660 Final Level II Evaluation

Touro University Nevada
Occupational Therapy
Evaluator:
Shirnice Villano - Fieldwork Educator
Subject:
Faith Wilkins - Level II
Activity:
OCCT 660
Site:
HealthSouth Desert Canyon Rehabilitation Hospital (Corporate: HealthSouth Rehabilitation Hospital)
Evaluation Type:
Fieldwork Performance Eval for OT Student - Final
Completion Date:
02/05/2016
Request Date:
01/08/2016
Period:
OCCT 660 - Fall 2015
Dates of Activity:
10/26/2015 To 02/07/2016
Subject Participation Dates:
10/26/2015 To 02/07/2016
Please select the option that best matches your level of agreement with this evaluation.
Agreed on 02/21/2016
Comments entered above may be viewed by your program director or advisor and may be a part of a printed report.
AOTA
Fieldwork Performance Evaluation for the Occupational Therapy Student
Touro University Nevada, School of Occupational Therapy
FINAL EVALUATION
Student Name: (Last, First, Middle)
(Question1of39-Mandatory)
Wilkins, Faith Eileen
College or University:
(Question2of39)
Selection
Option
Touro University Nevada, School of Occupational Therapy

Other
Name of Organization/Facility:
X HealthSouth Desert Canyon
Address (Street or PO Box):
9175 W. Oquendo Rd.
City, State, Zip:
Las Vegas, NV 89148
Type of Fieldwork:
Selection
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 (explain below)
If "Other" please explain:
(Question7of39)
Order of Placement: (AtTouroUniversityNevada'sSchoolofOTtherearetwopossibleplacementsatthislevel.Answershouldbe1of2or2of2.)

Selection
Option
IIA (1 of 2)
IIB (2 of 2)
Start Date: (DatesofPlacement)
11/04/2015
End Date:
02/05/2016
Number of Weeks Completed:
12
Pass / No Pass:
(Question12of39)
Selection Option
------
Pass
No Pass
Final Passing Score: 122 points and above

Final Not Passing Score: 121 points and below
Final Score:
(Question13of39)
129
SUMMARY COMMENTS: (Addressesstudent'sclinicalcompetence)
(Question14of39)
SIGNATURES
Digital Signature of Student:
(Question15of39)
I understand that be checking this box I am certifying that I have read this report.
Selection
Option
I confirm I have read this report
FIELDWORK EDUCATOR(S):
Number of Persons Contributing to this Report:
1
(Question17of39)
(Question16of39)
(Question8of39)
Digital Signature of Rater #1:
Shirnice Villano, MSOT, OTR/L, C/NDT
I understand that by checking this box, I am certifying the authenticity of this evaluation.
Selection
Option
I hereby certify the authenticity of this evaluation
Credentials/Position:
(Question20of39)
OTR/L, C/NDT / Occupational Therapist
Digital Signature of Rater #2 (if applicable):
(Question21of39)
I understand that by checking this box, I am certifying the authenticity of this evaluation.
Selection
(Question22of39)
Option
I hereby certify the authenticity of this evaluation
Credentials/Position:
(Question23of39)
Fieldwork Performance Evaluation for the Occupational Therapy Student

This evaluation is a revision of the 1897 American Occupational Therapy Association, Inc., Fieldwork Evaluation Form for the Occupational Therapist and was produced by a committee of the
Commission on Education.
Purpose
The primary purpose of the Fieldwork Performance Evaluation for the Occupational Therapy Student is to measure entry-level competence of the occupational therapy student. The evaluation
is designed to differentiate the competent student from the incompetent student and is not designed to differentiate levels above entry-level competence. For further clarification on entry-level
competency, please refer to the Standards of Practice for Occupation Therapy (1).
Use of the Fieldwork Performance Evaluation for the Occupational Therapy Student
The Fieldwork Performance Evaluation is intended to provide the student with an accurate assessment of his/her competence for entry-level practice. Both the student and fieldwork educator
should recognize that growth occurs over time. The midterm and final evaluation scores will reflect development of student competency and growth. In order to effectively use this
evaluation to assess student competence, site-specific objectives need to be developed. Utilize this evaluation as a framework to assist in ensuring that all key performance areas are reflected
in the site-specific objectives.
Using this evaluation at midterm and final, it is suggested that the student complete a self-evaluation of his/her own performance. During the midterm review process, the student and fieldwork
educator should collaboratively develop a plan, which would enable the student to achieve entry-level competence by the end of the fieldwork experience. This plan should include specific
objectives and enabling activities to be used by the student and fieldwork educator in order to achieve the desired competence.
The Fieldwork Educator must contact the Academic Fieldwork Coordinator when: 1) a student exhibits unsatisfactory behavior in a substantial number of tasks, or 2) a student's potential for
achieving entry-level competence by the end of the affiliation is in question.
Directions for Rating Student Performance

There are 42 performance items.
Every item must be scored using the one- to four-point rating scale (see below).
The rating scales should be carefully studied prior to using this evaluation. Definitions of the scales are given at the top of each page.
Mark the number that corresponds to the description that best describes the student's performance.
The ratings for the Ethics and Safety items must be scored at 3 or above on the final evaluation for the student to pass the fieldwork experience. If the ratings are below 3,
continue to complete the Fieldwork Performance Evaluation to provide feedback to the student on her/his performance.
Record midterm and final ratings on the Performance Rating Summary Sheet.
Compare overall midterm and final score to the scale below.
Overall Midterm Score:

Satisfactory Performance: 90 points and above
Unsatisfactory Performance: 89 points and below
Overall Final Score:

Pass: 122 points and above
No Pass: 121 points and below
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 five percent 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 two 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.
Accepted:
(Question24of39)
Selection
Option
I have read and understand this information
I. FUNDAMENTALS OF PRACTICE
Exceeds Standards Meets Stardands Needs Improvement Unsatisfactory
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
Adheres to ethics: Adheres consistently to the

1. American Occupational Therapy Association Code of Ethics
(4) and site's policies and procedures including, when
relevant, those related to human subject research.
Adheres to safety regulations: Adheres consistently

2. to safety regulations. Anticipates potentially hazardous
situations and takes steps to prevent accidents.
Uses judgment in safety: Uses sound judgment in
3. regard to safety of self and others during all
fieldwork-related activities.
Comments on strengths and areas of improvement:
(Question26of39)
Faith has consistently demonstrated good judgment in safety with regard to her patients and the environment in which they are being treated. If she is unsure
whether at patient is able to leave the room and participate in therapy due to isolation precautions or other issues, she is sure to consult with appropriate staff to
ensure the patient's safety.
II. BASIC TENETS

Exceeds Standards Meets Standards Needs Improvement Unsatisfactory
Clearly and confidently articulates the values and

1. beliefs of the occupational therapy profession to clients,
families, significant others, colleagues, service providers
and the public.
2.
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 public.
communicates the
roles of the occupational therapist and
occupation therapy assistant to clients, families,
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
Clearly, confidently and accurately

3.
significant others, colleagues, service providers and the

public.
4.
Collaborates with client, family and significant others

throughout the occupational therapy process.
Comments on strengths and areas for improvement:
(Question28of39)
Faith has a better understanding of the roles of the COTAs in caring of the patient. She collaborates with the patient and their family members well to understand
their needs and roles in order to better assist them in the interventions that she chooses.
III. EVALUATION AND SCREENINGS

1.
2.
Articulates a clear and logical rationale for the

evaluation process.
Selects relevant screening and assessment

methods while considering such factors as client's
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
priorities, context(s), theories and evidence-based practice.

3.
4.
Determines client's occupational profile and

performance through appropriate assessment methods.
Assesses Client Factors and contexts(s) that

support or hinder occupational performance.
Obtains sufficient and necessary information

5.
6.
7.
8.
from relevant resources such as client, families, significant

others, service providers and records prior to and during the
evaluation process.
Administers assessments in a uniform manner to

ensure findings are valid and reliable.
Adjusts/modifies the assessment procedures

based on client's needs, behaviors and culture.
Interprets evaluation results to determine client's

occupational performance strengths and challenges.
Establishes an accurate and appropriate plan

9.
based on the evaluation results, through integrating multiple

factors such as client's priorities, context(s), theories and
evidence-based practice.
Documents the results of the evaluation process

10. that demonstrates objective measurement of client's
occupational performance.
4.0
>> 3 <
2.0
1.0
(Question30of39)
Faith has demonstrated great improvement with her assessments and evaluations. She consistently involves the patient and their caregiver/family in the evaluation
process to appropriately set goals that reflect the patient's roles and occupations that are important to him.
IV. INTERVENTION
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
Chooses occupations that motivate and challenge

3.
clients.
4.0
>> 3 <
2.0
1.0
Selects relevant occupations to facilitate clients

4.
meeting established goals.
4.0
>> 3 <
2.0
1.0
Implements intervention plans that are

5.
client-centered.
4.0
>> 3 <
2.0
1.0
Implements intervention plans that are

6.
occupation-based.
4.0
>> 3 <
2.0
1.0
Modifies task approach, occupations and the

7.
environment to maximize client performance.
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
Articulates a clear and logical rationale for the

1.
intervention process.
2.
Utilizes evidence from published research and relevant

resources to make informed intervention decisions.
Updates, modifies or terminates the

8. intervention plan based upon careful monitoring of the
client's status.
9.
Documents client's response to services in a

manner that demonstrates the efficacy of interventions.
(Question32of39)
Faith consistently chooses interventions that provide a "just right" challenge and are centered on the client's needs and interests. She effectively modifies the
interventions based on the client's level of ability to increase participation in the tasks.
V. MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES:

Demonstrates through practice or discussion

1. the ability to assign appropriate responsibilities to the
4.0
>> 3 <
2.0
1.0
Demonstrates through practice or discussion

the ability to actively collaborate with the
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
occupational therapy assistant and occupational therapy

aide.
2.
occupational therapy assistant.

3.
Demonstrates understanding of the costs and

funding related to occupational therapy services at this
site.
Accomplishes organizational goals by

4. establishing priorities, developing strategies and meeting
deadlines.
5.
Produces the volume of work required in the

expected time frame.
(Question34of39)
Faith has a better understanding of the roles of the COTAs in caring of the patient. She is able to complete the work volume within the expected time frame, and
effectively manages her schedule to ensure the best use of the time available.
VI. Communication:

Clearly and effectively communicates verbally
1. and nonverbally with clients, families, significant others,
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
colleagues, service providers and the public.

2.
Produces clear an accurate documentation

according to site requirements.
All written communication is legible, using proper

3.
spelling, punctuation and grammar.
Uses language appropriate to the recipient of
4. the information, including but not limited to funding agencies
and regulatory agencies.
(Question36of39)
Faith consistently communicates effectively with the staff and her patients, and uses language that is appropriate to her audience. All of the written documentation
is legible, just remember to review the document for spelling errors prior to signing it electronically.
VII. PROFESSIONAL BEHAVIORS:

Collaborates with supervisor(s) to maximize the

1.
learning experience.
Takes responsibility for attaining professional
2. competence by seeking out learning opportunities and
>> 4 <
3.0
2.0
1.0
>> 4 <
3.0
2.0
1.0
>> 4 <
3.0
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
4.0
>> 3 <
2.0
1.0
interactions with supervisor(s) and others.

3.
Responds constructively to feedback.

Demonstrates consistent work behaviors
4. including initiative, preparedness, dependability and

worksite maintenance.
5.
Demonstrates effective time management.

Demonstrates positive interpersonal skills
6. including but not limited to cooperation, flexibility, tact and

empathy.
Demonstrates respect for diversity factors of

7. others including but not limited to socio-cultural,
socio-economic, spiritual and lifestyle choices.
Comments on strengths and areas of improvement:
(Question38of39)
Faith accepts constructive feedback well and collaborates with staff well to expand her learning experiences. She is always professional in her interactions.
REFERENCES
1. American Occupational Therapy Association, (1998), Standards of practice for occupational therapy, AmericanJournalofOccupationalTherapy,52, 866-869.
2. Accreditation Council for Occupational Therapy Education, (1999). Standards for an accredited educational program for the occupational therapist.AmericanJournalofOccupational
Therapy,53, 575-582.
3. National Board for Certification in Occupational Therapy, (1997). NationalStudyofOccupationalTherapyPractice,ExecutiveSummary.
4. American Occupational Therapy Association. (2000). Occupational therapy code of ethics (2000). AmericanJournalofOccupationalTherapy,54, 614-616.
5. American Occupational Therapy Association (2002). Occupational therapy practice framework: Domain and process. AmericanJournalofOccupationalTherapy,56, 606-639.
GLOSSARY
Client Factors: Those factors that reside within the client and that may affect performance in areas of occupation. Client factors include body functions and body structures
Body functions (a client factor, including physical, cognitive, psychosocial aspects)the physiological function of body systems (including psychological functions) (WHO, 2001, p. 10)
Body structuresanatomical parts of the body such as organs, limbs and their components [that support body function] (WHO, 2001, p. 10)
(Occupational therapy practice framework: Domain and process. AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Code of Ethics: Refer to
http://www.aota.org/~/media/Corporate/Files/AboutOT/Ethics/Code%20and%20Ethics%20Standards%202010.ashx
Collaborate: To work together with a mutual sharing of thoughts and ideas. (ACOTE Glossary)
Competency: Adequate skills and abilities to practice as an entry-level occupational therapist or occupation therapy assistant.
Context: Refers to a variety of interrelated conditions within and surrounding the client that influence performance. Contexts include cultural, physical, social, personal, spiritual, temporal and
virtual. (Occupational therapy practice framework: Domain and process.AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Efficacy: Having the desired influence or outcome (from Neistadt and Crepeau, Eds. Willard&SpackmansOccupationalTherapy, 9 th edition, 1998).
Entry-level Practice : Refer to:
http://www.aota.org/~/media/Corporate/Files/Practice/OTAs/ScopeandStandards/Standards%20of%20Practice%20for%20Occupational%20Therapy%20FINAL.ashx
Evidenced-based Practice: Conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. The practice of evidence-based [health
care] means integrating individual clinical expertise with the best available external clinical evidence from systematic research.
Occupation: Groups of activities and tasks of everyday life, named organized and given value and meaning by individuals and a culture; occupation is everything people do to occupy
themselves, including looking after themselves (self-care), enjoying life (leisure), and contributing to the social and economic fabric of their communities (productivity); the domain of concern and
the therapeutic medium of occupational therapy. (Townsend, editor, 1997, EnablingOccupation:AnOccupationalTherapyPerspective, p. 181)
Occupational Performance: The result of a dynamic, interwoven relationship between persons, environment and occupation over a persons lifespan; the ability to choose, organize, and
satisfactorily perform meaningful occupations that are culturally defined and age appropriate for looking after oneself, enjoying life, and contributing to the social and economic fabric of a
community. (Townsend, editor, 1997, Enabling Occupation: An Occupational Therapy Perspective, p.181)
Occupational Profile: A profile that describes the clients occupational history, patterns of daily living, interests, values and needs. (Occupational therapy practice framework: Domain and
process, AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Spiritual: (a context)The fundamental orientation of a persons life; that which inspires and motivates that individual. (Occupational therapy practice framework: Domain and process.
AmericanJournalofOccupationalTherapy,56, 606-639.) (5)
Theory: An organized way of thinking about given phenomena. In occupational therapy the phenomenon of concern is occupational endeavor. Theory attempts to (1) define and explain the
relationships between concepts or ideas related to the phenomenon of interest, (2) explain how these relationships can predict behavior or events, and (3) suggest ways that the phenomenon
can be changed or controlled. Occupational therapy theory is concerned with four major concepts related to occupational endeavor: person, environment, health, and occupation. (Neistadt and
Crepeau, Eds. Willard&SpackmansOccupationalTherapy, 9 th edition, 1998, p. 521)
Accepted:
Selection
(Question39of39)
Option
I have read and understand this information

660 Final Level II Evaluation

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Touro University Nevada

Shirnice Villano - Fieldwork Educator

Faith Wilkins - Level II

HealthSouth Desert Canyon Rehabilitation Hospital (Corporate: HealthSouth Rehabilitation Hospital)

Fieldwork Performance Eval for OT Student - Final

OCCT 660 - Fall 2015

Subject Participation Dates:

Wilkins, Faith Eileen

Touro University Nevada, School of Occupational Therapy

X HealthSouth Desert Canyon

Address (Street or PO Box):

9175 W. Oquendo Rd.

City, State, Zip:

Las Vegas, NV 89148

1-1 In-Patient Acute

1.2 In Patient Rehab

If "Other" please explain:

Order of Placement: (AtTouroUniversityNevada'sSchoolofOTtherearetwopossibleplacementsatthislevel.Answershouldbe1of2or2of2.)

Start Date: (DatesofPlacement)

Number of Weeks Completed:

Final Passing Score: 122 points and above

SUMMARY COMMENTS: (Addressesstudent'sclinicalcompetence)

Digital Signature of Rater #1:

Shirnice Villano, MSOT, OTR/L, C/NDT

I hereby certify the authenticity of this evaluation

OTR/L, C/NDT / Occupational Therapist

Digital Signature of Rater #2 (if applicable):

Fieldwork Performance Evaluation for the Occupational Therapy Student

Directions for Rating Student Performance

Overall Midterm Score:

Overall Final Score:

Adheres to ethics: Adheres consistently to the

Adheres to safety regulations: Adheres consistently

Comments on strengths and areas of improvement:

II. BASIC TENETS

Clearly and confidently articulates the values and

Clearly, confidently and accurately articulates the

Clearly, confidently and accurately

significant others, colleagues, service providers and the

Collaborates with client, family and significant others

Comments on strengths and areas for improvement:

III. EVALUATION AND SCREENINGS

Articulates a clear and logical rationale for the

Selects relevant screening and assessment

priorities, context(s), theories and evidence-based practice.

Determines client's occupational profile and

Assesses Client Factors and contexts(s) that

Obtains sufficient and necessary information

from relevant resources such as client, families, significant

Administers assessments in a uniform manner to

Adjusts/modifies the assessment procedures

Interprets evaluation results to determine client's

Establishes an accurate and appropriate plan

based on the evaluation results, through integrating multiple

Documents the results of the evaluation process

Comments on strengths and areas for improvement:

Chooses occupations that motivate and challenge

Selects relevant occupations to facilitate clients

Implements intervention plans that are

Implements intervention plans that are

Modifies task approach, occupations and the

Articulates a clear and logical rationale for the