Final Reflection

Name: Sun Lee Date Submitted: April 7, 2024

E-mail Address: Sun.Lee@dal.ca Cell/Home Phone: (519) 721-4146

Bi-weekly Reporting Period: From: March 24, 2024 To: April 6, 2024
Part 1: Bi-weekly Time (%) Reflection. Be certain to date, properly number and completely fill in each bi-weekly
reflection form with all required information. Each report should show an estimated amount of time spent in any of the
following functions within NCTRC Job Analysis Task Domains.

A. Professionalism 10% B. Assessment 15%

C. Planning 10% D. Implementation 30%
E. Evaluation & Documentation 30% F. Administration 5%

Part 2: Actual Time Log

Week Dates Sun Mon Tues Wed Thur Fri Sat Total Job Tasks Used During the Week

Hours

13 Mar 7.5 7.5 7.5 7.5 0 30 A, rel.: Same as previous

24 –
(Good weeks (daily team meetings,
30,
Friday) weekly annual report
2024
meeting and weekly
program planning meeting.)
Since more programs were
facilitated this week (i.e.,
Easter Egg Decoration,
Steps to Connect and Paint
Party), communicating with
other interprofessional team
members happened a lot this
week to ask questions prior
to the program and share
what I noticed. This also
proved how the RT program
positively impacted clients
who participated in the
programs.
B, rel.: Mostly happened
during program facilitation
and 1:1 interventions.
Similar to previous weeks.

C, rel.: Also similar to

previous weeks, since I was
the main facilitator for at
least 3 programs this week,
spent some time planning to
ensure the program happens
smoothly – but most
planning happened in the
previous week.

D, rel.: Mainly facilitated

Easter Egg Decoration,
Steps to Connect final
session, and Paint Party. All
three programs were
monitored by at least one
recreation therapists so was
able to get support and
feedback in the end. I was
quite rushed for the
Monday’s program as I was
nervous even though I spent
quite time to prepare and
realized I rushed as I got
nervous. This got better in
the rest of the week by
taking feedback and
practicing slow down.

E, rel.: Started uploaded

documentation on the online
 charting program. Reviewed
them with the supervisor
and got feedback. Need to
keep working on practicing
to write a concise note
instead of an unnecessary
long note.

F, rel.: wrote to final

reports for grants
(community art and paint
party.) Got feedback from
RT mostly grammar and
mistakes.

14 Mar 0 (Easter 7.5 7.5 7.5 7.5 30 Mostly the same as week
31 –
Monday) (Shadowing 13. Below are additional
April
Abbie Lane learnings in week 14:
6,
2024 QEII)
A, rel.: spent quite time
discussing with primary
clinicians to gain clients’
information and exchange
with what I observed from
the program so that I could
sort who to contact for
April’s program
recruitment.

B, rel.: Reviewed leisure

screening tools with the
supervisor. Prepared for the
PERMA post-test
happening in the following
week.
 C, rel.: Planned for April
program (i.e., Cultural
Kitchen Korea.)

E, rel.: Continued to write

progress notes and learned
from the supervisor about
how to write discharge
notes.

F, rel.: had recruitment calls

for programs and PERMA
post-test.

From week 1-14, accumulated hours are total 490.5 hours! My last day of the internship will be on April 26 th, and I
will get enough hours (560 hours) by the 19th.

Part 3: Personal Analysis of Professional Development. This section of the final Reflection deals with a summary of
your professional development and accomplishments over the internship experience. Please complete using the NCTRC
domains in addition to how equity, diversity, inclusion and accessibility (EDIA) is considered/represented/can be
enhanced:

1. Professionalism: By working with interdisciplinary teams, including occupational therapists/therapy assistants,

social workers, registered nurses, psychiatrists, and administrators, I actively communicated with other team
members during team meetings, planning team meetings, client reviews, and 1:1 meetings with them. I also
advocated for clients' rights with other healthcare practitioners and client’s families for their dignity and safety
in participating in recreation programs. I also understand the practice in TR, applied EDIA perspectives in client
intervention and working with diverse populations, participated in committees (i.e., NSTRA), and complied with
the professional code of ethics and standards of practice during my internship.
2. Assessment: I established therapeutic relationships with clients I work with by using professional boundaries,
reviewed and applied knowledge of diagnostic and developmental characteristics of the client population at
Connections Halifax, gathered both primary and secondary data throughout programs and documents, and
focused on finding clients’ strengths and needs from assessments. For example, I administered PERMA
assessments with clients and supported them to set a goal based on their interests and needs, by focusing on
their own strengths. I also communicated data with the clients themselves and their primary clinicians with their
consent.
3. Planning: I participated in a program planning team meeting every week. There was no program I designed by
myself, but I planned and facilitated several programs, including Steps to Connect, as the program aligns with
clients’ goals. During the program planning, I focused on utilizing TR service delivery models, especially the
Leisure Ability Model and the Flourishing Through Leisure Model, as Connections’ clients are community
members who are seeking leisure opportunities and enhanced wellbeing through their leisure experiences. I also
ensured the program considered person-centred and harm-reduction approaches to provide clients positive and
welcoming environment. Every program I worked on planning contains appropriate goals that align with the
 client’s goals and interests (i.e., social skill training during leisure participation in the Steps to Connect program.)
and I worked on modifying the programs based on clients’ needs (i.e., dividing different pace groups for the
Point Pleasant Walk program.) Evaluation happened after the Steps to Connect program to enhance the
program's quality for the future.
4. Implementation: The purpose of the program was clearly provided to the clients including the expectation (i.e.,
Steps to Connect is a leisure education program that program participants can learn about their leisure value,
potential benefits from leisure participation, barriers and strategies. The program required active discussion
throughout the program and these were clearly mentioned from the beginning of the program.) I gained more
leadership skills by facilitating various programs and modifying them based on the clients to provide a better
leisure experience for all the participants. I also constantly monitor every participant to ensure they do not
experience any barriers during the program. Risk management was planned prior to every program
implementation by writing the plans down and discussing them with the supervisor and other interdisciplinary
team members.
5. Evaluation & Documentation: Progress notes were documented for every 1:1 interventions and discharge
reports will be written in the end of the internship. All the data from program monitoring were communicated
with clients’ primary clinicians and staffs who work with the clients. Any incident during the program were
documented and reported (i.e., fall from the skating program.)
6. Administration: I followed the agency service plan of operation, including program schedules, support services,
RT interventions, policies, and risk management plans. I also worked on proofreading the program grant
applications and writing grant final reports. I also went through LMS and any training that was required to work
at Connections Halifax.

Part 4: Reflective Questions Related to IPHE.

1. Discuss how effective communication occurs within the interprofessional team at your internship placement.
Consider the diversity of the interprofessional team involved.
a. Connections Halifax has a stable and strong team building as there are only around 35 team
members, including recreation therapists, occupational therapists, occupational therapy
assistants, social workers, psychiatrists, registered nurses, and administrators, and everyone
sees each other during the morning hurdle which is happening virtually so even staffs who are
working home or off-site can join the meeting and catch up what is going on. This greatly helped
me as a student because I could communicate easily with other staff through Zoom meetings and
learn what was happening during the day so I could plan my schedule better. For example, the
team always reviewed who came to the program the day before and what is happening today and
this week so I can report how the program went and let primary clinicians know what programs
are happening and how they can benefit our clients so that they can recommend the programs to
their clients. Also, every staff has their own desk so I can easily come up and ask questions when
I need to. The overall interprofessional communication happens very well in Connections
Halifax.
2. Discuss a time during your internship experience that demonstrated positive interprofessional collaborative
practice for optimal patient/client/family/community-centred care that also took into account aspects of EDIA
a. Harm reduction and person-centred care are huge in Connections Halifax as it is an outpatient
clinic for individuals who experience mental health illness and/or addictions. Many clients live
with stigma about their conditions, so we, especially the programmers always focus on providing
an environment where all the clients feel included and welcome. When I invite clients to
 programs or assessments, I always communicate with their primary clinicians (who are mostly
social workers, registered nurses, or occupational therapists) to check if there is any information
I better know in advance of the session. Staff in Connections Halifax are very open and
supportive about it, so I always get good advice, especially since I do not know all the clients in
Connections Halifax. For example, I recruited clients for the PERMA assessment for my special
service project and many clients in Connections were willing to participate to support me as a
student. Before I confirmed the appointment, I checked with their primary clinicians and
described the questionnaires. Clinicians reviewed the questionnaires and brought up some
concerns based on the questions or client’s current intervention status. This greatly helped me to
exclude some clients as I was not sure what questions could trigger which client. On the other
hand, they recommended some clients who would find the assessment beneficial so that I could
contact them to recruit. As a result, all the clients I did PERMA assessment answered all the
questionnaires even though some of them can be difficult to answer and many of them found it
beneficial.
3. You may have experienced in your internship in which you needed to explain/clarify your role as a Therapeutic
Recreation Professional. Please write down how you would clarify your role to either another professional or
patient/client/family the considerations of EDIA.
a. During the internship, I could practice how to advocate myself as a recreation therapy intern
and also my clients whom I work with. Based on my three-month experience, I noticed both staff
and clients in Connections are aware of the importance of therapeutic recreation quite well, so I
do not need to clarify my role often. However, it was not the same when I met people from the
community or other healthcare facilities. There was an interprofessional conflict in my
intervention for a client coming from a group home, as their nursing staff and continuing care
assistants told the client that she did not need to come to Connections as it is just an art group.
Even though the client, the client’s husband, myself, and other staff in Connections noticed the
progress from the client after program participation, the staff from the group home did not fully
understand and thought it should be an optional thing that the client could just miss it if the
weather seems wet outside or feeling tired. The client often has negative thoughts and
experiences a lack of motivation, but this has been improved so well throughout the intervention
– so it was not an optional choice for the client to join the recreation program because I clarified
with the client many times that she often feels guilt and depressed if she does not do anything and
stay in bed all day, and the client was quite new to the group home and did not participate in
programs often at the group home. One of the occupational therapists from Connections Halifax
who is the primary clinician of the client helped me advocate how important and beneficial
participating in recreation programs is for the client and I was able to be a part of the
communication between the group home social worker who works with the client mostly.
Eventually, the client herself advocated participating in the program even though staff
recommended her to stay at the group home so that really made me feel happy and achieved.
Currently, the client’s intervention has been closed as all the goals we set in the beginning have
been achieved. The conflict could happen again as the staff at her group home changes often, but
this gave me confidence in how to advocate recreation therapy and speak about why it is
important for my clients.