Welcome !
A Few Reminders Before We Get Started…
Please remember to mute during the presentation to limit distractions.
Michigan OT/OTA Program Slides are available with voice overs if you would like more information on each specific program.
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Asynchronous Recordings: Recordings of all sessions posted on MiOTA’s website for 1 month after MOTEC FWEd days. Quiz required post completion of asynchronous recordings to receive certificate.
Professionalism
in
Fieldwork
Melissa Peters, MOT, OTRL, AFWC, EMU
Pennie Wysocki, BS, COTAL, AFWC, Macomb Community College
What does professionalism mean to you????
We ask that you take a moment to reflect on the above question and jot down your definition of professionalism.
The AOTA Fieldwork Performance Evaluation
-Students are evaluated on professional behaviors on FWPE items
29-37 OTR
23-31 OTA
-At least 25% of their grade is based on professional behaviors
Professional Behavior Pyramid
Preparation Skills and Study Habits
Interpersonal Skills
and
Communication Habits
OT Practice
and
Professional Habits
Practicing
with
Integrity
and Accountability
Phase
1
Phase
2
Phase
3
Phase
4
Preparation Skills and Study Habits
Phase 1
Self awareness
Flexibility
Dependable / Prepared / Time management
Initiative
Professional appearance
Strategies to Improve
Phase 1
:Self Awareness
Seek feedback
Get to know yourself under stress
Observe the ripple effect of your emotions
Lean into your discomfort
Strategies to Improve
Phase 1
:Flexibility / Dependability / Time Management
Daily reflection. Ask the following questions….
Did I meet all my appointments today?
Is all my paperwork complete?
Did I make any mistakes today?
Did I make any excuses today?
Strategies to Improve
Phase 1
:Initiative
Provide students with the opportunity and permission to make mistakes in a structured environment
Provide consequences for not following through
Move away from direct supervision
Starting with treatment plans, paperwork, simulated experiences of course keeping patients safety at the forefront
Interpersonal Skills and Communication Habits Phase 2
Feedback
Collaboration
Non-verbal Communication
Written Communication
Verbal Communication / Paraverbal
Implicit Bias / Respect for Diversity
Strategies to improve
Phase 2
:Feedback
Allowing the student to emotionally detach from feedback may be necessary and most helpful. Think of when your manager or colleague gives you feedback how do you process it?
Giving clear verbal and follow up with written feedback so a student can reflect back.
Provide specific expectations
Strategies to Improve
Phase 2
: Written Communication
Remain formal during text, emails, documentation
Allow students to read and access communications verses only verbal
Team meetings complete report, turn in prior , provide feedback, have them report
Strategies to Improve
Phase 2
OT Practice and Professional Habits
Phase 3
Performance in the OT process
Therapeutic use of self
Rapport
Problem Solving
Critical thinking
Documentation
Strategies to Improve
Phase 3
: Performance in the OT Process
Practice using assessments (come early, stay after but encourage they practice)
Talk through how to interpret assessments
Submit treatment plans for approval
Use chart review guides
Use the Plan/Do/Reflect model
Strategies to Improve
Phase 3
: Problem Solving and Critical Thinking
How does the setting, diagnosis, referral guide your thinking?
Require students to provide evidence to support their rationale
Have them practice with case studies
Ask students to state why
How are they prioritizing treatment
Review course material (remember they drink from
A firehose)
Strategies to Improve
Phase 3
: Building Rapport/Therapeutic Use of Self
Role model active listening with the focus on the client
Demonstrate nonverbal and verbal strategies
Discuss how to rebuild rapport after a challenging session
Require they provide research to support their growth
Ability to engage with all age groups and cultures
Encourage self reflection journals
Review course material
Strategies to Improve
Phase 3
: Documentation
Provide examples
Have them write day 1 even if it’s not a requirement yet for practice
Give feedback and set expectations for application of feedback
Give students an timeframe goal regarding documentation time
Encourage students to find quiet spaces to document
Provide terminology tools
Practicing with Integrity and Accountability
Phase 4
Networking:
Membership in MiOTA and AOTA
Community involvement: high school career days; serve on community boards
Exchanging practice ideas
Developing long term relationships
Provide opportunities: shadowing, fieldwork placement
Meet people at all levels of the profession
Mentoring
Leadership:
Participate in program development
Quality improvement for effective outcomes
Active participation in decision making
Advocate for continuing education
Demonstrate cultural and generational sensitivity
Use of effective communication with clients and others
Be knowledgeable about State practice laws and licensure
Integrate feedback from clients and colleagues to modify therapeutic use of self
Scholarship:
Use resources for evidence-based practice
Start a journal club
Give presentations
Become a practice area expert
Seek new knowledge to meet the needs of clients and populations served
Perform/participate in research
Be a lifelong learner
Synthesizing Information
Put together ideas and information from multiple sources to develop the best treatment intervention plans.
Hone critical thinking skills and problem-solving skills
Develop the ability to revise decision-making with new information/evidence
Strategies to Improve Phase 4
Join MiOTA and attend chapter meetings. Present educational session about OT to local school or staff a booth during OT month. Mentor a new OT or OTA
Work on program development in your setting [e.g. OT education for pre-surgical patients]. Advocate for continuing education with your administration. Learn about different cultural groups in your community.
Continue to read research. Start a journal club at your facility. Develop expertise in a specialty area. Complete required continuing education units. Apply new evidence to practice.
Keep working on therapeutic use of self, critical thinking skills and problem solving skills
Read your State practice laws and stay current with licensure requirements
Why do we need to foster our own professional Growth?
To provide mentorship; to be an effective team member
To ensure effective and positive patient/client outcomes. Make sure our skills keep pace with standards of practice
To help transition students to becoming entry level practitioners
To maintain skill level for licensure
To uphold our ethical obligations
To promote our profession; to improve public confidence in our services
Trends in Professional Performance Concerns
-Accountability/Reliable
-Productivity
-Pandemic Fatigue
-Emotional Intelligence
-Meeting basic standards and not going above and beyond
- Student diversity
-Balancing act
Professional Development Self Assessment and Planning Tool
The tool below can be used at various times during the fieldwork rotation to help students:
-Assess areas of strength
-Assess areas of growth
-Initiate a conversation focus on professionalism concerns
-Create action plans to improve professional behaviors
https://apps.exxat.com/public/steps/EMichigan-OT/SchoolCourse
Tips from AFWCs
-Set clear expectations in writing from day 1
-Address concerns early with students, be intentional and objective
-Connect with the AFWC
-Have students do a self assessment and identify goals with action plans
-Model by example
-Present as approachable
-Be open to various learning styles
Questions???
Resources / References
Kasar, J. and Clark, E., 2000. Developing professional behaviors. Thorofare, NJ: SLACK Inc., p.appendix Professional Assessment
. Bradberry, T. and Greaves, J., 2009. Emotional intelligence 2.0. San Diego: TalentSmart.
EMU Performance Tool
https://apps.exxat.com/public/steps/EMichigan-OT/SchoolCourse
Paraverbal Friends youtube
Emotional Intelligence Test Free
https://globalleadershipfoundation.com/geit/eitest.html