EDUCATION/FIELD WORK

2016-201Promoting Innovation: Student Perspectives on a Problem-Based Case.Education/Field Work� Posters Introductory

1. Apply a problem-solving design project that addresses innovation for self-regulation to a student-chosen case study to current curricular design. 2. Analyze student competency of their understanding of occupations, contexts and environments, recommendations for intervention, clinical reasoning, and innovation through the design of a rubric. 3. Create a student survey to measure student satisfaction and perspectives of the assigned project.

According to AOTA’s Philosophy of Occupational Therapy Education (AOTA, 2014), we as educators strive to facilitate the development of a sound reasoning process that is client-centered and occupation-based that supports an active and a collaborative process that builds on prior knowledge and experience. However, challenges exist to foster creativity and innovation as educators are faced with stringent accreditation standards and growing class sizes. Many occupational therapy programs include a curricular design that builds upon foundational, integration, and application skills, and utilizes previous learning from coursework in intervention courses.

We propose a student project that is a mini capstone assigned during the last semester of student coursework that reflects the integration of previous coursework, encourages students to think outside of the box, and applies innovative strategies to a realistic self-regulation (Kuypers, 2011) situation. We will present qualitative and quantitative student survey data regarding student satisfaction on their perception of the assignment format, the opportunity to design creatively, and their presented choices to work alone or in a group.

AOTA. (2014). Philosophy of Occupational Therapy Education. Retrieved from http://www.aota.org/-/media/corporate/files/secure/governance/ra/fallmeeting2014/proposedphilosophicalbase2014.pdf

Kuypers, L. (2011). Zones of regulation: A curriculum designed to faster self-regulation and emotional control. Think Social Publishing: San Jose, CA.

Smallfield, S. & Anderson, A.J. (2012). Using active learning to teach assistive technology. Special Interest Section Quarterly: Education, 22(3), 1-3.

This project encourages students to think creatively and apply innovative strategies to a realistic self-regulation situation. Student survey data regarding student satisfaction on their perception of the assignment format and the opportunity to design a device will be discussed.

2016-202Best Practices in Promoting Interprofessional Professionalism (IPP) in OT EducationEducation/Field Work Posters Intermediate

Objective 1: Define interprofessional professionalism Objective 2: Discuss the core values, attitudes and beliefs related to professionalism of six healthcare professions Objective 3: Describe best practice approaches for promotion of interprofessional professionalism in occupational therapy education

Society expects healthcare professionals to be of high moral standing (Horowitz, 2002, p. 5) and consistently engage in professional behavior. Healthcare providers use human relations when dealing with patients and coworkers. Therefore, personal traits like character, values, morals, ethics, integrity, and trustworthiness are vital in the healthcare environment. The many changes in education curricular

mandates and health reform, including a focus on outcomes, have necessitated greater integration and coordination of healthcare services. Additionally, patient outcomes are believed to be improved when healthcare teams work together efficiently and effectively. Given the recent emphasis on interprofessional practice, educators across various healthcare disciplines have investigated the most appropriate methods for instructing students to work on healthcare teams. Interprofessional education (IPE) is suggested as a primary method for educating current and future healthcare professionals in relation to working within interprofessional teams. Despite the importance of professional behavior across the professions, less emphasis has been placed on the development of students’ and practitioners’ interprofessional professionalism (IPP).

IPP is defined as consistent demonstration of core values evidenced by professionals working together, aspiring to and wisely applying principles to achieve health and wellness in individuals and communities (Stern, 2006, p. 19 ). IPP focuses on the competencies, values, and norms that multiple professions have identified as critical to effective interactions in the provision of care. Examples of IPP behaviors include altruism, caring, excellence, ethics, respect, communication, and accountability (Stern, 2006). In order to effectively work together and collaborate, healthcare practitioners must have a basic understanding of each other's professions’ qualifications, core values & philosophy, expertise, terminology, professional body/organization(s), and possible contributions to the team in order to foster interprofessional practice, collaboration and professionalism.

The formation of a professional identity is paramount in the journey to becoming an occupational therapy practitioner. As occupational therapy educators, the challenge lies within fostering a balance between the development of students’ professional identity as an occupational therapy practitioner and identity as a member of the healthcare team. Educators are faced with identifying the best strategies for educating future and current practitioners about IPP. The primary goal of this poster presentation is to describe IPP as it relates to education of OT students. A second purpose of this poster presentation is to review the core values, attitudes and beliefs specific to six healthcare professions. In addition, best practice approaches for promoting IPP in the classroom, clinic, and practice will be identified.

Horowitz, B. (2002). Ethical Decision-Making Challenges in Clinical Practice. Occupational Therapy in Health Care, 16, (4), 1-14.

Mitchell, P., Wynia, M., Golden, R., McNellis, B., Okun, S., Webb, C.E., Rohrback, V., and Von Kohorn, I. (2012). Core Principles & Values of Effective Team-Based Health Care. Discussion Paper,

Institute of Medicine, Washington, DC. www.iom.edu/tbc Stern, D.T. (2006). Measuring medical professionalism. Oxford University Press. New York, NY: 19.

Interprofessional professionalism (IPP) is not highlighted as a critical element of educational programs despite the current emphasis on professional behavior and team-based care. This poster will discuss the analysis of core values, attitudes and beliefs specific to six healthcare professions.

2016-203Challenging Behaviors: Giving and Responding to Feedback as a Fieldwork EducatorEducation/Field Work 1 hour 50 minute sessions

Introductory

1. To educate FWEs on methods to utilize in order to prevent, respond to and remediate challenging behaviors during Fieldwork in the student 2. To educate FWE on how to identify how their behaviors impact student performance and remediate undesirable behaviors while supervising FW students. 3. To educate FWE on a new personality tool that may help them communicate more effectively

with their students and patients. During this program I will present on ways FWE can assess their own ability to supervise students through their supervisor styles and facility support.

I will then teach them how to identify, address and remediate challenging behaviors that are present in their student while also teaching them how to identify how their behaviors impact student behaviors. I will use the Book "What Color is Your Brain when caring for patients" (permission granted) by Sheila Glazov to introduce the FWE to their "brain color" and associated communication tendencies relating to that color. I will discuss how the brain colors method can help them to determine effective communication and feedback strategies for their FW students in order to have a more successful rotation for all parties involved.

Costa, D.M. (2004)The Essential Guide to Occupational Therapy Fieldwork Education Resources for Today’s Educators and Practitioners. Bethesda:AOTA Press.

Glazov, S.N. & Noblauch, D.(2016) What Color is Your Brain? When caring for Patients.Thorofare: Slack

Turket,S. (1987)Lets Take the I out of Failure. Journal of Nursing Education,26,246-247.

During this session you will learn how to communicate effectively with your FW students based on your Brain Color TM to remediate challenging behaviors and poor performance in the student.

2016-204Collaborative Learning: Reflecting Individual Efforts within a Group GradeEducation/Field Work Posters Intermediate

1. Discuss the benefits of collaborative learning in the academic as well as professional environment for occupational therapy practitioners. 2. Examine the principles of ‘team citizenship and how they relate to effective group dynamics 3. Explore the option of utilizing a Peer Evaluation of Group Members checklist to adjust group grades to recognize individual efforts of students during the group process.

Collaborative learning is widely used in academic environments. Literature states that students who engage in small group projects not only achieve higher grades, but also greater learning benefits including improved communication, teamwork skills, and a better understanding of the professional environment in which they will be working (Oakley, Felder, Brent, & Elhajj, 2004). OT and OTA students alike will be expected to effectively work within groups or teams when providing occupational therapy services. This may include participation in the OT/OTA relationship, collaboration with other members of the care team for a particular client, or working with caregivers/family members.

Peer ratings can help foster teamwork skills, improve group performance, and recognize individual efforts (Oakley et. al, 2004). Educators may question whether or not individual efforts to the group process should be recognized within a group grade or if the group’s product should yield one grade for all group members. This presentation will demonstrate one strategy to adjust group grades based on the average rating that a group member receives from his/her peers via utilization of a Peer Evaluation of Group Members Checklist by evaluating team citizenship principles such as cooperation, communication, fulfilling responsibilities, and being positive and productive.

Oakley, B, Felder, R., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.

Collaborative learning is widely used in academic environments. Literature supports the learning benefits of participation in group assignments and correlation to success in the professional environment. Adjusting group grades to recognize individual efforts may be difficult. This presentation will outline one strategy to incorporate this idea by utilizing a peer evaluation checklist.

2016-205Creating Fieldwork Solutions to Pennsylvania's Site ShortageEducation/Field Work 50 minute sessions

Introductory

Learners will: * identify the internal and external barriers to effective fieldwork placements * recognize 3 new strategies for providing level I and II fieldwork experiences * re-ignite commitment for the bar of excellence in the quality and quantity of fieldwork rotations

Pennsylvania is second in the nation for the number of OT programs (14) and third for OTA programs (12) and total OT/OTA programs. The northeast OT and OTA programs represent 43% of all OT/OTA programs in the nation. Finding sufficient fieldwork sites when the number of available and willing fieldwork educators has dropped by 21% is a shared responsibility between academicians and clinicians if we are to meet the health care needs of the tsunami of Baby Boomers entering retirement daily as well as other consumers of occupational therapy services. This session will separate myth from truth about how fieldwork can and does occur and empower attendees to look to their next OT or OTA student mentoring with competence and confidence.

Evenson, ME, Roberts, M, Kaldenberg, J, Barnes, MA, & Ozelie, R. (2015) National Survey of Fieldwork Educators: Implications for Occupational Therapy Education. Am J of OT, 69, 6912350020p1-6912350020p5. Doi: 10.5014/ajot.2015.019265

Gat, S & Ratzon, N. (2014). Comparison of Occupational Therapy Students' Perceived Skills after Traditional and Nontraditional Fieldwork. Am J of OT, 68, e47-

e54.doi:10.5014/ajot.2014.007732 Grenier, ML (2015). Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education:

Student Perspectives. Am J of OT; 69; 6912185070p1-6912185070p9. Doi:10.5014/ajot.2015.015180.

Bigger OT and OTA cohorts in a growing number of programs at the AS, MS and OTD levels require the profession to embrace clinical education with greater gusto. This session will provide data and fuel for embracing fieldwork opportunities.

2016-206Easing Student Stress via Mindful Meditation Education/Field Work 50 minute sessions

Intermediate

1) Explore the components of the SEED mindful meditation program being utilized as part of the first year seminar & mindful management & ethics courses. 2) Explore how mindful meditation is connected to several teaching-learning moments within the OT Practice Framework. 3) Define how the program could be utilized within your program

This presentation will present how mindful meditation & other mindful practices are introduced to students during the first year OT seminar & then carried throughout as a thread within the program. A

detailed description of how mindfulness is dovetailed throughout the curriculum & actual practices will be presented focusing heavily on therapeutic use of self & social justice. To this end, if we want there to be peace in the world, we have to be brave enough to soften what is rigid in our hearts, to find the soft spot and stay with it. We have to have that kind of courage and take that kind of responsibility.

That’s the true practice of peace. -Pema Chodron Be Free Where You Are & The Miracle of Mindfulness Thich Nhat Hanh Be Kobi Yamada How to Meditate: A Practical Guide to Making Friends with your

Mind Pema Chodron Loving-Kindness: The Revolutionary Art of Happiness & Real Happiness: The Power of Meditation Sharon Salzberg Meditation for Beginners Jack Kornfield Mindfulness in Plain English Bhante Gunaratna The Untethered Soul: The Journey beyond Yourself Michael Singer Soul Centered: Transform Your Life in 8 Weeks with Meditation Sarah McLean

This presentation will present how mindful meditation & other mindful practices are introduced to students during the first year OT seminar & then carried throughout as a thread within the program. Additionally, actual teaching-learning activities will be presented.

2016-207Effectiveness of driving simulation intervention following neurological impairment. Education/Field Work Posters Introductory

Following this session, participants will: 1.Describe the methodology for completing an evidence based practice review. 2. Discuss the current and relevant literature regarding the effectiveness of driving simulation interventions and reducing the need for driving cessation for older adults who have experienced a cerebrovascular accident or sustained a traumatic brain injury. 3.Justify the effectiveness of integrating the use of driving simulation intervention in conventional therapy sessions for clients who have experienced a cerebrovascular accident or sustained a traumatic brain injury and are at risk for unsafe driving performance.

This poster is designed to provide occupational therapists with an overview of evidence based research and treatment procedures needed to answer the following question: Does empirical evidence support the use of driving simulation intervention to maintain or improve driving safety and reduce the need for driving cessation for older adults who have experienced a cerebrovascular accident or sustained a traumatic brain injury? The methodology utilized the following five steps for completing an evidence based practice project: a description of a practice scenario; development of a clinical question; systematic review of current literature; and an integration of findings. This poster highlights a summary of the most relevant articles, presents a matrix analysis of existing empirical evidence, makes recommendations to support clinical reasoning, and identifies directions for future research..

Current research has shown how using driving simulation as an intervention for stroke survivors and those who have sustained a traumatic brain injury improves the skills that are identified as being necessary for driving. These include physical, cognitive, visual, and perceptual skills. Although findings are inconclusive overall, a limited number of researchers have found that component skills translate to improvement in on-road driving performance at 6 months but was shown to diminish at 5 years following completion of the driving simulation intervention. Research does show that clients are able to approximate the behaviors of actual driving when using the driving simulator as compared to cognitive training that has also been used as an intervention for driving.

Akinwuntan, A., Devos, H., Verheyden, G., Baten, G., Kiekens, C., Feys, H., & Weerdt, W. (2010). Retraining moderately impaired stroke survivors in driving-related visual attention skills. Topics in Stroke Rehabilitation, 17

Akinwuntan, A., Devos, H., Baker, K., Phillips, K., Kumar,B., Smith, S., & Williams, M. (2014). Improvement of driving skills in persons with relapsing remitting multiple sclerosis: A

pilot study. Archives of Physical Medicine and Rehabilitation, 95, 531-537 Amick, M., Kraft, M., & McGlinchey, R. (2013). Driving simulator performance of veterans from the

Iraq and Afghanistan wars. Journal of Rehabilitation Research & Development 50, 463-470. Carlozzi, N., Gade, V., Rizzo, A., & Tulsky, D. (2013). Using virtual reality driving simulators in person

with spinal cord injury: Three screen display versus head mounted display. Disability and Rehabilitation: Assistive Technology, 8, 176-180.

Classen, S., Monahan, M., Canonizado, M., & Winter, S. (2014). Utility of an occupational therapy driving intervention for a combat veteran. American Journal of Occupational Therapy, 68, 405-411.

Classen, S., Cormack, N., Winter, S., Monaham, M., Yarney, A., Lutz, A., & Platek, K. (2014). Efficacy of an occupational therapy driving intervention for returning combat veterans. OTJR:

Occupation, Participation, & Health, 34, 176-182. Cox, D., Davis, M., Singh, H., Barbour, B., Nidiffer, F., Trudel, T., & Moncrief, R. (2010). Driving

rehabilitation for military personnel recovering from traumatic brain injury using virtual reality driving simulation: A feasibility study. Military Medicine, 411-416.

Devos, H., Akinwuntan, A., Nieuwboer, A., Ringoot, I., Van Berghen, K., Tant, M., & DeWeerdt, W. (2010). Effect of simulator training on fitness-to-drive after stroke: A 5-year follow-up

of a randomized controlled trial. Neurorehabilitation & Neural Repair,24, 843-850. Devos, H., Akinwuntan, A., Nieuwboer, A., Tant, M., Truijen, S., Wit, L., Kiekens, C., & Weerdt, W.

(2009). Comparison of the effect of two driving retraining programs on on-road performance after stroke. Neurorehabilitation and Neural Repair, 23, 699-705. Lew, H., Poole, J., Jaffe, D., Huang, H., Brodd, E. (2005). Predictive validity of driving-simulator

assessments traumatic brain injury: A preliminary study. Brain Injury, 19, 177-188.

This poster presents an evidence based research project that explored the effectiveness of driving simulation intervention to maintain or improve driver safety and reduce the need for driving cessation for older adults with neurological impairment.

2016-208Enabling Student Success for NBCOT: A Pilot ProgramEducation/Field Work Posters Intermediate

1. Participants will identify how to maximize effective use of both face to face and web based exam preparation. 2. Participants will identify a minimum of two ways to facilitate student preparation for NBCOT exam success.

To prepare occupational therapy students for the NBCOT examination, an elective hybrid course was developed during student’s second level II fieldwork placement. After a two-day in-class intensive review of content, students completed the remainder of the course on-line. Randomly placed into study groups, students reviewed the material and created individualized resource binders they shared with their groups and the instructor. Students completed self-assessments in which they looked at NBCOT test domains and learning styles. Using the Fleming-Castaldy National Occupational Therapy Certification Exam Review & Study Guide (7th ed.), students completed three practice exams, and learned test-taking strategies. This hybrid course was conceived as the beginning of the study process. Students focused

their efforts on material review and the development of a study plan in preparation of the traditional certification course offered. Recent literature, while limited, has compared outcomes of on-campus and hybrid entry level OTD programs (Mu, Coppard, Bracciano & Bradberry, 2014). Findings reveal that graduate outcomes of OT students in traditional and hybrid courses are comparable (Mu, et al., 2014). There is also evidence that to increase the probability of students attaining a first-time pass status on the NBCOT, faculty should consider ways to increase [student] exposure to the tasks and skills required for implementation of intervention plans (Avi-Itzhak, 2015, p. S1). In this course, students utilized their course curriculum and their knowledge gleamed from level II fieldwork experience to organize the material tested in the four test domains. Student reflections, data, and test results are introduced to look at implications for this course.

Avi-Itzhak, T. (2015). Ability of the National Board for Certification in Occupational Therapy practice test to estimate the probability of first-time pass status on the national certification exam. American Journal of Occupational Therapy, 69 (Supplement 2), 6912185080.http//dx.doi.org/10.5014/ajot.2015.015124.

Mu. K., Coppard, B. M., Bracciano, A. G., & Bradberry, J.C. (2014). Conference Proceeding-Comparison on on-campus and hybrid student outcomes in occupational therapy doctoral education. American Journal of Occupational Therapy, 68, S51-56. http://dx.doi.org/10.5014/ajot.2014.685S02.

This piloted hybrid course enabled students to prepare for the certification examination during level II fieldwork. Creation of an individual resource binder, study plan, weekly assignments and practice tests were introduced. A course outline, assignments and student data are presented.

2016-209Enhancing student collaboration and reasoning with Team-Based LearningEducation/Field Work 50 minute sessions

Introductory

1. To identify the four key design principles of TBL 2. To demonstrate an understanding of the readiness assurance action sequence 3. To evaluate the TBL process after having completed it first-hand

This session will teach educators about Team-Based Learning (TBL), a teaching approach used to provide opportunities to students for collaboration and further explaining and dissecting their clinical rationale.

As students share and debate possible answers in a group, their discussion will facilitate a chance to practice professional behaviors as well as critical skills like communicating, critiquing, and problem solving. Due to postgraduate critical care nursing students’ positive response to TBL, students demonstrated increased engagement along with enhanced professional skills in teamwork, communication, problem solving, and higher order critical thinking skills (Currey, Oldland, Considline, Glanville, & Story, 2015). Through TBL, students are held accountable to come prepared for class not only by the instructor but by their peers, increasing their motivation to prepare, engage, and participate in class. With TBL the instructor is able to assess the individual’s comprehension and application of the content as well as the class as a whole. At the end of the TBL course, the students provide and receive written feedback from anonymous group members. TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to application; it addresses professional competencies that cannot be achieved through lecture based instruction (Parmelee & Michaelsen, 2010, p. 118). Overall this session will describe what TBL is, how it works, provide research supporting its use, and will allow the opportunity for all audience members to participate in a TBL session. Audience members will also be presented with ways they can implement TBL into their own courses.

Abdelkhalek, N., Hussein, A., Gibbs, T., & Hamdy, H. (2010). Using team-based learning to prepare medical students for future problem-based learning. Medical Teacher, 32(2), 123-129. doi: 10.3109/01421590903548539

Currey, J., Oldland, E., Considline, J., Glanville, D., & Story, I. (2015). Evaluation of postgraduate critical care nursing students attitudes to, and engagement with, Team-Based Learning: A descriptive study. Intensive and Critical Care Nursing, 31(1), 19-28. doi:10.1016/j.iccn.2014.09.003

Haidet, P., Levine, R. E., Parmelee, D. X., Crow, S., Kennedy, F., Kelly, A., Richards, B. F. (2012). Guidelines for reporting team-based learning activities in the medical and health sciences

education literature. Academic Medicine, 87(3), 292-299. Parmelee, D. X., & Michaelsen, L. K. (2010). Twelve tips for doing effective Team-Based Learning

(TBL). Medical Teacher, 32(2), 118-122. doi:10.3109/01421590903548562

This session will educate about Team-Based Learning (TBL) and ways to implement it into class. TBL facilitates opportunities for students to collaborate, provide and receive feedback, identify strengths and weaknesses, and discuss clinical rationale, all while in a group.

2016-210Enhancing Student Competency Through Simulation: A Model for Remediation Education/Field Work 50 minute sessions

IntermediateAt the end of this session participants will: Understand the use of simulated patient encounters as

an evaluative & instructional method for remediation. Describe the various components included in this comprehensive, self- reflective remediation process. Propose strategies for remediation activities and methods that could be used in their own educational or clinical setting.

Occupational therapy educators are challenged to prepare their students to be skilled in assessment, critical thinking, self-analysis and decision-making leading to ethically sound, safe, and effective OT intervention (Herge et al., 2013). Occupational therapy programs strive to ensure their students achieve skill competence after successfully completing the didactic portion of their curriculum. Unfortunately, there are occasions where students fail to meet ACOTE standards during their fieldwork experience and, subsequently, require remediation. Remediation programs are designed to improve underperformance in knowledge, clinical skills, communication, and/or professionalism. The medical literature describes a few remediation interventions including clinical activities, independent study, precept video review, and organized group activities. However, little is known about their effectiveness. Currently there are no studies that identify optimal remediation strategies or guidelines regarding how to remediate a particular skill deficit (Saxena et al., 2009).

This session proposes an innovative model for remediation - using simulation as a method to address skill deficits identified during the fieldwork experience. During a simulated patient encounter, the student is required to respond to the identified problem as he/she would under natural circumstances. Student would complete a reflective video analysis, followed by debriefing with faculty. This model for remediation offers students a high fidelity, authentic venue to demonstrate clinical skills, refine previous assumptions, and identify themselves as competent health professionals. Presenters will describe the process for integrating the simulated patient encounter within a comprehensive, multimodality approach to remediation. Examples of remedial activities and methods will be described along with student reflection and insights on the usefulness of remediation strategies. Participants will have opportunity to share remediation techniques and approaches used in their programs.

Herge, A., Lorch, A., DeAngelis, T, Vause-Earland, T., Mollo, K., and Zapletal, A. (2013). The standardized patient encounter. A dynamic educational approach to enhance students clinical healthcare skills. Journal of Allied Health, 42(2), 229-235.

Saxena, V., O’Sullivan, P., Teherani, A., Irby, D., and Hauer, K. (2009). Remediation techniques for student performance problems after a comprehensive clinical skills assessment. Academic Medicine, 84, 669-676.

Occupational therapy students who do not meet minimum competency standards require remediation. This session describes the use of an innovative model using simulation, reflective video analysis and debriefing with faculty to remediate skill deficits identified during fieldwork.

2016-211Expanding Opportunities: A Psychosocial/Physical Disabilities Fieldwork HybridEducation/Field Work 1 hour 50 minute sessions

Intermediate

Learners will: Identify the components needed for inclusion in a hybrid fieldwork plan. Discuss the steps to implementing a successful hybrid fieldwork. Evaluate the strengths and needs of the experience from the perspective of the school, site and student.

The purpose of this session is to endorse the experiences of the clinical and academic fieldwork coordinators in planning and executing a hybrid level II OT fieldwork in an acute adult physical medicine setting that emphasized the psychosocial aspects of care. Through presentation, audience participation, and handouts, learners will understand the process we experienced and will then be able to develop their own hybrid approach to fieldwork. Evaluation of two students’ experiences and feedback will be considered along with the administrative aspects of developing the plan. The three aspects of the academic and administrative preparation, clinical planning and oversight, and the student perspectives will comprise the content.

AOTA. (2006). AOTA’s Centennial Vision http://www.aota.org/-/media/Corporate/Files/AboutAOTA/Centennial/Background/Vision1.pdf AOTA. (2013). COE Guidelines for an Occupational Therapy Fieldwork Experience - Level II AOTA Retrieved from: http://www.aota.org/- /media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines%20f or%20a n%20Occupational%20Therapy%20Fieldwork%20Experience%20--%20Level%20II--

Final.pdf WHO. (2016). Constitution of the World Health Organization: Principles. Retrieved from:

http://www.who.int/about/mission/en/

Pennsylvania has the third highest number of OT and OTA programs in the US. As this number grows, it becomes more and more difficult to find level II placements, especially mental health. This presentation will promote an alternative hybrid physical disabilities/mental health fieldwork from the perspectives of the familiar steps of planning, implementation, and assessment.

2016-212Factors, Perceptions and Attitudes Affecting OT Continuing EducationEducation/Field Work Posters Introductory

1. Review the results from a 2016 survey of the factors, perceptions and attitudes of Pennsylvania occupational therapy practitioners in regards to continuing professional education. 2. Discuss possible solutions to making continuing education opportunities more appealing and available to occupational therapy practitioners.

Continuing education and competency is something that all occupational therapy practitioners in Pennsylvania must complete in order to maintain their license and, if they chose, their NBCOT registration or certification. But beyond this, what motivates us to participate in continuing education opportunities? A survey was sent by the author to all licensed OT practitioners in Pennsylvania in the spring of 2016. The research completed by the author looked at what OTs and OTAs consider when meeting their educational needs. Questions evaluated preferences in types of continuing education, what prevents participation in continuing education and the reasons guiding decisions to participate. The author will assess the results looking at a variety of factors, including age, level of education and area of practice. The poster will then pose possible solutions to making continuing education more appealing and available as well as speculate on further research questions.

Andersen, L.T. (2000). Occupational therapy practitioners’ perceptions of the impact of continuing education activities on continuing competency. American Journal of Occupational Therapy, 55,

449-454. Altmann, T.K. (2011). Nurses’ attitudes towards continuing formal education. Presentation at Western

Institute of Nursing Conference, 2010. Fletcher, M. (2007). Continuing education for healthcare professionals: time to prove its worth. Primary

Care Respiratory Journal, 16, 188-190. Falasca, M. (2011). Barriers to adult learning: Bridging the gap. Australian Journal of Adult Learning,51,

584-590

This poster presentation will review the results of a survey sent to all Pennsylvania licensed occupational therapy practitioners this past spring looking at factors, perceptions and attitudes regarding continuing professional education. Suggestions for continuing education opportunities will be explored.

2016-213Incorporating SocialStudent into educational programsEducation/Field Work 50 minute sessions

Introductory

1. What using SocialStudent in an OT school program will look like 2. How SocialStudent will benefit fieldwork coordinators 3. Collaboration of clinical sites, coordinators, students, teachers, and alumni 4. Introduce Students and stakeholders to a collaboration platform 5. Provide a HIPAA compliant system that works across all devices 6. Maintain a network of contacts with Alumni 7. Provide virtual sites dynamically 8. Mentor students and deliver feedback in a timely manner 9. Connect all fieldwork coordinators into specialty communities for curriculum development 10. Document management

SocialStudent is a social and collaborative system for education. Based on IBM technology, it is a safe, secure, reliable and easy to use environment that allows faculty, staff, administrators, clinical sites, fieldwork coordinators, alumni, guest users, and most importantly students to collaborate and provide an enriched learning and mentoring experience. In a single, secure platform, all participants are given a complete collaboration tool set that includes Communities by Purpose, with file sharing, document management, collaborative document editing, secure chat and video, in a fully audit-able environment. The introduction of business grade collaboration tools into a single platform, which is available on any device, enables all members and guests to work together in a HIPAA compliant environment, and

significantly changes the education landscape. Traditional Learning Management Systems are silo systems that do little to foster collaboration. Disparate Internet systems are difficult, if not impossible to maintain, and place a significant burden on support services.

None needed

An introduction to SocialStudent which is a social and collaborative system for education programs compliant with all HIPAA regulations. In a single, secure platform, all participants are given a complete collaboration tool set.

2016-214Increasing the Degree of Evidence-Based Practice by OTsEducation/Field Work Posters Intermediate

1. Appreciate and describe the significance of occupational therapists using evidence to inform practice. 2. Learn about a practical, user-friendly model for teaching occupational therapists about the tools and resources necessary to become evidence-based practitioners. 3. Utilize the information and concepts learned to make improvements in your own work setting.

PURPOSE-This poster describes an evidence-based occupational therapy project demonstrating the use of in-service education to increase knowledge of the tools and resources necessary to become evidence-based practitioners.

RESEARCH DESIGN/METHODS-Investigator designed a six-week evidence-based intervention project based on Andragogy in Practice Model (Knowles, Holton, & Swanson, 2011, p.2): 1) 3 weeks on-site, interactive in-services; 2) 3 weeks independent learning activities (readings, on-line tutorials and videos; self-reflection and experiential activities). Project was client-centered and collaborative. Investigator used a pretest/posttest design: Evidence Based Practice Questionnaire (EBPQ), a reliable 24-item self-report measure comprised of three subscales. Investigator added questions to obtain additional demographic and qualitative data.

DATA SOURCES-Twenty-seven OTRs working at an urban rehabilitation hospital completed informed consent, pretest/posttest EBPQ, and additional qualitative questions.

RESULTS-EBPQ posttest indicated increase on all three subscales. All participants answered yes to posttest question: Did this project increase your knowledge of the tools and resources necessary to become an evidence-based practitioner and elaborated on how the projected increased their knowledge. Three themes emerged from responses.

IMPLICATIONS AOTA’s Centennial Vision and Occupational Therapy Practice Framework expect occupational therapy to be a science-driven and evidence-based profession. Lack of evidence-based practice can negatively affect reimbursement and limit scope of practice. Must narrow the gap between what is taught in academic programs and what occurs in the clinic. In-service education on evidence-based practice can increase knowledge of the tools and resources necessary to become evidence-based practitioners. Project includes strategies to achieve program sustainability (i.e. capacity for replication; dissemination of outcomes; use of partnerships).

LEARNING OBJECTIVES 1. Appreciate and describe the significance of occupational therapists using evidence to inform practice. 2. Learn about a practical, user-friendly model for teaching

occupational therapists about the tools and resources necessary to become evidence-based practitioners. 3. Utilize the information and concepts learned to make improvements in your own work setting.

SELECTED REFERENCES 1. American Occupational Therapy Association. (2006). AOTA’s centennial vision. Retrieved from

http://www.aota.org/-/media/Corporate/Files/AboutAOTA/Centennial/Background/Vision1.pdf 2. American Occupational Therapy Association. (2014).Occupational therapy practice framework:

Domain and process (3rd edition). American Journal of Occupational Therapy, 68(Supplement1), S1- S48. 3. Doll, J. D. (2010). Program development and grant writing in occupational therapy: Making the

connection. Sudbury, Mass.: Jones and Bartlett Publishers. 4. Grol, R., & Wensing, M. (2004). What drives change? Barriers to and incentives for achieving

evidence-based practice. The Medical Journal of Australia, 180 (6 Suppl), S57 - 60. 5. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in

adult education and human resource development (seventh edition ed.). UK: Butterworth-Heinemann.

6. Upton, D., & Upton, P. (2006). Knowledge and use of evidence-based practice by allied health and health science professionals in the United Kingdom. Journal of Allied Health, 35(3), 127 - 133.

7. Vogel, K. A. (2012) Librarians and occupational therapy faculty: A collaboration for teaching evidence-based practice. Journal of Allied Health, 41 (1), e15-e20.

OTs participated in an in-service program about evidence-based practice. Posttest outcomes indicated increased knowledge of tools and resources necessary to become evidence-based practitioners. The Centennial Vision and OTPF expect OTs to use evidence. In-service education can achieve this goal.

2016-215Inter-Generational Peer Mentoring in Academia: A success storyEducation/Field Work 50 minute sessions

Introductory

Learners will be able to articulate: 1. AOTA's directive/implications for OTD entry-level programs by 2025 2. 3-5 challenges typically encountered by clinicians transitioning to Academia 3. 3-5 benefits of inter-generational peer mentoring for new faculty 4. Potential opportunities using inter-generational partnerships 5. Their own personal goals/mentoring resources as related to clinical and academic practice

Transitions of clinicians to academia will increase as entry-level OTD programs develop in response to AOTA's guidelines targeting 2025 implementation. Clinicians may not realize the extent of the necessary learning curve. One strategy available to assist in navigating the transition is the use of inter-generational peer mentoring/partnerships.

Dr. Ann Cook, OTD, began as a new fulltime faculty at Duquesne University in July 2015, after 3 years of clinical practice including pediatrics, and acute care. Dr. Ann Stuart, OTD, began her fulltime faculty role at Duquesne in August 2015, after 35 years of practice in adult rehabilitation and dementia care. In addition to in-depth mentoring from veteran faculty, they have found distinct value in their cross-generational collegial partnership: in adjusting to academia's expectations and schedules, teaching millennial students, sharing course responsibilities, championing program development, and collaborating to assist in developing entry-level OTD guidelines within their own areas of responsibility.

In this presentation, Dr. Stuart and Dr. Cook will share their personal challenges and success stories, facilitate dynamic learner introspection relative to their own inter-generational opportunities and clinician-academician plans, and suggest future possibilities for clinician-academician transitions via peer coaching.

Crepeau, E. B., Thibodaux, L., & Parham, D. (1999). Academic juggling act: Beginning and sustaining an academic career. American Journal of Occupational Therapy, 53, 25-30.

Davis, D. J., Green-Derry, L., & Wells, J. (2009). Leadership in K-12 learning communities: Activism and access through intergenerational understanding. In C. A. Mullen (Ed.) The Handbook of Leadership and Professional Learning Communities (205-213). New York, NY: Palgrave Macmillan.

Desselle, S. P. (2012) Treating mentoring programs as a scholarly endeavor. American Journal of Pharmaceutical Education, 76(6), 102. doi: 10.5688/ajpe766102

Mitcham, M. D., & Gillette, N. P. (1999). Developing the instructional skills of new faculty members in occupational therapy. American Journal of Occupational Therapy, 53, 20-24.

Transitions of clinicians to academia will increase as entry-level OTD programs develop in response to AOTA's guidelines targeting 2025 implementation. Clinicians may not realize the extent of the necessary learning curve. One strategy available to assist in navigating the transition is the use of inter-generational peer mentoring/partnerships.

2016-216Interprofessional Education: Case study and forumEducation/Field Work 1 hour 50 minute sessions

Introductory

Objective 1: Understand what interprofessional education is and why it is relevant to occupational therapy. Objective 2: Identify examples of interprofessional education currently being successfully used. Objective 3: Apply understanding of interprofessional education to identify possible opportunities to creatively focus on interprofessional education within one’s own academic program.

Interprofessional education is typically thought of as two or more professions collaborating to improve the quality of patient care (Hays 2013). The focus of this workshop is on introducing interprofessional collaboration in the academic setting at the pre-clinical level. This is a pre-curser to collaborating interprofessionally in practice settings (Morison & Jenkins, 2007). The Interprofessional Education Collaborative Expert Panel (2011) envisions interprofessional collaboration as integral to safe, high quality, accessible, patient-centered care.

The panel (2011) stated that the goal of interprofessional collaboration requires the continuous development of interprofessional competencies by health professions students as part of the learning process, so that they enter the workforce ready to practice effective teamwork and team-based care. The importance of interprofessional collaboration is noted in the AOTA Ad Hoc Committee ,Future of Occupational Therapy Education statement (2013) and includes a recommendation that ACOTE should incorporate core competencies associated with interprofessional education.

The purpose of this course is to emphasize the importance of interprofessional education in OT schools in order to prepare OT students for healthcare settings that demand professions work together to increase the effectiveness and efficiency of care. The World Health Organization (2010) defines interprofessional education as students from two or more professions learn(ing) about, from and with each other to enable effective collaboration and improve health outcome.

An example of an interprofessional education project utilized by the Penn State University Berks campus’s Occupational Therapy Assistant program will be described. This project brings together occupational therapy assistant students with electrical and mechanical engineering students to create a piece of adaptive equipment for an individual with a disability to improve their occupational performance. This project has been in place for over a decade. The evolution of this project will be described as will its focus on trying to insure that students from two different professions work together to better understand each other’s expertise and goals with the end result of producing a piece of adaptive equipment that has the potential to improve the health outcome of an individual with a disability. The case example will then be used to facilitate a discussion by attendees of examples of interprofessional collaboration they may currently be utilizing in their OT education programs.

Additional examples from Penn State’s OTA program and other institutions will be provided if needed to facilitate an understanding of a full range of possibilities of interprofessional collaboration. Attendees will then be tasked to work in small groups to identify new opportunities for interprofessional collaboration within their educational program. The emphasis will be on brainstorming a range of possibilities for collaboration. A final discussion will summarize ideas created by small groups so that attendees leave the workshop with ideas for interprofessional education they may be able to utilize in their OT academic programs.

AOTA (2013) Final Report and Recommendations from the Ad Hoc Committee - Future of Occupational Therapy Education Retrieved May 29, 2014 from http://www.aota.org/-

/media/Corporate/Files/EducationCareers/Educators/Future%20of%20Education%20Ad-Hoc-Committee_Final-Report-February-2013.PDF

Hays, Richard (2013) Interprofessional education. The Clinical Teacher, Volume 10, Issue 5, pages 339-341

Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education

Collaborative. Morison S & Jenkins J. (2007) Sustained effects of interprofessional shared learning on student attitudes

to communication and team working depend on shared learning opportunities on clinical placement as well as in the classroom. Med Teach 2007; 29:464=470

World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. Retrieved May 29, 2014 from http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf

This course will focus on interprofessional education. An example of a long standing interprofessional collaboration between OTA and engineering students will be used as a case study followed by attendees working in small groups to identify new opportunities for interprofessional collaboration within their academic program.

2016-217Interprossional Collaboration: Providing Physical and Occupational Therapy Services at a Student Run Pro-Bono ClinicEducation/Field Work Posters Intermediate

Following this session, participants will be able to: 1. Understand the benefits of interprofessional education (IPE) through a student run pro bono clinic. 2. Describe the organizational structure and first steps in developing a student run interprofessional pro bono clinic. 3. Gain student perspective as clinical leaders in the development of a student run pro bono clinic. 4. Understand how participation in an IPE pro

bono clinic facilitates student development of clinical skills, critical thinking and reasoning, and professional behaviors. 5. Identify lessons learned within the first year of developing a student run IPE pro bono clinic.

The American Occupational Therapy Association asserts that entry-level occupational therapy (OT) curricula should include interprofessional education (IPE) in which students have opportunities to learn and apply the knowledge and skills necessary for interprofessional collaborative practice (Gray, Coker-Bolt, Gupta, Hissong, Hartmann, & Kern, 2015, p.1). Improved health outcomes and reduction of health care costs are critical in the provision of care. In order to achieve these goals, practitioners must be prepared to contribute to interprofessional care teams (Earnest & Brandt, 2014 as cited in Gray et al, 2015).

Provision of services in today’s healthcare arena requires one to perform the following set of skills at a higher level of proficiency: critical thinking or clinical reasoning skills; decision making skills; professionalism; time management; self-directed learning; cultural competency; leadership and advocacy; and interprofessional collaboration (Jung, Sainsbury, Grum, Wilkins, & Tryssenaar, 2002; Jungnickel, Kelley, Hammer, Haines, & Marlowe, 2009; Westin, 2010; Black, Palombaro, & Dole, 2013). Interprofessional collaboration within a pro-bono clinic not only provides the context for development of these skills, but development of skills and/or real life experience with particular service recipients and conditions (Black, Palombaro & Dole, 2013). According to Kavannagh, Kearns, and McGarry (2015) students reported pro bono placements provided a positive learning experience and great opportunities for professional and collaborative learning, abundance of support from supervisors with constructive feedback and improved confidence. The Chester Community Physical Therapy Clinic, located on Widener University’s campus, is a student run pro-bono facility, which previously only provided physical therapy (PT) services to uninsured or under-insured members of the Chester community. Recently, a pilot program has been implemented with student volunteers from the Philadelphia University OT Program one night a week with supervision provided by the authors of this proposal. Goals include development of student leadership and clinical skills, professional behaviors, and improved confidence.

American Occupational Therapy Association (2012). Fieldwork level II and occupational Therapy students: A position paper. American Journal of Occupational Therapy, 66(6), S75- S77.

Black, J. D., Palombaro, K. M., & Dole, R. L. (2013). Student experiences in creating and launching a student-led physical therapy pro bono clinic: A qualitative investigation. Physical Therapy, 93(5),637-648. . http://dx.doi.org/10.2522/ptj.20110430

Gray, J.M., Coker-Bolt, P., Gupta, J., Hissong, A., Hartmann, K., & Kern, S. (2015). Importance of interprofessional education in occupational therapy curricula. American Journal of Occupational Therapy, 69(3), 1-14. Retrieved from http://ajot.aota.org/article.aspx?articleid=2442684

Gray, P. (2008). Placement educators: Are you ready for the net-ready generation? British Journal of Occupational Therapy, 71 (5), 175.

Jungnickel, P.W., Kelley, K.W., Hammer, D.P., Haines, S.T., & Marlowe, K.F. (2009).Addressing competencies for the future in the professional curriculum. American Journal of Pharmaceutical

Education, 73(8), 156-175. Jung, B., Sainsbury, S., Grum, R.M., Wilkins, S. & Tryssenaar, J. (2002). Collaborative fieldwork

education with student occupational therapists and student occupational therapy assistants. Canadian Journal of Occupational Therapy, 69, 95-103.

Kavannagh, J., Kearns, A., McGarry, A. (2015). The benefits and challenges of student-led clinics in an Irish Context. Journal of Practice Teaching and Learning 13 (2-3), 58-72.

Weston, M.J. (2010). Strategies for enhancing autonomy and control over nursing practice. The Online Journal of Issues in Nursing, 15(1). Manuscript 2.

An interprofessional collaboration pilot program within a pro-bono clinic was implemented with Philadelphia University OT students to promote higher level clinical skills proficiency. This provides the context for development of skills and real life experience with various clients and conditions.

2016-218Peer Debriefing: Hello From the Other SideEducation/Field Work Posters Introductory

Increase understanding of peer debriefing and its role in OT education Identify methods to form and utilize meaningful feedback to enhance learning to promote reflective learning Recognize the importance of communication among peers in higher education that can be utilized within clinical practice.

Learning is commonly associated with instructor-based education, but have you ever considered the other side? Traditional adult learning, including occupation-based programs, has been presented in an instructor-focused methodology (Nicol, Thomson, & Breslin, 2014). Peer debriefing is an emerging area for communication in higher education that can be applied to multiple disciplines within higher education and clinical settings (Nicol, Thomson, & Breslin, 2014). Peer-to-peer communication has been shown to generate critical thinking and self-reflection to allow for an enhanced learning experience (Nicol, Thomson, & Breslin, 2014). This poster presentation explores peer debriefing and its effects on occupational therapy students’ confidence in giving feedback to peers. Evidence suggests that higher education has gravitated toward peer-to-peer interactions increasing the level of understanding of more complex intellectual activities (Rao, DiCarlo, 2000). This method of peer discussion and review of others work has been shown to promote critical thinking and reflection within students’ learning (Li, Liu, & Zhou, 2012). This poster is based on current evidence on the changes occurring within adult education, learning strategies, and how they are applicable to OT. The benefits of using a peer-debriefing format will be presented. Articles were comprised from scholarly databases that provided evidentiary support for this topic. Critical appraisals were synthesized for systematic examination of peer debriefing.

Levett-Jones, T., & Lapkin, S. (2014). A systematic review of the effectiveness of simulation debriefing

in health professional education. Nurse Education Today, 34(6), e58-e63. Li, L., Liu, X., & Zhou, Y. (2012). Give and take: A reanalysis of assessor and assessee's roles in

technology facilitated peer assessment. British Journal of Educational Technology, 43(3), 376- 384. Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in highereducation: A peer

review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in

Physiology Education, 24(1), 51-55.

As styles of adult learning have evolved so have the methods of learning in higher education. Higher education programs are moving towards a peer-to-peer learning approach. Occupational therapy educators should consider the benefits of incorporating peer-to-peer learning throughout the curriculum.

2016-219PrEMO: Promoting Environments that Measure OutcomesEducation/Field Work 50 minute sessions

Intermediate

Objective 1: Understand the process used to develop model Level II occupational therapy training sites that are evidence-based and outcome oriented. Objective 2: Recognize the impact of Promoting Environments that Measure Outcomes (PrEMO) on student and supervisors’ knowledge, skills and attitudes of using evidence-based practices with a focus on outcome measurement. Objective 3: Identify strategies to implement these programs in their occupational therapy educational curricula.

Background: There is an increased emphasis on evidence-based practice and the use of outcome measurement in clinical practice (Burke & Gitlin, 2012; Clark, Park &Burke, 2013); however, the implementation of these practices into Occupational Therapy clinical fieldwork student training remains challenging and sporadic (King, Wright & Russell, 2011; Kitson, et al., 2008;).

Methods: Faculty partnered with fieldwork educators to implement a comprehensive student fieldwork education program that guides students and fieldwork supervisors in the use of evidence and outcomes for occupational therapy practice. This program, is innovative in that it 1) combines didactic content with direct mentorship of students and fieldwork supervisors to promote the implementation of evidence-based practices that measure outcomes; and 2) uses an innovative framework, The Data Driven Decision Making (DDDM) Process (Schaaf, 2015), integrated with site specific learning objectives and site specific content knowledge in alignment with ACOTE standards, to guide student learning and change practice.

Participants: Entry-Level Occupational Therapy students enrolled in PrEMO sites and their supervisors.

Design: A pre-post quasi-experimental design was used to evaluate outcomes of PrEMO. Measures were administered by an independent evaluator and included: 1) a pre-post survey that evaluates student knowledge, skills about evidence and outcome measurement (adapted from Jette, et al. 2003 and subject to expert review); 2) a rubric designed to evaluate skills in using DDDM; and 3) a focus group to assess supervisor skills, attitudes and knowledge about evidence based practices including outcome measurement and its impact on their program.

Results: A significant, positive change occurred in students ability to use evidence and data to guide occupational therapy practice (t = -2.633, p< 0.05), Conclusions and Implications for Occupational Therapy: PrEMO provides a model for implementing DDDM for developing exemplary fieldwork and practice settings to support the use of evidence and bridge the gap between the classroom and the clinic.

Burke, J. P. &Gitlin, L. N. (2012). The issue is: How do we change practice when we have the evidence? American Journal of Occupational Therapy, 66, 85-88.

Clark, F., Park, D. J., & Burke, J. P. (2013). Dissemination: Bringing translational research to completion. American Journal of Occupational Therapy, 67, 185-193.

Jette, D. U., Bacon, K., Batty, C., Carlson, A., Hemmingway, R. D., Hill, J. C., Ogilvie, L., & Volk, D. (2003). Evidence-based practice: Beliefs, attitudes, knowledge, and behavior of

physical therapist. Journal of the American Physical Therapy Association, 83, 786-805. King, G., Wright, V., & Russell, D. J. (2011). Understanding pediatric rehabilitation therapists lack of

use of outcome measures. Disability and Rehabilitation, 33, 2662-2671. Kitson, A., Rycroft-Malone, J., Harvey, G., McCormack, B., Seers, K, & Titchen, A (2008). Evaluating

the successful implementation of evidence into practice using the PARiHS framework: Theoretical and practical challenges. Implementation Science, 3:1 doi: 10.1186/1748-5908-3-1

Schaaf, R. C. (2015). Creating evidence through practice using data-driven decision making. American Journal of Occupational Therapy, 69 (2)

This session presents an innovative strategy for developing and implementing model Level II training sites that are evidence-based and data-driven. Findings show measurable improvement in student and supervisors’ knowledge, skills and attitudes about using evidence and data to guide practice.

2016-220Promoting Excellence in Fieldwork in the Eye of the StormEducation/Field Work 50 minute sessions

Introductory

Learners will: * identify the internal and external barriers to effective fieldwork placements * recognize 3 strategies new for providing level I and II fieldwork experiences * re-ignite commitment for the bar of excellence in the quality and quantity of fieldwork rotations

Pennsylvania is second in the nation for the number of OT programs (14) and third for OTA programs (12). The northeast OT and OTA programs represent 43% of all OT/OTA programs in the nation. Finding sufficient fieldwork sites when the number of available and willing fieldwork educators has dropped by 21% is a shared responsibility between academicians and clinicians if we are to meet the health care needs of the tsunami of Baby Boomers entering retirement daily as well as other consumers of occupational therapy services. This session will separate myth from truth about how fieldwork can and does occur and empower attendees to look to their next OT or OTA student mentoring with competence and confidence.

Evenson, ME, Roberts, M, Kaldenberg, J, Barnes, MA, & Ozelie, R. (2015) National Survey of Fieldwork Educators: Implications for Occupational Therapy Education. Am J of OT, 69; AOTA

Press. Gat, S & Ratzon, N. (2014). Comparison of Occupational Therapy Students' Perceived Skills after Traditional and Nontraditional Fieldwork. Am J of OT, 68; AOTA Press.

Grenier, ML (2015). Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education: Student Perspectives. Am J of OT; 69; AOTA Press.

Bigger OT and OTA cohorts in a growing number of programs at the AS, MS and OTD levels require the profession to embrace clinical education with greater gusto. This session will provide data and fuel for embracing fieldwork opportunities.

2016-221Stress Management and OT FieldworkEducation/Field Work Posters Introductory

Understand common student stressors related to OT fieldwork education. Understand at least 2 stress management techniques that can be applied during OT fieldwork education. Understand the components of a 6 week stress management training program that can be used to reduce stress related to OT student fieldwork education.

Stress management skills increase the quality of OT fieldwork. The OTPF- 3 supports promoting health and well-being within student occupations. The poster represents a doctoral level evidence-based OT (EBOT) capstone project. Forty-four master's level OT students from Gannon University were recruited through face to face presentation and informational fliers. Consent was obtained for 11 students that participated in the EBOT project. The Perceived Stress Scale was used as the outcome measure and pre and post tests were given before and after 6 weeks of stress management training. Qualitative information from group discussion and role playing feedback was transcribed by the primary investigator.

The poster depicts a preventative health promotion program that is relevant to the OT profession worldwide. Stress management training for OT students is effective in decreasing perceived stress surrounding fieldwork education. Relaxation techniques, adaptive and active cognitive based stress management techniques are positive techniques that decrease stress and help to improve OT professional success. OT students that can manage stress during fieldwork rotations will be better prepared to manage stress in the OT workforce. OT students can be trained in effective stress management techniques that they can then use as working OT professionals. Fieldwork is a major stressor during schooling (Beddoe & Murphy, 2004). OT students’ rate stress as above average compared to other life experiences (Chan, So & Fong, 2008). Moderate levels of stress occur during OT fieldwork (Chan, So, & Fong, 2009; Lincoln, Adamson, & Covic, 2004). Cognitive behavioral therapy reduces stress in college students (Baghurst & Kelley, 2014). Meditation reduces perceived stress in college students (Oman, et al., 2008). Active and adaptive strategies for stress reduction can prevent burnout (Rowe, 2009). Mindfulness based stress reduction (MBSR) is effective in enhancing spirituality levels (Chiesa & Serritti, 2009). Fieldwork educators, academic fieldwork coordinators and students can all understand the impact stress can have on fieldwork.

This poster presentation depicts a doctoral level, EBOT capstone project focusing on fieldwork student stress and stress management techniques that can support success.

2016-222Student Response Systems and Learning: Students' PerceptionsEducation/Field Work Posters Intermediate

1. Participants will be able to describe the technology required for use of a SRS during classroom instruction. 2. Participants will understand student’s perceived impact of SRS on content learning in the classroom. 3. Participants will be informed of students’ perceptions of using SRS in course instruction.

Student Response Systems (SRS) are being used in classrooms worldwide yet, few have examined the students’ perceptions of SRS use and perceived learning. FitzPatrick, Finn & Campisi (2011), found that student perception of SRS to be generally positive; however perception varied and cost of the device negatively impacted students’ perception. This study surveyed OT student’s post SRS use during two courses. The research questions were: 1. What are students’ perceptions of using the SRS during course instruction 2. What is student perception of the SRS in relationship to content understanding?

Integration of the SRS occurred in two OT intervention courses. Data collection occurred via a survey after the completion of the classes. Participants were a convenience sample of 35 graduate occupational therapy students. Quantitative results were analyzed using descriptive statistics, including means and frequency distributions. Qualitative data were analyzed using cross sectional and categorical indexing beginning with a literal and interpretive review of the open-ended responses and culminating in the development of categories.

The majority of participants responded that using the clickers was easy. Over half of the respondents found that clickers were useful in all categories regarding understanding of class materials. The final category of questions, in reference to the clickers being used for clinical reasoning resulted in an overall positive response. The final three questions of the survey were open ended and the emergence of five categories resulted from the analysis. The categories were: 1.) Check for understanding 2.) Immediate feedback 3.) Exam preparation 4.) Technological difficulties 5.) Reinforcement of class content.

FitzPatrick, K., Finn, K., Campisi, J. (2011). Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum. Advances in

Physiology Education 35, 208-289.

A previous pilot study has already shown that student response systems (SRS) are an effective teaching/learning strategy. The current study analyzes students’ perceptions of SRS in regards to use and perceived learning in graduate level occupational therapy classes.

2016-223Train Station Redesign – Students’ Perspective of Interprofessional CollaborationEducation/Field Work Posters Introductory

1. Identify the benefits of interprofessional collaboration with non traditional disciplines during academic training 2. Recognize the importance of skills learned by students when participating in real life program development and advocacy projects 3. Understand the unique role of OT within the community when working on interprofessional teams

Occupational therapists have unique skills that contribute to projects in the community within non-medical practice areas. Interprofessional collaboration increases the quality of client outcomes when the opportunity arises to utilize these skills on teams with multiple disciplines (Gitlin, et. al, 2009). However, interprofessional teamwork is a complex interaction that requires specific skills that are best taught to new clinicians in an experiential fashion (D’Amour & Oandasan, 2005). While most literature on interprofessional education refers to healthcare professions, interprofessional projects in emerging niche and non-traditional settings can be just as valuable to student learning. Incorporating interprofessional projects into professional training programs assists in training collaborative practitioners, leading to more collaboration in practice and better outcomes with specific populations (D'Amour & Oandasan, 2005; Zwarenstein, Reeves & Perrier, 2005). This poster shares the perspectives of occupational therapy students functioning as consultants during an interprofessional project to redesign a local train station in order to increase accessibility for people with disabilities. The interprofessional team was headed by architecture students and also included members of the community association and the local transit authority.

This poster will address the skills gained by students from collaborating with multiple professions and the role of occupational therapists in designing an accessible train station. The benefit to professional development from a student's perspective will also be addressed. Finally, it will discuss the importance of interprofessional education with "real world" experiences in order to maximize student learning in program development and advocacy and increase the likelihood of students becoming collaborative practitioners in the future. The poster intends to advocate for the incorporation of these kinds of projects in curriculum to increase educational and professional development of students.

D'amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care,

19(Suppl.1), 8-20. Gitlin, L.N., Hauck, W.W., Dennis, M.P., Winter, L., Hodgson, N., & Schinfeld, S. (2009). Longer-term

effect on mortality of a home intervention that reduces functional difficulties in older adults: Results from a randomized trial. Journal of the American Geriatric Society, 57. 476-481.

Zwarenstein, M., Reeves, S. & Perrier, L. (2005). Effectiveness of pre-licensure interdisciplinary education and post-licensure collaborative interventions. Journal of Interprofessional Care, 19(Suppl.1), 148-165.

Interprofessional education plays a role in academic and professional development. This poster discusses the experiences of three occupational therapy students who participated in a local train station redesign project with architecture students and its influence on their professional development.

2016-224Understanding the impact of a systematic method of decision making in developing practice habits and professional identity.Education/Field Work Posters Intermediate

1) Describe the systematic data driven decision making method used in fieldwork education. 2) Describe the impact of utilizing a systematic data driven decision making process on students’ development of practice habits and professional identity. 3) Discuss the implications for changing practice by training students in exemplar fieldwork environments.

Background: Over the past decade, there has been an increased emphasis on evidence-based practice and the use of outcome measurements in clinical practice (Clark, Park, & Burke, 2013; Burke & Gitlin, 2012); however, implementation of practices in occupational therapy clinical fieldwork education remains challenging and sporadic (King, Wright, & Russell, 2011; Kitson, Rycroft-Malcome, & Harvey, 2008). In response to this, occupational therapy faculty at this institution designed an innovative fieldwork training program that uses a systematic method to help guide student’s thinking and problem solving. Faculty partnered with new or existing fieldwork sites to implement an innovative fieldwork education structure and processes. Throughout fieldwork, students use an evidence-based, data-driven decision making process (Schaaf, 2015) to facilitate learning, develop professional habits, and advance occupational therapy practice.

Methods: In this phenomenological study, two focus groups will be conducted at the conclusion of each of the students’ two fieldwork placements (traditional and innovative sites). Prior to beginning fieldwork, students assigned to innovative sites receive training using the systematic data driven decision making method. Focus group questions seek to gather data about students’ fieldwork experiences to 1) describe the use of a systematic decision making process in all phases of occupational therapy from assessment to intervention, and outcome measurement; 2) understand the development of practice habits using the decision making method and 3) professional identity as an evidenced-based practitioner. Focus groups will be audio-recorded after which the data will be transcribed and thematically analyzed by the investigators using established methods (Creswell, 1998).

Participants: After obtaining informed consent, two groups of 5 - 6 second year, entry-level Masters students’ who’ve completed fieldwork placement at an innovative site and a traditional site will be enrolled as participants in the focus groups. Each participant will attend 2 focus groups at the conclusion of each of their fieldwork placements.

Burke, JP. & Gitlin, LN. (2012). The issue is: How do we change practice when we have the evidence? American Journal of Occupational Therapy, 66, 85 -88

Clark, F., Park, DJ, and Burke, JP.(2013). Dissemination: Bringing translational research to completion. American Journal of Occupational Therapy, 67, 185- 193.

Creswell, JW. (1998). Qualitative inquiry and research design. Sage Publications. Thousand Oaks, CA. King, G., Wright, V. & Russell, DJ. (2011). Understanding paediatric rehabilitation therapists’ lack of

use of outcome measures. Disability & Rehabilitation, 33, 2662-2671. Kitson ,A., Rycroft-Malcome, J., & Harvey, G. et al (2008). Evaluating the successful implementation of

evidence into practice using the PARiHS framework: theoretical and practical challenges. Implementation Science, 3 (1).

Schaaf, RC. (2015). Creating evidence through practice using data-driven decision making. American Journal of Occupational Therapy, 69(2).

Using qualitative methods, this study explores students’ practice habits and professional identity development after completion of traditional and an innovative fieldwork placement. Prior to placement, students receive additional training in a systematic, evidence-based, data-driven decision making method to guide practice.

2016-225Utility of the IRM in Professional ReasoningEducation/Field Work 50 minute sessions

Intermediate

Define components of the IRM and apply to therapeutic and professional relationships. Discover how IRM blends with professional reasoning.

Therapeutic use of self is at the heart of OT practice. However, a preliminary review of the literature of the past decade reveals that the discussion within the OT profession is limited. The current generation of students, often described as millennials, seem to focus on the end product, rather than the process of reaching the end product (Hills, Ryan, Smith, & Warren-Forward, 2012). In doing so, the process of professional reasoning is often unappreciated, by the student as well as the educator. Therapeutic use of self is a blending of professional knowledge and interpersonal skills used to evoke change in clients we treat (Taylor, 2008).

Students often have difficulty conceptualizing this skill, as well as how it impacts practice and the therapeutic relationship. The Intentional Relationship Model (IRM) seeks to explain therapeutic use of self and can serve as a guide to facilitate professional reasoning (Taylor, 2008). Professional reasoning encompasses our knowledge and skills and how we make decisions (Schell & Schell, 2008). The term professional reasoning includes not just the reasoning that occurs in but also the reasoning that occurs in professional relationships, such as peer to peer, or practitioner to manager. The IRM is designed to be used with other OT conceptual models. The IRM defines four elements of a therapeutic relationship: 1) the therapist, 2) the client, 3) interpersonal events of therapy and 4) the occupation (Taylor, 2008). The therapist contributes professional knowledge, and interpersonal skills to the therapeutic relationship, as well as his or her own natural style in approaching clients. Interpersonal characteristics of clients contribute to the relationship. The interaction of the client-therapist relationship and interpersonal events that occur during the therapy process impact a client’s occupational engagement. The elements of a therapeutic relationship identified by the IRM are also useful in understanding professional relationships. In the classroom, the IRM can be used to teach students therapeutic use of self in addition to factors that impact the relationship between a therapist and client, and may also occur in professional relationships. In the clinical setting, the IRM can be utilized as a teaching tool to assist a student in understanding the dynamics of a therapeutic relationship and what factors are changeable in order to promote positive change. This could also apply to a student understanding his or her relationship with his or her fieldwork educator. The IRM is a powerful tool that can be used in the academic or clinical setting to break down the concept of therapeutic use of self into smaller parts for students to more easily understand and digest.

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The IRM is a powerful tool that can be used in the academic or clinical setting to break down the concept of therapeutic use of self into smaller pieces. Concepts of the IRM are applicable to professional relationships as well as client-therapist relationships.