The student will:

1. gather relevant information from the medical records and patient/family interviews as directed.
2. observe client performance during site specific screenings or evaluations and
   • in collaboration with the fieldwork educator, identify and prioritize client strengths and weaknesses which may impact occupational performance.
   • if direct observation is not available, the student can meet the objective by reviewing a completed evaluation
3. state and prioritize problem areas and skills (using the OT Practice Framework as a guide) based on evaluation results in preparation for short term goal development, in collaboration with the fieldwork educator.
4. under the supervision of the fieldwork educator, assist with portions of assessments and demonstrate performance on screening tools appropriate for the facility.
5. write short term goals directed at prioritized problems, in collaboration with the fieldwork educator.

The student will:

1. carry a caseload of three to five patients, under supervision of the fieldwork educator.
2. select interventions that address the identified goals, in collaboration with the fieldwork educator.
3. engage the client in treatment activities with the direct supervision of the fieldwork educator (as the student becomes more proficient, supervision should gradually decrease to line of sight supervision).
4. demonstrate clinical reasoning skills in both verbal and written form with regard to assigned clients on caseload.
5. incorporate the psychosocial aspect of intervention in all clients whether in developmental, mental health, home care or short/long term physical rehabilitation facilities.
6. identify and implement activity adaptations or environmental modifications, in collaboration with the fieldwork educator, that reflect the changing needs of the client.
7. develop or update short term goals, in collaboration with the fieldwork educator, based on observed client performance using the OT Practice Framework.

During treatment implementation, the student can be expected to demonstrate with proficiency, under the supervision of the fieldwork educator the following skills: standard precautions, proper greeting and introduction of activity to client, implementation of patient safety techniques, accurate goniometry measurements, accurate manual muscle testing, safe lifts and transfers, a variety of inhibitory/facilitory techniques such as brushing, vibration, use of vestibular equipment, effective positioning, variety of feeding techniques, demonstrate splinting principles and techniques (if required), application of knowledge of adaptive equipment, facilitation of group process techniques, instruct in ADLs, instruct in a variety of craft activities.

The student will:

1. utilize OT terminology that is consistent with OT Practice and the Occupational Therapy Practice Framework in both written and oral forms of communication.
2. consistently identify him/herself as an OTA Student from Austin Community College.
3. verbalize the role of occupational therapy (specific to the area of practice) and compare and contrast the responsibilities of an OTR with an OTA in the setting.
4. write facility specific documentation on every patient seen.

The student will present a case study or in-service based on a topic chosen in collaboration with the fieldwork educator (the presentation should include research of professional literature).

Based on his/her discretion, the fieldwork supervisor may also request that the student prepare additional assignments as needed to enhance his/her learning. This may include, but is not limited to, additional readings or a facility specific project.

The student will:

1. demonstrate active participation in the learning process.
2. demonstrate adherence to HIPAA regulations by maintaining client confidentiality.
3. demonstrate adherence to safety regulations, using sound judgment in regards to personal, environmental, and patient safety.
4. demonstrate adherence to the OT Standards of Practice, Occupational Therapy Code of Ethics, and OT Practice Framework while engaging in fieldwork activities.
5. demonstrate professional behaviors that are consistent with site (and academic institution) expectations
6. demonstrate appropriate interactions with clients, families, the fieldwork educator, and members of the interdisciplinary team.
7. demonstrate an active role in the supervisory process by giving, receiving, and responding to feedback in a professional manner.