sz2p2017 Typhon Group: EAS! - Evaluation & Suvey Instrument Responses About You - Details - "Level II Fieldwork Evaluation - Mid-term" Sam Be" Be! a Evaluation by: Fieldwork Educators (Schlegel, Sheelagh) Evaluation of: Students (Struthers, Sarah) Evaluation Period: 2/17/2017 2/20/2017 10:15:15 AM ET IMPORTANT: Please mark whether this is the Midterm or Final evaluation of your student. Additionally, please keep whether this is a Midterm or Final evaluation in mind as you complete the rest of this evaluation, NOTE: At the end of this evaluation, you will be asked to provide a total score for your student. It will be helpful to keep track of the points you give your student on a spare piece of paper or on a calculator as you fill-out the evaluation. + No response Please complete the following: Name of Student (Last, First, Middle) - Sarah Struthers College or University of Student - Sacred Heart University Name of Organization/Facilty - Archstone Care Center ‘Address - No response City - No response State- No response Zip- No response ‘Type of Fieldwork - Level Order of Placement (Options: 1,2, 3, 4) out of (Options: 1, 2,3, 4)-1 Dates of Placement - 1/2/17 -3/24/17 Number of Hours Completed - No response Number of Persons Contributing to this Report -1 Name of Rater #1 - Jesusa Victoria Biscante-Barba Name of Rater #2 (if applicable) - No response | FUNDAMENTALS OF PRACTICE: Altemsin tis area must be sored ata or above onthe fina evauton oder to pass eldwok RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-nitiated. This rating is rarely given and would represent the top 5% of all the students you have supervised. 3 ~ Meets Standards: Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is ‘a strong rating at final 2.- Needs Improvement: Performance is progressing but stil needs improvement for entry-level practice. This is a real rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 - Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about performance. hitps:wwrtyphongroup.nelievallanalyza/studentdotls.asp?r=08faclty=@2838survey=38888 16sz2p2017 Typhon Group: EAS! - Evaluation & Suvey Instrument + Adheres to ethics: Adheres consistently to the American Occupational Therapy Association Code of Ethics and site's policies and procedures including, when relevant, those related to human subject research, -3 [3 pts + Adheres to safety regulations: Adheres consistently to safety regulations. Anticipates potentially hazardous situations and takes steps to prevent accidents. -2 [2 pis} + Uses judgement in safety: Uses sound judgement in regard to safety of self and others during all fieldwork-related activities.-2 [2 pts sible 4), POINTS: 7, MEAN: 2.93 (out of p CORE: 58.3% Comments on strengths nd areas for improvement in FUNDAMENTALS OF PRACTICE + Sarah could still improve on body mechanics, use of gait belts to improve her and patients safety. Work ‘on improving her techniques with safe transfers and mobility. U Basle TENETS: RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-nitiated. This rating is rarely given and would represent the top 5% of all the students you have supervised. 3 ~ Meets Standards: Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is ‘a strong rating at final 2 - Needs Improvement: Performance is progressing but stil needs improvement for entry-level practice. This is a realistic rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 - Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about performance. + Clearly and confidently articulates the values and beliefs of the occupational therapy profession to clients, families, significant others, colleagues, service providers, and the public. -3 [3 pts] + Clearly, confidently, and accurately articulates the value of occupation as a method and desired outcome of occupational therapy to clients, families, significant others, colleagues, service providers, and the ublic.-3 [3 pts + Clearly, confidently, and accurately communicates the roles of the occupational therapist and ‘occupational therapy assistant to clients, families, significant others, colleagues, service providers, and the public.-2. [2 91 + Collaborates with client, family, and significant others throughout the occupational therapy process. - 3 [pis] MEAN: 2.75 (out of possible 4), POINTS: 11, % SCORE: 68.8% Comments on strengths and areas fr improvement in BASIC TENENTS: + surah has very good conunieaton lil ands inpoving wel th er by o communicate established roles. | want her to use/start using EBP. standardized tests and other sources to continue challenging and developing her treatment plans and activities, hntps:wwrtyphongroup.nelievalianalyzalstudentdotals.asp7r=08aclty=@2838survey=38888 216,sz2p2017 Typhon Group: EAS! - Evaluation & Suvey Instrument IIL EVALUATION AND SCREENING : RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-initiated. This rating is rarely given and would represent the top 5% of all the students you have supervised, 3 - Meets Standards: Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is a strong rating at final 2.~ Needs Improvement: Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 ~ Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about performance, + Articulates a clear and logical rationale for the evaluation process. -2_ [2 pts) + Selects relevant screening and assessment methods while considering such factors as client's priorities, context(s), theories, and evidence-based practice. -2 [2 ts] + Determines client's occupational profile and performance through appropriate assessment methods. - 3 [pts] + Assesses client factors and context(s) that support or hinder occupational performance. -3.[2 pts] + Obtains sufficient and necessary information from relevant resources such as client, families, significant others, service providers, and records prior to and during the evaluation process. -2 [2 pts] + Administers assessments in a uniform manner to ensure findings are valid and reliable. - 2. [2 pts + Adjusts/modifies the assessment procedures based on client's needs, behaviors, and culture, -3. [9 pts] + Interprets evaluation results to determine client's occupational performance strengths and challenges. - 2 [2pts] + Establishes an accurate and appropriate plan based on the evaluation results, through integrating multiple factors such as client's priorities, context(s), theories, and evidence-based practice. -3 [3 pts] + Documents the results of the evaluation process that demonstrates objective measurement of client's, occupational performance.-2 [2 pts] MEAN: 2. (out of possible 4), POINTS: 24 (CORE: 60.0% Comments on strengths and ares for improvement in EVALUATION AND SCREENING: + Sarah is continuing to develop with her ability to do her assessments in a more uniform way. Her PN's and D/C summaries are progressing each week. Daily documentation is clear and skilled IV. INTERVENTION: RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-initiated. This rating is rarely given and would represent the top 5% of all the students you have supervised. 3 ~ Meets Standards: Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is ‘a strong rating at final 2. - Needs Improvement: Performance is progressing but still needs improvement for entry-level practice. This is a real rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 - Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about performance. + Articulates a clear and logical rationale for the evaluation process. -2_ [2 pts} hntps:wwrtyphongroup.nelievalianalyzalstudentdotals.asp7r=08aclty=@2838survey=38888 6amano “Typhon Group: EAS - Evaluation & Survey Instrument + Utilizes evidence from published research and relevant resources to make informed intervention decisions.-2 [2 ots Chooses occupations that motivate and challenge clients. -3 [3 pts) ‘Selects relevant occupations to facilitate clients meeting established goals. -2_ (2 ts] Implements intervention plans that are client centered.-2 [2 ps Implements intervention plans that are occupation-based. -3.[3 pts Modifies task approach, occupations, and the environment to maximize client performance.- 2. [2 ts Updates, modifies, or terminates the intervention plan based upon careful monitoring ofthe client's status.-2_[2 ts + Documents clients response to services in a manner that demonstrates the efficacy of interventions. - 3 Bptsl MEAN: 2.33 (out of possible 4), POIN ‘Comments on strengths and areas for improvement in INTERVENTION: + Her biggest strength is she's comfortable with this setting and good rapport with patients. Good at using therapeutic use of self effectively. | want her to continue working on grading activities, varying activities and using different techniques to improve clinical skills, \V. MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES: RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-nitiated. This rating is rarely given and would represent the top 5% of all the students you have supervised, 3 ~ Meets Standards: Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is. ‘a strong rating at final 2.~ Needs Improvement: Performance is progressing but still needs improvement for entry-level practice. This is a realistic rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 - Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about performance. + Demonstrates through practice or discussion the ability to assign appropriate responsibilities to the to the occupational therapy assistant and occupational therapy aide. -3_ [3 pts] + Demonstrates through practice or discussion the ability to actively collaborate with the occupational therapy assistant. -3 [3 pts) + Demonstrates understan site.-2 [2 ts) + Accomplishes organi: deadiines.-2 [2 pts] + Produces the volume of work required in the expected time frame.-2 [2 pts] 19 of the costs and funding related to occupational therapy services at this, tional goals by establishing priorities, developing strategies, and meeting MEAN; 2.40 (out of possible 4), POINTS: 12, % SC DRE: 60.0% ‘Comments on strengths and areas for improvement in MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES: + Sarah is improving at communicating with assistants and other staff re patients goals and interventions. She's improving with establishing priorities, developing strategies, and meeting deadlines. | want her to improve on time management as required/expected time. hntps:fwwrtyphongroup.neievalanalyzalstudentdotals.asp?r=08aclty=@2838survey=38888 46sz2p2017 Typhon Group: EAS! - Evaluation & Suvey Instrument VI. COMMUNICATION RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-nitiated. This rating is rarely given and would represent the top 5% of all the students you have supervised. 3 ~ Meets Standards: Performance is consistent with entry-level practice. This rating is infrequently given at midterm and is ‘a strong rating at final 2 - Needs Improvement: Performance is progressing but stil needs improvement for entry-level practice. This is a real rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 - Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there is a concern about performance. + Cleatty and effectively communicates verbally and nonverbally with clients, families, significant others, colleagues, service providers, and the public. -3 (2 pts] + Produces clear and accurate documentation according to site requirements. -3 [2 pts] + All written communication is legible, using proper spelling, punctuation, and grammar. -2_[2 pts) + Uses language appropriate to the recipient of the information, including but not limited to funding agencies and regulatory agencies. -2_ [2 pts) MEAN: 2.5 (out of possible 4), POIN ‘Comments on strengths and areas for improvements in COMMUNICATION: + Sarah is good at communicating with her peers and staff, and family members. Improving at using appropriate language on her documentation. VII. PROFESSIONAL BEHAVIORS: RATING SCALE FOR STUDENT PERFORMANCE 4 ~ Exceeds Standards: Performance is highly skilled and self-initiated. This rating is rarely given and would represent the top 5% of all the students you have supervised, 3 ~ Meets Standards: Performance is consistent with entry-level practice, This rating is infrequently given at midterm and is, ‘a strong rating at final 2 - Needs Improvement: Performance is progressing but stil needs improvement for entry-level practice. This is a realistic rating of performance at midterm, and some ratings of 2 may be reasonable at the final 1 - Unsati when th actory: Performance is below standards and requires development for entry-level practice. This rating is given ‘a concern about performance. + Collaborates with supervisor(s) to maximize the learning experience. -3 (3 pts] + Takes responsibility for attaining professional competence by seeking out learning opportunities and interactions with supervisor(s) and others.-3_ (3 pts] + Responds constructively to feedback. -3 [3 pts + Demonstrates consistent work behaviors including initiative, preparedness, dependability, and work site maintenance. -2 2 pts} + Demonstrates effective time management. - 2. [2 pts + Demonstrates positive interpersonal skills including but not limited to cooperation, flexibility, tact, and empathy.-3 [2 pts] hntps:wwrtyphongroup.nelievalianalyzalstudentdotals.asp7r=08aclty=@2838survey=38888 516sz2p2017 Typhon Group: EAS! - Evaluation & Suvey Instrument + Demonstrates respect for diversity factors of others including but not limited to socio-cultural, socioeconomic, spiritual, and lifestyle choices. -3 [3 pts] MEAN: 2.71 (out of possible 4), POINTS: 19, % SCORE: 67.9% ‘Comments on strengths and areas for improvement in PROFESSIONAL BEHAVIORS: + Sarah is continuing to improve collaborating with supervisor/other staff. Received lot of compliments for her positive interpersonal skills. | want ehr to continue improving with prepardness, dependability, and effective time management Please add up your student's total number of points (for MIDTERM and FINAL) and provide a pass or no pass rating (for FINAL ONLY) based on the following scoring guidelines: OVERALL MIDTERM SCORE Satisfactory Performance.......90 and above Unsatisfactory Performance.....89 and below ‘OVERALL FINAL SCORE Pass. 122 points and above No Pass. 121 points and below + Total Score -104 + Pass or No Pass - Pass ‘SUMMARY COMMENTS: (ADDRESS STUDENT'S OVERALL CLINICAL COMPETENCE) + No response Electronic Signature Status of Reviewer: + Signature Validated + No additional comments Total points for all rating scale questions: 104 Mean percentage score forall rating scale questions: 62.3% (Each main question equally weighted) Responses as of 4/22/2017 3:25:54 PM ET hntps:wwtyphongroup.nelievalianalyza/studertdotals.asp?r=08aclty=@2838survey=38888 66