Course Syllabus
Course Number: OTHA 2260
Course Name: Clinical I (Pediatrics)
Revised: 1-2013
Hours: Site specific
Semester Credit Hours: 2
Lecture Hours per week: 0
Lab Hours per week: 128
Contact Hours per Semester: 64
Prerequisites: All previous OTHA classes
Co-Requisite: OTHA 1341
Instructor’s Office Location and Phone Number: Jeani Battershell, COTA, HSC Rm#144,
903-694-4000
E-mail Address: jbattershell@panola.edu
Course Description: A health-related work-based learning experience that enables the student
to apply specialized occupational theory, skills and concepts. Direct supervision is provided by
the clinical professional.
Purpose and Goals of the Course: As outlined in the learning plan, the student will apply the
theory, concepts, and skills involving specialized materials, tools, equipment, procedures,
regulations, laws, and interactions within and among political, economic, environmental, social
and legal systems associated with the delivery of OT services at the clinical site; demonstrate
legal and ethical behavior, safety practices, interpersonal and teamwork skills, and appropriate
written and verbal communication skills using industry terminology. (Workforce Education
Manual, 2012-2013)
Course’s Relationship to Curriculum:
This course provides students an opportunity to synthesize and integrate didactic information
from OTHA 1341 and OTHA 1315. Clinical reasoning skill development focusing on community
based pediatric service provision is the intent and focus of this course. Students acquire 128
hours of direct hands on service learning projects, observations and clinical reasoning question
scenarios. Using both Canvas and in class discussion formats, students are guided to compare
and contrast typical/atypical client factors that affect development patterns, develop a better
understanding of how pathology and environment can affect occupational performance and
practice documentation skills.
Assignments
Clinical Assignments
Clinical Reasoning and Knowledge Assessments
Note 1: No scores will be rounded.
Weight
60%
40%
Grading Scale
% Score
90-100
80-89
75-79
60-74
Below 60
Letter Grade
A
B
C
D
F
Note 2: All rules and regulations printed in the College catalog, The Pathfinder and the OTA
Student Policy Manual will be reinforced throughout this course.
Note 3: The OTA Program will not tolerate any form of academic dishonesty as defined in The
Pathfinder or unethical behaviors as defined in the OTA Program’s Student Policy Manual. Any
student participating in academic dishonesty or unethical behaviors of any type will receive a
zero (0) on the assignment or exam and may be subject to further disciplinary action.
Student Responsibilities
1. Students are expected to show respect for fellow classmates and instructors by being
punctual for all class periods.
2. Students should complete all reading assignments and or lab assignments prior to class.
3. Students are expected to participate actively in class discussions and experiences.
It is the student’s responsibility to consistently monitor the class process through the use
4.
of the online learning management system. Students are expected to print out all course
materials prior to the class date listed on the learning management system. Given this
expectation, the student should maintain access to a reliable computer system to remain
in good standing in the course.
5. Students should notify the instructor in advance if unable to take a scheduled examination.
If not, unexcused absence will result and the student will receive a zero for the exam. A
makeup test will not be given in this circumstance.
6. Students are responsible for all materials missed due to absences.
7. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case
of an absence.
Students
are expected to turn in completed assignments on time. The course instructor
8.
may extend the deadline if notified of extenuating circumstances prior to the due date.
Students can expect a 20 point deduction for every day it is late.
9. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case
of an absence.
Students
are expected to accept constructive feedback and modify behavior as
10.
appropriate.
11. When interacting with peers, College staff and faculty, students are expected to be
positive, sensitive, considerate, polite and tolerant.
For
specific conduct and behavior expectations, refer to the OTA Program Student Policy
12.
Manual.
Attendance:
Any student who does not come to class (all or in part) and does not call Mickie Cash, OTA
department secretary in advance will lose 5 points from his/her overall COURSE grade per
occurrence. For example, if you have a 93% average at the end of the semester and you failed
to report one absence or arrived at class late without reporting, your average will be adjusted to
an 88% which would cause you to earn a “B” for the course. If Mickie does not answer, please
leave a message as a last resort. It’s simple common courtesy—call if you are going to be late
or absent. When a student arrives late or leaves early, for any reason, it is considered a tardy.
Three tardies equates to one absence. Because of the experiential nature of OTA education,
attendance is required to master the course objectives. If a student is absent for more than
11% of the course hours, the instructor may withdraw the student from the course.
If any student in this class has special classroom or testing needs because of a physical,
learning, or emotional condition, please contact ADA Counselor in the Administration Building,
OTHA 2260– Clinical I – Revised 11/12
Page 2
telephone 903-693-1123 to make arrangements for any required accommodations within the
first seven days of the semester. Withdrawing from a course is the student’s responsibility. If
you do not withdraw yourself, you will receive an F on your transcript for this course.
After studying the material presented in the texts, lecture, laboratory, Canvas assignments, and
other resources, the student should be able to complete all learning objectives listed below with
a minimum competency of 75%.
Learning Objectives:
1. Demonstrate oral and written communication skills. B.1.1
2. Demonstrate competence in basic computer use, including the ability to use databases
and search engines to access information, word processing for writing, and presentation
software (e.g., PowerPoint). B.1.3.
3. Assist with the development of occupation-based intervention plans and strategies
(including goals and methods to achieve them) based on the stated needs of the client
as well as data gathered during the evaluation process in collaboration with the client
and others. Intervention plans and strategies must be culturally relevant, reflective of
current occupational therapy practice, and based on available evidence. Interventions
address the following components:
• The occupational profile, including participation in activities that are meaningful
and necessary for the client to carry out roles in home, work, and community
environments.
• Client factors, including body functions (e.g., neuromuscular, sensory, visual,
perceptual, cognitive, mental) and body structures (e.g., cardiovascular,
digestive, integumentary systems).
• Performance patterns (e.g., habits, routines, roles) and behavior patterns.
• Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and
activity demands that affect performance.
• Performance skills, including motor (e.g., posture, mobility, coordination,
strength, energy), process (e.g., energy, knowledge, temporal organization,
organizing space and objects, adaptation), and communication and interaction
skills (e.g., physicality, information exchange, relations). B.5.1
4. Select and provide direct occupational therapy interventions and procedures to enhance
safety, wellness, and performance in activities of daily living (ADL), instrumental
activities of daily living (IADL), education, work, play, leisure, and social participation.
B.5.2.
5. Provide therapeutic use of occupation and activities (e.g., occupation-based activity,
practice skills, preparatory methods). B.5.3.
6. Effectively interact through written, oral, and nonverbal communication with the client,
family, significant others, colleagues, other health providers, and the public in a
professionally acceptable manner. B.5.17.
7. Identify personal and professional abilities and competencies as they relate to job
responsibilities. B.9.6.
Methods of Evaluation:
OTHA 2260– Clinical I – Revised 11/12
Page 3
Performance/
Learning Outcome
1-7
1-6
Method of Measurement
The student will achieve at least an 80% on the Clinical
Assignments.
The student will achieve at least an 80% on the Clinical
Reasoning And Knowledge Assessments.
SCANS implemented in these course objectives include:
A. i, ii, iv, v B. i, ii, iii, iv,v C. I,ii, iii, iv,v
Texts, Materials, and Supplies:
Borcherding, S. and Morreale, M. 2007. The OTA’s Guide to Writing SOAP Notes. 2nd Edition.
Thorofare, NJ. Slack Inc
Additional handouts and resources will be linked on schedule. This course requires the
consistent use of online learning management system (Canvas) for access course materials.
Other projects will require access to high speed internet services and libraries.
Evaluation/Assignment Descriptions:
OTHA 2260– Clinical I – Revised 11/12
Page 4
Clinical Assignments (Service Learning)
Students will participate in a number of supervised opportunities to work with children
within the community setting. These sites include daycares and summer day camp for kids
with disabilities.
•
•
•
•
Normal Development Learning Module - It is important to have a clear
understanding of normal development as you develop skills to support children with
atypical development. To support this process, you will be assigned to a local
daycare to participate in preschool classroom experiences to complete
development assessments, plan learning activities and facilitate play within the
natural context of the daycare setting.
Summer Camp – Students will assist with the implementation of therapeutic
activities during a summer day camp for kids with disabilities while under the
supervision of a facility professional. Scores will be based on FWE evaluation
forms.
Helping House – Students will design and implement therapeutic activities for
children in a summer day camp while under the supervision of educators and
behavioral specialists. It is expected that the student’s clinical reasoning skills will
be more advanced and therefore able to work more independently while under
direct supervision.
Reflection Paper – The process of service learning is a strong part of the mission
of this program. In order to integrate a holistic meaning from the entire clinical
experience, students will complete a narrative paper reflecting on all clinical
observations and experiences.
Clinical Reasoning And Knowledge Assessments (CRAK)
Through online discussions, clinical reasoning questions, and video media for
documentation practice, students begin learning the clinical reasoning process.
• Documentation Module – Through video presentations and online lecture formats,
students practice the art of SOAP note writing.
• Clinical Reasoning Questions Module
This is a series of three (3) multiple choice computer based assessments of
occupational therapy intervention skills for pediatrics. The assessments are based
on the style of questions often prepared for the National Board Exam. Taking this
test will help support development of clinical reasoning and test taking strategies.
Scores for each test will be averaged.ch test is timed and must be taken at the
college during the test dates given.
Student Name:
Fieldwork Educator’s Name:
OTHA 2260– Clinical I – Revised 11/12
Page 5
Weight
60%
30%
30%
10%
Weight
40%
10%
10%
Facility Name:
OTHA 1260
Level I Fieldwork – Clinical I – Pediatrics
Student Evaluation Form
The fieldwork educator should keep each of the following areas in mind as the student
completes his/her fieldwork rotation. Please complete this form and discuss your grading with
the student on their last day of fieldwork. Keep a copy for your records and give the original
to the student to submit to the course instructor. Please justify your numerical scores as
your comments are vital to the student’s growth. Circle the number of the appropriate
performance score for each area per the following scale. Partial points may be given where
appropriate. Total all points to determine the student’s final numerical and letter grade. A 75
total (75%) is the cutoff score for passing this aspect of the course.
1 ------ 7.5 passing ------ 10.
(Average)
1. PROFESSIONALISM
a. Commitment to Learning: The ability to self assess, self correct and self direct;
identify needs and sources of learning; continually seek new knowledge and
understanding. Examples- asks appropriate questions, is consistently engaged,
actively observing and is enthusiastic about learning.
1
2
3
4
5
6
7
8
9
10
b. Professional Behavior: The ability to exhibit appropriate professional conduct
and to represent the profession effectively. Examples- handles personal
problems/stress without it interfering with fieldwork duties, expresses empathy to
client situations, arrives to fieldwork at specified time, responds appropriately to
constructive feedback.
1
2
3
4
5
6
7
8
9
10
c. Professional Appearance: The ability to demonstrate appropriate
professionalism in dress, hygiene, grooming, and alertness. Examples- adheres
to facility dress code, keeps hair and nails neat where they don’t interfere with tx,
is “in the moment with the client”- gives full attention to situation at hand.
1
2
3
4
5
6
7
8
9
COMMENTS:
2. EFFECTIVE RELATIONSHIPS
a. Interpersonal Skills: The ability to communicate effectively with patients,
families, colleagues, other health care professionals and the community; deals
effectively with cultural/ethnic diversity issues. Examples-Shows respect for
others, easily and readily establishes rapport, works effectively with others.
OTHA 2260– Clinical I – Revised 11/12
Page 6
10
1
2
3
4
5
6
7
8
9
10
b. Use of Constructive Feedback: The ability to identify sources, seeks out and
effectively asks for feedback to improve performance. Examples- actively listens
asking for clarification and then modifies behaviors as requested.
1
2
3
4
5
6
7
8
9
10
COMMENTS:
3.
COMMUNITY SERVICE
a. Responsibility: The ability to fulfill commitments and be accountable for actions
and outcomes. Examples- consistently carries out given tasks without
redirection, timely completion of assignments or group activities, takes
responsibility and apologizes for mistakes and then takes steps to remedy or
correct the situation.
1 2 3 4 5 6 7 8 9 10
b. Effective Use of Time and Resources: The ability to obtain the maximum
benefit from available resources. Examples-completes task within given time
frame, takes initiative to remain productive throughout the day, mindful to not
waste resources.
1 2 3 4 5 6 7 8 9 10
COMMENTS:
4. REASONING SKILLS
a. Evaluation/Screening: In collaboration with and under direct supervision of
facility staff the student will accurately complete an interview to gather relevant
data about the client that supports the intervention process. Examples- able to
obtain basic information from files, demonstrates ability to collaborate with other
disciplines to understand client’s “story” and needs, completes screening tools
using professional terminology.
1 2 3 4 5 6 7 8 9 10
b. Intervention: In collaboration and under the direct supervision of facility staff, the
student will select, provide and adapt therapeutic activities that enhance
occupational performance. Examples - seems prepared and is able to facilitate
group or individual session, adapts ax/session process as needed, ends session
in a timely basis, able to adjust subsequent interventions as needed.
1
2
3
4
5
6
7
8
9
10
a. Safety Awareness: The ability to recognize and respond to the safety needs of
clients, self, and other disciplines working in the setting. Examples- notices
potential hazards in group or ax facilitation, keeps track of and safely handles
media supplies, monitors w/c and other equipment for problems, is aware of
OTHA 2260– Clinical I – Revised 11/12
Page 7
environment and removes all items that may lead to a potential fall or other
injury.
1 2 3 4 5 6 7 8 9
COMMENTS:
STUDENT PERFORMANCE OVERALL FEEDBACK
Areas of Strength:
Areas of Growth:
SCORE: ________/100%
Fieldwork Educator’s Signature
Date
Student’s Signature
Date
OTHA 2260 – Clinical I
OTHA 2260– Clinical I – Revised 11/12
Page 8
10
Panola College OTA Program
Student Evaluation of Fieldwork Instruction
Student Name: ______________________________Course: __________________
Facility Name: __________________________________________
This evaluation tool should be completed by the student and discussed with the clinical
instructor (CI) by the last week of the fieldwork rotation. A copy should be left with the CI and
the original returned to the course instructor. Students not submitting this completed form by the
scheduled due date can expect to lose 5 points a day from their fieldwork grade.
Complete the questions below thoughtfully and accurately.
Provide constructive feedback with examples for your score in each area.
1. Clinical Site
The clinical site provides a student-friendly environment that supports the learning process.
1
Poor
2
Below average
3
Average
4
Above average
5
Exceptional
Comments:
2. Professionalism
The clinical instructor demonstrates professional behaviors consistent with those required by the
Panola College OTA program. (ie. initiation, dependability, respectfulness, organization,
communication skills, cooperation, and adherence to safety requirements)
1
Poor
2
Below average
3
Average
4
Above average
5
Exceptional
Comments:
3. Therapeutic Use of Self
The clinical instructor cultivates a therapeutic relationship (planned use of personality as a part
of the intervention process) and demonstrates the ability to connect interpersonally with their
clients.
1
Poor
2
Below average
3
Average
Comments:
4. Clinical Reasoning
OTHA 2260– Clinical I – Revised 11/12
Page 9
4
Above average
5
Exceptional
The clinical instructor demonstrates and discusses clinical reasoning for selection of evidence
based treatment intervention types. (CI explains why the intervention is the best choice)
1
Poor
2
Below average
3
Average
4
Above average
5
Exceptional
Comments:
5. Practice Skills
The clinical instructor demonstrates the ability to implement effective occupation based, client
centered interventions (meaningful to client and goal directed).
1
Poor
2
Below average
3
Average
4
Above average
5
Exceptional
Comments:
6. Suggestions
The best part about being at this facility was….
Something you might consider trying is…
We have mutually shared and clarified the information above.
Date: ____________________
Clinical Instructor:
__________________________
(printed name
Student:
__________________________
(printed name)
Clinical Instructor:
__________________________
(signature)
Student:
__________________________
(signature)
Panola College OTA Program
OTHA 2260– Clinical I – Revised 11/12
Page 10
OTHA 2260 - Clinical I - Pediatrics
Attendance Log/Time Sheet
ALL ENTRIES MUST BE NEAT.
USE A SEPARATE PAGE FOR EACH CLINICAL SITE INDICATING FWE
Student Name: _____________________________Facility: ___________________________
FWE: ___________________________________________________
Date
In
Out
In
Out
Daily Time
1-06-08
7:55
12:00
12:45
4:23
7 hrs 43 min
Student Calculation of Total Time
For Office Use ONLY - Verified Total Time
OTHA 2260– Clinical I – Revised 11/12
Page 11
Page ____ of ____
FEW Signature
OTHA 2260 – SOAP Note Grading Criteria
Reader’s ability to
follow and utilize the
information. Content
accuracy.
1
Reader cannot follow
info. to gain a clear
picture of client.
Sentences about a given
ax are not placed
together. Little to no
specific data provided.
Correct placement of
data into specific
sections. Correct
organization.
Note reflects student’s
lack of understanding for
section content or
requirements, some or
more sections were not
addressed
Grammar and/or
spelling issues.
Error Corrections
Work has 4 or more
spelling/ grammatical
issues. Errors are
scribbled out or not
addressed at all. No
sentence structure.
Use of appropriate
medical terminology.
Sentences are
concise.
Little to no use of
appropriate medical
terms, phrases, and/or
abbreviations. Need to
review in detail the
resources given to
increase knowledge of
medical documentation.
2
Reader has some
difficulty in following
student thoughts and
sequence of events.
Need to address client
skill level further and
address goal areas in
more detail.
Student able to give
basic details but needs
to review the SOAP
format again, several
errors made on
placement of info.
3
Reader can gain some insight
into the client’s needs and skill
levels. May have some data
not fully addressed in O or A.
Be sure to address given goal
areas fully.
4
Information is easily
understandable and gives reader
full picture of client and of what to
expect in next session. All info. in
O is addressed in A and viceversa. All sections are present
and appropriate.
Some errors with section
placement, note has fair
amount of data presented in
each section to reinforce other
sections, slight review of
format is needed
All sections are present and have
pertinent data presented. All
sections reflect or further explain
data in other sections. Adequate
amt of info. in all areas. Good
overall flow of data.
Work has 2 spelling or
grammatical issues.
Errors are not fully
addressed per
requirements given in
class. Sent. structure
needs improving.
Noted several sent. that
could have been made
more effective by
adding medical
terminology. Used
several terms that are
not approved.
Sentences repeat info.
over and over with no
real emphasis on goals.
Work has 1 spelling or
grammatical issue. Errors are
addressed with one or fewer
items left out. Sent. structure
flows well.
Grammar and spelling are all
correct. All errors are corrected
accurately per requirements.
Sent. structure is good. Clear and
concise wording.
Work does contain several
abbr. and terms that were
appropriate. Cont. to look over
resources for further info. to
improve paper. May contain
some non-approved terms.
Need to group items to make
more concise.
Work is very professional in
content. Use of terms and
abbreviations are appropriate and
all are acceptable by the current
practice. Can clearly see you are
increasing your vocabulary.
Overall note and information is
presented concisely.
Total: _____/20
OTHA 2260– Clinical I – Revised 11/12
Page 12
OTHA 2260 – Clinical 1
Clinical Assignment Reflection Paper
Content Criteria
You will be attending clinical sites as a way to apply and integrate classroom course content.
While at the sites, please obtain information related to the questions below which will serve as
the content of the reflection paper.
The paper should be a typed, 1-2 page paper using a 12 point font and one inch margins.
Grammar and spelling are important and care should be taken in this area. Include each of the
numbered points in a bold format below to aid the instructor in locating the important content
criteria. The paper should address the following:
1.
2.
3.
4.
5.
Name of Clinical Site
General Description of Organization – Mission Statement, philosophy, etc.
Type Populations served at this organization.
What Areas of Occupation are addressed within this setting?
What Performance skills and/or Occupational Patterns are supporting or inhibiting
engagement in occupations?
6. What types of intervention(s), activities and/or instruction was observed?
7. What activities did you see that you would say were “occupation-based” in nature
(meaningful and goal directed)?
8. Describe how you saw the professional use Therapeutic Use of Self.
OTHA 2260 – Clinical 1
Clinical Site Reflection Rubric Grading Criteria
Topic
Professional
Presentation
Content
Application of
Observation
1
The paper has
multiple errors in
spelling, grammar,
formatting and
appearance.
Multiple areas of
content are not
sufficiently covered.
2
The paper has some
errors in one or more
areas in regard to
grammar, formatting
and appearance.
Content areas are
sufficiently covered.
The student’s
understanding and
application of
experience appears
limited
The student’s
understanding and
application of
experience appears
informed.
Score: ____/9
OTHA 2260– Clinical I – Revised 11/12
Page 13
3
The paper has no errors
in regard to grammar,
formatting and
appearance.
Content areas are
covered completely and
with good explanation.
The student’s
understanding and
application of experience
appears comprehensive.
OTHA 2260 – Clinical I
Normal Development Learning Modules
Module 1 – Motor Skill Development
• Review chapters related to motor, cognitive and play skills in the text –
“Pediatric Skills for Occupational Therapy Assistants. 3rd Edition”
• Watch video
http://www.youtube.com/watch?v=3BZe8s5bIqw&feature=relmfu
• While in the daycare setting, observe at least 2 children in different age groups and using the Normal
Development handout and in class discussions, assess their motor skill level. Follow instructions to
post results under Motor Skill Observation Discussion on this Canvas course. Use only initials for the
child.
• Design and implement an activity that helps children develop motor skills. Follow instructions for posting
under Motor Skill Activity Plan Discussion.
Module 2 – Cognitive Development
• Watch videos
http://www.youtube.com/watch?v=7hn0O_L6lfI&feature=related
http://www.youtube.com/watch?v=or10f-YcM8Q
• While in the daycare setting, observe at least 2 children in different age groups and using the Normal
Development handout and in class discussions, assess their cognitive skill level. Follow instructions to
post results under Cognitive Skill Observation Discussion on this Canvas course. Use only initials for
the child.
• Design and implement an activity that helps children develop motor skills. Follow instructions for posting
under Cognitive Skill Activity Plan Discussion.
Module 3 – Play Development
• Watch videos
http://www.youtube.com/watch?v=nhF6E7zHqWI&feature=related
http://www.youtube.com/watch?v=t5JyA0m2TvE&feature=related
• While in the daycare setting, observe at least 2 children in different age groups and using the Normal
Development handout and in class discussions, assess their play skill level. Follow instructions to post
results under Play Skill Observation Discussion on this Canvas course. Use only initials for the child.
• Design and implement an activity that helps children develop play skills. Follow instructions for posting
under Play Skill Activity Plan Discussion.
OTHA 2260– Clinical I – Revised 11/12
Page 14
Date Completed
Topic
Professional
Presentation
Content
Application of
Observation
OTHA 2260 – Clinical I
Normal Development Learning Modules
Grading Rubric
1
2
3
The posting has
The posting has
The posting has no
multiple errors in some errors in
errors in regard to
spelling,
one or more
grammar,
grammar,
areas in regard
formatting and
formatting and
to grammar,
appearance.
appearance.
formatting and
appearance.
Multiple areas of Content areas
Content areas are
content are not
are sufficiently
covered completely
sufficiently
covered.
and with good
covered.
explanation.
The student’s
understanding
and application
of experience
appears limited
The student’s
understanding
and application
of experience
appears
informed.
Score: ____/9
OTHA 2260– Clinical I – Revised 11/12
Page 15
The student’s
understanding and
application of
experience appears
comprehensive.