1.       Review the AOTA code of ethics and discuss expectations for professional behavior in fieldwork setting with fieldwork educator.

2.       Review course assignments with fieldwork educator early in the experience; receive feedback regarding evaluation process proposed and ability to form appropriate client- centered goals and interventions.

3.       Observe and then co-facilitate an interview or observation-based assessment session and compare findings with the fieldwork educator following the assessment session. It is helpful for students to discuss which assessment method might be most appropriate for evaluating a particular client and to participate in documenting assessment results.

4.       Orient students to the rationale for selection of interventions, including the use of crafts, leisure activities or skill-building sessions; engage students in identifying appropriate interventions for specific clients.

5.       Observe ADL sessions (with attention to privacy protection) including understanding of sequencing and grading the steps of the activity and use of environmental adaptations/compensatory strategies to accommodate for cognitive and skill abilities.

6.       Participate in intervention sessions directed toward addressing an area of IADLs, so students can appreciate the impact of context on occupational performance. For example, they might observe a kitchen assessment or intervention session related to cognition so that they can appreciate unsafe elements for cognitively impaired individuals in the kitchen context.

7.       Observe and participate in leading group activities. If available, students would benefit from planning and co-leading a group session directed toward skill development and then meeting with the fieldwork educator to reflect on the therapy session.

8.       Observe groups led by other disciplines, if available, to learn to appreciate the impact of various disciplinary and theoretical approaches to group work and the impact on problem-solving and goal-setting processes.

9.   Participate in or observe the use of various sensory approaches or sensory room interventions, if available.

10.   Receive feedback from fieldwork educator early in the Level I Fieldwork in regard to student strengths and challenges in relation to therapeutic use of self; respond responsibly to feedback provided.

11.   Document outcomes of occupational therapy services including assessment of progress and rationale for continuation or termination of services following guidelines and protocol of the facility.

12.   Observe and participate responsibly in a team meeting to learn to appreciate how disciplines work together to provide comprehensive treatment.

13.   Observe a family conference, consultation, or discharge meeting to learn more about family-centered care.

14.   Practice explaining the purpose of OT-to-OT staff, team members and clients.

15.   Share an appropriate resource with fieldwork educator or staff, (this could be demonstration of a new assessment, an appropriate research article, etc.) demonstrating appropriate communication skills and professionalism.

16.   Identify diagnostic safety precautions during evaluation and intervention under supervision of the fieldwork educator.

17.   Identify aspects of diversity that are present at the fieldwork setting and communicate implications of diversity on evaluation and treatment of clients served.

1.       Review AOTA Code of Ethics and discuss expectations for professional behavior in fieldwork setting with fieldwork educator.

2.       Review course assignments with fieldwork educator early in the experience; receive feedback regarding evaluation process proposed and ability to form appropriate client centered goals and interventions.

3.       Observe and then co-facilitate an interview or observation-based assessment session and then compare findings with the fieldwork educator following the assessment session. It is helpful for students to discuss which assessment method might be most appropriate for evaluating a particular client and to participate in documenting assessment results.

4.       Observe ADL sessions (with attention to privacy protection) with understanding of sequencing and grading the steps of the activity and use of environmental adaptations/compensatory strategies to accommodate for cognitive and skill abilities.

5.       Participate in a kitchen assessment or treatment session related to cognition so that the student can appreciate unsafe elements for cognitively impaired individuals in the kitchen context.

6.       Practice various preparatory activities (i.e., exercise, inhibition of high tone,). Determine purposeful activities reflective of a specific client’s lifestyle that might be utilized instead of or alongside preparatory activities (i.e., washing mirror for ↑ROM) Develop occupation-based interventions (i.e., ADLs or leisure) that target certain skills (i.e., ROM, strength, balance) while meeting functional/occupational goals.

7.       Complete active or passive range of motion intervention with a client with attention to safety features and the influence of muscle tone on movement.

8.       Observe an intervention session where principles of NDT or other frames of reference are used to facilitate movement.

9.       Observe and then practice safety procedures related to transfers and mobility; allow students to observe and then practice principles with staff and, once competency is established, with patients.

10.   Receive feedback from fieldwork educator early in Level I FW in regard to student strengths and challenges in relation to therapeutic use of self and respond responsibly to feedback provided.

11.   Document outcomes of occupational therapy services including assessment of progress and rationale for continuation or termination of services following guidelines and protocol of the facility.

12.   Observe and participate responsibly in a team meeting and/or observe a given patient in physical therapy, speech therapy or other disciplines to appreciate how disciplines work together to provide comprehensive treatment.

13.   Observe video fluoroscopy, discuss dysphagia protocols, observe dysphagia groups and appropriate equipment.

14.   Complete a home visit with the therapist present.

15.   Observe specialized interventions available for particular populations within your healthcare setting. For example, the BIG program for individuals with Parkinson’s disease, driving programs, aquatic therapy programs, etc.

16.   Practice wheelchair handling, such as locking breaks, adjusting leg rests, using iv poles, etc.

17.   Practice maneuvering hospital equipment, such as beds, IV pole, monitors, etc.

18.   Identify aspects of diversity that are present at the fieldwork setting and communicate implications of diversity on evaluation and treatment of clients served.

19.   Practice explaining the purpose of OT to fieldwork educator, team members, families, and/or clients.

1.       Observe their supervising therapist interviewing clients to determine occupational priorities and evaluating occupation through activity analysis or use of a formal assessment tool.

2.       Administer at least one occupational evaluation to include both observation and interview.

3.       Observe their supervising therapist choosing follow-up assessments after completing an occupational evaluation and hear their rationale for their choice (for at least 2 different clients).

4.       Observe at least one client’s occupational performance, identify which factors interfere with performance, and identify an assessment tool that might be used to assess identified factors (reflected in evaluation report assignment below). Students will discuss their observations and recommendations with their supervising therapist.

5.       Observe the supervisor administer at least one assessment of an underlying client factor, performance skill or performance pattern.

6.       Administer at least one assessment of underlying client factor, performance skill or performance pattern.

7.       Reflect on the assessment of underlying client factors etc. that was given and determine whether it was standardized or not and other properties of the assessment and if not, what alternative standardized tool might have been chosen.

8.       Observe a client session (at least one) and document observations through writing a daily note following the format used at the facility.

9.       Compare an assessment progress note to an initial evaluation and note the change (Part of evaluation report assignment noted below).

10.   Compare an assessment progress note to a discharge summary. Students will document the progress needed to accomplish discharge.

11.   Identify how reimbursement guidelines impact the assessment protocol at their assigned facility or from client to client. Students might also compare the assessment process at their assigned facility to a peer who completed the fieldwork at an alternative site and note differences.