1. Demonstrates the ability to give constructive and timely feedback.
Demonstrating the ability to provide and seek constructive and timely feedback is essential in fostering personal and professional growth and development. As an occupational therapy student, I've encountered numerous opportunities to offer feedback to classmates, professors, fieldwork educators, and clients, each interaction serving as a valuable learning experience.
In academic settings, I've actively engaged in peer review processes, providing constructive feedback on assignments, presentations, and projects to group members. I always focused on offering specific and actionable suggestions for improvement to create opportunities for team growth. I also provided feedback to professors throughout my didactic experience through surveys and discussions. While giving feedback, I strived to keep an open mind during the discussions and offer solutions to any problems I brought forward.
In clinical settings, I've also had the opportunity to provide client feedback during therapy sessions. Whether offering guidance on proper technique or positioning during a rehabilitation exercise, praising the progress made, or calling attention to or correcting maladaptive behaviors, I strive to create a supportive and empowering environment where clients feel motivated and supported to reach their goals. By tailoring feedback to the individual's needs and preferences, I aim to foster a collaborative and client-centered approach to therapy and a solid therapeutic relationship.
Demonstrating the ability to provide and seek constructive and timely feedback is essential in fostering personal and professional growth and development. As an occupational therapy student, I've encountered numerous opportunities to offer feedback to classmates, professors, fieldwork educators, and clients, each interaction serving as a valuable learning experience.
In academic settings, I've actively engaged in peer review processes, providing constructive feedback on assignments, presentations, and projects to group members. I always focused on offering specific and actionable suggestions for improvement to create opportunities for team growth. I also provided feedback to professors throughout my didactic experience through surveys and discussions. While giving feedback, I strived to keep an open mind during the discussions and offer solutions to any problems I brought forward.
In clinical settings, I've also had the opportunity to provide client feedback during therapy sessions. Whether offering guidance on proper technique or positioning during a rehabilitation exercise, praising the progress made, or calling attention to or correcting maladaptive behaviors, I strive to create a supportive and empowering environment where clients feel motivated and supported to reach their goals. By tailoring feedback to the individual's needs and preferences, I aim to foster a collaborative and client-centered approach to therapy and a solid therapeutic relationship.
2. Modifies behavior in response to feedback; seeks opportunities to apply feedback
I have always valued and sought feedback because feedback provides us with new insight about ourselves and our practice. Feedback creates growth opportunities, and I have always wanted to grow into the best version of an occupational therapist as I can. Throughout my didactic and fieldwork experiences, I craved more feedback than I was getting. After every intervention session during fieldwork, I asked for criticism and was met with generic praise. While this praise helped to build my confidence, I feared that the lack of specific feedback was limiting my opportunities for growth in areas I didn't know I needed.
In my second level II fieldwork, I realized that I needed to be more confident in my abilities and doubted the validity of the praise I received. Nearing the end of my fieldwork, I have come to terms with the fact that there is more than one impactful way to reach a client's goals. The specific feedback and criticisms I sought were unrealistic because my treatment method was still impactful. My fieldwork educators did a fantastic job allowing me to build my own self-confidence by not critiquing every treatment session. They provided feedback on specific things like posture, body positioning to best support a movement, proper use of equipment, and physical mobilization techniques but allowed me to self-critique my interventions. I leave this experience a more independent practitioner with improved skills based on specific techniques following instructor feedback.
I have always valued and sought feedback because feedback provides us with new insight about ourselves and our practice. Feedback creates growth opportunities, and I have always wanted to grow into the best version of an occupational therapist as I can. Throughout my didactic and fieldwork experiences, I craved more feedback than I was getting. After every intervention session during fieldwork, I asked for criticism and was met with generic praise. While this praise helped to build my confidence, I feared that the lack of specific feedback was limiting my opportunities for growth in areas I didn't know I needed.
In my second level II fieldwork, I realized that I needed to be more confident in my abilities and doubted the validity of the praise I received. Nearing the end of my fieldwork, I have come to terms with the fact that there is more than one impactful way to reach a client's goals. The specific feedback and criticisms I sought were unrealistic because my treatment method was still impactful. My fieldwork educators did a fantastic job allowing me to build my own self-confidence by not critiquing every treatment session. They provided feedback on specific things like posture, body positioning to best support a movement, proper use of equipment, and physical mobilization techniques but allowed me to self-critique my interventions. I leave this experience a more independent practitioner with improved skills based on specific techniques following instructor feedback.
3. Productively uses knowledge of own strengths and weaknesses.
Understanding my strengths and weaknesses has been key to my growth as an occupational therapy student. When it comes to my strengths, like empathy and creativity, I've learned to use them to connect with clients and come up with unique ways to help them meet their goals while creating engaging interventions.
Through this experience, I have also had to confront my weaknesses head-on. For example, I had little experience with mobilizations, so I opened up to my clinical instructors about it. They were supportive and taught me what I needed to know to treat my clients effectively, and now I feel confident performing them. Similarly, when I started my second rotation, I was upfront about my limited evaluation experience. So, I actively sought extra opportunities to learn and grow, like asking to assist with the in-clinic driving assessment administration. This included getting my Montreal Cognitive Assesment (MoCA) certification (see certification below), and administering the Maze Test, Short Blessed Test, Pedal Reaction Speed Test, Dynavision Reaction Speed Test, Optec Vision Assessment, and Route Finding Assessment. I now feel much more confident with evaluations and the administration of standardized assessments.
Understanding my strengths and weaknesses has been key to my growth as an occupational therapy student. When it comes to my strengths, like empathy and creativity, I've learned to use them to connect with clients and come up with unique ways to help them meet their goals while creating engaging interventions.
Through this experience, I have also had to confront my weaknesses head-on. For example, I had little experience with mobilizations, so I opened up to my clinical instructors about it. They were supportive and taught me what I needed to know to treat my clients effectively, and now I feel confident performing them. Similarly, when I started my second rotation, I was upfront about my limited evaluation experience. So, I actively sought extra opportunities to learn and grow, like asking to assist with the in-clinic driving assessment administration. This included getting my Montreal Cognitive Assesment (MoCA) certification (see certification below), and administering the Maze Test, Short Blessed Test, Pedal Reaction Speed Test, Dynavision Reaction Speed Test, Optec Vision Assessment, and Route Finding Assessment. I now feel much more confident with evaluations and the administration of standardized assessments.
4. Maintains balance in personal and professional life while prioritizing professional responsibilities and commitments.
Maintaining a healthy balance between my personal and professional life has been crucial as I navigate my journey in occupational therapy. While prioritizing my professional responsibilities and commitments, I also recognize the importance of nurturing relationships outside work and prioritizing my mental health to avoid burnout.
During my first level II fieldwork experience, I enrolled in a wheel pottery class with my mom to create opportunities to be creative and spend time with my mom. I loved having a leisure activity planned every week; it gave me something to look forward to after work, and because I went with my mom, I didn't find excuses that kept me from going. I even joined a pottery studio in Nashville because I loved my first class. During this second rotation, I connected with several other students who were also completing rotations at the same facility. We attended weekly trivia nights, watched movies together, and planned times to explore the city. These connections improved my mental health and overall experience during this rotation.
However, I am mindful of maintaining boundaries to ensure that my personal life does not impact my professional responsibilities during these experiences. While I cherish these friendships, I am committed to upholding the standards of professionalism in all aspects of my work. The feedback shown below from my Level II fieldwork experience underscores this commitment. My supervisor's comments highlighted my professionalism and dedication to my role, proving that I can effectively balance my personal and professional life.
Maintaining a healthy balance between my personal and professional life has been crucial as I navigate my journey in occupational therapy. While prioritizing my professional responsibilities and commitments, I also recognize the importance of nurturing relationships outside work and prioritizing my mental health to avoid burnout.
During my first level II fieldwork experience, I enrolled in a wheel pottery class with my mom to create opportunities to be creative and spend time with my mom. I loved having a leisure activity planned every week; it gave me something to look forward to after work, and because I went with my mom, I didn't find excuses that kept me from going. I even joined a pottery studio in Nashville because I loved my first class. During this second rotation, I connected with several other students who were also completing rotations at the same facility. We attended weekly trivia nights, watched movies together, and planned times to explore the city. These connections improved my mental health and overall experience during this rotation.
However, I am mindful of maintaining boundaries to ensure that my personal life does not impact my professional responsibilities during these experiences. While I cherish these friendships, I am committed to upholding the standards of professionalism in all aspects of my work. The feedback shown below from my Level II fieldwork experience underscores this commitment. My supervisor's comments highlighted my professionalism and dedication to my role, proving that I can effectively balance my personal and professional life.
"Krissy exudes professionalism. She isalways on time, completes documentation in a timely manner, shows respect for everyone, and clear documentation. Additionally, she always seeks out new learning opportunities and implements feedback"- Corrine Fournier OTR/L (from level II A fieldwork at Ability Plus Therapy- final evaluation)
6. Demonstrates functional level of confidence and self assurance.
During my fieldwork placements, I've faced diverse challenges requiring me to step outside my comfort zone and apply my skills confidently. For instance, in my second level II rotation, one of my first evaluations was for a client with a rare neurological disorder that caused severe upper extremity contractures, which presented unique therapy challenges. Despite feeling initially overwhelmed, I approached the situation with a functional level of confidence, drawing upon my foundational knowledge and seeking guidance from my supervisor when needed. Through collaborative problem-solving and innovative interventions, I adapted my approach to gather all the information I needed to complete a thorough evaluation. I faced similar issues later in my experience when I evaluated a client who had undergone a recent tendon transfer and nerve transfer. After consulting with my fieldwork educator, I learned that this was the first client the clinic had seen with this type of surgery, and all of the clinicians had limited experience with his particular condition. After thoroughly researching the surgery and discussing what I learned with my fieldwork educator, I could confidently complete the evaluation and develop an appropriate care plan.
I've grown as an occupational therapy practitioner by embracing these challenges with a functional level of confidence and self-assurance. Having confidence does not mean I need to know all the answers; it can also mean I have confidence in my ability to find the answers. These experiences have reaffirmed my commitment to continuous learning and have strengthened my determination to approach every aspect of my professional journey with resilience and determination.
During my fieldwork placements, I've faced diverse challenges requiring me to step outside my comfort zone and apply my skills confidently. For instance, in my second level II rotation, one of my first evaluations was for a client with a rare neurological disorder that caused severe upper extremity contractures, which presented unique therapy challenges. Despite feeling initially overwhelmed, I approached the situation with a functional level of confidence, drawing upon my foundational knowledge and seeking guidance from my supervisor when needed. Through collaborative problem-solving and innovative interventions, I adapted my approach to gather all the information I needed to complete a thorough evaluation. I faced similar issues later in my experience when I evaluated a client who had undergone a recent tendon transfer and nerve transfer. After consulting with my fieldwork educator, I learned that this was the first client the clinic had seen with this type of surgery, and all of the clinicians had limited experience with his particular condition. After thoroughly researching the surgery and discussing what I learned with my fieldwork educator, I could confidently complete the evaluation and develop an appropriate care plan.
I've grown as an occupational therapy practitioner by embracing these challenges with a functional level of confidence and self-assurance. Having confidence does not mean I need to know all the answers; it can also mean I have confidence in my ability to find the answers. These experiences have reaffirmed my commitment to continuous learning and have strengthened my determination to approach every aspect of my professional journey with resilience and determination.
7. Uses humor to diffuse tension.
During my second level II fieldwork experience at Pi Beta Phi, I frequently used humor to motivate my clients and connect with them during their treatment sessions. One example involves a client who had a goal of improved endurance but hated completing endurance activities. Her dislike of the activities affected her performance and kept her from meeting her goals. When I started treating her, she could only complete 4 minutes with moderate fatigue on the upper extremity ergometer with minimal resistance. After communicating her dislike of the ergometer to me, she stated that she still wanted to be able to do it. During one session, when she asked to use it, she asked me to tell her a story while she was on the bike. I told her a funny story about one of my travel experiences as she completed the activity. With the story, she could complete 10 minutes on the ergometer without a break. Since then, she has come in excited to complete the upper extremity ergometer and hear a new story. She has deemed her time on the ergometer "arm bike story time," we always share stories and laugh during the whole activity. It has become so common that other clients and clinicians join in on the "story time" and have mentioned that it excites them to come to therapy.
During my second level II fieldwork experience at Pi Beta Phi, I frequently used humor to motivate my clients and connect with them during their treatment sessions. One example involves a client who had a goal of improved endurance but hated completing endurance activities. Her dislike of the activities affected her performance and kept her from meeting her goals. When I started treating her, she could only complete 4 minutes with moderate fatigue on the upper extremity ergometer with minimal resistance. After communicating her dislike of the ergometer to me, she stated that she still wanted to be able to do it. During one session, when she asked to use it, she asked me to tell her a story while she was on the bike. I told her a funny story about one of my travel experiences as she completed the activity. With the story, she could complete 10 minutes on the ergometer without a break. Since then, she has come in excited to complete the upper extremity ergometer and hear a new story. She has deemed her time on the ergometer "arm bike story time," we always share stories and laugh during the whole activity. It has become so common that other clients and clinicians join in on the "story time" and have mentioned that it excites them to come to therapy.
"Krissy has kept this patient very entertained and engaged during activity the patient really dislikes with her humor" -Valarie Hanks OTR/L (Occupational Therapist at Pi Beta Phi Rehabilitation Institute)
8. Maintains professional behavior, regardless of problem or situation
During one fieldwork session at Pi Beta Phi, a client became visibly frustrated and agitated while attempting a task with his affected side after I graded the activity. Recognizing the need to de-escalate the situation, I, as the therapist, took charge and employed restful breathing techniques and mental imagery techniques to help calm the client down and facilitate greater success with the task.
I gently guided the client to close their eyes and take slow, deep breaths. I then instructed them to visualize completing the task using the affected side while maintaining the deep breaths. Encouraging the client to focus on the task's details, including sounds, motions, and sensations, helped distract from the frustration and promote relaxation. After 5 minutes of breathing and mental imagery, I asked the client if he wanted to reattempt the task; he agreed and could complete the task with minimal difficulty. Although the client did get frustrated during the session and lashed out at me, I remained calm. I communicated why I graded the activity and ways to limit frustration while completing a task to see better results. The client was receptive because I remained calm, and we had established a good relationship in previous sessions.
During one fieldwork session at Pi Beta Phi, a client became visibly frustrated and agitated while attempting a task with his affected side after I graded the activity. Recognizing the need to de-escalate the situation, I, as the therapist, took charge and employed restful breathing techniques and mental imagery techniques to help calm the client down and facilitate greater success with the task.
I gently guided the client to close their eyes and take slow, deep breaths. I then instructed them to visualize completing the task using the affected side while maintaining the deep breaths. Encouraging the client to focus on the task's details, including sounds, motions, and sensations, helped distract from the frustration and promote relaxation. After 5 minutes of breathing and mental imagery, I asked the client if he wanted to reattempt the task; he agreed and could complete the task with minimal difficulty. Although the client did get frustrated during the session and lashed out at me, I remained calm. I communicated why I graded the activity and ways to limit frustration while completing a task to see better results. The client was receptive because I remained calm, and we had established a good relationship in previous sessions.
9. Takes risks to maximize outcomes.
During my second level II fieldwork, I explored innovative interventions to optimize client outcomes, including using icing to reduce essential tremors based on research findings (as described in articles such as Feys et al. (2023)). After working with a client not interested in other adaptive strategies, I decided to share the information from this article. After discussing the findings, we decided to try this technique to see if it reduced his tremors before simulated feeding activities. The research suggested applying ice packs to the bilateral upper extremities for 15 minutes. The client could not tolerate the cold packs with multiple layers of separation for the full 15 minutes but did see a mild reduction in the tremors on his left arm following cryotherapy. However, the client stated there was not enough difference to continue using the cryotherapy.
Later on in my rotation, we had another client come in for an evaluation who was also suffering from mild to moderate essential tremors. She had tried a lot of different adaptive strategies already but was interested in alternative options that would allow her to complete her glass resin artwork. Despite the previous client not liking the cryotherapy, I also decided to present it to this client. This client was open to trying it and could tolerate the ice packs for the full 15 minutes. Following the icing, the patient demonstrated her glass resin artwork and verbalized a drastic reduction in tremor severity.
Incorporating evidence-based approaches like icing for essential tremors allowed me to explore new strategies and take calculated risks to improve therapeutic outcomes. This experience reinforced my commitment to staying informed about emerging research and integrating innovative interventions into occupational therapy practice to meet clients' diverse needs better. Embracing such approaches contributes to continual growth and enhances the effectiveness of occupational therapy interventions in promoting clients' well-being and functional independence.
References:
Feys, P., Duportail, M., Kos, D., Ilsbroukx, S., Lamers, I., Van Asch, P., Helsen, W., & Moumdjian, L. (2023). Effects of Peripheral Cooling on Upper Limb Tremor Severity and Functional Capacity in Persons with MS. Journal of clinical medicine, 12(13), 4549. https://doi.org/10.3390/jcm12134549
During my second level II fieldwork, I explored innovative interventions to optimize client outcomes, including using icing to reduce essential tremors based on research findings (as described in articles such as Feys et al. (2023)). After working with a client not interested in other adaptive strategies, I decided to share the information from this article. After discussing the findings, we decided to try this technique to see if it reduced his tremors before simulated feeding activities. The research suggested applying ice packs to the bilateral upper extremities for 15 minutes. The client could not tolerate the cold packs with multiple layers of separation for the full 15 minutes but did see a mild reduction in the tremors on his left arm following cryotherapy. However, the client stated there was not enough difference to continue using the cryotherapy.
Later on in my rotation, we had another client come in for an evaluation who was also suffering from mild to moderate essential tremors. She had tried a lot of different adaptive strategies already but was interested in alternative options that would allow her to complete her glass resin artwork. Despite the previous client not liking the cryotherapy, I also decided to present it to this client. This client was open to trying it and could tolerate the ice packs for the full 15 minutes. Following the icing, the patient demonstrated her glass resin artwork and verbalized a drastic reduction in tremor severity.
Incorporating evidence-based approaches like icing for essential tremors allowed me to explore new strategies and take calculated risks to improve therapeutic outcomes. This experience reinforced my commitment to staying informed about emerging research and integrating innovative interventions into occupational therapy practice to meet clients' diverse needs better. Embracing such approaches contributes to continual growth and enhances the effectiveness of occupational therapy interventions in promoting clients' well-being and functional independence.
References:
Feys, P., Duportail, M., Kos, D., Ilsbroukx, S., Lamers, I., Van Asch, P., Helsen, W., & Moumdjian, L. (2023). Effects of Peripheral Cooling on Upper Limb Tremor Severity and Functional Capacity in Persons with MS. Journal of clinical medicine, 12(13), 4549. https://doi.org/10.3390/jcm12134549
10. Uses knowledge and information in an innovative way.
During my fieldwork experience at Pi Beta Phi, I encountered clients with hemiplegia who struggled with fine motor skills and coordination when performing daily tasks like folding clothes. I drew upon my understanding of therapeutic techniques and materials by creating a folding board using simple materials like cardboard to address this challenge. I designed the board to have fold lines and guiding markers, which provided visual cues and structural support for clients with hemiplegia during the folding process. This innovative approach allowed clients to independently practice and improve their folding skills while promoting symmetry and coordination between both arms. The activity could also be graded up or down depending on the current functional abilities of the affected arm.
By leveraging my knowledge of therapeutic principles and crafting a practical solution using readily available materials, I was able to support clients with hemiplegia in regaining independence in performing laundry tasks without the pressure of asking the client to purchase an item without knowing if it would work for them. Below is a picture of a similarly designed folding board.
During my fieldwork experience at Pi Beta Phi, I encountered clients with hemiplegia who struggled with fine motor skills and coordination when performing daily tasks like folding clothes. I drew upon my understanding of therapeutic techniques and materials by creating a folding board using simple materials like cardboard to address this challenge. I designed the board to have fold lines and guiding markers, which provided visual cues and structural support for clients with hemiplegia during the folding process. This innovative approach allowed clients to independently practice and improve their folding skills while promoting symmetry and coordination between both arms. The activity could also be graded up or down depending on the current functional abilities of the affected arm.
By leveraging my knowledge of therapeutic principles and crafting a practical solution using readily available materials, I was able to support clients with hemiplegia in regaining independence in performing laundry tasks without the pressure of asking the client to purchase an item without knowing if it would work for them. Below is a picture of a similarly designed folding board.
11. Empowers clients and team members.
In my experience working in a neuro outpatient setting, I have actively empowered clients by incorporating adaptive strategies to enhance independence in activities of daily living (ADLs) and instrumental activities of daily living (iADLs). For instance, I collaborated with a client who expressed a strong desire to resume hunting after experiencing a spinal cord injury (SCI). Together, we explored adaptive equipment options that would enable him to shoot a bow from his wheelchair despite limited hand grasp. We utilized information from the Adaptive Archery Manual from USA Archery to guide our equipment selection, including adaptive bows with additional D-rings and finger triggers customized to his specific needs and abilities.
In preparation for the adaptive bow, I developed a simulated bow using a body blade, resistive Theraband, wrist weights, silicone hand grip, and carabiner. This simulated setup provided a safe and controlled environment for the client to practice essential skills, such as building hand strength, bilateral arm strength, core stability, and dynamic sitting balance. The client experienced increased engagement and motivation as he made tangible progress toward his hunting goals. Since working incorporating this into his treament sessions, the client has been hunting several times and has reported it has gone very well.
USA Archery. (n.d.). Adaptive archery resources [Webpage]. USA Archery. Retrieved from https://www.usarchery.org/participate/adaptive-archery/adaptive-archery-resources
In my experience working in a neuro outpatient setting, I have actively empowered clients by incorporating adaptive strategies to enhance independence in activities of daily living (ADLs) and instrumental activities of daily living (iADLs). For instance, I collaborated with a client who expressed a strong desire to resume hunting after experiencing a spinal cord injury (SCI). Together, we explored adaptive equipment options that would enable him to shoot a bow from his wheelchair despite limited hand grasp. We utilized information from the Adaptive Archery Manual from USA Archery to guide our equipment selection, including adaptive bows with additional D-rings and finger triggers customized to his specific needs and abilities.
In preparation for the adaptive bow, I developed a simulated bow using a body blade, resistive Theraband, wrist weights, silicone hand grip, and carabiner. This simulated setup provided a safe and controlled environment for the client to practice essential skills, such as building hand strength, bilateral arm strength, core stability, and dynamic sitting balance. The client experienced increased engagement and motivation as he made tangible progress toward his hunting goals. Since working incorporating this into his treament sessions, the client has been hunting several times and has reported it has gone very well.
USA Archery. (n.d.). Adaptive archery resources [Webpage]. USA Archery. Retrieved from https://www.usarchery.org/participate/adaptive-archery/adaptive-archery-resources
12. Actively participates in leadership or supportive roles in local, state, and/or national associations.
During my time at the University of Tennessee Health Science Center, I actively engaged in leadership and supportive roles within professional associations such as the American Occupational Therapy Association (AOTA), Tennessee Occupational Therapy Association (TNOT), and Student Occupational Therapy Association (SOTA), Coalition of Occupational Advocates for Diversity (COTAD), and Phi Theta Epsilon (PTE). These memberships enabled me to be knowledgeable about local, state, and national occupational therapy developments, fostering ongoing professional development throughout my graduate school career.
I took advantage of opportunities to attend conferences and workshops, including the Tennessee Occupational Therapy Association Conference in September 2022, where I attended several seminars to further my understanding of emerging areas of practice.
During my fieldwork experiences, I remained active with AOTA and TNOTA by sharing relevant research articles with my fieldwork educators to promote evidence-based practice in clinical settings and participating in live and self-paced CEUs. These experiences reflect my commitment to actively participating in leadership and supportive roles within professional associations, contributing to advancing occupational therapy practice and fostering ongoing learning and growth in the field.
During my time at the University of Tennessee Health Science Center, I actively engaged in leadership and supportive roles within professional associations such as the American Occupational Therapy Association (AOTA), Tennessee Occupational Therapy Association (TNOT), and Student Occupational Therapy Association (SOTA), Coalition of Occupational Advocates for Diversity (COTAD), and Phi Theta Epsilon (PTE). These memberships enabled me to be knowledgeable about local, state, and national occupational therapy developments, fostering ongoing professional development throughout my graduate school career.
I took advantage of opportunities to attend conferences and workshops, including the Tennessee Occupational Therapy Association Conference in September 2022, where I attended several seminars to further my understanding of emerging areas of practice.
During my fieldwork experiences, I remained active with AOTA and TNOTA by sharing relevant research articles with my fieldwork educators to promote evidence-based practice in clinical settings and participating in live and self-paced CEUs. These experiences reflect my commitment to actively participating in leadership and supportive roles within professional associations, contributing to advancing occupational therapy practice and fostering ongoing learning and growth in the field.
13. Maintains values over self-promotion or profit.
Maintaining values over self-promotion or profit is fundamental to ethical practice in occupational therapy. As a practitioner, I prioritize my clients' and communities' well-being and interests above personal gain or recognition. One specific example of maintaining values over self-promotion occurred when a patient verbalized experiencing increased stress and anxiety when coming to her sessions due to the problematic parking at the hospital and traffic to get into the city. After discussing this with my fieldwork educator, I looked up another potential occupational therapist outpatient clinic closer to the client's home address with a walk-up entrance. After providing the list to my fieldwork educator for review, she recognized one of the clinics and highly recommended one of the occupational therapists there. When the client came in for her next appointment, we discussed how she was feeling and if she would be interested in other clinics closer to her house that were within her network. She was so thankful and decided attending the other clinic would lead to more consistent attendance and better outcomes. Despite the potential loss of revenue for the clinic, I prioritized the patient's needs and well-being by facilitating the transfer process. I collaborated with the patient, my fieldwork educator, and the receiving clinic to ensure a seamless transition while advocating for continuity of care and the best possible outcomes for the patient.
Maintaining values over self-promotion or profit is fundamental to ethical practice in occupational therapy. As a practitioner, I prioritize my clients' and communities' well-being and interests above personal gain or recognition. One specific example of maintaining values over self-promotion occurred when a patient verbalized experiencing increased stress and anxiety when coming to her sessions due to the problematic parking at the hospital and traffic to get into the city. After discussing this with my fieldwork educator, I looked up another potential occupational therapist outpatient clinic closer to the client's home address with a walk-up entrance. After providing the list to my fieldwork educator for review, she recognized one of the clinics and highly recommended one of the occupational therapists there. When the client came in for her next appointment, we discussed how she was feeling and if she would be interested in other clinics closer to her house that were within her network. She was so thankful and decided attending the other clinic would lead to more consistent attendance and better outcomes. Despite the potential loss of revenue for the clinic, I prioritized the patient's needs and well-being by facilitating the transfer process. I collaborated with the patient, my fieldwork educator, and the receiving clinic to ensure a seamless transition while advocating for continuity of care and the best possible outcomes for the patient.