First published September 2010 Graphic design by Design & Desktop Publishing Office of Marketing and Communications, The University of Queensland Disclaimer Occupational Therapy Australia has made every effort to ensure that, at the date of publication, the document is free from errors and information has been provided in good faith. Neither Occupational Therapy Australia nor any person or organisation associated with the preparation of this document accepts liability for any loss which a user of this document may suffer as a result of reliance on the document and in particular for: Use of the document for a purpose for which it was not intended; Any errors or omissions in the document; Any inaccuracy in the information or data on which the document is based or which are contained in the document; or Any interpretations or opinions stated in, or which may be inferred from, the document. © Occupational Therapy Australia, 2010 This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. ISBN 978-980524086 i Preface Development of the Performance Record for the Australian Minimum Competency Standards for Occupational Therapists (PRACSOT) has been based upon the Review of the Australian OT Competency Standards: Carrick DBI Project (Review) that included recommendations that the utility of the Australian Minimum Competency Standards be improved (Rodger, Clark, Banks, O’Brien, & Martinez, 2009). Specifically, the PRACSOT has been developed as a reflective tool for use in conjunction with the Australian Minimum Competency Standards for New Graduate Occupational Therapists (ACSOT) (Occupational Therapy Australia, 2010), namely to: a) assist individual therapists and supervisors to inform supervision and appraisal processes within their local contexts to support and enhance individual performance; b) assist workplace processes to develop advanced level and/or more specific competency standards; c) support individual occupational therapists returning to the workforce; and d) assist the development of new graduate job descriptions. Occupational Therapy Australia. (2010). Australian Minimum Competency Standards for New Graduate Occupational Therapists. Melbourne, Victoria: Occupational Therapy Australia. Rodger, S., Clark, M., Banks, R., O’Brien, M., & Martinez, K. (2009). A national evaluation of the Australian Occupational Therapy Competency Standards (1994): A multistakeholder perspective. Australian Occupational Therapy Journal, 56, 384–392. Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. ii Acknowledgements This Revision of the Australian Minimum Competency Standards for New Graduate Occupational Therapists, including development of the PRACSOT, has been directed by a Project Team led by Professor Sylvia Rodger, in collaboration with a Steering Committee representing Occupational Therapy Australia and a Reference Group representing members of the Australia and New Zealand Council of Occupational Therapy Educators (ANZCOTE), the Occupational Therapy Council, and the Australia and New Zealand Occupational Therapy Fieldwork Association (ANZOTFA). Funding of this project was provided by Occupational Therapy Australia. This project has been characterised by ongoing consultation and collaboration, a process which would not have been possible without the invaluable contributions of many occupational therapists representing all aspects of the profession. Feedback was provided at all stages of the revision process by individual clinicians, educators, State and Territory Occupational Therapy Associations and Special Interest Groups, and regulatory bodies. A full list of contributors is provided in Appendices 1 and 2. Project Team Professor Sylvia Rodger Ms Liz Springfield Ms Bec Banks The University of Queensland Professor Susan Ryan University of Newcastle Consultant to Project Team Dr Alison Nelson The University of Queensland Steering Committee Mr Chris Kennedy, Senior Policy Advisor, Occupational Therapy Australia Ms Rebecca Allen, Chair, Programme Accreditation Committee, Occupational Therapy Australia Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. iii Contents Preface ................................................................................................... i Acknowledgements...................................................................................ii Introduction to the Performance Record for the Australian Competency Standards for Occupational Therapists (PRACSOT) ...................................... 1 Aim of the PRACSOT ...................................................................................................... 1 How to Use the PRACSOT ............................................................................................... 1 Completing the PRACSOT ............................................................................................... 2 General Structure ...................................................................................................... 2 To Complete the PRACSOT .......................................................................................... 2 Australian Minimum Competency Standards for New Graduate Occupational Therapists – At a Glance ............................................................................................................... 4 Performance Record for the Australian Competency Standards (PRACSOT) – Outcomes ......... 5 Competency Units Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Competency Unit 2: Occupational Therapy Information Gathering and Collaborative Goal Setting Competency Unit 3: Occupational Therapy Intervention and Service Implementation Competency Unit 4: Occupational Therapy Service Evaluation Competency Unit 5: Occupational Therapy Professional Communication Competency Unit 6: Occupational Therapy Professional Education and Development Competency Unit 7: Occupational Therapy Professional Practice Responsibilities Appendices .......................................................................................... A-1 Appendix 1: Reference Group Members ........................................................................ A-1 Appendix 2: List of Contributors to ACSOT and PRACSOT ............................................... A-3 141-OMCgatton/September 2010 Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. iv Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT 1 Introduction to the Performance Record for the Australian Competency Standards for Occupational Therapists (PRACSOT) Aim of the PRACSOT The Performance Record for the Australian Competency Standards for Occupational Therapists (PRACSOT) has been developed for use by new graduate occupational therapists, occupational therapists and supervisors/managers of occupational therapists. It is to be used alongside the Australian Competency Standards for new Graduate Occupational Therapists (ACSOT) (Occupational Therapy Australia, 2010) and never in complete isolation from the complete standards document. The aim is to assist new graduate occupational therapists, or those who are returning to practice, preparing for practice as occupational therapists in Australia, or occupational therapists at any stage of their careers (e.g., when undertaking a skills audit) to review their basic competence with respect to each of the units of competence and their related elements. It can be used by individual occupational therapists, supervisors or management. Individuals may use it to facilitate personal reflection and identify ongoing learning needs or it can form the basis of supervisory sessions with a senior/manager. It may be used for the identification of goals for personal and professional development, enabling therapists and their supervisors to highlight and consider areas needing further attention. Supervisors and managers may use it as a means to audit or review the knowledge, skills and attitudes of occupational therapists under their supervision, inform departmental review and plan training opportunities within the workplace. How to Use the PRACSOT This tool must be used in conjunction with the Occupational Therapy Australia (2010) Australian Competency Standards for New Graduate Occupational Therapists. The PRACSOT can be completed as an entire document or individual components such as specific units of competence may be addressed separately, if it is thought they may need further attention or review. The Performance Record should be both valid and reliable. Demonstrated evidence of competency will vary according to the workplace context and specific setting. Therefore, in order to be valid the most appropriate method of evaluation should be determined and negotiated according to workplace requirements. To ensure reliability, potential evaluation methods may include, but are not limited to: direct observation, written reports, reflection, evaluation of client outcomes and feedback, workplace observation, documentary evidence, and oral appraisal. The Performance Record needs to be representative of the occupational therapists’ current competence. Thus, it is expected that assessment will occur over a sufficient period of time to enable the comprehensive appraisal required. Similarly, input from all relevant stakeholders should be sought to ensure comprehensiveness. PRACSOT outcomes should be communicated in a timely fashion to facilitate development of appropriate learning goals and plans. Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT Completing the PRACSOT General Structure There are seven Units of Competence in the Australian Competency Standards for New Graduate Occupational Therapists (Occupational Therapy Australia, 2010). Within each Unit of Competence there are a number of Elements ranging from one to eight. Listed under each Element are the relevant Performance Criteria. Cues within the Standards are generic and can be used to guide completion of the PRACSOT. There is opportunity at the end of each Element to summarise your own/the therapist’s abilities or strengths in performance as well as areas/aspects that may require further investigation or attention. At the completion of the PRACSOT an overview of performance across the Competencies can be developed on the PRACSOT – Outcomes page. This summary page also enables therapists and their supervisors to develop a plan for action for ongoing competence development, including structures and timeframes for achieving this. To Complete the PRACSOT Initial Steps Consider who are the key stakeholders to be involved in completion of the PRACSOT are and their level of involvement. This includes whether the new graduate will be required to complete the PRACSOT, complete it independently, or in conjunction with a supervisor. Determine which parts of the PRACSOT are to be completed and over what time frame it will be completed. Read through the Performance Criteria listed under each Element, reflecting upon what each requires and how it is operationalised in the workplace. Decide if the cues given in the ACSOT are appropriate and sufficient to enable completion of the PRACSOT or if further workplace specific cues need to be developed and recorded to customize the PRACSOT to individual needs. It is perfectly acceptable and advisable when using the PRACSOT to develop specific cues relevant to your own workplace for some performance criteria. Development of these may form the basis for discussion during supervision sessions. If cues are required these can be added under each Performance Criteria. Determine whether each performance criteria is relevant to your individual workplace and if so, determine whether you or the therapist you are supervising demonstrates competence with respect this performance criteria. For each performance criteria, indicate either ‘Yes’, ‘No’, ‘Unsure’ or ‘NA’ (Not Applicable) to describe whether the particular practice is engaged in/followed/performed competently to a level expected of a new graduate in that workplace. Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT Responses Definition Interpretation Yes Specified practice is engaged in or followed Indicates the therapist engages in the specified practice No Specified practice is not engaged in or followed Indicates areas of practice that may need to be addressed Unsure Unsure whether specified practice is engaged in or followed Indicates areas of practice that may need further consideration, follow-up or monitoring Not Applicable The practice is not applicable to the context Indicates areas of practice that are not applicable to the organisational context at this point in time Strengths and performance limitations impacting on competence can be summarized at the end of each Element. Comments/examples of how Performance Criteria are met may also be noted under individual Performance Criteria or at the end of each Element. Attention should then be given in supervision to Units and Elements of Competence where there are a number of “Unsure” or “No” responses. These may become the focus of further continuing professional development, supervised practice or personal development. Utilising Outcomes The Performance Record of the Australian Competency Standards for Occupational Therapists may be used as a basis for determining measureable and achievable goals, with identified learning strategies, resources, timeframes and professional supports to enable achievement. Occupational Therapy Australia. (2010). Australian Minimum Competency Standards for New Graduate Occupational Therapists. Melbourne, Victoria: Occupational Therapy Australia. Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT Australian Minimum Competency Standards for New Graduate Occupational Therapists – At a Glance* Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. Name: Agency: Completed by: Date: Areas identified for ongoing development 1 Occupational Therapy Professional Attitudes and Behaviour 2 Occupational Therapy Information Gathering and Collaborative Goal Setting 3 Occupational Therapy Service Implementation 4 Occupational Therapy Service Evaluation 5 Occupational Therapy Professional Communication 6 Occupational Therapy Professional Education and Development 7 Occupational Therapy Professional Practice Responsibilities Performance Criteria/Goal Learning Strategies to be utilised (e.g. CPE, Supervision, Mentoring) Resources required Professionals to be involved in supervision/ development PRACSOT Timeframe for Action 5 Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968 Performance Record for the Australian Competency Standards (PRACSOT) – Outcomes 6 PRACSOT Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968 . PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 1 Occupational Therapy Professional Attitudes and Behaviour Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Please tick the appropriate box Element 1.1 Adopts a client-centred approach to practice Performance Criteria 1.1.1 Are clients enabled and empowered through enhancing their participation in meaningful occupation(s) and life roles through OT intervention? 1.1.2 Is OT intervention planning and service selection led by clients, with their families, representatives and/or significant others as appropriate? 1.1.3 Are clients’ significant strengths, as well as, cultural values, beliefs, behaviours and attitudes identified, respected and considered? 1.1.4 Is understanding and respect demonstrated for the individuality, uniqueness and worth of clients in the context of their environment(s) and communities? 1.1.5 Is understanding and respect demonstrated for the collective needs of communities/populations within their contexts? 1.1.6 Is appropriate action taken to reduce the impact on client and others in situations where clients’ decreased competence impacts on performance? 1.1.7 Is advocacy undertaken for clients and for clients’ opportunities for safe and meaningful occupational engagement? 1.1.8 Are steps are taken to develop rapport, empathy and to ensure judgments are recognized and suspended, to contribute to the maintenance of a positive working partnership with clients? 1.1.9 Are clients not discriminated against on the basis of their age, culture, disability, gender, sexuality, social status, economic status and means, language or ethnicity? Demonstrated Competence Yes No Unsure Not applicable 1.1.10 Are a range of communication skills, including but not limited to negotiation, conflict management and resolution, used effectively to facilitate the partnership with clients? Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Adopts a client-centred approach to practice Please tick the appropriate box Element 1.2 Practices in a culturally safe professional manner Performance Criteria 1.2.1 Is an awareness demonstrated by the OT of his/her own culture and its impact upon interaction with the client? 1.2.2 Is an awareness demonstrated by the OT of the history, experience, culture and rights of the client? 1.2.3 Is their own effectiveness in addressing the needs of people from all cultural and/or social backgrounds monitored by the individual therapist? 1.2.4 Is the potential impact of possible power imbalances within the relationship between the OT and the client recognised and addressed? 1.2.5 Are skills utilized when working with individuals, organisations and communities, that promote culturally safe services that empower clients’ cultural identity and wellbeing? 1.2.6 Is the OT cognisant of the level of cultural safety he/she brings to the therapeutic relationship and does he/she act accordingly? Demonstrated Competence Yes No Unsure Not applicable Practices in a culturally safe professional manner Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Please tick the appropriate box Element 1.3 Practices in a professional manner that meets ethical and legal responsibilities Performance Criteria 1.3.1 Demonstrated Competence Yes No Unsure Not applicable Is the conduct of the OT consistent with nationally and internationally accepted standards of best practice, as documented by Occupational Therapy Australia, the Occupational Therapy Council, and the World Federation of Occupational Therapists in their Codes of Ethics? Are expected professional behaviours including honesty, integrity, compassion and respect demonstrated? 1.3.2 Is an approach to practice adopted which is client-centred, goal-oriented and collaborative, enabling effective working relationships and partnerships? 1.3.3 Is professional behaviour consistent with ethical and legal requirements? 1.3.4 Is professional behaviour in accordance with the expectations of the working environment and employing organisation? 1.3.5 Are privacy, confidentiality and consent/permission of client, family, significant others, colleagues and employing organisation respected and maintained? 1.3.6 Is a professional manner maintained under duress through the application of stress management and conflict resolution strategies? Is assistance sought when necessary? Practices in a professional manner that meets ethical and legal responsibilities Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Please tick the appropriate box Element 1.4 Promotes and facilitates occupation through the application of professional knowledge, skills, attitudes and evidence appropriate to the practice context Performance Criteria 1.4.1 Is the focus for occupational therapy intervention advocacy, identification, support, and enablement of the clients’ occupational performance and participation in meaningful and valued life roles? 1.4.2 Is the practice context considered by the OT when selecting and implementing occupational therapy frameworks, models, knowledge, skills and attitudes? 1.4.3 Is understanding and application of the occupational therapy process demonstrated, through attention to relevant aspects of the client, the environment and the clients’ occupations? 1.4.4 Is an understanding demonstrated of the principles and use of occupation as a means to improve health and wellbeing to ensure occupational justice and minimise deprivation? Demonstrated Competence Yes No Unsure Not applicable Promotes and facilitates occupation through the application of professional knowledge, skills, values and evidence appropriate to the practice context Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 5 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Please tick the appropriate box Element 1.5 Promotes and facilitates occupation through the application of professional knowledge, skills, attitudes and evidence appropriate to the practice context Performance Criteria 1.5.1 Are models and frameworks applied that are appropriate to practice from occupational therapy and other fields, e.g., neuroscience, psychology? 1.5.2 Is a systematic approach using best available research evidence and professional reasoning which encompasses recognising and considering client preferences demonstrated? 1.5.3 Is the methodological quality and results from the best quality and most relevant research studies that are available appraised, interpreted, and implemented, as appropriate, into daily practice? 1.5.4 Is a rationale for practice decisions provided based on sound professional reasoning, including clinical experience, expert opinion, and the client’s values and preferences, in instances where research evidence is limited? Demonstrated Competence Yes No Unsure Not applicable Incorporates best available research evidence and professional reasoning into occupational therapy practice Please tick the appropriate box Element 1.6 Maintains and enhances competence through lifelong learning and continuing professional development activities Performance Criteria 1.6.1 Demonstrated Competence Yes No Unsure Not applicable Is an awareness of the boundaries of professional competence and responsibilities demonstrated? Is advice sought, and education and training and further support and supervision accessed when required? Maintains and enhances competence through lifelong learning and continuing professional development activities Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 6 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Please tick the appropriate box Element 1.7 Demonstrates professional knowledge, skills, and attitudes appropriate for the working environment and conditions Performance Criteria 1.7.1 Are knowledge, skills and attitudes commensurate with the level of occupational therapy experience applied in client service delivery and other aspects of service provision? 1.7.2 Is professional behaviour appropriate to the practice context demonstrated? 1.7.3 Are legislation and regulations relevant to the practice context understood and adhered to? 1.7.4 Are co-operative and collaborative relationships within teams fostered and facilitated by understanding, respecting and supporting the roles and responsibilities of different team members, including awareness of group dynamics within that team? 1.7.5 Are differences within teams and between colleagues acknowledged and assistance sought to deal with any conflicts? 1.7.6 Are the impacts of past, present and impending political, legal and industrial issues on the profession, employing body and client groups understood at a level commensurate with experience? 1.7.7 Are principles of social and occupational justice understood, upheld and incorporated? Demonstrated Competence Yes No Unsure Not applicable Practices in a professional manner that meets ethical and legal responsibilities Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 7 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Please tick the appropriate box Element 1.8 Contributes to the promotion and advancement of occupational therapy Performance Criteria 1.8.1 Is current occupational therapy practice reflected upon and constructively critiqued to identify knowledge gaps and highlight areas requiring further improvement and/or development? 1.8.2 Are research and evaluation activities commensurate with experience undertaken to contribute to the validation and advancement of occupational therapy practice? 1.8.3 Are professional activities and organisations engaged with to contribute to the promotion and advancement of occupational therapy? Demonstrated Competence Yes No Unsure Not applicable Contributes to the promotion and advancement of occupational therapy Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 8 PRACSOT – Competency Unit 1: Occupational Therapy Professional Attitudes and Behaviour Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 2 Occupational Therapy Information Gathering and Collaborative Goal Setting Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 2: Occupational Therapy Information Gathering and Collaborative Goal Setting Competency Unit 2: Occupational Therapy Information Gathering and Collaborative Goal Setting Please tick the appropriate box Element 2.1 Performs a relevant, comprehensive, assessment of occupational performance Performance Criteria 1.1.1 Is a client-centred approach undertaken to identify and target the client’s key occupational roles and occupations? 1.1.2 Are individual clients or client groups actively engaged as collaborative partners during the information gathering phase to clarify their values and specific personal context(s)? 1.1.3 Are clients who are organisations, communities and populations actively engaged and consulted as collaborative partners during information gathering to clarify their structural, institutional and societal context(s), values and service expectations, in order to establish intervention priorities? 1.1.4 Are relevant physical, cultural, personal, social, institutional and temporal aspects of the environment assessed to determine their impact on clients, their roles, occupation(s) and subsequent occupational performance? 1.1.5 Are strengths, challenges and barriers in current and/or desired occupational performance identified through interview, structured observation, appropriate standardised and nonstandardised assessments, and developed through professional reasoning? 1.1.6 Are appropriate assessments and information gathering processes selected, undertaken according to guidelines and administered in a safe and responsible manner, with appropriate details addressed and interpretations made? 1.1.7 Are assessment results and interpretation of strengths, challenges and barriers discussed with the client and/or advocated for clarification and confirmation? Demonstrated Competence Yes No Unsure Not applicable Performs a relevant, comprehensive, assessment of occupational performance Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 2: Occupational Therapy Assessment and Collaborative Goal Setting Please tick the appropriate box Element 2.2 Engages in critical, collaborative professional reasoning processes to determine priorities for intervention Performance Criteria 2.2.1 Are priorities for intervention informed by assessment outcomes and developed in collaborative partnership with the client, and with informed consent with significant others and team members? 2.2.2 Is the decision making process based on a systematic, problem-solving approach, which is informed by the outcomes of the information gathering process and assessment results, best available evidence, relevant occupational therapy and other theories, sound professional reasoning and collaboration and consultation with relevant stakeholders? 2.2.3 Are clients’ needs and values, available financial and human resources available, workplace/agency scope and service expectations taken into consideration when determining intervention priorities? Demonstrated Competence Yes No Unsure Not applicable Is collaboration and consultation with relevant stakeholders undertaken? Engages in critical, collaborative professional reasoning processes to determine priorities for intervention Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT – Competency Unit 2: Occupational Therapy Information Gathering and Collaborative Goal Setting Please tick the appropriate box Element 2.3 Develops, communicates and implements an effective, efficient plan for occupational therapy intervention Performance Criteria 2.3.1 Are realistic short-term and long-term goals established collaboratively with the client and the team? 2.3.2 Are intervention goals communicated clearly to appropriate stakeholders (with client’s consent) and specific measurable and achievable outcomes identified? 2.3.3 Are assessment results and identified priorities used to develop an effective and efficient plan for occupational therapy intervention? 2.3.4 Is the occupational therapy intervention plan to address relevant aspects of the client, his/her environment and occupations consistent with the overall service provision of the team or agency? Demonstrated Competence Yes No Unsure Not applicable Develops, communicates and implements an effective, efficient plan for occupational therapy intervention Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT – Competency Unit 2: Occupational Therapy Assessment and Collaborative Goal Setting Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 3 Occupational Therapy Intervention and Service Implementation Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Competency Unit 3: Occupational Therapy Intervention and Service Implementation Please tick the appropriate box Element 3.1 Demonstrates client-centredness during intervention Performance Criteria 3.1.1 Demonstrated Competence Yes No Unsure Not applicable Is selection of appropriate strategies underpinned by a shared understanding of meaningful occupations and occupational performance issues with the client, and with consideration of the client’s cultural, spiritual, physical, social, and psychological needs and environments? Where possible, does intervention occur in suitable ecological contexts? 3.1.2 Are specific client issues targeted by strategies that incorporate intervention goal(s) that have ideally been collaboratively developed and agreed upon by the team? 3.1.3 Are clients actively and regularly consulted, and educated to facilitate their continuing informed participation during occupational therapy interventions? Demonstrates client-centredness during intervention Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Please tick the appropriate box Element 3.2 Promotes client occupational performance and participation Performance Criteria 3.2.1 Is the client’s right to access and engage in meaningful occupations advocated and endorsed? 3.2.2 Is occupational well-being promoted by addressing the relevant health practices and attitudes of clients and/or other stakeholders, as well as the physical, social, cultural, economic, and institutional aspects of the environment(s) that influence a client’s occupational performance? Demonstrated Competence Yes No Unsure Not applicable Promotes client occupational performance and participation Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Please tick the appropriate box Element 3.3 Selects and implements intervention strategies and methods appropriate to the client Performance Criteria 3.3.1 Do intervention strategies and methods encompass relevant aspects of the client, occupation and environment? 3.3.2 Are professional reasoning processes which utilise relevant contemporary practice models and frameworks applied to determine efficient and effective strategies? 3.3.3 Is appropriate therapeutic use of self and awareness of how this impacts upon client outcomes demonstrated throughout intervention? 3.3.4 Are the impact and implications of intervention on the client, significant others and stakeholders acknowledged and considered? 3.3.5 Are specific client factors which include specific performance skills and may include body functions and structures addressed to promote optimal occupational performance? Demonstrated Competence Yes No Unsure Not applicable Are strategies to: enhance development, remediate or otherwise compensate for limitations in physical, cognitive, perceptual, sensory, neuromuscular, interpersonal and behavioural skills or abilities utilised where appropriate? 3.3.5 Are specific occupation factors addressed to promote optimal occupational performance? Do interventions include, but are not limited to, using task analysis to make additions, reductions or other adaptations to process; changes in or other modifications of resources used; and relinquishing/ replacement of unsafe occupation? 3.3.7 Are specific environmental factors addressed to promote optimal occupational performance, including physical, cultural, social and temporal aspects? Do interventions include, but are not limited to, developing, enhancing or otherwise promoting enabling features; eliminating or otherwise minimising inhibiting features; and acknowledging, embracing and or challenging relevant cultural and social behaviours and attitudes? 3.3.8 Are selective and appropriate assistive technologies and devices utilised to enhance occupational performance and participation? Are these prescribed, designed, fabricated and applied where necessary, and is training and education in their use and care, and monitoring provided? Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Element 3.3 Selects and implements intervention strategies and methods appropriate to the client Performance Criteria 3.3.9 Demonstrated Competence Yes No Unsure Not applicable Are requirements of confidentiality and privacy adhered to where consultations/recommendations to a third party are provided? 3.3.10 Are the principles of the teaching/learning process applied in designing education and health promotion strategies which effectively and efficiently support and enhance occupational performance and well-being? 3.3.11 Are interventions are implemented in a safe, ethical, efficient, effective and culturally appropriate manner? 3.3.12 Is an ongoing reflective, evaluative approach adopted throughout intervention to monitor and evaluate client progress, and review, change, and adapt strategies as required? Selects and implements intervention strategies and methods appropriate to the client Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 5 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Please tick the appropriate box Element 3.4 Selects and implements intervention strategies and methods appropriate to the working environment Performance Criteria 3.4.1 Are the process for selecting and implementing intervention strategies consistent with relevant legislation and workplace procedures and protocols? 3.4.2 Are interventions selected and developed in consideration of client’s needs and within the parameters of the working environment? 3.4.3 Are intervention priorities and strategies integrated within, and congruent with, the overall service provided by the team? 3.4.4 Is the frequency, intensity and duration of the intervention appropriate with regards to the nature of the client’s need, ability to access other community services and available resources? 3.4.5 Are risk assessments undertaken to determine appropriateness and safety of interventions? Demonstrated Competence Yes No Unsure Not applicable Selects and implements intervention strategies and methods appropriate to the working environment Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 6 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Please tick the appropriate box Element 3.5 Utilises available community resources, facilities and services Performance Criteria 3.5.1 Are community-based resources, facilities and services that can enable occupational performance and engagement and are accessible to the client identified? 3.5.2 Is client access to and connection with appropriate communitybased resources, facilities and services, which will support and facilitate occupational performance and occupational participation advocated and supported? Demonstrated Competence Yes No Unsure Not applicable Utilises available community resources, facilities and services Please tick the appropriate box Element 3.6 Respects and supports the role(s) of significant other(s) Performance Criteria 3.6.1 Demonstrated Competence Yes No Unsure Not applicable Are significant others informed, educated, counselled, consulted and supported as required, to enable a client’s occupational engagement and facilitate effective implementation of interventions, within the limits of confidentiality? Respects and supports the role(s) of significant other(s) Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 7 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Please tick the appropriate box Element 3.7 Plans cessation/completion of services/effective handover Performance Criteria 3.7.1 Are decisions regarding ceasing intervention negotiated and made in collaboration with client, inter-professional team and other relevant stakeholders (e.g., family, client’s employer, other service providers)? 3.7.2 Are relevant stakeholders engaged in case/workload handover and succession planning in preparation for staff changes? 3.7.3 Are decisions justified, communicated and documented according to criteria such as goal achievement, agreed outcomes, motivation, professional reasoning and future benefits of intervention? Demonstrated Competence Yes No Unsure Not applicable Plans cessation/completion of services/ effective handover Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 8 PRACSOT – Competency Unit 3: Occupational Therapy Intervention and Service Implementation Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 4 Occupational Therapy Service Evaluation Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation Competency Unit 4: Occupational Therapy Service Evaluation Please tick the appropriate box Element 4.1 Incorporates perspectives of multiple stakeholders in evaluation of occupational therapy service provision Performance Criteria 4.1.1 Is feedback on the effectiveness, efficiency and quality of intervention and overall service actively sought from the client and all relevant stakeholders? 4.1.2 Is the effectiveness, efficiency and quality of intervention and services evaluated in consideration of the overall goals and priorities collaboratively developed by the team? 4.1.3 Is the effectiveness, efficiency and quality of intervention and overall service evaluated in consideration of organisational priorities, processes, resources and expectations of the occupational therapy role? 4.1.4 Is reflective practice engaged in to evaluate professional conduct and performance (including within the team), either independently or with support? Demonstrated Competence Yes No Unsure Not applicable Are areas for further personal and professional development subsequently identified these improvements implemented? Incorporates perspectives of multiple stakeholders in evaluation of occupational therapy service provision Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation Please tick the appropriate box Element 4.2 Demonstrates ability to understand and conduct multiple evaluation methods and techniques Performance Criteria 4.2.1 Are factors influencing service outcomes identified as a basis for ongoing reflection and service evaluation? 4.2.2 Is an evidence-based process, utilising relevant professional knowledge and techniques and formal evaluation methodologies within a research framework followed in evaluation of interventions and overall service? 4.2.3 Are appropriate techniques and methods of evaluation (formal and informal) applied? Demonstrated Competence Yes No Unsure Not applicable Demonstrates ability to understand and conduct multiple evaluation methods and techniques Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation Please tick the appropriate box Element 4.4 Utilises evaluation outcomes to make recommendations for future practice Performance Criteria 4.4.1 Are outcomes from evaluation activities used to make recommendations to improve future occupational therapy services, at individual, local and/or broader professional community levels? 4.4.2 Are recommendations for changes to practice developed using a systematic, evidence-based process, including critical appraisal of evidence from evaluation activities, relevant advances in the field of practice and feedback from relevant stakeholders? 4.4.3 Are goals and priorities of practice, along with relevant legislation and organisational priorities, protocols and resources taken into consideration when making recommendations for future directions? 4.4.4 Are identified gaps in evidence addressed through recommendations for further research? 4.4.5 Is a plan for implementation of recommendations from evaluation contributed to as appropriate? 4.4.6 Are outcomes from evaluation activities and subsequent recommendations communicated clearly and in a timely manner to all relevant stakeholders? 4.4.7 Are recommendations made for service development based on professional knowledge and experience, the characteristics of the client group(s), their identified needs and values, relevant literature and trends, and or organisational priorities and resources in instances of limited empirical evidence? 4.4.8 Are evaluation outcomes communicated appropriately to all interested stakeholders? Demonstrated Competence Yes No Unsure Not applicable Utilises evaluation outcomes to make recommendations for future practice Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT – Competency Unit 4: Occupational Therapy Service Evaluation Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 5 Occupational Therapy Professional Communication Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication Competency Unit 5: Occupational Therapy Professional Communication Please tick the appropriate box Element 5.1 Facilitates active participation of the client in service provision Performance Criteria 5.1.1 Is all important information conveyed in a respectful, appropriate and thoughtful manner, which takes into consideration the cultural, spiritual, religious and personal context(s) of the client? 5.1.2 Is information presented clearly and concisely, using language which is easily understood? Demonstrated Competence Yes No Unsure Not applicable Are specific occupational therapy terms explained? 5.1.3 Are barriers to communication identified (e.g., language, hearing loss, lack of effective communication system, gender of interviewer) and addressed to minimise impact on client’s informed participation in service? 5.1.4 Are additional resources used as required to enhance and reinforce client’s understanding? 5.1.5 Is the client encouraged to share his/her priorities and goals to inform service delivery? 5.1.6 Is the client made aware of how the occupational therapist will record, use and store personal information? Facilitates active participation of the client in service provision Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication Please tick the appropriate box Element 5.2 Adopts a communication approach appropriate to the working environment Performance Criteria 5.2.1 Are effective, collaborative and cooperative relationships developed and maintained within teams, with colleagues and other stakeholders to achieve common and client-driven goals, with client’s consent? 5.2.2 Is all important and relevant information communicated to relevant colleagues and clients in an efficient, appropriate and timely manner that meets confidentiality requirements? 5.2.3 Is the language and media used relevant, appropriate and meaningful to the intended target audience? 5.2.4 Is communication of a standard which meets the requirements of workplace protocols, procedures and legislation? 5.2.5 Are Information and Communication Technology (ICT) and other electronic communication tools (e.g., mobile phones, emails, internet, social networking sites, paging systems) used responsibly in accordance with privacy and confidentiality, workplace and legislative requirements, to support occupational therapy practice? 5.2.6 Is all client information secured and maintained according to workplace and legal requirements of privacy and confidentiality? Demonstrated Competence Yes No Unsure Not applicable Adopts a communication approach appropriate to the working environment Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication Please tick the appropriate box Element 5.3 Documents and reports relevant aspects of service provision Performance Criteria 5.3.1 Are all relevant aspects of the occupational therapy service routinely, objectively, legibly and concisely documented in accordance with privacy and confidentiality, workplace and legal standards/requirements? 5.3.2 Are service outcomes recorded and evaluated? Demonstrated Competence Yes No Unsure Not applicable Are appropriate recommendations prepared and presented to relevant stakeholders within negotiated timeframes? Documents and reports relevant aspects of service provision Please tick the appropriate box Element 5.4 Shares professional information responsibly Performance Criteria 5.4.1 Is information that will support evidence-based practice and enhances the occupational therapy profession disseminated? 5.4.2 Are opportunities to discuss, demonstrate and advocate the role of occupational therapy to clients, colleagues and other stakeholders sought and utilised? Demonstrated Competence Yes No Unsure Not applicable Shares professional information responsibly Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT – Competency Unit 5: Occupational Therapy Professional Communication Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 6 Occupational Therapy Professional Education and Development Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 6: Occupational Therapy Professional Education and Development Competency Unit 6: Occupational Therapy Professional Education and Development Please tick the appropriate box Element 6.1 Engages in lifelong learning processes and activities to maintain professional competence Performance Criteria 6.1.1 Are opportunities for improving professional knowledge and skills identified and capitalised on throughout professional life? 6.1.2 Is new information and knowledge critically evaluated, shared with others (formally and informally) and integrated into current practice as appropriate? 6.1.3 Is a reflexive and reflective approach to practice adopted by: critical evaluation of personal performance, seeking and utilising supervision effectively, identifying ongoing learning needs and undertaking lifelong learning? Demonstrated Competence Yes No Unsure Not applicable Engages in lifelong learning processes and activities to maintain professional competence Please tick the appropriate box Element 6.2 Contributes to education and professional practices of students Performance Criteria 6.2.1 Are occupational therapy theories, concepts, and techniques demonstrated and explained to students, commensurate with level of experience? 6.2.2 Are student learning activities and processes occurring within the workplace engaged with and contributed to as appropriate to the occupational therapist’s role and level of experience Demonstrated Competence Yes No Unsure Not applicable Contributes to education and professional practices of students Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 6: Occupational Therapy Professional Education and Development Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. PRACSOT Performance Record for the Australian Competency Standards for Occupational Therapists Competency Unit 7 Occupational Therapy Professional Practice Responsibilities Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 1 PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities Competency Unit 7: Occupational Therapy Professional Practice Responsibilities Please tick the appropriate box Element 7.1 Adopts an efficient, effective and systematic approach to daily workload management Performance Criteria 7.1.1 Are daily work tasks and responsibilities performed in an organised, timely and goal-driven manner? 7.1.2 Is daily workload effectively managed using a range of professional skills, including clinical reasoning, prioritisation, problem-solving, adaptation, negotiation and delegation? 7.1.3 Are changing circumstances managed effectively, flexibly and efficiently by reassessing work priorities and adapting work practices? 7.1.4 Is time effectively and efficiently managed so that necessary work tasks are completed according to expected performance standards and timeframes? 7.1.5 Do contributions to the team enable effective service integration, focused on shared client-centred goals? 7.1.6 Are skills and expertise of team members and support staff recognised, utilised and understood, and effectively supported and developed? 7.1.7 Are resources within the workplace used efficiently, safely appropriately and responsibly to support practice? Demonstrated Competence Yes No Unsure Not applicable Is responsibility for development, management and maintenance of resources assumed within financial constraints and in accordance with the expectations of the practice setting? Adopts an efficient, effective and systematic approach to daily workload management Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 2 PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities Please tick the appropriate box Element 7.2 Works effectively within the structure of the workplace environment Performance Criteria 7.2.1 Is personal conduct and performance of work tasks of a standard commensurate with the requirements of relevant workplace protocols, procedures and legislation, such as Occupational Health and Safety, Disability Services, Equal Opportunity and Anti-Discrimination? 7.2.2 Are essential administrative duties completed accurately, systematically and within established timeframes? 7.2.3 Are established communication systems and protocols within the working environment used responsibly and effectively to support practice? 7.2.4 Is a safe working environment promoted and appropriate risk management strategies adhered to for clients, colleagues and others who enter the workplace in accordance with legislative duty of care requirements? 7.2.5 Is the role of occupational therapy within the working context understood? Demonstrated Competence Yes No Unsure Not applicable Are duties performed accordingly with an understanding of service priorities and objectives demonstrated? Works effectively within the structure of the workplace environment Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 3 PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities Please tick the appropriate box Element 7.3 Contributes to quality assurance and service development Performance Criteria 7.3.1 Are effective, evidence-based programmes and services developed to a standard commensurate with experience? 7.3.2 Are the principles and processes of quality improvement and assurance understood and promoted by participating in relevant workplace and professional quality improvement activities? Demonstrated Competence Yes No Unsure Not applicable Contributes to quality assurance and service development Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. 4 PRACSOT – Competency Unit 7: Occupational Therapy Professional Practice Responsibilities Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. A-1 PRACSOT – Appendices Appendices Appendix 1: Reference Group Members Professor Sylvia Rodger Division of Occupational Therapy School of Health & Rehabilitation Sciences University of Queensland Professor Susan Ryan Occupational Therapy School of Health Sciences University of Newcastle Ms Susan Gilbert Hunt School of Health Sciences Division of Health Sciences University of South Australia Associate Professor Linsey Howie Faculty of Health Sciences School of Occupational Therapy La Trobe University Dr Michael Curtin Occupational Therapy Department School of Community Health Charles Sturt University Dr Matthew Yau Rehabilitation Sciences James Cook University Professor Lorna Rosenwax School of Occupational Therapy Curtin University of Technology Associate Professor Lindy Clemson Occupational Therapy Faculty of Health Sciences University of Sydney Dr Ros Bye Occupational Therapy Department School of Biomedical and Health Sciences University of Western Sydney Associate Professor Lynne Adamson Occupational Science and Therapy School of Health and Social Development Deakin University Dr Kirk Reed Department of Occupational Therapy Faculty of Health Auckland University of Technology Ms Jackie Herkt School of Occupational Therapy Otago Polytechnic Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. A-2 PRACSOT – Appendices Associate Professor Louise Farnworth Occupational Therapy Department Monash University Dr Mike Lyons School of Health and Sport Sciences University of the Sunshine Coast Ms Helen McDonald School of Exercise, Biomedical and Health Sciences Edith Cowan University Dr Ev Innes School of Health and Human Sciences Southern Cross University Mr Jim Carmichael Chairperson Council of Occupational Therapists Registration Boards/ Occupational Therapy Council Ms Rachael Schmidt Occupational Science and Therapy School of Health and Social Development Deakin University Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. A-3 PRACSOT – Appendices Appendix 2: List of Contributors to ACSOT and PRACSOT The Project Team acknowledges the contribution of the following individuals and organisations for their ongoing support and provision of feedback in revision of the Australian Competency Standards for New Graduate Occupational Therapists and the Performance Record for the Australian Competency Standards for Occupational Therapists. Liz Ainsworth Kate Avelado Sally Bennett Julie Brayshaw Marina Ciccarelli Deirdre Cooke Margaret Cullen-Erickson Sarah Evans Jane Hopkirk Val Lehmann-Monk Katrina Pacey Samantha Ashby Mathilde Backhouse Renee Boyd Imelda Burgman Rachelle Coe Salli Craik Lois Denham Heather Freegaard Judy Jones Gjyn O’Toole Koori Occupational Therapy Service (KOTS) Occupational Therapy Australia – Queensland Occupational Therapy Australia – South Australia Mental Health Occupational Therapy Group within Queensland Health Queensland Department of Education and Training Occupational Therapists Occupational Therapy Council Northern Territory Occupational Therapy Registration Board Occupational Therapy Departments within the following Universities*: Charles Sturt Curtin Edith Cowan James Cook Monash Newcastle Southern Cross University of Queensland University of Western Sydney * Responses from some Occupational Therapy Departments included individual and whole of staff responses as well as broader clinical consultation. Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968. A-4 PRACSOT – Appendices Performance Record for Australian Minimum Competency Standards for New Graduate Occupational Therapists ©Occupational Therapy Australia 2010. This work is copyright. No part may be reproduced or communicated in any manner whatsoever except in accordance with Copyright Act, 1968.