4.1 Demonstrates the ability to give constructive and timely feedback.
During my second level II rotation, my fieldwork educator expressed that she would be taking a slower approach of transitioning me to working with her entire caseload and requested my feedback throughout my time at the facility. Her previous OT student expressed that she was overwhelmed by how quickly she took over the caseload, so my educator sat down with me to develop a new plan and timeline for mentoring students and having them take over her caseload. I provided my feedback and explained how I best learn from fieldwork educators so that she could implement those strategies into our 12 weeks together. Over the course of my rotation, I would check in with my educator to discuss the plan and how I was handling the increase in caseload. My main points of feedback were for her to be more easily available when I needed guidance with a client or had safety concerns, which she agreed with and made appropriate adjustments. Overall, I feel that my fieldwork educator transitioned me onto her caseload in an effective way. During my last week of the rotation, I expressed gratitude for her asking for my feedback on her mentoring process and allowing me to help her make the process less overwhelming for her future students.
During my second level II rotation, my fieldwork educator expressed that she would be taking a slower approach of transitioning me to working with her entire caseload and requested my feedback throughout my time at the facility. Her previous OT student expressed that she was overwhelmed by how quickly she took over the caseload, so my educator sat down with me to develop a new plan and timeline for mentoring students and having them take over her caseload. I provided my feedback and explained how I best learn from fieldwork educators so that she could implement those strategies into our 12 weeks together. Over the course of my rotation, I would check in with my educator to discuss the plan and how I was handling the increase in caseload. My main points of feedback were for her to be more easily available when I needed guidance with a client or had safety concerns, which she agreed with and made appropriate adjustments. Overall, I feel that my fieldwork educator transitioned me onto her caseload in an effective way. During my last week of the rotation, I expressed gratitude for her asking for my feedback on her mentoring process and allowing me to help her make the process less overwhelming for her future students.
4.2 Modifies behavior in response to feedback; seeks opportunities to apply feedback.
During my fieldwork rotation at West TN Rehab Hospital, I was challenged by the documentation process and including all necessary information. I received daily feedback from my fieldwork educator as we reviewed my notes at the end of each day, and I kept a checklist of items to include in each note. The main things I would ensure I documented were what I did with the client, how it benefited the client, how the client responded, what assistance the client required, and how the service I provided was skilled. By the end of my fieldwork rotation, I was able to document more effectively and include all necessary parts of a note. Pictured below is feedback from my fieldwork educator explaining my progress made with documentation and my exemplary level of performance with responding to feedback.
During my fieldwork rotation at West TN Rehab Hospital, I was challenged by the documentation process and including all necessary information. I received daily feedback from my fieldwork educator as we reviewed my notes at the end of each day, and I kept a checklist of items to include in each note. The main things I would ensure I documented were what I did with the client, how it benefited the client, how the client responded, what assistance the client required, and how the service I provided was skilled. By the end of my fieldwork rotation, I was able to document more effectively and include all necessary parts of a note. Pictured below is feedback from my fieldwork educator explaining my progress made with documentation and my exemplary level of performance with responding to feedback.
4.3 Productively uses knowledge of own strengths and weaknesses.
While completing fieldwork at an inpatient rehab setting, I quickly faced challenges with transferring clients that required maximum assistance or were dependent with transfers. I was confident in my strengths of making connections with clients and creating fun interventions, but this was the first time I had encountered dependent clients. I was not confident in my skills for safely transferring these specific clients, and I knew this was a weakness in my OT skills. I expressed my concerns with my fieldwork educator and made one of my goals for the rotation to be more confident with transferring clients who required maximum assistance or were dependent with transfers. My fieldwork educator was very understanding and gave me constructive feedback for each client I performed a difficult transfer with. I took her feedback each time and applied it with future transfers. By the end of my rotation, I was confident with transferring clients that required total assistance and was able to request help from a tech when 2 people were needed for a safe transfer. Pictured below are comments from my fieldwork educator explaining my progress with addressing my weakness. The first comment was provided at midterms, and the second comment was provided at the conclusion of the rotation.
While completing fieldwork at an inpatient rehab setting, I quickly faced challenges with transferring clients that required maximum assistance or were dependent with transfers. I was confident in my strengths of making connections with clients and creating fun interventions, but this was the first time I had encountered dependent clients. I was not confident in my skills for safely transferring these specific clients, and I knew this was a weakness in my OT skills. I expressed my concerns with my fieldwork educator and made one of my goals for the rotation to be more confident with transferring clients who required maximum assistance or were dependent with transfers. My fieldwork educator was very understanding and gave me constructive feedback for each client I performed a difficult transfer with. I took her feedback each time and applied it with future transfers. By the end of my rotation, I was confident with transferring clients that required total assistance and was able to request help from a tech when 2 people were needed for a safe transfer. Pictured below are comments from my fieldwork educator explaining my progress with addressing my weakness. The first comment was provided at midterms, and the second comment was provided at the conclusion of the rotation.
4.4 Maintains balance in personal and professional life while prioritizing professional responsibilities and commitments.
Having a healthy balance between personal and professional life is important for me to prevent feeling burnout. While I was mainly focused on my professional life during fieldwork rotations, it was also important to allow myself to have time to enjoy the things in my personal life. As I returned to my hometown between my level II rotations, I was able to focus more on my personal life. While my professional life remained my primary responsibility, being surrounded by my people encouraged me to focus more on my personal life during my second level II rotation. I was able to begin wedding planning in full force, my best friend had a baby, and my fiance and I added a new cow to the farm. Enjoying these times in my personal life helped me be able to give more of myself in my professional life. Pictured below are happy moments from my personal life during my second rotation.
Having a healthy balance between personal and professional life is important for me to prevent feeling burnout. While I was mainly focused on my professional life during fieldwork rotations, it was also important to allow myself to have time to enjoy the things in my personal life. As I returned to my hometown between my level II rotations, I was able to focus more on my personal life. While my professional life remained my primary responsibility, being surrounded by my people encouraged me to focus more on my personal life during my second level II rotation. I was able to begin wedding planning in full force, my best friend had a baby, and my fiance and I added a new cow to the farm. Enjoying these times in my personal life helped me be able to give more of myself in my professional life. Pictured below are happy moments from my personal life during my second rotation.
4.5 Demonstrates functional level of confidence and self assurance.
One of the biggest challenges I have had as a student has been confidence in my abilities and knowledge. Even though I have completed the didactic portion of the OT program and know that I am capable of being a great practitioner, I am a person who often struggles with self-doubt. During both of my level II rotations, I had fieldwork educators who encouraged me and challenged me to be confident in my abilities. Through their encouragement and support, along with gaining more hands-on experience, I can now say that I am confident in practicing as an OT in the near future. Both of my fieldwork educators noticed my increased self confidence by the end of rotations. Through practice, I was able to see how my abilities and knowledge can benefit my clients, and I am more aware of the impact I am able to make on others. For example, as I began my rotation at an outpatient pediatric clinic, I was tasked with explaining the role of OT to children's parents. I was not confident with expressing the OT role and explaining how specific tasks the child performed were beneficial to their growth. Through practice and feedback from my fieldwork educator, I was able to become confident in speaking to parents and explaining the OT reasoning behind activities performed by their child. Pictured below are comments from my fieldwork educator about my level of confidence improving. This first comment was provided at midterm evaluations, while the second was provided at the conclusion of the rotation.
One of the biggest challenges I have had as a student has been confidence in my abilities and knowledge. Even though I have completed the didactic portion of the OT program and know that I am capable of being a great practitioner, I am a person who often struggles with self-doubt. During both of my level II rotations, I had fieldwork educators who encouraged me and challenged me to be confident in my abilities. Through their encouragement and support, along with gaining more hands-on experience, I can now say that I am confident in practicing as an OT in the near future. Both of my fieldwork educators noticed my increased self confidence by the end of rotations. Through practice, I was able to see how my abilities and knowledge can benefit my clients, and I am more aware of the impact I am able to make on others. For example, as I began my rotation at an outpatient pediatric clinic, I was tasked with explaining the role of OT to children's parents. I was not confident with expressing the OT role and explaining how specific tasks the child performed were beneficial to their growth. Through practice and feedback from my fieldwork educator, I was able to become confident in speaking to parents and explaining the OT reasoning behind activities performed by their child. Pictured below are comments from my fieldwork educator about my level of confidence improving. This first comment was provided at midterm evaluations, while the second was provided at the conclusion of the rotation.
4.6 Uses humor to diffuse tension.
In daily life, as well as in the field of OT, humor is often used as a way to put others at ease. I was able to do this frequently during my pediatric rotation at Janna Hacker and Associates (JHA). When children have a difficult time leaving their parents, they may be upset during the therapy session. To distract them and put their worries at ease, talking in a silly voice or making silly faces can help the child laugh and feel more comfortable in a space without their parents. I was also able to use humor to keep older kids engaged in their therapy sessions. Kids who are working on drawing shapes and improving handwriting skills often get bored with the monotony of practicing the skills. To keep them interested, drawing funny pictures or writing silly sentences can make the tasks more enjoyable. Pictured below is a drawing from a kid who used different shapes to draw a silly picture of me.
In daily life, as well as in the field of OT, humor is often used as a way to put others at ease. I was able to do this frequently during my pediatric rotation at Janna Hacker and Associates (JHA). When children have a difficult time leaving their parents, they may be upset during the therapy session. To distract them and put their worries at ease, talking in a silly voice or making silly faces can help the child laugh and feel more comfortable in a space without their parents. I was also able to use humor to keep older kids engaged in their therapy sessions. Kids who are working on drawing shapes and improving handwriting skills often get bored with the monotony of practicing the skills. To keep them interested, drawing funny pictures or writing silly sentences can make the tasks more enjoyable. Pictured below is a drawing from a kid who used different shapes to draw a silly picture of me.
4.7 Maintains professional behavior, regardless of problem or situation.
During my rotation at an inpatient rehab hospital, I was challenged with clients who would occasionally make inappropriate comments towards myself or other staff members. When I was challenged with these situations, the client’s level of cognition played a role in how I responded, but I would remain professional regardless. For example, if a client had a cognitive disability, it may be necessary to explain to them why their comment was inappropriate or hurtful so that they were able to redevelop boundaries. However, the best option was often to just ignore the comment or simply communicate to the client in a polite way that their behavior or comment is not appropriate. One example of how I applied this professional behavior was when a male client who had experienced a stoke asked if I would hold his private parts so he could use the urinal. I remained professional and responded by recommending he use his unaffected hand to hold his private area while I assisted with stabilizing the urinal. No matter the situation, the number one priority for myself was to remain professional and continue to treat the client with dignity and respect. Pictured below is a comment from my fieldwork educator discussing my professionalism.
During my rotation at an inpatient rehab hospital, I was challenged with clients who would occasionally make inappropriate comments towards myself or other staff members. When I was challenged with these situations, the client’s level of cognition played a role in how I responded, but I would remain professional regardless. For example, if a client had a cognitive disability, it may be necessary to explain to them why their comment was inappropriate or hurtful so that they were able to redevelop boundaries. However, the best option was often to just ignore the comment or simply communicate to the client in a polite way that their behavior or comment is not appropriate. One example of how I applied this professional behavior was when a male client who had experienced a stoke asked if I would hold his private parts so he could use the urinal. I remained professional and responded by recommending he use his unaffected hand to hold his private area while I assisted with stabilizing the urinal. No matter the situation, the number one priority for myself was to remain professional and continue to treat the client with dignity and respect. Pictured below is a comment from my fieldwork educator discussing my professionalism.
4.8 Takes risks to maximize outcomes.
Taking risks is part of achieving progress and maximizing outcomes. This is important for OT practitioners to carry out ourselves, as well as something to encourage our clients to do. As an OT student, I took risks during my inpatient rehab rotation by challenging myself to have every client stand during each session, as appropriate. Many of my clients were high fall risks and required maximum assistance to stand, however, it was important for their rehabilitation process to be able to stand. Most clients were thrilled to have someone help them to safely stand and get on their feet, and others were terrified. For those who had concerns and fear about standing, I would explain to them that they were ready, capable, in a safe environment, and would only reach their full potential if they took risks. After having these discussions, most clients would agree to stand and get up on their feet so they could maximize their level of progress at the facility. Without taking risks myself by having challenging clients stand and encouraging them to do the same, many clients may not have met their full potential and maximized their outcomes.
Taking risks is part of achieving progress and maximizing outcomes. This is important for OT practitioners to carry out ourselves, as well as something to encourage our clients to do. As an OT student, I took risks during my inpatient rehab rotation by challenging myself to have every client stand during each session, as appropriate. Many of my clients were high fall risks and required maximum assistance to stand, however, it was important for their rehabilitation process to be able to stand. Most clients were thrilled to have someone help them to safely stand and get on their feet, and others were terrified. For those who had concerns and fear about standing, I would explain to them that they were ready, capable, in a safe environment, and would only reach their full potential if they took risks. After having these discussions, most clients would agree to stand and get up on their feet so they could maximize their level of progress at the facility. Without taking risks myself by having challenging clients stand and encouraging them to do the same, many clients may not have met their full potential and maximized their outcomes.
4.9 Uses knowledge and information in an innovative way.
At the conclusion of my rotation at West TN Rehab Hospital, I was tasked with creating a project of my choice that could be left at the facility for future use. I chose to put together tools for clients who are cognitively impaired. I developed visual schedules for ADLs like brushing teeth and washing hands. I printed and laminated these schedules so they could be placed in clients’ rooms as needed.
I also put together activities that challenged simple executive function, sorting, and organization. These activities consisted of various pictures that could be placed in categories based on their qualities. For example, one set was separating kitchen items from bathroom items. Another set was pictures of “opposites” (fire and ice, up and down, etc.) that the client would pair together. Each picture had velcro on it so the client could place the image on the appropriate category sheet. Pictured below are images of the visual schedules I created and an example of a simple executive function activities.
At the conclusion of my rotation at West TN Rehab Hospital, I was tasked with creating a project of my choice that could be left at the facility for future use. I chose to put together tools for clients who are cognitively impaired. I developed visual schedules for ADLs like brushing teeth and washing hands. I printed and laminated these schedules so they could be placed in clients’ rooms as needed.
I also put together activities that challenged simple executive function, sorting, and organization. These activities consisted of various pictures that could be placed in categories based on their qualities. For example, one set was separating kitchen items from bathroom items. Another set was pictures of “opposites” (fire and ice, up and down, etc.) that the client would pair together. Each picture had velcro on it so the client could place the image on the appropriate category sheet. Pictured below are images of the visual schedules I created and an example of a simple executive function activities.
4.10 Empowers clients and team members.
Empowering clients is one of the biggest responsibilities of an OT. Our purpose is to provide clients with the skills and adaptations they need to succeed. During my rotation at West TN Rehab Hospital, I empowered clients by teaching them adaptive ways to perform self care tasks, educating them on how to safely transfer and ambulate in the home, and expressing my excitement when they conquer a new skill. By providing my clients with these skills, techniques, and education, as well as helping them feel proud of their accomplishments, they become confident in themselves. When we provide our OT services to clients, we help promote their independence and empower them to live their life to the fullest.
It is also important as an OT practitioner to empower our team members. One way I like to do this is by expressing my gratitude to others and acknowledging their efforts and impacts on others. I did this during both of my rotations by writing thoughtful, personal thank you notes to my fieldwork educators. I was blessed to have amazing fieldwork educators during my rotations, and I thanked them for sharing their knowledge with me, encouraging me to be the best OT I can be, and leading me by example. Pictured below is a photo of the card I wrote for my fieldwork educator at West TN rehab Hospital. She shared this photo to social media with the caption, "I don't own my own business. I don't make millions of dollars. I just do my best to pour into others and help them along the way. I was supposed to be teaching OT skills and my student expressed her gratitude for me giving her some wisdom for life experiences. Thanks Emma for being an amazing student and for being willing to learn and take my feedback."
Empowering clients is one of the biggest responsibilities of an OT. Our purpose is to provide clients with the skills and adaptations they need to succeed. During my rotation at West TN Rehab Hospital, I empowered clients by teaching them adaptive ways to perform self care tasks, educating them on how to safely transfer and ambulate in the home, and expressing my excitement when they conquer a new skill. By providing my clients with these skills, techniques, and education, as well as helping them feel proud of their accomplishments, they become confident in themselves. When we provide our OT services to clients, we help promote their independence and empower them to live their life to the fullest.
It is also important as an OT practitioner to empower our team members. One way I like to do this is by expressing my gratitude to others and acknowledging their efforts and impacts on others. I did this during both of my rotations by writing thoughtful, personal thank you notes to my fieldwork educators. I was blessed to have amazing fieldwork educators during my rotations, and I thanked them for sharing their knowledge with me, encouraging me to be the best OT I can be, and leading me by example. Pictured below is a photo of the card I wrote for my fieldwork educator at West TN rehab Hospital. She shared this photo to social media with the caption, "I don't own my own business. I don't make millions of dollars. I just do my best to pour into others and help them along the way. I was supposed to be teaching OT skills and my student expressed her gratitude for me giving her some wisdom for life experiences. Thanks Emma for being an amazing student and for being willing to learn and take my feedback."
4.11 Actively participates in leadership or supportive roles in local, state, and/or national associations.
As I began OT school in spring 2022, I became a student member of TNOTA. Throughout my graduate school career, I have maintained this membership and held a leadership role within TNOTA. In fall 2022 and spring 2023, I had the opportunity to serve as a West District Co-Chair for the Tennessee Occupational Therapy Association (TNOTA) where I would contact speakers for our district and plan quarterly meetings for TNOTA members to attend. Pictured below is an email from Dr. Zachry, the lead chair of the west-district, congratulating the co-chairs on receiving the position.
As I began OT school in spring 2022, I became a student member of TNOTA. Throughout my graduate school career, I have maintained this membership and held a leadership role within TNOTA. In fall 2022 and spring 2023, I had the opportunity to serve as a West District Co-Chair for the Tennessee Occupational Therapy Association (TNOTA) where I would contact speakers for our district and plan quarterly meetings for TNOTA members to attend. Pictured below is an email from Dr. Zachry, the lead chair of the west-district, congratulating the co-chairs on receiving the position.
4.12 Maintains values over self-promotion or profit.
When working with clients as an OT practitioner, it is common for practitioners to receive praise for clients’ recoveries and success. It is important to me to make sure the client knows they have succeeded by putting in the hard work. During fieldwork rotations, clients would thank me for "making them better." I didn't want to discredit the client for facing their challenges and overcoming them, so I would turn the credit back to them. I would tell them that as OT practitioners, we can give them the tools and support they need for success and recovery, but I did not help them for the purpose of self-promotion or profit. One of my favorite things about OT is being able to help people and watch them achieve their goals. When the client reaches their goals, I recognize their willingness and determination to gain new skills and reach their full potential.
When working with clients as an OT practitioner, it is common for practitioners to receive praise for clients’ recoveries and success. It is important to me to make sure the client knows they have succeeded by putting in the hard work. During fieldwork rotations, clients would thank me for "making them better." I didn't want to discredit the client for facing their challenges and overcoming them, so I would turn the credit back to them. I would tell them that as OT practitioners, we can give them the tools and support they need for success and recovery, but I did not help them for the purpose of self-promotion or profit. One of my favorite things about OT is being able to help people and watch them achieve their goals. When the client reaches their goals, I recognize their willingness and determination to gain new skills and reach their full potential.