected time.)

• Note: Days missed sporadically throughout the eight weeks are usually less disruptive to the overall learning experience than days missed consecutively. Therefore, the Academic FW Coordinator and Fieldwork Educator(s) may use their discretion when three or less days have been missed.

The Grading of Fieldwork II

The AOTA Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student (2002) is used to evaluate the student’s experience and clinical performance. It is based on twenty-five items using a rating scale of 1-4 with recommended overall midterm and final score ranges for Satisfactory/Pass Performance and Unsatisfactory/No Pass Performance. Definitions of the rating scale and other terminology used in the FWPE are given in the booklet along with additional information about the evaluation process.

The evaluation should be based on student performance as a generalist for entry level practice and not based on the performance expected of an OT student or that of an experienced OTA practitioner. These comparisons can be avoided by having specific site specific learning objectives that complement the areas of the FWPE. Fieldwork Educators are encouraged to add comments to each section of the FWPE to reflect the student’s specific strengths and/or weaknesses during the clinical experience. Ethical practice and client safety are extremely important and therefore it is mandatory for the student to pass the three items in section I. Fundamentals of Practice of the evaluation in order to pass the entire fieldwork experience.

The Fieldwork Educator is to complete the evaluation form and review it with the student at both the midterm and final points of the fieldwork assignment. The midterm evaluation should be used to help develop or modify student leaning objectives for the second half of the fieldwork experience.

The original FWPE should be mailed to the College after signatures are affixed and after making copies for the student and the fieldwork site’s file. The completed FWPE stays at the college as part of the student’s permanent academic record; it is NOT sent to AOTA.

NOTE: A free PowerPoint inservice An Introduction to Understanding the OT and OTA Fieldwork Performance Evaluations (FWPEs) by Karen Atler, MS, OTR and Roberta Wimmer, OTR/L, AOTA. (2002) is available from AOTA http://www.aota.org/en/Education-Careers/Fieldwork/Supervisor/Inservice.aspx. If you have not used the fieldwork evaluation form, it is recommended you view this slide presentation.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Policy and Procedure: Grievance Related to Fieldwork

Fieldwork includes all clinical components of the curriculum that are supervised by occupational therapy practitioners and other professionals who have agreed to share their knowledge and skills with student learners. OCT 117 Fieldwork I –Service Learning is a semester-long experience in which the OTA faculty grade the required written assignments and factor in the professional behaviors as rated by the FW supervisor on the FWI evaluation form. Community-based group experiences in OCT210 Fieldwork I - Psychosocial are graded by the course instructor based on behaviors, participation and completion of related assignments. Since these courses are graded by OTA Program faculty and a letter grade is awarded, any grievances should follow the outline for the Grievance Procedure located in the Maria College Student Handbook. For Fieldwork II, completed during the final semester of the program, students are graded on a pass/no-pass system as indicated by the Fieldwork Performance Evaluation (FWPE) form completed by the Fieldwork Educator. However, it is the responsibility of the Academic Fieldwork Coordinator to assign the grade based on the FWPE scoring and the supporting comments. Further details are provided in the course descriptions, objectives and learning expectations for each course. Additional information about grading of Fieldwork II is presented in the Grading Policy and Procedures. Any grievances related to Level II fieldwork should follow the policy and procedure stated in this document.

Policy: A student has the right to appeal a fieldwork decision that he or she believes to be less than what was earned or deserved. This may involve being dismissed from a fieldwork assignment before it is completed, a low or non-passing grade, and/or evidence of being treated unfairly or with prejudice.

Procedures: Prior to filing a formal appeal (following the steps outlined below) the OTA student should make every effort to resolve the issue with the Fieldwork Educator or other key personnel. Fieldwork problems are frequently related to miscommunications leading to misunderstandings. Students are encouraged to discuss the concern with an OTA faculty member, academic advisor or an OT mentor who can help identify strategies to improve communication and how to best request and respond to supervision. It is highly recommended that problems and concerns be addressed as they arise. Maria College OTA Program faculty members are available to visit a fieldwork site at any time as requested by the student or the FW educator. Each student is encouraged to be proactive regarding his/her education and advocate for learning opportunities, not waiting until the last day of fieldwork to confront new or ongoing concerns.

When a conflict or issue has a negative impact on a student’s education and was not successfully resolved through informal measures, a formal grievance may be filed following these steps:

STEP 1. Submit a written statement requesting a conference with the Academic Field Work Coordinator (AFWC).

o The written statement must detail the nature of the grievance and the parties involved. It must explain the efforts the student has already made to resolve the issue/problem that led to the decision to pursue it as a grievance.

o The student must also forward a copy of the statement of a grievance to the Clinical Fieldwork Coordinator and the FW Educator.

o The AFWC will review the student’s statement and interview the student and the CFWC/FWE. This may be conducted via telephone, electronic communication and/or face to face as determined by the AFWC.

o The AFWC will inform the student of any decision reached through conference.

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Appendix F STEP 2. Should a satisfactory resolution of the issue not be reached during the process outlined in STEP 1 the student

can: o Submit a written statement requesting a conference with the OTA Program Director and the Dean of

the College. In the documentation, the student must explain the nature of the grievance and attach supporting documentation from previous attempts to resolve the issues.

o Upon receipt of all data, the OTA Program Director and the Dean will convene a meeting with all parties within five (5) school days.

o All persons involved in the grievance will be requested to be present. o A member from the OTA Advisory Board may be invited to attend to act as a neutral party. This

person should be familiar with fieldwork educational requirements, but without personal ties to the faculty or the parties involved in the grievance.

o After reviewing all issues, the OTA Program Director and the Dean will provide a written determination to all parties within five (5) days of the meeting.

o The OTA Program Director and the Dean’s decisions/recommendations will be final and acted upon immediately. These may include, but are not limited to:

• Passing the FWII experience and moving forward with the OTA educational program sequence.

• Failing the FWII experience but, with an opportunity to complete an alternate experience at another facility. Please see the Fieldwork II Policy and Procedures outline in a separate document.

• Developing and completing a plan of correction with the student’s advisor and AFWC. Continuation is conditional on successfully completing the plan of correction, which may include retaking relevant OTA courses.

• Failing the FWII experience and being dismissed from the program. NOTES: 1. Decisions should be guided by the 2011 AOTE Educational Standards for FW education, the FWPE, the

AOTA Code of Ethics, the OTA Program materials related to fieldwork, the site-specific fieldwork objectives, AOTA Standards of Practice and other professional and legal materials that bare on equitable decision making.

2. A student’s ability to continue with his or her subsequent semester or begin the second level II fieldwork

assignment after initiating the grievance process will depend upon the nature of the grievance and whether the student is otherwise eligible to continue. Grievance proceedings may prevent continuation with OTA course work, fieldwork II, and/or delay graduation.

3. When it is determined that a fieldwork site/supervisor has not acted in the best interests of the OTA student

or the OTA Program, the intent of fieldwork education and the profession, the College will consider a range of options including future use of the practitioner as a fieldwork educator/supervisor to termination of the Fieldwork Agreement. A facility wishing to provide fieldwork education in the future is encouraged to provide education about fieldwork supervision before re-establishing a fieldwork agreement.

*For grievances involving academic coursework and/or student life on campus, refer to the Grievance Procedure in the Maria College Student Handbook.

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Appendix F

OCCUPATIONAL THERAPY ASSISTANT PROGRAM

Policy and Procedure: International Fieldwork II Rationale: Level II Fieldwork is integral to the Occupational Therapy Assistant Program in that it allows the student to transition from classroom learning to experiential learning and clinical practice. Fieldwork II is designed to be completed in the last semester of the program following the completion of the majority of the academic courses. Fieldwork II is designed to meet the ACOTE Educational Standards for Occupational Therapy Assistant Education which state:

The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy assistants. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings. The program will ensure that the fieldwork experience is designed to promote clinical reasoning appropriate to the occupational therapy assistant role, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities. (ACOTE, 2011).

For international (outside of the United States) Fieldwork, the following additional Standard applies:

C.1.19. FW Supervision Outside the US: Ensure that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has 1 year of experience in practice.

Eligibility and Procedures: Students with a 3.2 GPA or better will be eligible for international fieldwork. Factors such as confidence, independence, strong critical thinking skills, strong interpersonal skills, adventurousness, strong academic and clinical performance, cultural awareness/competence, flexibility, and fluency in the local language would support student success in an international fieldwork opportunity. Although the ultimate decision rests with the Academic Fieldwork Coordinator (AWFC), the AFWC will work closely with the Program Chairperson and OTA faculty to determine if a student who is considering international fieldwork possesses these attributes. Students will be responsible for all travel and lodging expenses for international fieldwork. Students are also responsible for scheduling their travel and lodging. Before considering matching a student with a particular international Fieldwork Educator (FWE), the AFWC will ensure that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has 1 year of experience in practice. (ACOTE Standard C.1.19). This will be accomplished by reaching out to WFOT delegates in the country of interest to the student. During these collaborations, it will be determined how the fieldwork experience will compare with domestic fieldwork, particularly in preparation for students taking the NBCOT exam. International fieldwork experiences may need to be taken as optional 3rd fieldwork if the nature of the experience will not contribute to areas assessed on the exam.

Once an eligible student has been identified and a potential international site begins to be explored, the AFWC will be in contact with the Occupational Therapist who will be serving as the FWE to determine the nature of the individuals

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Appendix F receiving services at the fieldwork site—primary and secondary health issues, social, cultural, and political issues impacting the agency, the clients, and the surrounding community. Maria College’s academic OT/OTA program curriculum requirements will be shared. Questions about the length of the work day, days of the week worked, and questions about student expected outcomes, impact of any language barriers, etc. will be discussed before agreeing to enter into any Memorandum of Understanding (MOU). Through these discussions, the AFWC will determine whether or not the presence of a U.S. fieldwork student would be a benefit or detriment. Supporting elective coursework or selected readings or assignments may then be given to help students develop contextual knowledge to prepare them to work more effectively at the fieldwork site. If the fieldwork is decided to be a benefit to the student and the international FW site, a valid MOU will be entered into and signed by both parties. This will take place one year prior to the start of the fieldwork. The AFWC will also work with the College’s administration on development and signing of any additional international fieldwork contracts. The AOTA SEFWE (Student Evaluation of the Fieldwork Experience) is not specifically required for international fieldwork, however, in the case of an international fieldwork placement, the college will document a mechanism for evaluating the effectiveness of supervision (e.g., student evaluation of fieldwork) and for providing resources for enhancing supervision and share with the FWE The AOTA FWPE (Fieldwork Performance Evaluation is not specifically required for international fieldwork, however, the college will document mechanisms for requiring formal evaluation of student performance on Level II fieldwork and share with the FEW.

Six (6) months prior to the fieldwork, the AFWC will meet with the student to orient them to the experience and monitor the progress of arrangements. Three (3) months prior to the fieldwork, the AFWC will meet with the student to check in on progress of the arrangements and confirm the status of the fieldwork MOU. Confirm supervisory, fieldwork educator, arrangements and evaluation procedures. During fieldwork, the AFWC will provide periodic check-in with the student and with the fieldwork site, fieldwork educator, and/or supervisor. Following the completion of the international fieldwork, the AFWC will review the student’s post-experience evaluation and communicate with fieldwork site on plans for future students.

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Appendix F

References ACOTE. (2011). Accreditation standards for an educational program for the Occupational Therapy Assistant. Retrieved

from http://www.aota.org/Education-Careers/Accreditation/StandardsReview.aspx AOTA. (2010) Occupational therapy code of ethics and ethics standards. American Journal of Occupational

Therapy, 64(6). http://www.aota.org/-/media/Corporate/Files/Practice/Ethics/Docs/Standards/Code%20and%20Ethics%20Standards%202010.ashx

AOTA. (2002). Fieldwork performance evaluation for the occupational therapy assistant student. Bethesda, MD:

AOTA Press. New York State Education Department. (2010). Rules of the Board of Regents, Part 29, Unprofessional Conduct. Retrieved from http://www.op.nysed.gov/title8/part29.htm#hp