CURRICULUM
Curriculum Design
Curricular Threads
The professional program is conceptualized as a confluence of five curricular threads: foundational
science, research skills, professional identity/leadership, clinical skills, and theory. Some of these
threads are emphasized at different points in the curriculum (i.e. foundational sciences occur in the first
year and clinical skills are more heavily emphasized in the last year).
Graphic by Katrina Veto
Class of 2008
Foundational Science forms the basis of scientific reasoning. Courses dealing with the structure and
function of the human body, how the body moves, and various medical conditions, form the building
blocks of understanding how occupational performance is affected by disease and developmental
delays. The rigorousness of these courses and the scientific reasoning used in them gives students a
solid foundation for learning and practicing the occupational therapy process and developing clinical
reasoning. These foundational science courses occur in the first year of the curriculum. Students are
then asked to apply foundational science concepts in other coursework, including fieldwork. Examples
include explain: the medical condition using foundational science concepts, the “science” behind
treatment interventions, and the validity of a new intervention based on the “science” of the proposed
mechanism of change.
Scholarly Practice Skills are needed to approach everyday occupational therapy practice with scholarly
rigor. Learning the skills and rigor of evidence-based practice (EBP) helps students develop professional
reasoning. An evidence-based practitioner has the tools to make ethical and effective evaluation and
intervention choices. A scholarly clinician is precise in administering evaluations, interpretation of data,
and documentation. The coursework in this thread includes content that helps student develop the
skills needed to be a scholarly occupational therapist. Evidence based applications are woven into other
courses, including fieldwork, to promote application of EBP concepts in different treatment contexts and
with different populations.
Professional Identity/Leadership is the thread that encompasses how students implement their skills
and knowledge as a student and a therapist. The coursework in this thread emphasizes collaborating in
teams, assuming leadership roles, internalizing a strong professional identity, demonstrating ability to
practice with minimal supervision, valuing life-long learning, serving as a person centered advocate for
the client and supporting/ promoting the profession of occupational therapy. Therapeutic use of self,
multicultural sensitivity and professional behaviors are strongly emphasized throughout the coursework
and all fieldwork experiences.
Clinical Skills include the knowledge and skills that occupational therapists use to make decisions at
each step of the occupational therapy process. Courses in this thread include focus on occupational
performance problems encountered by various populations in different practice settings (both current
and emerging) as well as assessment and intervention options.
Theory provides guides for understanding practice situations, considering assessment and intervention
options, selecting the intervention, timing and method of delivery. Occupational therapy theories are
applied in the clinical skills thread in context with populations and practice settings.
Scope of the Curriculum
Our mission, “to graduate entry level occupational therapist leaders who are committed to providing
excellent occupation-centered, person-centered, evidence-based occupational therapy based on
foundational science”, drives decisions about the scope of our curriculum. Based on the practice areas
of our graduates, we continue to conclude that the best preparation for our graduates is grounding in
foundational science, evidence based practice, and clinical knowledge and skills in mental health,
physical dysfunction, and pediatric settings. With continued professional development, UW-graduates
are prepared to work in emerging practice settings.
Curriculum Sequence
The overall sequence of courses was designed to steep the students with foundational science courses
early so these science concepts becomes the foundation for building each student’s occupational
therapy knowledge base. The first year also includes coursework on the building blocks of occupational
therapy practice: patient handling, ethics, and introduction to occupational therapy, activity analysis,
and group leadership.
The end of the first year and first semester of second year is focused on using the foundational science
and foundational occupational therapy building blocks to develop clinical skills with different
populations in different contexts. There are various points of integration throughout the curriculum
•
The critical analysis of practice courses (CAP) in the 3rd and 5th semester provide students with
the opportunity to integrate content from all courses taught in that semester using case
studies. The CAP 2 course, taught in the fall 2 semester uses data that students collect on their
physical dysfunction fieldwork in the summer as the basis of a case study that they develop
during the semester.
•
There is some sort of fieldwork experience in each semester of the program. Integrated
fieldwork experiences are designed to familiarize the students with a variety of different
intervention settings, reinforce course content by applying it to real-life settings, begin to build
clinical skills, and develop beginning professional behaviors. Level I Fieldwork is primarily
designed to give students exposure to a specific population in different intervention contexts
and to help the students continue to develop professional behaviors. Two of the Three Level 1
fieldwork experiences are full time for 1 week to give the student an immersion experience in an
occupational therapy setting. Since the population and contexts are different with each of the
level I experiences, we do not expect students to develop more proficient skills by the end of the
program. However, we do expect the students’ professional behaviors to develop over all of the
fieldwork experiences. The debriefing after the fieldwork I placements provides excellent
opportunities for integration between the clinic and the classroom.
•
Patient laboratories for children and adult clients are designed to give students the opportunity
to apply the entire occupational therapy process with one adult and one child. Students are
expected to demonstrate specific skills to a level of competency and continue growth in
professional behaviors. They are supervised (2 students to 1 clinician) and given extensive
feedback to help them develop competencies and to become comfortable accepting and
learning from feedback. The curricular threads (i.e. foundational science, theory, clinical skills,
scholarly practice, and professional identity/leadership) are integrated into the student’s
intervention plan for the client. Both of these laboratories are placed in the spring 3 semester
(last semester on campus) to aid in the transition from student to student therapist by having a
caseload of 2 clients.
•
The fieldwork II experiences at the end of the didactic content are designed for the student to
reach entry level competency in clinical knowledge and skills and professional behaviors. The
threads of the curriculum are integrated through assignments (i.e. case study, EBP project, and
observation/participation in leadership and advocacy experiences.
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Summer I
Nursing Home
Visit
OT 521:
Professional
Foundations
of Practice
Knowledge: Initial exposure to
Nursing home setting
•
•
•
•
Read charts
Interview client
Observation
Client handling techniques
Experience
designed,
supervised, and
graded by course
instructor
•
Assessment Administration
and scoring
Observation of child's and
adult's behavior and
responses on assessment
interview
Experience
designed,
supervised, and
graded by course
instructor
Fall I
Child Care
Center and
Nursing Home
Visit
OT 551
Applied
Assessment
Technical skills: basic
professional skills (observation,
interview, charts, patient
handling)
Clinical Writing: writes up
findings in an evaluation format.
Affective/Moral: interview a
resident
Habits of mind: self-reflection
on interview skills
Knowledge: knows
assessment tool, administers
assessment protocol outside of
classroom to typically
developing child and adult.
Context: manages time
effectively
Habits of Mind: recognizes
need for and adjust behavior
when necessary
Relationships: communicate
appropriately with children and
older adults; receive feedback
from faculty.
•
•
Evaluation
1
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Evaluation
Affective/Moral: demonstrate
caring respectful behavior
towards child and adult
Fall 1
Spring I
Nursing Home
Interview and
Activity Group
OT 531
Applied OPA
Adults with
Mental Illness in
community
residence
Fieldwork I (Part
OT 573
Mental
Illness
Fieldwork I
(Part One)
Knowledge: Activity Planning
and adaptation
Commitment to learning: selfdirected
Clinical writing: interview note
and group write up
Context: manage time/plan
ahead for activity in specific time
slot.
Relationships: with
peers/residents/TR staff.
Beginning advocacy for
Occupational Therapy: explain
purpose of therapy to a
population
Knowledge and Integration:
apply knowledge of conditions,
assessments, interviewing, and
interventions in community
mental health setting.
Implements a plan of care and
•
•
•
•
Interview a resident using
occupations based format.
Plan, implement and assess a
group activity based on
interview findings.
Experience
designed,
supervised, and
graded by course
instructor
Build rapport & establish
relationships
Interview residents and, plan
activity sessions x4 for an
individual and a group
Experience
designed by
course instructor.
Supervision by
course instructor
and/or adjunct
2
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
One)
(20 hrs. appx)
Course
Professional Behaviors
Learning Activities (Hands On)
modifies plan based on the
residents’ performance.
•
Develop Technical Skills: Use
of health literacy techniques with
this population, revamps
/redesigns plan in response to
resident needs and wishes, uses
FWE for guidance as needed.
Commitment to Learning:
Self-directed
Clinical writing: Writes initial
note and progress notes.
•
•
•
•
Administer basic cognitive
screening assessment
Observation skills
Plan, conduct & evaluate
activity groups
Evaluates FW I Experience
Supervisor Feedback
Evaluation
faculty. Final grade
entered by course
instructor.
Contexts: manages time in
sessions, comes prepared for
each FW I session.
Affective/Moral: Shows
respect, empathy, and caring for
residents. Upholds AOTA Code
of Ethics and Standards of Care
during FW-I experience
Habits of Mind: Aware of own
strengths, completes selfassessment of
strengths/weaknesses with this
3
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Evaluation
population. Discusses FW
performance with advisor.
Spring 1
Structured
Observation of
occupational
therapist and
clients in Mental
Health treatment
setting Fieldwork
I - Part Two (10
hrs. appx)
OT 573
Mental
Illness
Fieldwork I
(Part Two 2)
Advocacy for Profession:
Explains purpose of
occupational therapy to a
population unfamiliar with the
profession using appropriate
health literacy principles.
Relationships: Works on
building therapeutic
relationships. Communicates
with team members and
residents. Open to FWE’s
feedback, especially therapeutic
use of self.
Knowledge: generates
questions about role of
occupational therapy with mental
health population.
Commitment to Learning:
Self-directed interview with
occupational therapist and client.
Clinical Writing: Narrative or
SOAP
Relationships: manages self
effectively in mental health
setting with clients and staff.
•
•
•
•
1 day directed observation
reflection paper
Client and mental health
occupational therapist
interview to identify
occupational therapist's role in
mental health.
Occupational therapy theory,
and clinical practice in mental
health facility.
Experience
designed,
supervised and
graded by course
instructor (who is
also the AFWC)
4
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Spring 1
Ergonomic
OT 671
evaluation and
Physical
treatment session Dysfunction I
Summer 2
Physical
Dysfunction
Fieldwork I
(40 hours appx).
Course
OT 790
Physical
Dysfunction
Fieldwork I
Professional Behaviors
Learning Activities (Hands On)
Context: experience working
with a “real” person in a work
setting
Knowledge/technical skills:
Knowledge/technical skills:
Complete assessment and
recommendations, apply didactic
coursework to work context
Clinical Writing: writes up an
evaluation, and treatment note in
a SOAP format
Affective/Moral: interview and
intervention with a client
•
•
•
•
administer work evaluation
provide recommendations
write evaluation note
write treatment note
Experience
designed by
instructor.
Individual student
mentoring provided
regarding
interpreting results
and planning
treatment. Graded
by instructor. Site
visit not
supervised.
•
Build rapport with clients and
supervisor
Experience
designed by
course instructor.
Student evaluated
Advocacy for occupational
therapy and Client Advocacy:
promotes occupational therapy
on campus through participation
in ergonomic assessment, helps
clients advocate for changes in
workplace by providing
recommendations for needed
equipment.
Knowledge, Integration &
Context: observe role of
occupational therapy in physical
dysfunction settings
Evaluation
5
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Commitment to Learning:
advocates for own learning
during FW experience. Selfdirected to complete
assignments.
Technical Skills: beginning
assessment, intervention and
documentation skills for this
population. At minimum students
develop observation skills, and
as allowed by the site, may
participate in hands-on practice
of skills in the OT Process
(assessment, intervention
planning and implementation,
and documentation)
Relationships: participates in
the student FW supervisor
relationship, receives feedback
on FW performance from FW
supervisor.
Affective/Moral: considers the
needs of the client when
observing treatment sessions
(comfort being observed,
interacting with client etc.)
Demonstrates respect, empathy
and caring.. Upholds AOTA
Code of Ethics and Standards of
Care during FW-I experience.
•
•
•
•
assist with evaluation,
intervention plan and
implementation as
appropriate for setting
document case study
information
Evaluate FW I experience
Supervisor Feedback
Evaluation
by Fieldwork
Educator, Students
complete
evaluation of FW
experience, FW
orientation and
debriefing
conducted by
course instructor
and AFWC, final
grade by course
instructor
6
Occupational Therapy Program Fieldwork Program - Detail
Semester
Summer 2
Type of
Experience
Qualitative
Interview, Data
Analysis and
Synthesis.
Course
OT 760
Professional Behaviors
Learning Activities (Hands On)
Habits of Mind: completes a pre
and post reflection of
professional behaviors.
Discusses FW performance with
advisor.
Knowledge and Technical
•
Skills: continue development of
interviewing skills, begin
•
developing data collection skills.
Commitment to Learning:
•
Students must manage their
own time, seek out interviewees,
and find resources to complete
their project. Self- reflect on
own performance in class.
Context: as students apply
interview skills from the
classroom to the field, manage
their time to obtain needed
information from interviewees,
and come to class with data in
order to analyze as a class.
Relationships: Communicate
with interviewees, and work as a
team to complete the project.
Affective/Moral: Show respect
to interviewees, do not pass
judgment on ways of life that
Locate and interview people
from across the lifespan
Synthesize data from a
community to describe a
“profile” of that small town
identifying how occupations
emerge from values, meaning,
and context
Evaluation
Final product
evaluated by
instructor;
interview
experience
processed through
class discussion
and related to level
and quality of
obtained data;
supports Clinical
Skills Thread (Use
of Self), Scholarly
Practice Thread
(data collection
and reasoning),
and Leadership
Thread (working in
teams)
7
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Evaluation
may be new to them, and
conduct self professionally.
Fall 2
Home Evaluation
and recommendations
OT 630
Therapeutic
Adaptations
Habits of Mind: Demonstrates
curiosity about topic, recognize
own biases and feelings.
Reflects on success of project,
identifies strengths and
problems of the project, and
problem solves potential
solutions.
Knowledge/Technical skills:
Completes a home assessment
Commitment to Learning:
Choses own client based on
interests and desire to practice
specific evaluation. Selfdirected; no supervision during
assessment
Clinical Writing: Writes up
home assessment in SOAP note
format
Integrative: Develop
consultation skills using clinical
judgment and reasoning.
Context: Works with a client in
their home
•
•
Complete home assessment
and provide recommendations
Write an evaluation note
Experience
designed and
graded by
instructor. Home
evaluation is not
supervised.
8
Occupational Therapy Program Fieldwork Program - Detail
Semester
Fall 2
Fall 2
Type of
Experience
Interview of a
person with a
chronic condition
•
•
Course
OT 779
Applied
Psychosocial
OT 651
Play
Pediatrics I
Observation
&Assessment
Development
al
Assessment.
Professional Behaviors
Affective/Moral: Works with a
“real” person (not fellow
student). Demonstrates
empathy, respect, and caring.
Knowledge/Technical Skills:
build on interview skills, applies
didactic information to a
community- dwelling adult with a
chronic medical condition, builds
on documentation skills.
Integrative: Build on clinical
reasoning skills
Relationship: Demonstrates
respect, empathy, and caring for
client interviewed. Builds on
therapeutic use of self.
Technical Skills: Administer a
standardized tool, sustain
observation skills, and being
simultaneously playful and
scholarly as they interact with a
child. Build on assessment skills,
documentation and written
communication.
Learning Activities (Hands On)
•
•
•
•
•
•
•
•
Evaluation
Independently complete
interview
Document and present
findings to peers and instructor
Experience
designed by
instructor.
Interview paper
and presentation
graded by
instructor.
Interview not
supervised.
Students responsible for
finding child
Practice observation skills
Complete a play assessment
Complete a developmental
assessment
Document results in written
report.
Give and receive peer
feedback
Instructor designed
and graded;
students must selfreflect using
guided questions
as prompts.
9
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Evaluation
Integrative: Integrate
knowledge, test administration
principles, and clinical reasoning
with a typically developing child.
Commitment to Learning:
Find their own children to test,
organize their time outside of
class to complete the
assignment.
Context: Work with a client in
their natural context, and apply
didactic knowledge and skills to
a community context (home,
school, etc.)
Relationships: Practice
communication when working
with the client and family, and
partner.
Affective/Moral, Demonstrate
respect for the client and the
client’s values, and abstain from
judgment.
Habits of Mind: Self-reflect on
performance, and identify any
beliefs that may have interfered
with the administration of the
tool and/or their final reports.
10
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Winter
Term 2
Pediatric
Fieldwork II – 40
hours
OT 791
Pediatrics
Fieldwork I
Knowledge: Identify
adaptation, clinical reasoning in
action, and therapeutic use of
self by the clinician
•
•
Technical Skills: observe role
of occupational therapy in
pediatric settings, beginning
assessment, intervention and
documentation skills for this
population. Practice evaluation,
reasoning, therapeutic use of
self, etc., with children. Continue
developing therapeutic
relationships.
Integrative: Identify instances
of reasoning, and apply
knowledge taught in Peds I, OT
651, Fall semester.
Commitment to Learning,
Complete Fieldwork I
assignment with reflection and
depth.
Habits of Mind: Reflect on own
behaviors & performance in the
setting
Context, Apply didactic
knowledge in a pediatric setting.
•
•
•
•
•
Practice observation skills
Participate in evaluation,
intervention planning and
implementation as appropriate
for setting
Document reasoning in action,
Identify and reflect on
therapeutic use of self as
observed in clinician and self.
Identify professional
reasoning, with accompanying
theoretical foundations
Evaluate Fieldwork I
experience
Supervisor feedback
Evaluation
Experience
designed by
course instructor.
Student evaluated
by Fieldwork
Educator (FWE)
Orientation and
debriefing by
course instructor
and AFWC
Final grade
entered by course
instructor
11
Occupational Therapy Program Fieldwork Program - Detail
Semester
Spring 2
Type of
Experience
Adult Lab
Course
Professional Behaviors
Relationships: Interact with
children and clinician
supervisors
Affective/Moral: Respond to
children/clients and their
supervisor
OT 785 Adult Knowledge & technical skills:
Clinical
Completes the occupational
Practice and therapy process with a client.
OT 786 Adult Integrative: Incorporate basic
Clinical
science, evidence, and theory as
Practice
they develop evaluation and
Applied
treatment plans for client.
Commitment to learning:
Develops treatment plans is selfdirected, seeks out own learning
to develop these plans.
Clinical writing: Completes all
forms of documentation in the
occupational therapy process evaluation, treatment plan,
treatment notes, home
evaluation, and discharge
summary.
Context: Uses classroom/
“clinic” as intervention context,
completes home or community
assessment.
Learning Activities (Hands On)
•
•
•
•
•
•
•
•
•
•
•
•
Observation
Communication with client and
family
Therapeutic use of self
Administer assessments
Intervention planning
Intervention implementation
Documentation
Evidence based practice
Outcome measures
Professional behaviors
Present patient in “rounds”
Supervisor and peer feedback
Evaluation
Experience
designed by
course instructor.
Overall experience
monitored by
course instructor
Students
supervised by
adjunct instructors
under guidance of
course instructor
Final grade
entered by course
instructor
12
Occupational Therapy Program Fieldwork Program - Detail
Semester
Spring 2
Type of
Experience
Pediatrics Lab
Course
OT 741
Applied
Pediatrics
Professional Behaviors
Relationships: Receives direct
supervision and feedback from
instructor. Discusses
performance with advisor.
Habits of mind: completes selfreflection after each treatment
session.
Affective/moral: considers the
client's needs throughout the
process. Demonstrates
empathy, respect and caring.
Clinical Skills: Implements
aspects of the occupational
therapy process with single child
under supervision (in pairs).
Knowledge: Apply classroom
knowledge in a real life situation,
problem solve evaluation and
intervention implementation
activities.
Technical Skills: Apply the
occupational therapy process,
practice test administration, write
reports, plan and implement
interventions.
Integrative: Use clinical
reasoning in intervention
planning and implementation,
Learning Activities (Hands On)
•
•
•
•
•
•
•
•
•
•
•
Observation
Communication with client and
family
Therapeutic use of self
Assessment
Intervention planning
Intervention implementation
Documentation
Evidence based practice
Outcome measures
Professional behaviors
Supervisor and Peer feedback
Evaluation
Experience
designed by
course instructor.
Overall experience
monitored by
course instructor.
Students
supervised by
adjunct instructors
under guidance of
course instructor.
Final grade
entered by course
instructor.
13
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Evaluation
and documentation (report and
daily notes)
Commitment to Learning,
Seek out new knowledge that
was not explicit in coursework,
self-directed
Context: Practice with child in
clinic and home, manage
schedule in relation to the
family’s needs.
Relationships, Practice
communication with the family
and client, receive direct
feedback from mentors,
Habits of Mind: Debrief each
session, and identify what
worked and what didn’t. Adapt to
the client’s schedule and lab
schedule.
Affective/Moral, Practice
acceptance of clients’ values
that may be different than their
own, Show respect for their
partner and their mentor.
Demonstrate empathy, caring,
and respect for child and family.
14
Occupational Therapy Program Fieldwork Program - Detail
Semester
Type of
Experience
Course
Professional Behaviors
Learning Activities (Hands On)
Summer 3
Fall 3
Fieldwork II
OT 795
See FWPE for specifics
professional behaviors
expected.
•
•
•
•
•
•
•
•
•
•
•
•
Additional Learning Activities
beyond FW II objectives at
site:
Case study
EBP in-service
D2-L discussion boards to
include:
Leadership
abilities/opportunities
Occupational therapy
Promotion and advocacy
Use of occupation in clinical
site
Experiences developing
cultural competencies
Psychosocial factors
Student evaluates FW
experience
Supervisor Feedback
AFWC feedback
Evaluation
FW Objectives
designed by site
and program.
Additional
objectives/assignm
ents designed by
program. AFWC
supervises, and
grades all FW II
assignments
required by the
program.
AFWC determines
and enters the final
grade.
15
Promote Clinical Reasoning
C.1.11
Concept
Clinical
Reasoning &
Reflective
Practice
OT 795
Objective
Number
on
Syllabus
2.c
Ethical Practice 3.0
Professionalism 1.a and 1.c
Student
Reflections
D2-L Discussion
Question 3: How
has your clinical
experience helped
you develop your
clinical judgment
& reasoning?
D2-L Discussion
Question 4:
Review the AOTA
Ethics Document.
Given your current
experiences in
fieldwork II, give
an example of
how ethical
decision making is
seen on fieldwork
II.
Student
Evaluation of
Fieldwork
Experience
(SEFWE)
K: Academic
preparation: 10
(Professional
Behavior)
Student
Learning
Outcomes
Assessment
Plan
3.0 (100%
score 3 or
better on
FWPE items)
Assessment
Measure
and
Benchmark
Results
FWPE Item
2: 4 & 5
2011 – 100%
2012 – 100%
2013 – 100%
2014 – 100%
4.1 (100%
score 3 or
better on
FWPE ethics
items)
FWPE (Item
I: 1,2,&3)
2015 – currently
in FW II
2011 – 100%
2012 – 99%
2013 – 99%
2014 – 100$
2015 – currently
in FW II
4.2 (100%
score 3 or
better on
FWPE
professional
behaviors
items
FWPE
(Section 7:36
– 42)
2011 – 99%
2012 – 99%
2013 – 100%
2014 – 100%
2015 – currently
in FW II
1
University of Wisconsin – La Crosse
Occupational Therapy Program
Professional Behaviors Threaded in the Curriculum
Semester
Summer I
Course
Introduction to Occupational Therapy
Foundations of Practice
Fall I
Group Dynamics
Learning Activities
Exposure to Therapeutic Modes
used to develop rapport/trust when
working with clients.
Self-Reflection Journaling
Assignments (4 Total)
Class Participation is graded
Client Interviewing and
communication techniques
introduced. First attempt at
interview in a skilled nursing
facility
Students required to complete
written documentation of interview.
(SOAP format)
Complete Thomas Kidman Conflict
Mode Instrument and Meyers
Briggs Type Indicator. OTS write a
comprehensive paper assessing
their professional behaviors,
conflict and personality types.
Paper is sent with permission of
the OTS to their faculty advisor.
This information is used as a way
to begin the Pro Advising Process.
Notes
2
Semester
Course
Human Movement
BioMechanics
Applied Assessment
FIRST FACULTY ADVISING
Learning Activities
Notes
OTS are responsible for leading 2
groups. Self-Critique is required.
Also peer critiques are required.
Critiques are given verbally and
written by all OTS and instructor.
OTS written communication
assessed through short quizzes.
OTS are challenged to think more
broadly and integrate knowledge
on a deeper level to help facilitate
learning within graduate school
Introduction to Practical Exams.
Professional behaviors of verbal
communication and observation
are addressed. OTS given verbal
feedback on skills.
OTS given feedback on
professional behaviors in regard to
the development of a therapeutic
relationship.
Areas of Concern/Possible
Review Student’s Professional
Talking Points
Development Form and
Professional Development Paper
(completed in Group Dynamics)
OTS complete Self- Assessment
of Professional Behaviors Form.
Faculty advisor explains advising
process and professional
development. Explain
professional behaviors on FW-I
will be discussed in these advising
meetings.
3
Semester
Course
Learning Activities
Notes
Spring I
FW I: Mental Illness
OTS evaluated using the FW I
Evaluation Form. During FW,
students complete a journal and
D2L discussions which focus on
communication skills, therapeutic
relationships, ethics , reflective
practice/clinical reasoning and
areas of concern for the mental
health population.
See FW I form for details
Research II
OTS sets 1-2 professional
development goals for semester
Self-Evaluates progress at end of
semester. Instructor Feedback
OTS work in small groups to solve
case studies (PBL format) Receive
feedback from peers and instructor
on their interpersonal
skills/participation.
Lab Practical Exams: Now with
Stronger emphasis on written and
verbal communication with
patients. Instructor feedback
provided. Hands on Job site
Critical Analysis of Practice I(CAPI)
Physical Disabilities I
Check the follow areas: academic
performance, introduce the
concept of a professional portfolio,
work load demands, how settling
in to grad school, advisor/OTS get
to know each other.
4
Semester
Course
Second Faculty Advising Session
Learning Activities
Notes
See FW I Form
evaluations completed with
volunteers from UWL campus.
Written documentation practiced.
Areas of Concern/Possible
Talking Points
FW I Mental Experience
Academic Concerns
Review of Self-Assessment
Student Reestablished goals
Graduate School Demands
SOTA Involvement
Professional Organization
Involvement
FW II?
Summer II
FW I: Adult Physical Disabilities
FW I Form Used to Evaluate
Professional Behaviors
Fall II
Third Faculty Advising
Areas of Concern/Possible
Talking Points
FW I experience in Adult Phy Dis
Academic Concerns
Review of Self-Assessment of Pro
Behaviors Form-reset goals
Involvement in Professional
Organizations (AOTA, WOTA)
Advocacy for Profession
Professional Portfolio
Development
SOTA involvement
FW II Affiliations—what need to
know
5
Semester
Course
Physical Disabilities II
Older Adult
Assistive Technology
Evidence Based Practice
Pediatrics II
CAP II
FW I: Pediatrics
Applied Psychosocial
Learning Activities
Future growth areas: other
professional interests, research
interests, pursuit of a PhD or
OTD?
See Phy Dis I
Documentation for
Medicare/Insurance
OTS complete a home
assessment with a client.
Interacts with both care givers and
clients. Documentation of
assessment is required.
Set professional development
goals as part of the course grade.
Final grade is based on student
self- assessment and instructor
assessment. Participation is
graded.
Emphasis on Client Advocacy and
continued writing skills
OTS are required to complete a
oral case study presentation.
Receive feedback from instructor
and peers.
See FW I Evaluation Form for
details.
OTS demonstrate and receive
feedback on professional
behaviors necessary to develop a
therapeutic relationship (active
listening, developing rapport,
repairing empathetic breaks,
Notes
6
Semester
Course
Learning Activities
Spring II
Fieldwork Seminar
OTS Revisit initial SelfAssessment of Professional
Behaviors and paper for Fall I.
OTS reflects on their progress and
development of skills while in the
OT program. OTS brings this
information to FW II and shares
with Fieldwork Educators on site.
OTS set goals for FW II.
Fourth and Final Faculty Advising Session
Final Self-Assessment of
See FW II Personal Data sheet
Professional Behaviors
FWI Experience in Pediatrics
Discuss goals for FW II
Begin to discuss transition to FW II
Identify areas needing attention
before leaving UWL.
Discuss FW II expectations,
independent learning, lifelong
learning, student supervision.
Interaction skills, reasoning in
action, professional behaviors,
continued documentation/writing
abilities, review of competencies
Feedback on Oral Presentation
and the development of a
Wellness Program
Pediatric II Lab
Wellness
managing difficult behaviors,
group leadership/group work/class
participation)
Notes
7
Semester
Course
Adult Lab
Applied Writing
Summer and
Fall III
FW II: Summer and Fall
Learning Activities
Interaction skills and professional
behaviors when working with
clients. Instructor feedback on all
professional behaviors and writing
skills.
OTS demonstrate their ability to
receive feedback from peers and
faculty on professional writing.
Notes
D2L Discussions on use of self,
See FWPE, Mid Term Site
ethical dilemmas, clinical
Evaluation Form, D2L questions.
reasoning. Receive formal Mid
Term Evaluation from Clinical Site.
UWL AFWC conducts site visit to
review the evaluation and to
identify concerns/problems the
OTS might be having. Learning
Contracts designed as needed.
University of Wisconsin-La Crosse Occupational Therapy Program
Self -Assessment of Professional Behaviors
The Occupational Therapy Program Director and faculty advisors value and encourage a student therapist’s development of his/her own
professional identity. Professional identity is developed, in part through the self- reflection of your own professional behaviors, motivations and actions. This selfreflection along with feedback from mentors, may lead to the development of an action plan which will foster the development of quality professional behaviors. The
professional behaviors and values listed below are consistent with our occupational therapy curriculum, current licensure laws, code of ethics, and standards of
practice which guide the practice of occupational therapy.
Underdeveloped skill (0-2)
Performance underdeveloped; needs
to improve on skills and behaviors
Emerging skills (3-5)
Required skills and behaviors are
developing but a bit inconsistent,
continues to need more work to
become proficient
Proficient (6-8)
Consistent solid performance
Professional Behavior
Knowledge: Core knowledge base, able to apply knowledge in real world situations,
can use tacit knowledge and personal experiences appropriately, able to use
abstract problem solving, generates questions to promote learning, uses resources
to foster learning.
Commitment to Learning: Learning is self-directed, seeks out and is interested in
finding new knowledge, recognizes gaps in knowledge, able to learn from
experiences, comes prepared to learn for all classes.
Technical Skills: Uses all aspects of the Occupational Therapy Framework:
Domain and Process throughout the implementation of occupational therapy,
anticipates client’s needs, adheres to safety policies and procedures, teaches others
(ie, clients) effectively, using health literacy skills, asks for assistance and
clarification when needed.
Communication – Writing
• Clinical Writing: Effectively documents, using a variety of formats in labs
and also on FW I when required.
• Academic: Writes clearly, for varied audiences, using good technical writing
skills, including reasoning/logical sequences
Score
Description
Exceptional skills (9-10)
Surpass all requirements. Exceptional
performance.
Integrative: Incorporates scientific principles, uses clinical judgment
Uses clinical reasoning strategies appropriately. Links academic and clinical knowledge
effectively across disciplines. Manages uncertainty.
Context: Can transfer and generalize skills from one situation to another, adjusts
behavior to meet the contextual needs, uses and manages time efficiently and
effectively, comes prepared for class and group work, acts proactively, plans ahead.
Able to anticipate a need for change and implement a plan of action.
Relationships: Communicates effectively with peers, professors, clinicians. ( e.g.
written and oral), meets interpersonal commitments, gives and receives feedback
effectively, takes personal responsibility for actions, handles conflict effectively,
manages teamwork by contributing fair share to group efforts, teaches others
effectively, alters behaviors, when needed, in response to feedback
Affective/Moral: able to tolerate ambiguity, shows respect for peers and clients,
responsive to client’s needs, is empathetic. Adheres to AOTA Codes of Ethics, UWL
Policies and Procedures, procedures of FW facilities, professional codes and standards
of practice. Emotional Intelligence: ability to perceive, control, and evaluate
emotions. http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm
Habits of Mind: Definition: habits of mind are those habits that allow the practitioner to
be attentive, curious, self-aware and willing to recognize errors. These are very difficult
to objectify but make for good practice. (Epstein, 2007).
Aware of own strengths/challenges, attentiveness, critical curiosity, recognition of and
response to own cognitive and emotional bias, demonstrates willingness to
acknowledge and correct errors, manages and adapts to change effectively (flexibility),
aware of own feelings and how this may influence judgment/reasoning.
Advocacy for Occupational Therapy and Patient Advocacy: Involvement and
investment in professional organizations: SOTA, AOTA, WOTA. Promotes
Occupational Therapy Profession. Supports and demonstrates ways to advocate for
patient groups, underserved populations.
Wellness :Identifies methods/plan for personal health and wellness
List your Strengths:
List your Challenges:
Write three goals you hope to achieve in the semester
1.
Describe how you will achieve each goal ---PLAN
2.
3.
Student Signature:____________________________________________ Date:_______________________________
Academic Advisor Signature: __________________________________Date:_______________________________
NOTE: Bring this form to ALL of your advising sessions. At each session, be prepared to:
Describe how you have achieved (or not achieved) your goals
Establish new or reformat your goals in order to accomplish your goals.
References:
• Rubric was adapted from the University of California- San Jose, Pam Richardson
• Epstein, R.M., MD Hundert, E. Defining and assessing professional competencies, JAMA, 2002: 287 (2): 226-235.
UW-L Occupational Therapy Program
Fieldwork Program Overview
Fieldwork is defined as a student face to face interaction with a client. It may take place in the client’s home,
workplace, therapy setting, or in our laboratories.
Since the faculty believe in the effectiveness of hands-on learning, The UW-L Occupational Therapy Program has a
fieldwork experience in every semester of the program. These experiences are summarized below.
·
·
·
·
1) Integrated fieldwork experiences
• The purpose of these experiences is to gain exposure to different intervention contexts,
reinforce course content by applying it in real-life settings, and begin to build skills and
professional behaviors. These are generally organized and directed by faculty.
2) Three Fieldwork I experiences
• Connected with each of the major content areas in the program (mental health, physical
dysfunction, and pediatrics).
• Primary purpose of Fieldwork I is development of student’s professional behaviors.
• Students continue to be exposed to different intervention contexts and identify the role of
OT in those settings
• Students continue to build knowledge and technical skills
• Organized by faculty and AFWC; directed/evaluated by OTR or COTA
3) Patient Laboratories for children and adult clients
• Primary purpose is to apply the entire occupational therapy process with a single client.
• Organized by faculty; supervised and graded in a 1:2 ratio by core and adjunct faculty;
extensive individual feedback given on professional behaviors, technical skills, and
implementation of OT process
• Demonstrate technical skills to a basic level of competency
• Continued development of professional behaviors
• Integrate curricular threads while applying the occupational therapy process
o Basic science
o Theory
o Clinical Skills
o Scholarly Practice (outcome measures & collecting evidence in an intervention
session)
4) Two Fieldwork II experiences at the end of the curriculum
• Apply didactic knowledge in two clinical settings to entry level competency in knowledge,
technical skills, and professional behaviors.
• Experience designed by AFWC and FWE, supervised and graded by FWE, assignments
graded by AFWC, final grade entered by AFWC.
• Integrate threads of the curriculum
o Case study assignment (basic science, theory, clinical, scholarship skills)
o EBP project (scholarship skills)
o Reflection on student’s experiences in observation/participation in leadership,
advocacy, and promotion of occupational therapy (leadership, advocacy)
Progression through the Curriculum
The occupational therapy curriculum has been designed to be completed in a sequential fashion.
Courses Coursework during each semester is inter-related, thus courses are taught in sequence and only
one time per year. Students must complete all coursework within each given semester and remain in good
academic standing in order to progress to the next semester coursework. See curriculum grid for sequence
of courses. Students are advised that dropping a course will result in a delay in completion of the
program and additional tuition.
Semester The occupational therapy curriculum is sequential. Each semester’s coursework builds on
material from the previous semester. Students must complete each semester in sequence and in good
academic standing. Although students on academic probation are not in good academic standing, they are
allowed to progress to the next semester after being put on probation. It is during this probationary
semester that students have the opportunity to raise their grades. Failure to demonstrate the mandatory
professional behaviors (p. 27) will either delay progression or result in dismissal from the program.
Fieldwork II Students must have completed all the academic course work and be in good academic
standing to progress to level II fieldwork.
Graduation Students must successfully complete the academic and fieldwork portions of the curriculum to
qualify for graduation. After graduation, students are eligible to sit for the NBCOT certification examination
and then state licensure examinations.
Excerpt from the class of 2016 Occupational Therapy Student Manual, Academic Policies, page 43
Retrieved June 23, 2015
from: http://www.uwlax.edu/uploadedFiles/Academics/Graduate_Programs/Occupational_Therapy/6%20%20Academics(1).pdf
Class of 2016
FW I and FW II Orientation Meeting
September 30, 2014
Objectives for FW Meeting
To understand the various types of FW
experiences, both Level I and Level II
 To understand the selection process for
both FW I and FW II

Overview of FW I

Designed to provide students an
opportunity to participate in the OT
process first hand
Practice interview skills
Improve observation skills
Practice Professional Behaviors in a clinical
setting including Intentional Relationships
Understand the role of the OT
Begin preliminary assessment and
intervention skills
UWL FW I Program

Includes three separate and unique
experiences:
◦ Mental Health—Spring I
◦ Adult Phy Dis----Summer II
◦ Pediatrics-----Winter Term II
FW I Mental Illness: Part I

Purpose of FW I Mental Illness (OT 573)
◦ Practice observing, interviewing, and
establishing/implementing intervention plans
for a MH population in a non traditional
setting.
◦ Each lab will meet for 4 sessions at the FW
site over the course of the semester, (SAT
may also be included)
◦ Location: Mosher Home, Dresbach, MN
FW I Mental Illness: Part II
Students will observe OT services in a
mental health setting, hospital or out
patient based
 Students sign up Observations ONE FRI.
during the spring semester. (additional
days are optional)
 Locations: Minneapolis, Madison,
Milwaukee, LaCrosse, EauClaire, Chicago

FW I: Adult Phy. Dis. (OT 790)
Students will be placed in an Out Patient
or In Patient physical disabilities setting
 J Temple, Course Instructor, provides
students with syllabus, learning objectives,
assignments, etc. D2L Discussions
 Locations: Refer to file folders in FW
room
 JT will ask you to complete a location/site
preference sheet for this experience.

FW I: Adult Phy Dis. Cont.
Dates: Summer 2. ONE 40 hour week at
site. Select ONE WEEK in July.
 Note: When checking folders for
placements, talk to Joan for more
options==may be limited due to:

◦ Contracts, investment of facility to begin new
contract for one student, sites interest in FW
I
Options--Examples






Students may decide leave area for FW I.
Shannon Medical Center: SanAngelo,
Texas—offers free housing for OTS
interested in this FW experience. Example:
Madonna Rehab, Omaha, Nebraska
Rancho Los Amigos, Downey, CA
Billings, Montana
Student is committed to site once selected.
FW I: Pediatrics OT 791)
Students are placed in a variety of
settings: including: schools, hospitals (in
or out patient), private practice
 Deborah Dougherty is the instructor
 Syllabus will be provided
 Locations: all over the state or out of
state
 Options same as Adult Phys Dis slides

FW I: Pediatrics
ONE 40 hour week over Winter Break
OTS may also opt for an out of the Mid
West experience.

FW II
TWO, 12 week full time experiences
 Summer and Fall of 2016—Final
Semesters!
 Must choose two different areas

◦ Example: Cannot select two peds, two out
patient, two rehabs, etc.
◦ Why? You want a broad base of skill, NBCOT
exam, marketability, well rounded clinician
◦ Few experiences as an OTS, need to expand
interest/learning
How do I know what to do?

Look at FW folders
◦ Look at the SEFWE and FW data sheets
Talk to professors
 Talk to second year OTS
 Network with alums

What if I don’t know what I want?
Not a problem
 Take a leap of faith
 Get a broad base of experience
 Talk to your advisor or Joan

Early Decision List
See Handout
 Some OTS know what they want now or
have a sense that they want to go _____
 Put request in writing

How long to I have to make my
decision?
I will ask you to submit your final requests
in March 2014
Last minute changes last day of class in May,
2014 at the latest. Why?
OT is a varied Profession
You won’t see everything on FW IIGuaranteed
 You won’t be destined to work in only
ONE area of OT because of your FW II
experience for the rest of you career
 Consider what you think you want out of
the experience, then where you can find
it.

Site Availability
Tough Times, getting harder
 Minneapolis/Milwaukee/Madison are very
difficult
 More flexible you are with your location,
interests, better for you in the long run.

Should I contact the sites directly?
The AFWC should be the only one
contacting the sites. Why?
 Travel as the main reason for your
decision?

◦ Not the best way idea in my experience
◦ FW II is time consuming, may not be able to
appreciate the area.
Types of OT Facilities









Acute Care Hospital
In patient Rehab either free standing or unit
in a hospital
Facilities for people with Dev Disabilities
Out Patient Therapy Clinics-hand therapy,
ortho or neuro
Pediatric Hospitals
Pediatric private practice
Pediatric school district
Mental Health in patient/out patient
Military Hospitals/VAs
Types of OT Facilities
Free standing Rehab Hospitals
 Skilled Nursing Homes
 Sub Acute Units of a hospital
 Work Hardening (hard to find
placements)

Upcoming Meetings:
FW I Mental Illness Meeting: Held in
December, 2014. Lab schedules will be
finalized, OTS selection list for
Observation will be posted.
 Early Spring Semester: Meeting to
discuss FW I choices for Adult Phy Dis,
Summer 2, and Peds, Winter Break II
 What questions do you have?

My Advise