OT 4820: Practicum II

Course description

This course is designed to provide in-depth clinical experience in order to develop skill in utilization of assessment, the development of treatment plans, the implementation of treatment, and the evaluation of patient’s progress related to the treatment plan. 

Relationship to curriculum design

This course utilizes the full learning process of discover, integrate, apply, and reflect as espoused in the curriculum design. The competencies addressed and measured in the classroom portion of the course include: communication, problem solving, and personal growth. The clinical site competencies include: evaluation and intervention.

Learning outcomes

  1. Use sound judgment in regard to safety of self and others, and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. (B.2.8)
  2. Use standardized and nonstandardized screening and assessment tools to determine the need for occupational therapy intervention. These include, but are not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others. (B.4.1)
  3. Use appropriate procedures and protocols (including standardized formats) when administering assessments.  (B.4.3)
  4. Evaluate client(s)’ occupational performance in a activities of daily living (ADL), instrumental activities of daily living (IADL), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and nonstandardized assessment tools includes
  • The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.
  • Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems).
  • Performance patterns (e.g., habits, routines, rituals, roles).
  • Context (e.g. cultural, personal, temporal, and virtual) and environment (e.g. physical, social).
  • Performance skills, including motor and praxis skills, sensory-perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills.  (B.4.4)
  • Interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical frameworks. (B.4.8)
  • Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services. (B.4.10)
  • Use evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to develop occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components:
    • The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.
    • Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems).
    • Performance patterns (e.g., habits, routines, rituals, roles).
    • Context (e.g. cultural, personal, temporal, and virtual) and environment (e.g. physical, social).
    • Performance skills, including motor and praxis skills, sensory-perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills.  (B.5.1)
  • Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in activities of daily living (ADL, instrumental activities of daily living (IADL), education, work, play, rest, sleep, leisure, and social participation. (B.5.2)
  • Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration. (B.5.4), (B.5.5)
  • Provide development, remediation, and compensation for physical, mental, cognitive, perceptual, sensory (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception), neuromuscular, and behavioral skills. (B5.5.) (B.5.6)
  • Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments as part of the therapeutic process in both individual and group interaction. (B.5.6) (B.5.7)
  • Apply the principles of the teaching-learning process using educational methods to design educational experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public. (B.5.17) (B.5.19)
  • Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner. (B.5.18)  (B.5.20)
  • Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client  the sociocultural context, and technological advances. (B.5.19) (B.5.23)
  • Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention. (B.5.24) (B.5.28)
  • Plan for discharge, in collaboration with the client, by reviewing the needs of the client, caregiver, family, and significant others; resources; and discharge environment. This includes, but is not limited to, identification of client’s current status within the continuum of care and the identification of community, human, and fiscal resources; recommendations for environmental adaptations: and home programming to facilitate the client’s progression along the continuum toward outcome goals. (B. 5.25) (B.5.29)
  • Organize, collect, and analyze data in a systematic manner for evaluation of practice outcomes. Report evaluation results and modify practice as needed to improve outcomes. (B.5.26) (B.5.30)
  • Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered. (B.5.28) (B.5.32)
  • Discuss and evaluate personal and professional abilities and competencies as they relate to job responsibilities. (B.9.6)
  • 20. As appropriate to the setting, effectively communicate, coordinate, and work interprofessionally with those who provide services to clients in order to clarify each member’s responsibility in executing components of an intervention plan. (B.5.21)

    21. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered. (B.5.32)

    22. Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction. (B.5)

    1. Students will critically evaluate their own fieldwork experience in order to create a personally relevant experience that furthers their own professional goals.
    2. Students will analyze and reflect on their mid-term self-assessment and supervisor’s mid-term evaluation of their performance to create a plan for professional growth.

       25. Students will incorporate client-centered practice principles in treatment planning