Introduction to Fieldwork

1. Introduction to Fieldwork Austin Community College OTA Program

2. Welcome This presentation has been designed to provide students with an overview of the OTA fieldwork program at Austin Community College. It is intended to serve as a resource to assist students in their preparations for fieldwork placements.

3. Section 1:What is Fieldwork?

4. Definition of Terms • Fieldwork (FW) – refers to student clinical experiences which occur in a supervised community setting (settings may include hospitals, outpatient facilities, community wellness centers, skilled nursing facilities, etc.) • Fieldwork Educator (FWE) – an individual who serves as a supervising clinical educator for the student at the fieldwork site • This individual may also be referred to as a Clinical Instructor (CI), Clinical Supervisor, or a Fieldwork Supervisor. • Students may be assigned to one FWE or to multiple FWEs during any fieldwork experience. • For a successful FW experience, students who are assigned to multiple FWEs should request to meet with each FWE individually in order to ensure that the student understands the expectations of each FWE. • Academic Fieldwork Coordinator (AFWC) – an individual at the academic institution who arranges and supervises the student fieldwork experience; responsible for assigning the final grade for the FW experience • The AFWC will visit or complete a conference call to each site to meet with the student and FWE at least once during the student experience (typically at midterm); the AFWC may visit more frequently on a case-by-case basis. • The AFWC will provide weekly student assignments for completion throughout the experience. This is in addition to any assignment/responsibility assigned by the FWE. • Contact the AFWC should questions/concerns arise during the experience.

5. What is the purpose of fieldwork? • Fieldwork serves as a bridge between academic coursework and clinical practice. • Through supervised experiences, students apply aspects of occupational therapy practice with actual clients in a realistic setting. Occupational therapy fieldwork education: Value and purpose. The American Journal of Occupational Therapy, 63(Nov), 393-394. http://www.aota.org/Education-Careers/Educators/Fieldwork/StuSuprvsn.aspx

6. Level I vs. Level II Fieldwork:What’s the Difference? Level I “The goal of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop understanding of the needs of clients.” 2011 ACOTE Accreditation Standards for an Educational Program for the Occupational Therapy Assistant Level I students may be asked to observe and/or participate in selected aspects of the occupational therapy process with direct supervision.

7. Level I vs. Level II Fieldwork:What’s the Difference? Level II “The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy assistants.” 2011 ACOTE Accreditation Standards for an Educational Program for the Occupational Therapy Assistant This does not mean that students are expected to be expert clinicians by the end of the fieldwork experience. Instead, students are expected to have developed competency in clinical skills that can be generalized to a variety of OT practice settings.

8. Level II Supervision Level II: Initially, supervision should be direct and then decrease to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student. As a student progresses to the final level two rotation, the expectation is that the student will be performing at an OTA entry-level practitioner by the end of the rotation. Direct supervision should decrease as appropriate for the setting, the severity of the client’s condition and the ability of the student. *Note: FWEs may elect to provide more or less supervision as necessary based on his/her clinical judgment. The above statements serve as recommended guidelines and are based on ACOTE Standards 2011.

9. Fieldwork Objectives • ACC provides FW sites with a list of general Level I and Level II student learning objectives. • Students should note that it is the discretion of the FW site and the FWE to modify those objectives as necessary for the specific facility. • This means that students should expect to have experiences that vary from those of their peers. Additionally, workloads, caseloads, and assignments will vary across settings. Students are expected to meet the expectations and deadlines as outlined by his/her FWE.

10. How did I get here? Fieldwork Placement Process: • The goal of the AFWC is to provide each student with a varied fieldwork experience that is challenging yet provides an opportunity for learning and growth. • AFWC considers the following when determining where to place a student for fieldwork: • student learning objectives • student strengths and areas in need of improvement • past placements, to ensure that each student receives the most well-rounded experience possible • requests made by the facility in regards to student skill levels

11. What if I don’t want to go to my assigned site? • Once an AFWC assigns a student to a site, the student may not alter that assignment as it has been specifically chosen for that student (see the previous slide to review site selection criteria). We are limited in number of available sites. • Students may not “switch” sites with other students. • If a student elects to decline a FW assignment, per handbook policy, he/she will be withdrawn from the program.

12. Student Activities • Describe in your own words what you expect your initial fieldwork experience will be like. • Describe your apprehension and/or excitement about the upcoming fieldwork assignment.

13. Section 2: Getting Organized: Forms, Procedures, and More Forms!

14. Overview This section has been developed to provide each student with an overview of the forms that he/she will be responsible for completing during the fieldwork process. Specific instructions, including deadlines, will be outlined by the individual AFWC prior to each placement. Note: Students should not begin to complete these forms until instructed by the AFWC. Examples of these forms have been provided only for the purpose of exposing students to the forms that will be required.

15. AOTA Personal Data Sheet • Students will complete a Personal Data Sheet prior to each fieldwork experience. Students should hand deliver this form to the FWE on the first day. • This form provides basic background information to the FWE. • Click here to view the Personal Data Sheet.

16. AOTA Fieldwork Data Form • The purpose of the Fieldwork Data Form is to facilitate communication between occupational therapy (OT) and occupational therapy assistant (OTA) academic programs, OT/ OTA students, and fieldwork educators. Fieldwork Educators and Academic Fieldwork Coordinators (AFWC) jointly complete the Fieldwork Data Form to describe the fieldwork setting where students may have placements.

17. Clinical Time Record • Each student is responsible for maintaining an accurate record of the time spent at the FW site (travel time to and from the site may not be counted toward the required hours). • Each student is responsible for ensuring that he/she attains all of the required hours for each fieldwork experience. In the event of an absence, it is the student’s responsibility to arrange a time with the FWE to make-up any missed hours. • Each entry should be dated. • Each week, the student must initial his/her entries and obtain the initials of the supervising FWE. • Times should be recorded in hours and minutes, not fractions or decimals.

18. Site Evaluations • The site evaluations provide both ACC and the fieldwork site with valuable information about the student experience from which program changes are made. • Students are responsible for arranging a time with his/her FWE at the end of the experience to review the site evaluations. • Students should leave a copy of the site evaluation at the fieldwork site and return the original to the AFWC. • (It is recommended that the site evaluation be reviewed with the FWE after reviewing the student FW performance evaluation.) • Field Work Site Evaluation: STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE)

19. AOTA Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student • This form will be utilized for level II fieldwork experiences. • Students are graded at midterm and at final on a rating scale of 1-4. • This evaluation is purchased for each student through AOTA. Students will be provided with the evaluation just prior to the start of each level II experience. Students will hand deliver the evaluation to the FWE at the clinical site. • Students will be assessed in the following six areas: • 1.Fundamentals of Practice • *Ethics, *Safety • 2. Basic Tenets of Occupational Therapy • OT Philosophy, OTR/OTA Roles, Evidence-based Practice • 3. Evaluation/Screening • Gathers Data, Administers Assessments, Interprets, Reports, Establish Goals • 4. Intervention • Plans, Selects, Implements, Activity Analysis, Therapeutic Use of Self, Modifies Plan • 5. Communication • Verbal/Nonverbal, Written • 6. Professional Behaviors • Self-Responsibility, Response to Feedback, Work Behaviors, Time Management, Interpersonal Skills, Cultural Competence *Students MUST meet ethics and safety standards on the final evaluation to pass the experience.

20. FW Site Policies • Some FW sites require additional criminal background checks (CBC) and preplacement drug screenings prior to student placement. Any additional requirements will be the students financial responsibility. • Additionally, should a FW agency suspect substance abuse, the site may require the student to submit to drug testing. • Click here to review program policies related to criminal background checks, preplacement drug screening, and substance abuse testing. • *If a student is instructed by a FW site that a preplacement drug screening is required, contact the AFWC prior to submitting any test for further instructions.

21. Getting Organized: The Fieldwork Folder Each student should compile a fieldwork folder which is to be taken to each FW site during the course of the program. This folder is to contain the following pieces of information (at minimum): 1. Emergency contact information 2. AFWC and FWE contact information 3. Copies of all Seton, St. David’s, and HIPAA module completion (click here to access modules) 4. Copy of current CPR certification (click here to review CPR course requirement) 5. Copy of the CBC that was completed upon program entry 6. Copy of current TB test (click here to review current TB testing requirements) 7. Copy of flu vaccination record(s) (click here to review current flu vaccine requirements) 8. Student accident claim forms (click here to access and print the claim forms) 8. A current health insurance card, if a student has coverage, should be carried onsite. *Note: Students should file copies of FW evaluations, major assignments, and accomplishments in the FW folder throughout the course of the program. This information will later be used to build a student portfolio prior to graduation.

22. Student Activity • Create a fieldwork folder. • Be certain to include all required components (with the exception of FWE contact information). • Organize the documents in such a manner that forms can be easily located, accessed, and added to.

23. Section 3:Congratulations! You’ve Been Assigned to a Site. Now What?

24. Student Assignments • Students will be provided with written notification outlining the location and dates of the fieldwork assignment. • Note – the specified location may be a “home office”; students may travel to multiple locations. • General contact information will be provided. • The AFWC will make every attempt possible to provide the student with the site assignment at least 2 weeks prior to the start date; however, at times due to limited site availability students may not be assigned until just prior to the start date.

25. Initial Contact with the FWE (or Clinical Coordinator) • Students should initiate contact with his/her FWE (or Clinical Coordinator) at least two weeks priorto the start date whenever possible. • Failure to do so may result in insufficient time to complete orientations, preplacement testing, etc. which could compromise the start date.

26. Initial Contact with the FWE (cont.) • Initial contact may be made by phone or formal (business) email message. • Texting, casual email, and/or social networking are unacceptable methods of communication. • During initial contact, and until a student is instructed otherwise, all students are to address the FWE formally (i.e., Ms. Barrera or Mr. Matthews).

27. Contact by Email • Students are not to use chat speak (ttyl, lol, 4U, omg, etc.) or emoticons () in the email. • Proper grammar, spelling, and full sentences should be used in all communication with the FWE or Clinical Coordinator. • Be sure to leave all necessary contact information. • Before sending, proofread the message to check for spelling, grammar, and tone. • Click here for tips on writing an effective email. • Click here for business email etiquette. • All communication must be conducted via ACC student email account. • Similarly, students should carefully consider any public content (especially photos) made available through social networking sites; consider blocking public access to your personal social sites.

28. Contact by Phone • If contacting the FWE by phone, be certain to identify yourself, address the FWE appropriately, speak clearly, slowly, and concisely. Have a pen and paper ready to write down any pertinent information. • Click here for tips on leaving a professional voicemail message. • It is highly recommended that students carefully consider his/her personal voicemail message as it is likely that the FWE will call the student at some point during the experience. Your message can make a lasting first impression, either positive or negative.

29. Important information to clarify during your initial conversation. • Confirm the name and credentials of all FWEs. • Confirm the start and end dates of the experience. • Confirm the location to which you are report as well as the location of student parking. • Confirm the clinical schedule (start and end time). • Confirm the dress code (see OTA Student Handbook policy). • The FWE’s preferred method of communication and direct contact information. • Facility requirements: • Orientation (if so, when and where) • CBC (if so, contact the AFWC) • Preplacement Drug Screen (if so, contact the AFWC) • Common diagnoses treated at the facility. • Recommendations on topics/resources that you should review prior to your start date.

30. I haven’t heard from my FWE. What should I do? • If you have made attempts to contact your FWE and do not receive a response within 3 business days, contact your AFWC for further instructions. • Note: If you are attempting to contact the FWE by phone, be conscientious of clinical schedules. You may need to attempt to contact the facility prior to the start of daily patient treatments (early morning), on lunch breaks, or at the end of the clinical day.

31. Before the First Day • Before the First Day • Locate facility (dry run with traffic to determine appropriate travel time required) • Research facility online, if possible • Research common diagnoses • Review relevant materials (medical terminology, documentation, related course materials) • Review FW assignments and FW forms, contact AFWC with questions Napier-Tibere, B., & Haroun, L. (2004). Occupational Therapy Fieldwork Survival Guide: A Student Planner. Philadelphia: F.A. Davis.

32. On the First Day (or Within the First Week) • Schedule a brief meeting time, as necessary, to review the FWE’s expectations of the student for the experience. Potential areas for discussion: • The FWE’s preference for student questions related to patient care (during the session, between sessions, at the end of the day, etc.). • The FWE’s expectation for student participation (observation-based, hands-on participation, caseload expectation, etc.). • The FWE’s preference for delivering student feedback (immediately during a session, at the end of the day, a scheduled weekly session, etc.). • The FWE’s expectations/due dates for any assignments (chart reviews, treatment plans, a fieldwork project, etc.). • Be sure to clarify any uncertainty/questions as soon as possible for a successful experience.

33. Student Activities • Imagine you have just been assigned to your first fieldwork site. Draft a formal email in which you introduce yourself to your FWE. • Draft a list of specific questions you would like to ask your FWE before the first day of fieldwork (include original questions that are not outlined in this presentation).

34. Section 4:Professional Expectations and Resources

35. Professional Behaviors • All students are to carefully review the following sections in the OTA Student Handbook prior to FW placement: • Uniforms • Clinical Fieldwork Policies and Information • Clinical/Practicum (or Field Experience) Policies • Progressive Disciple • Health and Safety (to review HIPAA regulations, click here) • The OTA Student Handbook can be accessed by clicking here.

36. Suggestions for a Successful Experience • Be proactive • Take responsibility for your own learning • Stay positive and keep an open mind • Strive to surpass expectations • Be willing to go the extra mile to maximize your learning • See the learning potential in every experience provided to you • Communicate openly • Take the high road; always remain ethical and professional

37. The OTA Program Faculty wish you all a successful fieldwork experience! Stay Focused and be Proactive

38. Introduction to Fieldwork Verification Form • Print this slide and sign the verification statement below. • Students who are preparing for the first fieldwork experience are to complete all student activities throughout this presentation and submit to the AFWC. • Students who are preparing for their second, third, or final fieldwork experience must update the fieldwork folder and submit to the AFWC by the specified deadline. • Fieldwork folders will be returned after it is reviewed for completeness. By signing my name below, I attest that I have read the content of the Introduction to Fieldwork presentation, linked references, and outlined sections of the OTA Student Handbook in their entirety. Any outstanding questions that I have will be directed to the AFWC. A completed fieldwork folder accompanies this statement, which will be submitted to the AFWC by the specified deadline for review. Student Name (print) __________________________________ Student Signature _____________________________________ Date __________