Ethically Grounded Professional with Strong OT Identity
2.1 - Advocates for clients who have been neglected or underrepresented in the system.
- During my Level II B rotation, I witnessed multiple accounts of advocating for clients due to neglect, abuse, underrepresentation, etc. During team meetings, therapists were invited to share concerns during case collaborations. This provided occupational therapists (OTs), physical therapists (PTs), developmental therapists (DTs), and speech-language pathologists (SLPS) opportunities to report neglect or other harmful scenarios for our children we served. The therapists discussed whether the Department of Children's Services (DCS) should be called for particular cases. During a program meeting held once a month, Memphis Children's Health Law Directive (Memphis CHILD) presented and provided education on their services. Many of our families have been referred to them to assist with housing troubles, transition to school, and applications with Children's Supplemental Security Income (SSI).
2.2 - Fulfills commitments to the professional community.
- I have fulfilled my commitment to the professional community by representing two large, local organizations. While at the clinic, I reviewed textbooks and literature provided to students. I enrolled in an introductory course for the Certification Hand Therapy (CHT). By applying myself to learn the foundations of hand therapy and upper extremity treatment. I also upheld the academic requirements while managing documentation, intervention planning, and researching evidence-based practice. During my commutes for both rotations, I listened to podcasts to learn from others' experiences and professional backgrounds.
2.3 - Represents the unique perspective of occupational therapy when participating in inter-professional situations.
- When going into the homes of our families and community settings in the EI setting, our families have become overwhelmed with multiple therapists providing services. We had the ability and responsibility of bringing our holistic approach to advocate for OT services. During co-treatments with speech therapy (ST), PT, and DT, it is crucial that we stayed within our scope of practice and collaborate with other professionals. We performed co-treatment sessions for feeding, functional communication skills, and physical engagement in occupations. During the monthly team meetings, we discussed children that qualified for other services. While staffing, we discussed the child's supports and barriers, frequency of OT services, and any recommended evaluations or needs in the home. We were able to provide a holistic summary of occupational engagement while considering personal factors.
2.4 - Assumes responsibility for professional behavior and growth, in accordance with AOTA standards.
- During both of my Level II rotations, I listened to podcasts during my commutes. Specifically, I listened to episodes from the Ortho Eval Pal podcast, including episode #300, "Tips for Navigating Orthopedics for New Providers" and episode #281, "Medial Epicondylitis Treatment". I arrived early to clinic and ensured I was prepared for the day. For my second Level II fieldwork, I was provided with a company-issued laptop. This allowed me to perform chart reviews before evaluations and treatment sessions. By preparing for the day ahead of time, I felt more confident in my plans. I was able to access medical records and other documentation from other rehab services. By reviewing charts, I was also able to alter my questions when performing evaluations. It is important to be conscious of the questions asked to not upset or offend the caregivers. Having a baseline of where the child was at that point allowed me to best help them progress to the next developmental stage and form appropriate goals.
2.5 - Functions autonomously and effectively in a broad array of service models.
- By the end of both rotations, I felt confident in completing my sessions autonomously and effectively. While at the hand clinic, I demonstrated the ability to complete evaluations and documentation independently and instruct the clients on their new HEP while considering precautions. For example, I provided clients with putty exercises to increase functional grip strength after an open reduction and internal fixation for a distal radius fraction. It was important to be aware of the increased likelihood of damaging the extensor pollicis longus, which performs thumb extension, in the early stages of recovery. Within these HEPs, I removed the "donut" exercise, which encourages thumb extension. These HEPs, instead, focused on gross grip strength and intrinsic muscle strengthening. While in the EI setting, I discussed with caregivers and daycare teachers to assess the progress of the children since the last visit. By using the information they provided, I applied my academic knowledge and previous experience to implement different strategies for the children in their natural settings.
2.6 - Upholds the AOTA Code of Ethics in practice.
- I was responsible for billing and identify charge units in both settings. It was crucial to be aware of the time-in and time-out while completing sessions. During my first Level II rotation, we ensured that patient charts were confidential. While in a large open room, our clients could see each other, and they often came at the same time and day. When patients would ask about other patients, we were not allowed to answer. However, our clients began to talk to one another and opened up as they all were enduring a major change in their functional lives that only few can understand. During my second Level II rotation, many of our patients have diagnoses that affect their sleeping behaviors. When the children are awake, their caregivers are, too. We had multiple sessions where we ended early or started late, so they could nap. The lack of sleep can affect their engagement in therapy sessions. This also provided the opportunity to educate the caregivers on various strategies to implement during the sleep routine.
2.7 Serves as a role model for honesty, integrity, and morally grounded decision making.
- I had multiple second-year students reach out to me regarding feedback on my previous and current rotations. This demonstrates that people trust my opinion and honesty to assist them in preparing for their Level II Fieldwork placements. I provided insight into requirements, monetary and financial commitments, expectations, and diagnoses. I am thankful that the students value my opinion and are comfortable to reach out to me. I was able to self-reflect on the growth I have had as a future occupational therapy practitioner as I gave them my experiences in the placements we will share.