Patient Care Procedure Assignment

OTA 108/109 Patient Care Procedures

Goals in Casamba

(part 1 of 3)

Name:_____________________ Date: ______________

Objective:

The student will demonstrate and articulate proficiency in reading, reviewing, and gathering data of a client, and in using their clinical reasoning and prioritizing skills to assist in the development of long and short term goals on a Plan of Care.
Necessary data to assist with the development of LTG and STG will include evaluation results of patient’s performance in occupation, diagnostic tests results and any other relevant statistics/data
This assignment evidences an understanding of business aspects of practice which includes but is not limited to, financial management, billing and coding. Patient Care Procedure Assignment

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Procedure: The student will be assigned a case study with an array of impairments and dysfunctions. They will complete an analysis of the evaluation performed and complete the sections related to Long Term and Short Term goals.

Evaluation:.

Criteria	Poor (1)	Fair (2)	Good (3)	Excellent (4)	Comments	Score
Timeliness	Student completed the assignment two or more days late	Student completed the assignment one day late	Student completed the assignment on the required date but at a later time	Student completed the assignment on the required date and time
Use of proper terminology, grammar and sequence of words	Improper use of proper terminology, grammar and sequence of words used on 8 or more occasions	Improper use of terminology, grammar and sequence of words used on no more than 6 occasions	Improper use of terminology, grammar and sequence of words used on no more than 4 occasions	Improper use of terminology, grammar and sequence of words used on no more than 1 occasion
Articulate the importance of using statistics, tests and measurements for purposes of delivering evidence based practice through Q&A with Instructor	Unable to articulate . Recommend Tutoring.	Student able to articulate with 50% efficiency. Clarification and additional EBP exercise, tutoring required	Student able to articulate with 75% efficiency. Evidence of knowledge and understanding. Minor clarification provided	Student able to articulate with 100% efficiency. Evidence of knowledge and understanding. Exceeds expectation.
Long Term goals reflect the most important impaired functional and occupational areas of the patient.	3 or more important functional or occupational area in the Long Term goal are not evident.	2 important functional or occupational area in the Long Term goalsare not evident	1 important functional or occupational area in the Long Term goals is not evident.	All Long Term goals reflect the most important impaired functional and occupational areas of the patient.
Long Term Goals are specific and measurable	3 or more instances of a a specific and measurable LTG.	Two instances of a specific and measurable LTG.	One instance of a lack of a specific and measurable LTG.	All LTGs were specific and measurable.
Long Term Goals are realistic and achievable for the anticipated time frame	Three or more Long Term Goals were not realistic and achievable for the anticipated time frame	Two Long Term Goals were not realistic and achievable for the anticipated time frame	One Long Term Goal was not realistic and achievable for the anticipated time frame	All Long Term Goals were realistic and achievable for the anticipated time frame
Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.	Three Long Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.	Two Long Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. Patient Care Procedure Assignment	One Long Term Goal was not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.	Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.
Short Term goals reflect the most important impaired client’s body functions and skills.	3 or more important impaired body functions or skills were not included	.2 important impaired body functions or skills Were not included	1 important impaired body function or skill was not included.	All Short Term goals reflect the most important impaired body functions and skills
Short Term Goals are specific and measurable	Specific and measurable STG were not evident in 3 or more instances	specific and measurable STGs were not evident in two instances.	Specific and measurable STG was not evident in one instance.	All STGs were specific and measurable.
Short Term Goals are realistic and achievable for the anticipated time frame	Three or more Short Term Goals were not realistic and achievable for the anticipated time frame	Two Short Term Goals were not realistic and achievable for the anticipated time frame	One Short Term Goal was not realistic and achievable for the anticipated time frame	All Short Term Goals were realistic and achievable for the anticipated time frame
Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term	Three Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.	Two Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.	One Short Term Goal was not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.	Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.

Instructor’s Signature: _________________________________________

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

B.1.7. ,B.5.19, B.5.20.

Treatment Session

Case study review

(part 2 of 3)

Name: _____________________

Date: ______________

Course: OTA 108/109 Patient Care Procedures

Objective:

The student will demonstrate proficiency in applying OT treatment techniques and practices to a case study for which they have already written long and short term goals.
The student will demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion and safety.
The student will demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.

Procedure: The student will be assigned a case study with an array of physical dysfunctions. They will develop a one hour treatment session applying techniques, strategies and practices discussed in class. This is the second part of the student training in electronic documentation as well because they must search, read, and review the evaluation from the case study.

Curriculum Threads addressed:

Occupation Centered practice
Role Acquisition

Evaluation:

Criteria	Poor (1)	Fair (2)	Good (3)	Excellent (4)	Score
Are the areas addressed during the Tx session a true reflection of the main and priority problem list?	Three or more of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list.	Two of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list.	One of the areas addressed during the Treatment session was not a true reflection of the main and priority problem list.	All the areas addressed during the Treatments session were a true reflection of the main and priority problem list.
Were the activities and exercises presented during the session congruent and related to the STGs.	Three or more of the activities and exercises presented during the session were not congruent and related to the STGs.	Two of the activities and exercises presented during the session were not congruent and related to the STGs.	One of the activities and exercises presented during the session was not congruent and related to the STGs.	All of the activities and exercises presented during the session were congruent and related to the STGs.
Were the exercises, activities and techniques used during the session correctly applied and implemented	Three or more exercises, activities or techniques used during the session were incorrectly applied and implemented. Patient Care Procedure Assignment	Two exercises, activities or techniques used during the session were incorrectly applied and implemented	One exercise, activity or techniques used during the session was incorrectly applied and implemented	All the exercises, activities and techniques used during the session were correctly applied and implemented
Were the exercises, activities and techniques used during the session explained clearly and properly to the patient/caregiver/family/significant other?	Three or more of the exercises, activities and techniques used during the session were not explained clearly and properly	Two of the exercises, activities and techniques used during the session were not explained clearly and properly	One of the exercises, activities and techniques used during the session was not explained clearly and properly	All of the exercises, activities and techniques used during the session were explained clearly and properly
Was the interaction and communication with patient/caregiver/family/significant other carried out with respect and professionalism, with evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism on few occasions with no evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism sometimes with limited evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism most of the time with evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism at all times with evidence of therapeutic use of self
Did the therapist provide adequate and timely feedback to the patient that led to the desired response	The therapist provided inadequate and untimely feedback to the patient that led to an undesired response	The therapist provided adequate and timely feedback to the patient that led to the desired response, on occasion	The therapist provided adequate and timely feedback to the patient that led to the desired response most of the time	The therapist provided adequate and timely feedback to the patient that led to the desired response at all time
Did the therapist apply safety measures and techniques while treating the patient	The therapist did not apply safety measures and techniques while treating the patient three or more times	The therapist did not apply safety measures and techniques while treating the patient twice	The therapist did not apply safety measures and techniques while treating the patient once	The therapist applied safety measures and techniques while treating the patient at all times
Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion	The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion, on occasion	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion most of the time	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion
Did the therapist project confidence with full domain and control while offering the treatment session?	The therapist did not project confidence with full domain and control of the treatment session	The therapist projected confidence with full domain and control of the treatment session sometimes	The therapist projected confidence with full domain and control of the treatment session most of the times	The therapist projected confidence with full domain and control of the treatment session at all times
Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other the need to possibly integrate interprofessional team dynamics for planning, delivering and evaluating care?	The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other most of the time	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other

Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Instructor Signature: ____________________________________________________________

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

B.1.4., B.3.4., B.3.7, B.4.3., B.4.9, B.4.10., B.4.11., B.4.13. , B.4.21., B.4.25

Treatment exercises, activities, techniques, strategies and approaches

Name:_____________________

Date: ______________

Course: OTA 108/109 Patient Care Procedures

Objective: The student will demonstrate proficiency in articulating, describing, demonstrating and applying OT treatment techniques, strategies, and approaches to an array of medical diagnosis with evidence of therapeutic use of self and apply scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments.

Procedure:

The students will be assigned a specific type of:

therapeutic exercise
therapeutic activity
neuromuscular reeducation approach or technique
a self care task

The student will articulate, describe and demonstrate to their fellow students, to include providing information about benefits, precautions and contraindications.
The student will articulate and describe need and rationale to evidence therapeutic use of self.

Curriculum threads addressed:

Commitment to lifelong clinical learning
Occupation centered practice
Role Acquisition

Criteria	Poor (1)	Fair (2)	Good (3)	Excellent (4)	Score
Timeliness	Student presented the paper 2 or more days late	Student presented the paper the following day with an excuse	Student presented the paper the same day but at a later time	Student presented the paper on time.
Use of proper terminology and grammar	Use of wrong terminology or grammar on more than 9 occasions.	Use of wrong terminology or grammar on no more than 7 occasions.	Use of wrong terminology or grammar on no more than 5 occasions. Patient Care Procedure Assignment	Use of wrong terminology or grammar on no more than 3 occasions.
Description of the exercise or activity assigned, including historical background, usage and application.	25-49% the content was comprehensive with a strong historical background and a correct description of its application	50-74% of the content was comprehensive with a strong historical background and a correct description of its application	75-89% of the content was comprehensive with a strong historical background and a correct description of its application	90-100% of the content was comprehensive with a strong historical background and a correct description of its application.
Provided complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Articulated need and rationale to evidence Therapeutic Use of Self.	25-49% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Insufficient articulation regarding Therapeutic Use of Self.	50-74% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Fair articulation regarding Therapeutic Use of Self.	75-89% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Good articulation regarding Therapeutic Use of Self.	90-100% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Excellent articulation regarding Therapeutic Use of Self.
Included sufficient and accurate pictures, photos and diagrams related to the activity or exercise assigned as part of the appendix section	Included 1-2 appendices demonstrating the exercises, activities or technique assigned	Included 3-4 appendices demonstrating the exercises, activities or technique assigned	Included 5-7 appendices demonstrating the exercises, activities or technique assigned	Included 8 or more appendices demonstrating the exercises, activities or technique assigned
Sources of references	Failed to include 5-6 sources of references	Failed to include 3-4 sources of references	Failed to include 1-2 sources of references	Included the necessary and truthful sources of references
Explanation and demonstration of the assignment to fellow students	The information presented was clear, easy to understand, and accurate 25-49% of its content	The information presented was clear, easy to understand, and accurate 50-74% of its content	The information presented was clear, easy to understand, and accurate 75-89% of its content	The information presented was clear, easy to understand, and accurate 90-100% of its content

Evaluation: The total score to accumulate is “28”. Your score was _____________ with a

percentage of ________________ .

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Instructor’s signature:__________________________________________________________________

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

B.3.7., B.4.1. , B.4.3., B.4.9. , B.4.11. , B.4.13. , B.4.21. Patient Care Procedure Assignment

Patient Care Procedure Assignment