Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                

HSH Eval

Download as pdf or txt
Download as pdf or txt
You are on page 1of 5

Touro University Nevada

Occupational Therapy
Evaluator:

Astrid Clemmons - Fieldwork Educator

Subject:

Danielle Goddard - Level I

Activity:

OCCT 651A

Site:

Horizon Specialty Hosipital of


Henderson

Evaluation Type:

Educator Evaluation of Level I Fieldwork Student

Completion
Date:

08/20/2014

Request Date:

08/09/2014

Period:

OCCT 651A - Summer 2014

Dates of
Activity:

07/28/2014 To 08/29/2014

Subject Participation
Dates:

07/28/2014 To 08/29/2014

Fieldwork Educator:

(Question1of7)

Astrid Clemmons OTR/L

Type of Fieldwork: (Specialty/Practice Area)


Selection

(Question2of7-Mandatory)

Option
1.1 In-Patient Acute
1.2 In-Patient Rehab

1.3 SNF/ Sub-Acute/ Acute Long-Term Care


1.4 General Rehab Outpatient
1.5 Outpatient Hands
1.6 Pediatric Hospital/Unit
1.7 Pediatric Hospital Outpatient
1.8 In-Patient Psych
2.1 Pediatric Community
2.2 Behavioral Health Community
2.3 Older Adult Community Living
2.4 Older Adult Day Program
2.5 Outpatient/hand private practice
2.6 Adult Day Program for DD
2.7 Home Health
2.8 Pediatric Outpatient Clinic
3.1 Early Intervention
3.2 School
Other (see below)

Other

(Question3of7)

If Other was selected for Type of Fieldwork, please specify:

Indicate the students level of performance using the scale provided


4 - Exceeds
Standards:

Frequently carries out tasks and activities that surpass requirements. At times, performance is
exceptional.

3 - Meets Standards: Carries out required tasks and activities. This rating represents good, solid performance and is
typically used more than all the other ratings.
2 - Below Standards: Opportunities for improvement exist; however, student has not demonstrated adequate response to
feedback. Work is occasionally unacceptable.
1 - Well Below
Standards:

Performance is weak in most required tasks and activities. Work is frequently unacceptable.

(Question4of7-Mandatory)
Exceeds
Meets
Below
Standards Standards Standards

Well
Below
Standards

N/A

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

Organization
Consider ability to set priorities, be
dependable, be organized, follow through
with responsibilities

Engagement in the Fieldwork


Experience
Consider the students apparent level of
interest, level of active participation while on
site; investment in individuals and treatment
outcomes; seeks ways to improve
self-performance; follows safety precautions

Self-Directed Learning
Consider ability to take responsibility for own
learning; demonstrate motivation; aware of
own strengths and areas for improvement

Reasoning/Problem Solving
Consider ability to use self-reflection,
willingness to ask questions; ability to
analyze, synthesize and interpret
information; understand the OT process;
demonstrates inquiry skills appropriate to the
students stage of education and training

Written Communication
Consider grammar, spelling, legibility,
successful completion of written
assignments, documentation skills

Initiative
Consider initiative, ability to seek and
acquire information from a variety of sources

Observation Skills
Consider ability to observe relevant
behaviors for performance areas and
performance components and to verbalize
perceptions and observations

Verbal Communication and


Interpersonal Skills
Consider ability to interact appropriately with
individuals (patients/clients/staff/ caregivers)
such as eye contact, empathy, limit setting,
respectfulness, use of authority;
degree/quality of verbal interactions; use of
body language and non-verbal
communication; exhibits confidence

Professional and Personal


Boundaries
Consider ability to recognize/handle
personal/professional frustrations; balance
personal/professional obligations; handle
responsibilities; work with others
cooperatively, considerately, effectively;
responsiveness to social cues; adheres to
AOTA Code of Ethics

Use of Professional Terminology


Consider ability to respect confidentiality;
appropriately apply professional terminology
(Practice Framework) in written and oral
communication

Attitude and Professional


Appearance
Consider ability to manage stressors in

Comments

Consider ability to manage stressors in


constructive ways; demonstrates flexibility as
required; follows program guidelines for
dress and hygiene

Time Management Skills


Consider ability to be prompt, arrive on time,
complete assignments on time

Participation in the Supervisory


Process
Consider ability to give, receive and respond
to feedback; seek guidance when necessary;
follow proper channels

4.0

>> X <

2.0

1.0

4.0

>> X <

2.0

1.0

>> X <

3.0

2.0

1.0

Dani was very


proactive in the
learning process and
was able to express
needs and personal
objectives of this
fieldwork experience
to the supervisor.

Student Learning Objectives for This Fieldwork Experience:


(Question5of7-Mandatory)
Date
Completed

Student
Learning Objectives

1.

7/31/2014

Select an assessment that was discussed in OCCT 635 or OCCT 645 that you feel would be
appropriate for your current Fieldwork setting. You may select an assessment that was reviewed
by your professor or by your peers during the HOT Sheet presentations. Discuss your rational as
to why this would be an appropriate assessment for your setting/population. Please review clinical
utility as part of your rational for selecting this particular assessment.

2.

8/3/2014

Choose a patient from your current Fieldwork setting and complete a brief occupational profile.
Based on the information gained from the occupational profile, develop a 90 minute intervention
plan that would address one of your client's needs or deficits. Your intervention plan should be
client centered and occupationally based.

3.

8/14/2014

"Perform a chart review, complete the initial evaluation, and document the eval, goals, and
treatment plan per facility procedure with FE support as needed.

Fieldwork Educator Comments:

(Question6of7)

Danielle was a great student and I enjoyed having her at my facility!

We have both reviewed the Educator Evaluation of Student, Student Evaluation of Educator, and Student Evaluation
of Facility. (Question7of7-Mandatory)
Selection Option
Yes
X
No

The purpose of a Level I Fieldwork experience is to provide an opportunity for exposure to occupational therapy intervention
and programming or, in the cases where no OT services are currently being provided, exposure to potential growth areas for
OT. We encourage as much hands on as possible and appropriate within each experience. It is expected that professional
behaviors are upheld in all settings.
Thank you for your participation in our program and your assistance in the educational process of our occupational therapy
students.
Please notify the Academic Clinical Coordinator immediately if this student is not performing to the facilities expectations for
Level I Fieldwork.
Ashley Fecht OTD, OTR / L
Academic Clinical Coordinator & Assistant Professor
(702) 777-4762 Office
(702) 370-1328 Cell
ashley.fecht@tun.touro.edu
(AdaptedfromColoradoStateUniversityLevelIStudentPerformanceEvaluation,PhiladelphiaRegionFieldworkConsortium,

(AdaptedfromColoradoStateUniversityLevelIStudentPerformanceEvaluation,PhiladelphiaRegionFieldworkConsortium,
WashingtonUniversitySchoolofMedicinePrograminOccupationalTherapy)

You might also like