1. Invests in the acquisition of evidence through participation in workshops, continued education and pursuit of additional degrees.
Throughout my Level II fieldwork experiences, I was dedicated to enhancing my professional capabilities by engaging in workshops and continued education courses. These efforts were about expanding my knowledge and skills and ensuring that I could deliver evidence-based, client-centered care to the individuals I served. For example, the continuing education units (CEU) I completed, such as Forgotten Aspects of Stroke Recovery and How to Treat Them and Sex-Positive Communication about Sexual Health between the Client and the OT Practitioner, helped me to treat my clients at Pi Beta Phi more confidently. I had three clients who were young with spinal cord injuries that I felt might eventually want to discuss how their injuries could affect their future relationships. In preparation for these conversations, I looked for CEU courses that discuss how to use therapists to discuss topics relating to sexual health.
For my first level II fieldwork experience, I worked primarily with children with autism and cerebral palsy. To become more confident treating these clients, I completed It's Sensory, But What Is It?, which deepened my understanding of sensory processing and its impact on occupational performance and NDT Treatment Principles. This knowledge allowed me to tailor interventions to meet the unique sensory needs of clients, further enhancing my ability to provide comprehensive care. Through these experiences, I invested in my professional development and gained confidence during my treatment sessions.
Throughout my Level II fieldwork experiences, I was dedicated to enhancing my professional capabilities by engaging in workshops and continued education courses. These efforts were about expanding my knowledge and skills and ensuring that I could deliver evidence-based, client-centered care to the individuals I served. For example, the continuing education units (CEU) I completed, such as Forgotten Aspects of Stroke Recovery and How to Treat Them and Sex-Positive Communication about Sexual Health between the Client and the OT Practitioner, helped me to treat my clients at Pi Beta Phi more confidently. I had three clients who were young with spinal cord injuries that I felt might eventually want to discuss how their injuries could affect their future relationships. In preparation for these conversations, I looked for CEU courses that discuss how to use therapists to discuss topics relating to sexual health.
For my first level II fieldwork experience, I worked primarily with children with autism and cerebral palsy. To become more confident treating these clients, I completed It's Sensory, But What Is It?, which deepened my understanding of sensory processing and its impact on occupational performance and NDT Treatment Principles. This knowledge allowed me to tailor interventions to meet the unique sensory needs of clients, further enhancing my ability to provide comprehensive care. Through these experiences, I invested in my professional development and gained confidence during my treatment sessions.
2. Is a knowledgeable consumer of global research related to occupational therapy and utilizes an evidence based approach to practice.
Throughout my fieldwork, I've prioritized staying informed about global research to enhance my practice and ensure my interventions are rooted in evidence-based practice. This commitment involves engaging with peer-reviewed journals and reputable sources to effectively inform my interventions and approaches. For instance, a systematic review on specific sensory techniques and environmental modifications for children and youth with Sensory Integration Difficulties provided valuable insights into evidence-based strategies for addressing sensory challenges during my pediatric rotation at Ability Plus Therapy (Bodison & Parham, 2017). I've also engaged in research exploring the relationship between retained primitive reflexes and handwriting difficulty in elementary-age children, as discussed by Richards et al. (2022) in The American Journal of Occupational Therapy. This study provided valuable insights into the underlying mechanisms contributing to handwriting difficulties, informing my assessment and intervention strategies for children presenting with similar challenges.
By actively integrating findings from these research articles into my practice, I ensure that my interventions are grounded in the most current and relevant evidence. This evidence-based approach optimizes client outcomes and upholds the principles of best practice advocated by the American Occupational Therapy Association (AOTA), contributing to the advancement of the occupational therapy profession. I have included some specific examples in the form of discussion posts that share times research has helped guide my decision-making throughout my fieldwork
References:
Bodison, S. C., & Parham, L. D. (2017). Specific sensory techniques and sensory environmental modifications for children and youth with Sensory Integration Difficulties: A systematic review. The American Journal of Occupational Therapy, 72(1). https://doi.org/10.5014/ajot.2018.029413
Richards, L., Avery, R., Gray, S., & Price, R. (2022). Relationship of retained primitive reflexes and handwriting difficulty in elementary-age children. The American Journal of Occupational Therapy, 76(Supplement_1). https://doi.org/10.5014/ajot.2022.76s1-rp10
Throughout my fieldwork, I've prioritized staying informed about global research to enhance my practice and ensure my interventions are rooted in evidence-based practice. This commitment involves engaging with peer-reviewed journals and reputable sources to effectively inform my interventions and approaches. For instance, a systematic review on specific sensory techniques and environmental modifications for children and youth with Sensory Integration Difficulties provided valuable insights into evidence-based strategies for addressing sensory challenges during my pediatric rotation at Ability Plus Therapy (Bodison & Parham, 2017). I've also engaged in research exploring the relationship between retained primitive reflexes and handwriting difficulty in elementary-age children, as discussed by Richards et al. (2022) in The American Journal of Occupational Therapy. This study provided valuable insights into the underlying mechanisms contributing to handwriting difficulties, informing my assessment and intervention strategies for children presenting with similar challenges.
By actively integrating findings from these research articles into my practice, I ensure that my interventions are grounded in the most current and relevant evidence. This evidence-based approach optimizes client outcomes and upholds the principles of best practice advocated by the American Occupational Therapy Association (AOTA), contributing to the advancement of the occupational therapy profession. I have included some specific examples in the form of discussion posts that share times research has helped guide my decision-making throughout my fieldwork
References:
Bodison, S. C., & Parham, L. D. (2017). Specific sensory techniques and sensory environmental modifications for children and youth with Sensory Integration Difficulties: A systematic review. The American Journal of Occupational Therapy, 72(1). https://doi.org/10.5014/ajot.2018.029413
Richards, L., Avery, R., Gray, S., & Price, R. (2022). Relationship of retained primitive reflexes and handwriting difficulty in elementary-age children. The American Journal of Occupational Therapy, 76(Supplement_1). https://doi.org/10.5014/ajot.2022.76s1-rp10
3. Integrates individual clinical expertise and patient values with the best available external clinical evidence.
During my second level II fieldwork experience, I had the opportunity to work closely with a client who was recovering from a stroke and had severe hemiplegia and commonly demonstrated negative self-talk regarding his progress throughout his session. One of the most memorable moments was when we discussed the best approach to addressing their upper extremity motor deficits. It was a pivotal moment when I had to combine my knowledge from textbooks with the real-life complexities of the client's situation.
As I delved into the various evidence-based interventions, I noticed a lack of research regarding best practices for chronic severe hemiplegia. Using evidence from more acute research, I implemented concepts such as weight-bearing on the affected limb and task-specific training into my intervention sessions. However, the client still demonstrated a lack of motivation during treatments and was still engaging in negative self-talk. I realized that it wasn't just about picking the most effective treatment. It was about understanding the person behind the condition and their motivations. After talking to the client and his wife, I learned that he really enjoyed playing with his dogs and various sports before his stroke. This insight completely changed the way I approached their therapy.
I began utilizing the facility dog in treatment sessions while the client completed task-specific training and weight-bearing tasks. The client's entire demeanor changed when he was around the facility dog. I also started adding more sports-related activities to our sessions. For example, while weight-bearing through his affected limb, I had the client complete dynamic reaching with the unaffected side by dunking a basketball. By blending evidence-based practices with the client's values and preferences, we crafted a treatment plan for them. It wasn't just about reaching clinical milestones; it was about empowering the client to reclaim their life in a way that resonated with who they were.
During my second level II fieldwork experience, I had the opportunity to work closely with a client who was recovering from a stroke and had severe hemiplegia and commonly demonstrated negative self-talk regarding his progress throughout his session. One of the most memorable moments was when we discussed the best approach to addressing their upper extremity motor deficits. It was a pivotal moment when I had to combine my knowledge from textbooks with the real-life complexities of the client's situation.
As I delved into the various evidence-based interventions, I noticed a lack of research regarding best practices for chronic severe hemiplegia. Using evidence from more acute research, I implemented concepts such as weight-bearing on the affected limb and task-specific training into my intervention sessions. However, the client still demonstrated a lack of motivation during treatments and was still engaging in negative self-talk. I realized that it wasn't just about picking the most effective treatment. It was about understanding the person behind the condition and their motivations. After talking to the client and his wife, I learned that he really enjoyed playing with his dogs and various sports before his stroke. This insight completely changed the way I approached their therapy.
I began utilizing the facility dog in treatment sessions while the client completed task-specific training and weight-bearing tasks. The client's entire demeanor changed when he was around the facility dog. I also started adding more sports-related activities to our sessions. For example, while weight-bearing through his affected limb, I had the client complete dynamic reaching with the unaffected side by dunking a basketball. By blending evidence-based practices with the client's values and preferences, we crafted a treatment plan for them. It wasn't just about reaching clinical milestones; it was about empowering the client to reclaim their life in a way that resonated with who they were.
4. Applies the domain of occupational therapy in gathering, evaluating, setting goals, planning and implementing occupational therapy.
Applying the principles of occupational therapy (OT) isn't just about following a set of guidelines—it's about ensuring that every person I work with receives the personalized and compassionate care they deserve. During my Level II experience at Pi Beta Phi, I gained much experience conducting evaluations. While they initially made me nervous, as I gained more experience, I changed my perspective on how I approached evaluations. I started to see each was a chance to connect with someone new and understand their unique story.
Before meeting the patients, I delved into their charts to learn more about their medical needs and any care they received from the onset. From their initial admission notes to past surgeries and prior rehabilitation treatments/goals, I wanted to understand their health journey. Then came the evaluations. Through these conversations, I learned about their lives outside the hospital walls—their routines, homes, hobbies, and the people who mattered most to them. I used assessments to understand better their range of motion, strength, coordination, vision, etc. When it came time to create a care plan, I didn't just rely on clinical observations; I listened to their stories and considered their goals, crafting a treatment plan that reflected their needs and desires. I strived to provide therapy in each interaction and establish a therapeutic relationship to ensure they felt seen, heard, and valued from our first meeting. Below is a quote form my first level II fieldwork experince outlining my growth in these areas.
Applying the principles of occupational therapy (OT) isn't just about following a set of guidelines—it's about ensuring that every person I work with receives the personalized and compassionate care they deserve. During my Level II experience at Pi Beta Phi, I gained much experience conducting evaluations. While they initially made me nervous, as I gained more experience, I changed my perspective on how I approached evaluations. I started to see each was a chance to connect with someone new and understand their unique story.
Before meeting the patients, I delved into their charts to learn more about their medical needs and any care they received from the onset. From their initial admission notes to past surgeries and prior rehabilitation treatments/goals, I wanted to understand their health journey. Then came the evaluations. Through these conversations, I learned about their lives outside the hospital walls—their routines, homes, hobbies, and the people who mattered most to them. I used assessments to understand better their range of motion, strength, coordination, vision, etc. When it came time to create a care plan, I didn't just rely on clinical observations; I listened to their stories and considered their goals, crafting a treatment plan that reflected their needs and desires. I strived to provide therapy in each interaction and establish a therapeutic relationship to ensure they felt seen, heard, and valued from our first meeting. Below is a quote form my first level II fieldwork experince outlining my growth in these areas.
"Krissy has grown in the area of screening and evaluation since midterm. Since the midterm she has had many opportunities to complete initial evaluations, re-evaluations, and progress notes. She was able to administer and score the PDMS2 and BOT-2 and take that information to support her goals for her patients. Additionally, she was able to collect a occupational therapy performance and profile from parents to gather all
information need to complete a OT evaluation." - Corrine Fournier OTR/L. Ability Plus Therapy, Final Evaluation level II FW A
5. Contributes to the knowledge base of OT practice by mentoring students, performing research, publishing, presenting and/or teaching.
Being an evidence-based practitioner involves searching for research to guide best practices and sharing knowledge with others. Before starting my level II fieldwork, I had several opportunities to teach my classmates. For example, during my second year, I had the chance to work as a Gross Anatomy Teaching Assistant (TA). In this role, I assisted physical and occupational therapy students in the cohort below mine in understanding and applying anatomy. As a TA, I offered opportunities for various learning styles, including individualized instruction, group learning, practice practicals, and practice written exams with questions I wrote. I also focused on easing stress by sharing tips on how to study, encouraging students to set a study schedule and prioritize self-care, and making the study sessions fun by playing music if the students requested it.
I also lead various discussions with our University of Tennessee Health Science Center (UTHSC) chapter's Coalition of Occupational Therapy Advocates for Diversity (COTAD) chapter chats or CCCs. During these monthly discussions, my co-chairs and I would prepare a presentation on topics relating to diversity and inclusion or an emerging practice area in diverse areas. Throughout my time as co-chair, we lead discussions on LGBTQIA+ and occupational deprivation, gun violence and the school shooting epidemic, history of police brutality & black lives matter, memphis blues music: appropriation of black expression, voting and advocacy, hispanic heritage month, and reducing recidivism. Below are some images from the PowerPoint presentations shown during these discussions. As I continue in this profession, I plan to find opportunities for teaching within my practice. This can include hosting journal clubs or inservice presentations.
Being an evidence-based practitioner involves searching for research to guide best practices and sharing knowledge with others. Before starting my level II fieldwork, I had several opportunities to teach my classmates. For example, during my second year, I had the chance to work as a Gross Anatomy Teaching Assistant (TA). In this role, I assisted physical and occupational therapy students in the cohort below mine in understanding and applying anatomy. As a TA, I offered opportunities for various learning styles, including individualized instruction, group learning, practice practicals, and practice written exams with questions I wrote. I also focused on easing stress by sharing tips on how to study, encouraging students to set a study schedule and prioritize self-care, and making the study sessions fun by playing music if the students requested it.
I also lead various discussions with our University of Tennessee Health Science Center (UTHSC) chapter's Coalition of Occupational Therapy Advocates for Diversity (COTAD) chapter chats or CCCs. During these monthly discussions, my co-chairs and I would prepare a presentation on topics relating to diversity and inclusion or an emerging practice area in diverse areas. Throughout my time as co-chair, we lead discussions on LGBTQIA+ and occupational deprivation, gun violence and the school shooting epidemic, history of police brutality & black lives matter, memphis blues music: appropriation of black expression, voting and advocacy, hispanic heritage month, and reducing recidivism. Below are some images from the PowerPoint presentations shown during these discussions. As I continue in this profession, I plan to find opportunities for teaching within my practice. This can include hosting journal clubs or inservice presentations.
6. Incorporates continued education as a lifelong practice with the commitment to remain up-to-date and well-informed.
As I embark on my journey to become an occupational therapy practitioner, I'm deeply committed to continuous learning. I recognize its pivotal role in staying up-to-date on field advancements to ensure I follow best practices as they evolve. During my first year, I committed to actively engaging with research and upholding evidence-based practices by enrolling in a lifetime membership with Phi Theta Epsilon. I hold a promise close to my heart, understanding that research is a dynamic process and that my clients deserve nothing less than the best care available. While studying public health during my undergraduate degree, I developed a deep respect and love for research. I know occupational therapy needs more research to push our profession forward and expand our scope of practice, and I hope to participate in that much-needed research in the future.
I integrated evidence-based practices into my assessments and treatment sessions during my fieldwork experiences, particularly in the neurological rehabilitation setting at Pi Beta Phi. This involved immersing myself in continued education courses, searching for relevant literature, and seeking mentorship from seasoned professionals. For example, during this rotation, we worked with a client with Stiff Person Syndrome, leading to severe wrist and elbow contractures. After consulting with a plastic surgeon about a possible tendon transfer or release surgery, the plastic surgeon recommended splinting or serial casting before surgery. This client tried to get splints made before at an inpatient rehabilitation clinic, and the therapists were unable to make them based on the contracted position of her right hand and a pressure wound in her elbow crease. While searching for alternative splinting options, I found an article that described using a dorsal wrist splint to facilitate wrist extension in severe flexion contractures (Ngoie et al., 2020). I showed this article to my fieldwork educator, who shared it with the most experienced therapist in the clinic. After discussion, we decided the dorsal approach would be the best way to make a splint for this client. Still, instead of using a palmar component to extend the wrist, we created a "pancake" of the dorsal and palmar aspects of the client's fingers and used that to generate wrist extensions to reduce the pressure on the palm.
Ngoie, M., Degez, F., Sané-Diatta, I., Diamé-Seydi, Y., Gueye, M., & Coulibaly-Ndiaye, N. F. (2020). Wrist opener splint: An effective way to treat chronic wrist flexion contracture. Hand Surgery and Rehabilitation, 39(4), 256–260. https://doi.org/10.1016/j.hansur.2020.02.003
As I embark on my journey to become an occupational therapy practitioner, I'm deeply committed to continuous learning. I recognize its pivotal role in staying up-to-date on field advancements to ensure I follow best practices as they evolve. During my first year, I committed to actively engaging with research and upholding evidence-based practices by enrolling in a lifetime membership with Phi Theta Epsilon. I hold a promise close to my heart, understanding that research is a dynamic process and that my clients deserve nothing less than the best care available. While studying public health during my undergraduate degree, I developed a deep respect and love for research. I know occupational therapy needs more research to push our profession forward and expand our scope of practice, and I hope to participate in that much-needed research in the future.
I integrated evidence-based practices into my assessments and treatment sessions during my fieldwork experiences, particularly in the neurological rehabilitation setting at Pi Beta Phi. This involved immersing myself in continued education courses, searching for relevant literature, and seeking mentorship from seasoned professionals. For example, during this rotation, we worked with a client with Stiff Person Syndrome, leading to severe wrist and elbow contractures. After consulting with a plastic surgeon about a possible tendon transfer or release surgery, the plastic surgeon recommended splinting or serial casting before surgery. This client tried to get splints made before at an inpatient rehabilitation clinic, and the therapists were unable to make them based on the contracted position of her right hand and a pressure wound in her elbow crease. While searching for alternative splinting options, I found an article that described using a dorsal wrist splint to facilitate wrist extension in severe flexion contractures (Ngoie et al., 2020). I showed this article to my fieldwork educator, who shared it with the most experienced therapist in the clinic. After discussion, we decided the dorsal approach would be the best way to make a splint for this client. Still, instead of using a palmar component to extend the wrist, we created a "pancake" of the dorsal and palmar aspects of the client's fingers and used that to generate wrist extensions to reduce the pressure on the palm.
Ngoie, M., Degez, F., Sané-Diatta, I., Diamé-Seydi, Y., Gueye, M., & Coulibaly-Ndiaye, N. F. (2020). Wrist opener splint: An effective way to treat chronic wrist flexion contracture. Hand Surgery and Rehabilitation, 39(4), 256–260. https://doi.org/10.1016/j.hansur.2020.02.003