Fieldwork 3 Pre-Placement Recording

1. Fieldwork 3 Pre-Placement Recording

2. Fieldwork Faculty / Staff • Donna Barker • Director of Clinical Education • donna.barker@utoronto.ca • 416-946-8782 • Nella Rupp • Administrative Assistant • ot.clined@utoronto.ca • 416-978-8234 • Sessional Fieldwork Instructors Department of Occupational Science and Occupational Therapy

3. Information found on Web • http://www.ot.utoronto.ca/community/fieldwork_supervision/index.asp • “Clinical Community” section under “Fieldwork” • Overview of the Fieldwork Program at U of T (38 min.) • Overview of the MSc.OT Program at the University of Toronto • Departmental vision • Teaching/ learning methods • Overview of the MSc.OT Fieldwork Program • Fieldwork Organization/Philosophy/Objectives • Stages of Professional Competency Development • Competency-Based Fieldwork Evaluation • Opportunities to get involved with the University of Toronto • Status and Adjunct appointments Department of Occupational Science and Occupational Therapy

4. Objectives for This Webcast • Information specifically related to Fieldwork 3 • Objectives, Student Level, Expectations • Learning Objectives / Projects/ Presentation • Important Forms Department of Occupational Science and Occupational Therapy

5. Fieldwork 3 Placements Dates • Fieldwork III: mid April to early June • Seven weeks (part-time placement) 4 days / week or 30 hours / week • 1 day / week will be protected for research • Research day should be a negotiation between preceptor and student Department of Occupational Science and Occupational Therapy

6. Fieldwork Placements Refer to Fieldwork Resource Manual for • Philosophy of fieldwork and professional standards • Health policies • Contracts and insurance • Requirements and selection process • Pre-placement communication • Objectives • Evaluation Process http://www.ot.utoronto.ca/cs/fieldwork/fieldwork_manual/index.asp Department of Occupational Science and Occupational Therapy

7. FIELDWORK IIIOCT1282Y General Objective: • Gain independence in administering & interpreting assessments, treatment planning, programming & evaluation • Specific Objectives: • For each CBFE-OT Competency – please refer to Course Outline http://www.ot.utoronto.ca/community/fieldwork_supervision/documents/Fieldwork_3_outline.pdf Department of Occupational Science and Occupational Therapy

8. Stages of Professional Competency Development Entry-Level Clinician Consolidation Transition Stage 3 Knowledge Application Stage 2 Stage 1 Entry-Level Student Source: Competency Based Fieldwork Evaluation for Occupational Therapists Bossers, Miller, Polatajko, Hartley, 2002 Department of Occupational Science and Occupational Therapy

9. Stage / Level 2 – Transition: “coaching” • Primary emphasis is: • Practice and experience in clinical problem-solving, assessment, and intervention • Students should begin to share and assume responsibility for all components of client centred practice, such as • referral analysis and assessment • Planning and implementation of intervention programs • Discharge planning and follow-up • Style of supervision: • Collaborative • Students should be encouraged to try to develop their own ideas/insights and should be able to engage in discussion of several solutions to occupational performance problems and viable courses of action • Primary role of Educator / Preceptor: • Coach Department of Occupational Science and Occupational Therapy

10. Providing Feedback to Level 2 Fieldwork Students • Promote student self-reflection • Prompt with appropriate questions • Engage in discussion of several solutions to occupational performance problems and encourage student to begin to make decisions about the most viable course of action Bossers (2009) Department of Occupational Science and Occupational Therapy

11. Stage / Level 3 - Consolidation “mentoring” • Primary emphasis on: • final preparation of student to assume the role of competent, entry-level occupational therapist • Students should be encouraged to assume as much independence as possible in professional reasoning & in linking academic theory with practice • Students may require some guidance but should take responsibility for client centred practice components: • referral analysis & assessment • planning & Implementation of intervention programs • discharge planning & follow-up • Style of Supervision: • Consultative • Primary role of educator / preceptor: • Mentor Department of Occupational Science and Occupational Therapy

12. Providing Feedback to Level 3 Fieldwork Students • Student self-reflection should be self-initiated • Encourage student to identify and pursue professional learning needs • Work “collegially” with the student Bossers (2009) Department of Occupational Science and Occupational Therapy

13. Stages of Competency Development Source: Competency Based Fieldwork Evaluation for Occupational Therapists Bossers, Miller, Polatajko, Hartley, 2002 Department of Occupational Science and Occupational Therapy

14. Learning Objectives • Negotiated between student and preceptor • Learning objectives should be developed during the first week of placement • There should not be a learning objective for each competency. 3-4 objectives overall is adequate • There cannot be more than one objective for each competency • Objectives can be completed on CBFE-OT or on a separate sheet • Objectives should be SMARTER Department of Occupational Science and Occupational Therapy

15. IPE Requirements • IPE Information in the Fieldwork Manual • http://www.ot.utoronto.ca/cs/fieldwork/fieldwork_manual/ipe_index.asp • Students are required to complete 1 structured IPE placement or three flexible IPE activities. • Structured IPE: (must meet Centre for IPE criteria) • Flexible IPE Activities: • Activity 1 – Participation in a team educational session • Activity 2 – Interview and shadow 2 team members • Activity 2 – Participation in team meetings • Reflection papers are reviewed by the preceptor , signed, and then submitted through the Mentorship website. Submission of the paper is the responsibility of the student. Department of Occupational Science and Occupational Therapy

16. Student Presentation / Project • Every student is required to complete a student presentation / project during Fieldwork 3. • The topic of the presentation or project should be negotiated between the preceptor and the student Department of Occupational Science and Occupational Therapy

17. Process for Student Issue Department of Occupational Science and Occupational Therapy

18. Student Evaluations- CBFE-OT • Please contact university Fieldwork Coordinator as soon as you have any concerns regarding a student passing the placement. • Expectation- U of T Fieldwork Coordinator and student will be notified at or prior to midterm if there is a concern that student may not pass the fieldwork placement. • U of T Fieldwork Coordinator will conduct a site visit to speak with preceptor and student. • Learning objectives and CBFE-OT scores and comments will be reviewed to assist in generating strategies to improve student performance. Department of Occupational Science and Occupational Therapy

19. Absences • All absences should be approved prior to the absence by the University Fieldwork Coordinator, with the exception of illness related absences • Students may be requesting additional hours to make up time for absences related to previous religious holidays, illness, conferences or extenuating personal circumstances. Providing these extra hours are at your discretion. • Please ensure that you record all absences and additional hours on the front page of the CBFE-OT. Department of Occupational Science and Occupational Therapy

20. Completion of placement • The following information is to be returned to U of T within two weeks of the end of placement: • Completed CBFE-OT (including signatures) • Learning objectives • Student Report on Fieldwork (including signatures) • These forms should be in a sealed envelope with the preceptor’s signature across the seal and can be hand delivered by the student or mailed in by the site. • Student will not receive a grade for fieldwork until hard copy of CBFE-OT returned to the university including all necessary signatures on CBFE-OT form. Department of Occupational Science and Occupational Therapy

21. Thank-you!! “Education is for improving the lives of others and for leaving your community and world better than you found it.” - Marian Wright Edelman “Education is not the filling of a pail, but the lighting of a fire.” - William Butler Yeats Department of Occupational Science and Occupational Therapy