Fieldwork Plan: (1500 words± 10%)

Part A: Child-focused Activity Plan

You will develop a tailored four X 60-minute session plan for activities you will do with the child.

The plan will be submitted for marking, returned to you with suggested changes you need to make before implementation with a child at fieldwork in weeks 7-10.

1. Use the information you gather from your observations, discussions with the class teacher, the ASQ-3 and your on-site supervisor to list the fine motor, gross motor, problem-solving, communication and personal-social strengths and any barriers to occupational performance identified. Include brief reasoning why these factors supported or hindered the child’s performance. (400 words)

2. Complete information in the table template provided that clearly outlines each of the four sessions you will carry out with the child. Consult with your speech pathology student peers to ensure the plan contains appropriate communication strategies and activities. Write 2-3 sentences at the bottom of the table about how you collaborated with your speech pathology peers to develop the activity plan. Provide details for each activity, the duration, resources (spaces, equipment, support) and preparation needed. Explain which of the child’s required performance skills the activity will address. Cite professional evidence that supports your choices. (800 words)

Part B: Professional Learning Plan

3. Reflect on the occupational therapy knowledge and skills you still need to develop at fieldwork in relation to working with children. Your learning needs may relate to any of the 8 domains of the SPEF-R as it relates to paediatric practice. Identify two specific paediatric knowledge gaps and why you want to address them in your remaining weeks of 12003 fieldwork. Ensure you can clearly link your learning needs to the two SMART goals you write for your Professional Learning Plan. (150 words)

4. Write 2 SMART goals (using the behavioural objective style including an action word, the item, conditions and the timeframe to be achieved) for your own learning to improve your knowledge or skills. (50 words)

5. For each SMART goal, write 2 realistic, achievable and relevant strategies (total 2 X 2 = 4 strategies). Your strategies will clearly describe the steps and actions you will take to achieve/implement and measure your learning goals. (100 words)

6. Provide an APA 6 style reference list for all of the sources you have cited in the Fieldwork Plan (a minimum of 5 peer-reviewed sources, at least 2 of which should be occupational therapy specific). (not included in Word Count)

1. Effectively synthesises information from a range of sources to analyse fine motor, gross motor, problem solving, communication and personal-social strengths and barriers for child’s Occupational Performance (5 x 5= 25 marks)

2. Activity plan for four sessions addresses areas of concern, provides evidence from literature and speech pathology peers to support activity selections and resources needed (4 x 10= 40 marks)

3. Uses thoughtful insight to identify two professional knowledge gaps that are realistic and relevant to address in fieldwork context (2 x 5= 10 marks)

4. Clearly stated professional learning goals contain all SMART components and link to identified knowledge gaps. (2 x 5= 10 marks)

5. Discusses appropriate and effective strategies to be used to achieve and measure professional learning goals. (2 x 5= 10 marks)

6. Cites at least 5 high-quality professional references in APA 6 style from occupational therapy or other peer-reviewed publications. (5 marks)

Overview:

The portfolio will include several documents that you create across the term as evidence of your learning and emerging occupational therapy competencies for paediatric practice.

You will provide documents in your portfolio that demonstrate your developing skills in the ten selected areas below, from the New Graduate Competencies for Occupational Therapists (OTAustralia, 2010):

1.5 Incorporates best available research evidence and professional reasoning into occupational therapy practice.

1.7 Demonstrates professional knowledge skills and attitudes appropriate for the fieldwork context.

2.1 Performs a relevant assessment of the child’s occupational performance.

2.2 Engages in critical, collaborative professional reasoning processes to determine priorities for intervention.

2.3 Develops, communicates and implements an effective, efficient plan for occupational therapy intervention.

3.2 Promotes child’s occupational performance and participation.

3.7 Plans completion of services and effective handover.

5.3 Documents and reports relevant aspects of service provided to child and school.

5.4 Shares professional information responsibly.

7.2 Works effectively within the structure of the fieldwork environment.

The content you must include in your six files for submission:

• A first draft of a written report briefly summarising your fieldwork activities (Initial Assessment and Occupation as ‘means’ and ‘ends’) and with 2-3 recommendations for a child you worked with (use Report template provided- maximum of 2 pages/600 words).
• A final draft of your written report with changes in response to feedback from your week 10 consult with academic staff.
• A one-page screenshot of the Flesch-Kincaid readability measure as evidence of the readability level of your revised report. The final report needs to be at a Grade 7 or less literacy level, with higher marks for excellent reports with lower readability scores.
• Provide 1-2 pages of clear instructions and/or resources that will assist caregivers to enable Skill Transfer for the child at home or school. You will need to research 2-3 suitable recommendations for the child, based on your knowledge of their occupational performance towards the end of your fieldwork.
• Copies of the child’s signed consent form and your completed and scored ASQ-3 test forms with any observation notes.
• Two completed ISBAR templates documenting your interprofessional team discussions for Joshua Nelson’s case during IPE sessions 1 and 2.
• A written reflection that addresses how you met your two learning goals identified in the 20% Fieldwork Plan (maximum 300 words).
• A brief explanation (maximum 10 X 3-4 sentences) for each of the 10 selected new graduate competencies listed above, about how you demonstrated each skill during your fieldwork, classes, OCCT12003 assessments and/or in the IPE case study with speech pathology and psychology student peers.
• An accurate and signed record of your OCCT12003 fieldwork hours, with total hours correctly calculated (not marked, but needed for WFOT accreditation).
  

Document Format and mandatory filenames for submission:

You must use the 6 filenames below and supplied templates (max 2MB each):

Fieldwork Report (50 marks):

1. Clear and professional factual description of the environment where child was seen. (5 marks)

2. Accurate, valid, clear, understandable and succinct description of the child’s strengths clearly indicating evidence for statements (5 marks)

3. Accurate, valid, readable and succinct description of child’s areas of concern clearly indicating evidence for statements (5 marks)

4. Understandable, relevant, succinct and professional analysis of the child’s ASQ-3 results. (5 marks)

5. Explains two appropriate and effective strategies recommended and provides resources to achieve child’s occupational performance needs.

(2 X 5 =10 marks)

6. Evidence of response to feedback in final report ready for caregivers to read. (15 marks)

7. Required consent and ASQ-3 pages are present in correct order, clearly readable and sections are completed. (5 marks)

IPE Case of Joshua Nelson (20 marks).

8. Clearly expressed record of team discussions on an ISBAR for each IPE session, content is relevant to the paediatric case study. (2 X 10 =20 marks)

Competency reflections (30 marks)

9. Achievement of two professional learning goals is clearly stated with measurable links to identified knowledge gaps. (2 X 5 =10 marks)

10. Clearly explains highly relevant links from fieldwork or class activities to each of the ten competencies demonstrated.  (20 marks)

A detailed marking rubric is available on Moodle.

Overview:

This assessment is designed to allow you to synthesise the knowledge you have gained in OCCT12003 and earlier units of study. You will apply several components of the OT Practice Process and your professional reasoning skills to an authentic paediatric case. You are required to participate in a 25-minute Oral Examination. Being able to quickly assimilate information, confidently administer assessments and plan for intervention are authentic clinical practice skills you need to develop.

The Oral Examination will relate to your professional reasoning about assessment and intervention for one of six possible case studies of a child referred to occupational therapy. You will not know which case you have been allocated until the perusal time before your examination. The assessment tool, condition and age of each child's case is listed in the table below:

You are permitted one A4 page (back and front) of handwritten notes in the Examination- these will be printed for you from your Moodle submission and included with your pre-reading material in the perusal time.Submit a scanned copy of your page to Moodle by 3.00pm Monday Week 12. This will be printed for your use in the Exam Room. If you do not submit it by the deadline, you will not have access to your prepared notes.

On the day of your Oral Examination you will:

• Arrive 30 minutes before your allocated Examination time.
• Be supervised in the Case Perusal room for 25 minutes to read the written case history. You may make additional written notes during the case perusal to take into the Oral Examination relating to the case. You may not have access to your phone or other internet devices during the case perusal or Oral Examination. You must not discuss the case with any of your peers until after all students from both campuses have attended.
• Use 3-5 minutes to set up the 3 selected assessment tool test items before your Oral Examination timer is started.
• Be allowed 25 minutes (suggested timing for each component is below) in the Oral Examination room to answer the following questions about the case from the information provided:

1. Initial assessment (5 minutes): Using your procedural reasoning, demonstrate confident administration of 3 selected assessment tool items from those listed in the Oral Examination preparation booklet. The assessment manual, any test kit items, and test forms will be present during the Examination.

2. Initial assessment (4 minutes): Use your scientific reasoning skills to explain why the assessment tool was suitable or unsuitable for use with this child. Consider

· the purpose, validity and reliability of the tool

· age groups and conditions the tool is suitable for

· how long it takes to administer, how it is scored and who administers it

· if the assessment uses a top down or bottom up approach

· if it is norm/criterion referenced

· which aspect/s of ICF it looks at

· whether it is an occupation centred tool or not

3. Initial assessment (3 minutes): Using your narrative reasoning skills, describe the child’s strengths and challenges from the information given in the occupational profile.

4. Initial assessment (2 minutes): Use your emerging ethical and conditional reasoning skills to justify one occupation focussed goal for the child over the next 6 months. Write and orally present this goal in a SMART format.

5. Preparation for intervention (3 minutes): Use your scientific reasoning skills to select and justify one appropriate theoretical approach for your intervention goal. Select the most appropriate approach from the following theories:

· Social cognitive

· Behavioural

· Motor skill acquisition

· Sensory-based approaches

· Coaching/consultation

· Neurodevelopmental

· Biomechanical

6. Preparation for Intervention (2 minutes): Use your diagnostic reasoning skills to identify any environmental supports and barriers related to the child’s occupational performance.

7. Skill Transfer (5 minutes): List the contexts and environments where the child will need to develop their occupational performance for the goal. Also provide details about all of the following:

· What occupation-focused skills or steps your planned intervention would address

· Type of prompts and any behaviour management strategies you would use

· Frequency and duration of direct/indirect sessions for the child to practice the needed occupation

· Where intervention would be carried out

· How you would negotiate to involve the child and any other stakeholders.

8. Outcome assessment (1 minute): Describe one appropriate method to measure the outcome of your intervention.

Time limit: There is a fixed time limit for this assessment. Any information you do not orally present within the allocated 25 minutes will not be marked.

1. Demonstrates correct environment set up and simulated administration of 3 items from an assessment tool (15 marks)

2. Accurately and comprehensively describes features of the assessment tool and clearly explains reasons why it is appropriate for the child (15 marks)

3. Identifies and discusses comprehensive range of personal strengths, challenges for the child’s physical or psychosocial performance (10 marks)

4. Clear and measurable written SMART goal that effectively addresses a high priority occupational need. (10 marks)

5. Rationale clearly explains why the theoretical approach chosen is appropriate for the child (10 marks)

6. Identifies and explains any environmental supports and barriers from the written history (10 marks)

7. Detail provided for skill transfer across contexts provides a clear plan for effective intervention (15 marks)

9. Highly effective professional verbal and nonverbal communication is maintained throughout the Examination. (10 marks)