AOTA EES OF EN cesociation, ne Fieldwork Performance Evaluation For The Occupational Therapy Student vem Holauin Alexa gig narunes: NAMED (LAST) FIRST) (MIDDLE) HAVE READ THIS REPORT. Anuusesity of Utaly __ — Cy " LER Sa teas fo, FURE OF STUDENT FIELOWORK SETTING: DO’ Vantage Early Intervention _ | E NAME OF ORGANIZATION FACILITY —_Y NUMBER OF PERSONS CONTRIBUTING TO THIS REPORT 2540 S$. 500 W ‘ROORESS. (STREET OR PO BOK) Jest Val Ul 84/20 Qusaehe, Musscner Lon ryabis Bar iT Myst Valley Ciny iet —2H : Sate 2 tte eerie fe ines ngela Mucsenec-G afepranissty $$ ArasleMurieneesQmeales MOT OTE oroenorrucsuenr() 234 ouroe 13 4 rom O5|i4 J2oi® __»_ OB] 10) 204 Ears CBE 420 NORGE OF HOURS ComPLETED PRINT NANEICREDENTALS POSTION 125 INAL SCORE mss_X worst ‘SJGHATURE OF RATER #2 (F APPLICABLE) ‘SUMMARY COMMENTS: (ADDRESSES STUDENTS CLIVCAL COMPETENCE) Atena Fouuses on tie Family's goals and toncecas 1 determing. topics T Upcoming treatment sessi " ee i) fatment Sessions , She- mvestigates a variety of mucees Te Aererimine. The mest ape methods t unlize in seseiens TO dev explains The reasoning behind treatm pe a roel eAT Choices te parents and 4 MAgages parents in Therapy sescion: She usis great climeal reason a ue Pate ae haere ening evelop treatment i, Time and is working TR ineredce her Bee Renee Laie Unexpected siahorS/scenarios arise du Therap dgatcils when Ting Therapy sessions rwpriate and accupdhen- base ap - od complish these Jeals, SheFieldwork Performance Evaluation For The Occupational Therapy Student ‘This evaluation isa rewsion ofthe 1987 American Occupational Therapy Association, Inc. Fieldwork Evaluation Form for the Occupational Therapist and was produced by a committee of the Commission on Ecucation PURPOSE ‘The primary purpose ofthe Filcwork Performance Evaluation forthe Cocupational Therapy Student i fo measure entry-level competence of {he occupational therapy student, The evaluation is designed to alferen- ‘ate the competent student from the incompetent student and is not esgned ta diferente levels above enty level competence. Fr futher Garfeaton on ent eve competency reer tothe Standards o racine for Occupational Therapy (1), The eration fs designed to measur the perfomance ofthe occupa: tral Herepy process and was not designed to moasute the spacte ‘ccupational thrapy tasks insolation. Tis evaluation reflects the 1968 4oxredtaion Coun for Occupational Therapy Education Standards {hand the Natonal Board for Cerfeaton in Occupational There, ne Practice Analysis resuts (3). n ation, this evluatin allows students 10 evaluate thelr own stengths and challenges in relation to their per. formance as an occupational therapist. USE OF THE FIELDWORK PERFORMANCE EVALUATION FOR THE OCCUPATIONAL THERAPY STUDENT ‘The Fldwor Pertrmanes Evaluation i intended to provid the student wih an aonwale assessment of hither competence fo entry evel prac: ‘re. Bon the shuent and fekinork educator should recognize that ‘owt occurs over me, The midterm and final evaluation scores will ‘eee development of student competency and growth. ine o (ectvly use this evaluation to assess student ‘competence, site- need 10 be developed. Utilize tis evaluation as a suring thal all Key performance areas are ‘elect in he ste-spectic objectives. ea tis erauation at midterm ae fi Sen complete a set evaluation of hi The Fieldwork Educator must Coordinator when: 1) a sh substantia! number of tas nly level competence by Contact the 4, Lent exhibits unsatahe oo AS © 2) 8 stuters py the end of alates s DIRECTIONS FOR RATING STUDENT, PER " * Thete are 42 perormance tems, ‘Every item must be scored, us FORMANCE Ing th one four pinta “The rating scales should be cartuy tule pr evaluation. Definitions ofthe ‘Scales are given atthe “Giro the number tht coresponds tthe escribes the students perlommance * The ratings forthe Eth * ecard iterm and nal ating on he Perornance ty Sona Sheet “ * Compare ovra miter and tna score oh sal OVERALL MIDTERM SCORE Satisfactory Performance, 90 and above Unsatisfactory Periormance 89 and below OVERALL FINAL SCORE Pass 122 pons end above No Pass 121 points and below RATING SCALE FOR STUDENT PERFORMANCE 4— Exceeds Standards: Penance hy si at This ratings rarely given and woul represent the ton fal ‘Students you have supervised, ‘3 Meets Standards: Performance is consistent ih et This rating is infrequently given at mater ans 2 final 2 Nends mpovenent eons a pepsin Mest ‘nproweert x eter pace, Ts aa ang Brformance aterm, and same igs 2 ay be be nal — 1 Uneattctr: ermare lo dan y sonnet oan The Marva ig ot pation asa shod and dered otcomo of oocpatonal herany ae ino of 2 any bo resecnable ‘to clients, families, significant others, colleagues, service providers, anc he pte +1 — Unsatisfactory: Performance is below standards and requires E ewipmert enolic. Th ang pen wen thar Maem 1 @ 3 4 ‘a concern about perarmanc. a 1 2 @ 4 6. Cleary confident and accuratly communicates the roles of the occupational therapist and occupational therapy assistant |, FUNDAMENTALS OF PRACTICE: to clients, famities, significant others, colleagues, service providers, All items in this area must be scored at a #3 or above on the final ‘and the public. van herdero pas feavork wien 1 @ 3 4 1. Adheres to ethics: Adheres consistently to the American Final 1 2 @ 4 Cesipatoral Therap Asoction Codo of tics) and si's oles an poceéres muting when rant hse veld io ‘7. Collaborates with cen, amy. and scant thers tvoughout human subject esearch, ‘he oocupationl therapy process. Mem 1 2 @ 4 worm 1 @ 9 4 Final 1 2 © Fral 1 2 ® 4 2 Adheres to safety regulations: Adheres consistently to safety ‘Comments on strengths and areas for improvement: rexloions Areas poorly hazardous ston ar aks Mer steps to prevent acces sed i Wer Maem 1 Q@ 9 a Mea has progres di Communication SKUs with co-worky fa 1 2 @ 4 ne ate Atrough she tends to} 4. Usesudgment in sey: oes cud jtortin gud sae and families, Aitrough {Yolo and ors ctl towed ace he Soft spoken and 4 bit more. wan 1 @ 8 4 reserved, she hes recognizes thes Final 1 2 © 4 ascomething che wants to dewelop and has alteady become more vocal with famiiesand otters at DDL Comments on strengths and areas for improvement: Miter Alexa doesa great yoo mplementing Vantage, The ROTA code VE ethics , She 1S + Fil Continuing te earn and tespend to Mera provides undemiandable he Un predic ta Gility & Lids. desuripnons of the Geld of OY theservices OT provides, and Final The values of ou series . Aleta te ethical with regardgto Pegularly astes Families whar All hee work and witerattions Would Tike the fous of cure with others. She. hae anticipated OT session To be so that And responded well to canmont Semvees ion vets gemma nen eating story cman enh momen occu nildcen? out etre should woatnue WS on other, less common