The student will demonstrate and articulate proficiency in re
Objective:
· The student will demonstrate and articulate proficiency in reading, reviewing, and gathering data of a client, and in using their clinical reasoning and prioritizing skills to assist in the development of long and short term goals on a Plan of Care.
· Necessary data to assist with the development of LTG and STG will include evaluation results of patient’s performance in occupation, diagnostic tests results and any other relevant statistics/data
· This assignment evidences an understanding of business aspects of practice which includes but is not limited to, financial management, billing and coding
Procedure: The student will be assigned a case study with an array of impairments and dysfunctions. They will complete an analysis of the evaluation performed and complete the sections related to Long Term and Short Term goals.
2
OTA 108/109 Patient Care Procedures
Goals in Casamba
(part 1 of 3)
Name:_____________________ Date: ______________
Objective:
· The student will demonstrate and articulate proficiency in reading, reviewing, and gathering data of a client, and in using their clinical reasoning and prioritizing skills to assist in the development of long and short term goals on a Plan of Care.
· Necessary data to assist with the development of LTG and STG will include evaluation results of patient’s performance in occupation, diagnostic tests results and any other relevant statistics/data
· This assignment evidences an understanding of business aspects of practice which includes but is not limited to, financial management, billing and coding
Procedure: The student will be assigned a case study with an array of impairments and dysfunctions. They will complete an analysis of the evaluation performed and complete the sections related to Long Term and Short Term goals.
Evaluation: .
|
Criteria |
Poor (1) |
Fair (2 ) |
Good (3) |
Excellent (4) |
Comments |
Score |
|
Timeliness |
Student completed the assignment two or more days late |
Student completed the assignment one day late |
Student completed the assignment on the required date but at a later time |
Student completed the assignment on the required date and time |
||
|
Use of proper terminology, grammar and sequence of words |
Improper use of proper terminology, grammar and sequence of words used on 8 or more occasions |
Improper use of terminology, grammar and sequence of words used on no more than 6 occasions |
Improper use of terminology, grammar and sequence of words used on no more than 4 occasions |
Improper use of terminology, grammar and sequence of words used on no more than 1 occasion |
||
|
Articulate the importance of using statistics, tests and measurements for purposes of delivering evidence based practice through Q&A with Instructor |
Unable to articulate . Recommend Tutoring. |
Student able to articulate with 50% efficiency. Clarification and additional EBP exercise, tutoring required |
Student able to articulate with 75% efficiency. Evidence of knowledge and understanding. Minor clarification provided |
Student able to articulate with 100% efficiency. Evidence of knowledge and understanding. Exceeds expectation. |
||
|
Long Term goals reflect the most important impaired functional and occupational areas of the patient. |
3 or more important functional or occupational area in the Long Term goal are not evident. |
2 important functional or occupational area in the Long Term goalsare not evident |
1 important functional or occupational area in the Long Term goals is not evident. |
All Long Term goals reflect the most important impaired functional and occupational areas of the patient. |
||
|
Long Term Goals are specific and measurable |
3 or more instances of a a specific and measurable LTG. |
Two instances of a specific and measurable LTG. |
One instance of a lack of a specific and measurable LTG. |
All LTGs were specific and measurable. |
||
|
Long Term Goals are realistic and achievable for the anticipated time frame |
Three or more Long Term Goals were not realistic and achievable for the anticipated time frame |
Two Long Term Goals were not realistic and achievable for the anticipated time frame |
One Long Term Goal was not realistic and achievable for the anticipated time frame |
All Long Term Goals were realistic and achievable for the anticipated time frame |
||
|
Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. |
Three Long Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. |
Two Long Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. |
One Long Term Goal was not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. |
Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. |
||
|
Short Term goals reflect the most important impaired client’s body functions and skills. |
3 or more important impaired body functions or skills were not included |
.2 important impaired body functions or skills Were not included |
1 important impaired body function or skill was not included. |
All Short Term goals reflect the most important impaired body functions and skills |
||
|
Short Term Goals are specific and measurable |
Specific and measurable STG were not evident in 3 or more instances |
specific and measurable STGs were not evident in two instances. |
Specific and measurable STG was not evident in one instance. |
All STGs were specific and measurable. |
||
|
Short Term Goals are realistic and achievable for the anticipated time frame |
Three or more Short Term Goals were not realistic and achievable for the anticipated time frame |
Two Short Term Goals were not realistic and achievable for the anticipated time frame |
One Short Term Goal was not realistic and achievable for the anticipated time frame |
All Short Term Goals were realistic and achievable for the anticipated time frame |
||
|
Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term |
Three Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term. |
Two Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term. |
One Short Term Goal was not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term. |
Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term. |
Instructor’s Signature: _________________________________________
ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:
B.1.7. ,B.5.19, B.5.20.
Revised 07/09/2020 JM
,
3
Treatment Session
Case study review
(part 2 of 3)
Name: _____________________
Date: ______________
Course: OTA 108/109 Patient Care Procedures
Objective:
· The student will demonstrate proficiency in applying OT treatment techniques and practices to a case study for which they have already written long and short term goals.
· The student will demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion and safety.
· The student will demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.
Procedure: The student will be assigned a case study with an array of physical dysfunctions. They will develop a one hour treatment session applying techniques, strategies and practices discussed in class. This is the second part of the student training in electronic documentation as well because they must search, read, and review the evaluation from the case study.
Curriculum Threads addressed:
· Occupation Centered practice
· Role Acquisition
Evaluation:
|
Criteria |
Poor (1) |
Fair (2 ) |
Good (3) |
Excellent (4) |
Score |
|
Are the areas addressed during the Tx session a true reflection of the main and priority problem list? |
Three or more of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list. |
Two of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list. |
One of the areas addressed during the Treatment session was not a true reflection of the main and priority problem list. |
All the areas addressed during the Treatments session were a true reflection of the main and priority problem list. |
|
|
Were the activities and exercises presented during the session congruent and related to the STGs. |
Three or more of the activities and exercises presented during the session were not congruent and related to the STGs. |
Two of the activities and exercises presented during the session were not congruent and related to the STGs. |
One of the activities and exercises presented during the session was not congruent and related to the STGs. |
All of the activities and exercises presented during the session were congruent and related to the STGs. |
|
|
Were the exercises, activities and techniques used during the session correctly applied and implemented |
Three or more exercises, activities or techniques used during the session were incorrectly applied and implemented |
Two exercises, activities or techniques used during the session were incorrectly applied and implemented |
One exercise, activity or techniques used during the session was incorrectly applied and implemented |
All the exercises, activities and techniques used during the session were correctly applied and implemented |
|
|
Were the exercises, activities and techniques used during the session explained clearly and properly to the patient/caregiver/family/significant other? |
Three or more of the exercises, activities and techniques used during the session were not explained clearly and properly |
Two of the exercises, activities and techniques used during the session were not explained clearly and properly |
One of the exercises, activities and techniques used during the session was not explained clearly and properly |
All of the exercises, activities and techniques used during the session were explained clearly and properly |
|
|
Was the interaction and communication with patient/caregiver/family/significant other carried out with respect and professionalism, with evidence of therapeutic use of self |
The interaction and communication with the patient was carried out with respect and professionalism on few occasions with no evidence of therapeutic use of self |
The interaction and communication with the patient was carried out with respect and professionalism sometimes with limited evidence of therapeutic use of self |
The interaction and communication with the patient was carried out with respect and professionalism most of the time with evidence of therapeutic use of self |
The interaction and communication with the patient was carried out with respect and professionalism at all times with evidence of therapeutic use of self |
|
|
Did the therapist provide adequate and timely feedback to the patient that led to the desired response |
The therapist provided inadequate and untimely feedback to the patient that led to an undesired response |
The therapist provided adequate and timely feedback to the patient that led to the desired response, on occasion |
The therapist provided adequate and timely feedback to the patient that led to the desired response most of the time |
The therapist provided adequate and timely feedback to the patient that led to the desired response at all time |
|
|
Did the therapist apply safety measures and techniques while treating the patient |
The therapist did not apply safety measures and techniques while treating the patient three or more times |
The therapist did not apply safety measures and techniques while treating the patient twice |
The therapist did not apply safety measures and techniques while treating the patient once |
The therapist applied safety measures and techniques while treating the patient at all times |
|
|
Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion |
The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion |
The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion, on occasion |
The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion most of the time |
The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion |
|
|
Did the therapist project confidence with full domain and control while offering the treatment session? |
The therapist did not project confidence with full domain and control of the treatment session |
The therapist projected confidence with full domain and control of the treatment session sometimes |
The therapist projected confidence with full domain and control of the treatment session most of the times |
The therapist projected confidence with full domain and control of the treatment session at all times |
|
|
Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other the need to possibly integrate interprofessional team dynamics for planning, delivering and evaluating care? |
The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other |
The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other |
The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other most of the time |
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