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Eval 2nd Level 1

This document contains an evaluation of an occupational therapy student, Tonya DeDera, who completed a Level I fieldwork placement at Southern Nevada Adult Mental Health Services from March 6 to April 3, 2015 under the supervision of fieldwork educator Priscilla Flores. Tonya met or exceeded standards in areas such as engagement, self-directed learning, reasoning/problem solving, and professionalism. During her placement, Tonya co-led a group on nutrition and health management and learned to write narrative mental health progress notes using the DAP format. Both Tonya and Priscilla reviewed the student and site evaluations.

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53 views

Eval 2nd Level 1

This document contains an evaluation of an occupational therapy student, Tonya DeDera, who completed a Level I fieldwork placement at Southern Nevada Adult Mental Health Services from March 6 to April 3, 2015 under the supervision of fieldwork educator Priscilla Flores. Tonya met or exceeded standards in areas such as engagement, self-directed learning, reasoning/problem solving, and professionalism. During her placement, Tonya co-led a group on nutrition and health management and learned to write narrative mental health progress notes using the DAP format. Both Tonya and Priscilla reviewed the student and site evaluations.

Uploaded by

api-292735638
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Touro University Nevada

Occupational Therapy
Evaluator:

Priscilla Flores - Fieldwork Educator

Subject:

Tonya DeDera - Level I

Activity:

OCCT 527A

Site:

Southern Nevada Adult Mental Health


Services

Evaluation Type:

Educator Evaluation of Level I Fieldwork Student

Completion
Date:

03/30/2015

Request Date:

03/21/2015

Period:

OCCT 527A - Spring 2015

Dates of
Activity:

03/06/2015 To 04/03/2015

Subject Participation
Dates:

03/06/2015 To 04/03/2015

Fieldwork Educator:

(Question1of7)

Priscilla Flores

Type of Fieldwork: (Specialty/Practice Area)


Selection

(Question2of7-Mandatory)

Option
1.1 In-Patient Acute
1.2 In-Patient Rehab
1.3 SNF/ Sub-Acute/ Acute Long-Term Care
1.4 General Rehab Outpatient
1.5 Outpatient Hands
1.6 Pediatric Hospital/Unit
1.7 Pediatric Hospital Outpatient

1.8 In-Patient Psych


2.1 Pediatric Community
2.2 Behavioral Health Community
2.3 Older Adult Community Living
2.4 Older Adult Day Program
2.5 Outpatient/hand private practice
2.6 Adult Day Program for DD
2.7 Home Health
2.8 Pediatric Outpatient Clinic
3.1 Early Intervention
3.2 School
Other (see below)

Other

(Question3of7)

If Other was selected for Type of Fieldwork, please specify:

Indicate the students level of performance using the scale provided


4 - Exceeds
Standards:

Frequently carries out tasks and activities that surpass requirements. At times, performance is
exceptional.

3 - Meets Standards: Carries out required tasks and activities. This rating represents good, solid performance and is
typically used more than all the other ratings.
2 - Below Standards: Opportunities for improvement exist; however, student has not demonstrated adequate response to
feedback. Work is occasionally unacceptable.
1 - Well Below
Standards:

Performance is weak in most required tasks and activities. Work is frequently unacceptable.

(Question4of7-Mandatory)
Exceeds
Meets
Below
Well Below
Standards Standards Standards Standards
Organization
Consider ability to set priorities, be dependable, be
organized, follow through with responsibilities

N/A

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

>> X <

3.0

2.0

1.0

Engagement in the Fieldwork Experience


Consider the students apparent level of interest, level of
active participation while on site; investment in
individuals and treatment outcomes; seeks ways to
improve self-performance; follows safety precautions

Self-Directed Learning
Consider ability to take responsibility for own learning;
demonstrate motivation; aware of own strengths and
areas for improvement

Reasoning/Problem Solving
Consider ability to use self-reflection, willingness to ask
questions; ability to analyze, synthesize and interpret
information; understand the OT process; demonstrates
inquiry skills appropriate to the students stage of
education and training

Written Communication
Consider grammar, spelling, legibility, successful
completion of written assignments, documentation skills

Initiative
Consider initiative, ability to seek and acquire
information from a variety of sources

Observation Skills
Consider ability to observe relevant behaviors for
performance areas and performance components and to
verbalize perceptions and observations

Verbal Communication and


Interpersonal Skills
Consider ability to interact appropriately with individuals
(patients/clients/staff/ caregivers) such as eye contact,
empathy, limit setting, respectfulness, use of authority;
degree/quality of verbal interactions; use of body
language and non-verbal communication; exhibits
confidence

Professional and Personal Boundaries


Consider ability to recognize/handle
personal/professional frustrations; balance
personal/professional obligations; handle
responsibilities; work with others cooperatively,
considerately, effectively; responsiveness to social
cues; adheres to AOTA Code of Ethics

Use of Professional Terminology


Consider ability to respect confidentiality; appropriately
apply professional terminology (Practice Framework) in
written and oral communication

Attitude and Professional Appearance


Consider ability to manage stressors in constructive
ways; demonstrates flexibility as required; follows
program guidelines for dress and hygiene

Time Management Skills


Consider ability to be prompt, arrive on time, complete
assignments on time

Participation in the Supervisory Process


Consider ability to give, receive and respond to
feedback; seek guidance when necessary; follow proper
channels

Comments

Student Learning Objectives for This Fieldwork Experience:


(Question5of7-Mandatory)
Date
Completed

Student
Learning Objectives

1.

03/30/2015

Observe evaluation process

2.

03/30/2015

Co-lead group

3.

03/30/2015

Documentation DAP note

Fieldwork Educator Comments:

(Question6of7)

Tonya co-lead a nutritional and health management group with peers. Tonya presented professional and engaged in her fieldwork
experience. Tonya learned the process of writing a narrative mental health progress note within the DAP format.

We have both reviewed the Educator Evaluation of Student, Student Evaluation of Educator, and Student Evaluation
of Facility. (Question7of7-Mandatory)
Selection Option
Yes
X
No

The purpose of a Level I Fieldwork experience is to provide an opportunity for exposure to occupational therapy intervention
and programming or, in the cases where no OT services are currently being provided, exposure to potential growth areas for
OT. We encourage as much hands on as possible and appropriate within each experience. It is expected that professional
behaviors are upheld in all settings.
Thank you for your participation in our program and your assistance in the educational process of our occupational therapy
students.
Please notify the Academic Clinical Coordinator immediately if this student is not performing to the facilities expectations for
Level I Fieldwork.
Ashley Fecht OTD, OTR / L
Academic Clinical Coordinator & Assistant Professor
(702) 777-4762 Office
(702) 370-1328 Cell
[email protected]
(AdaptedfromColoradoStateUniversityLevelIStudentPerformanceEvaluation,PhiladelphiaRegionFieldworkConsortium,
WashingtonUniversitySchoolofMedicinePrograminOccupationalTherapy)

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