Leader Change Agent
3.1 - Demonstrates the ability to give constructive and timely feedback.
- During my second Level II rotation, I provided a great amount of feedback to the caregivers. One technique that was useful to ensure carryover in between sessions was to have the caregivers perform the activity during the session. My FWE and I demonstrated and explained how the activity would go, how to respond to the child, and explained why. We would then prompt the caregiver to do the same. This allowed the caregivers to feel more confident knowing we were there. If there are any questions or concerns, we were able to answer them in the session. It was difficult, but my FWE and I both found ways to provide the feedback in an encouraging manner.
3.2 - Modifies behavior in response to feedback; seeks opportunities to apply feedback.
- While in the EI setting, we often visited daycares, which was some of the children's natural environment during the day. Both of my FWEs encouraged me to take more leadership when treating. We came up with a plan to increase my independence. I then began to talk to the teachers myself and ask questions to receive an update and/or if there have been any noticeable changes in the classroom since the last session. After discussing with my FWEs, I was able to be more confident in leading the sessions independently while in the daycare. This was a major step for establishing my OT identity, crafting the skill of asking appropriate questions, and honing in on the important reports from the teachers. After leading a couple of sessions independently, both FWEs gave me positive feedback and were able to step back more and allow me to increase my roles and responsibilities.
3.3 - Productively uses knowledge of own strengths and weaknesses.
- During my second Level II placement, I had to reflect on my strengths and weaknesses. When I first started, I did not feel confident in my documentation skills. We printed the session notes I wrote, and my FWE made suggestions and corrections in pen. I was able to correct the notes while still staying true to myself. When I discussed documentation with my FWEs, they both wanted me to learn to express my thoughts without copying their documentation style. After I completed writing notes in the beginning, we would compare my note to theirs for the same session. By observing both therapists, I was able to take positives from both to form my own documentation styles that fit me while maintaining accuracy.
3.4 - Maintains balance in personal and professional life while prioritizing professional responsibilities and commitments.
- One aspect of my Level II fieldwork that was challenging was maintaining a balance of both my personal and professional life. In the EI setting, documentation is difficult while commuting between sessions. My FWEs use dictation while they're driving to make reminders for when they sit to type the session notes. When I first started, I used pen and paper to jot down conversations, activities, and other events that occurred during the session, I later typed the notes while referring to the papers. I eventually began to find a technique that worked better for me. I typed the notes completely while commuting between sessions since I did not have to drive. I feel like this was the best use of time in the car. When I arrived at home, I was able to transfer the session notes from Word to the Electronic Medical Record (EMR). In the EI setting, documentation time is built into the 40-hour work week. I found it difficult to complete the notes in the late afternoon. I decided it would be more beneficial for me to go to the gym, take a nap, or walk my dog and complete my notes later in the evening or early in the morning. Without having a deadline for session notes or evaluations to be entered into the EMR, it was my responsibility to ensure I completed documentation in a timely manner.
3.5 - Demonstrates functional level of confidence and self assurance.
- I have gained a great amount of confidence in myself. I have learned to give myself grace and accept that I won't have an answer to every question. I was able to make suggestions, correct techniques, and provide valuable information to clients in both settings. I have learned that I will be able to apply my previous experiences and reflect on the clients I have seen during both fieldwork placements. In my 24 weeks of being a Level II OT student, I have been able to culminate the knowledge from the didactic portion of the program with the hands-on experience in various settings to foster my own OT identity and confidence. I now have experience in completing evaluations, creating goals, implementing plans of care, and best of all -- discharging due to goal achievement!
3.6 - Uses humor to diffuse tension.
- During my second Level II rotation, we entered the homes of our families to provide services. Many of our caregivers were self-conscious and did not enjoy a lot of people coming into the home. Often, my FWE and I would arrive with another therapist, etc. We could tell by their reaction that they were overwhelmed by the number of people coming into their home, especially if they did not clean before. One way I used humor was to use expressions such as, "We're going to have a big party today!" This allowed the caregivers to laugh and brought a less formal approach to the sessions. In the EI setting, it is important to build a rapport with not only the child but also their support system. This was one way to increase the comfortability with one another by using humor.
3.7 - Maintains professional behavior, regardless of problem or situation.
- During my first Level II rotation, I was put in various positions where I was required to maintain professional behavior. One example was when a client attempted to share my number with her friend's grandson to see if there was a romantic connection between us. At first, I attempted to avoid the conversation from moving further, and I laughed it off. When she continued to push, I told her that I was not interested. We continued with the therapeutic activities. She apologized if she made me uncomfortable. I told her that I knew were intentions were good, and I am glad she thought so highly of me. We were able to laugh and continue working together without awkwardness or tension as a barrier.
3.8 - Takes risks to maximize outcomes.
- One risk I am taking is becoming a Certified Personal Trainer (CPT) through the National Academy of Sports Medicine (NASM). I believe this will be an opportunity to further my career by adding a unique skillset to my personal toolbox. I believe reviewing for this exam will assist me in studying for the NBCOT exam and in my future practice. I believe I can have a greater impact in preventive healthcare and in my treatment as a rehabilitation specialist as well. During my first Level II fieldwork, I thoroughly enjoy the orthopedic setting and experiencing the biomechanical approach in a different way. I think this will maximize my skillset and allow for greater outcomes of my future clients and encouraging at-risk populations to engage in their activities of daily living and exercise to increase their overall wellbeing.
3.9 - Uses knowledge and information in an innovative way.
- During my first Level II rotation, I had a client who had a gun shot wound (GSW) through his biceps brachii of his dominant upper extremity. With a majority of our clients, we used weights up to 20 pounds. I assisted the client in progression of intensity from bicep curls, to wall push ups, incline push ups, and eventually full body push ups. Because the client was tolerating the upgrade in his HEP, we began to treat in the physical therapy gym downstairs to find the just-right challenge. The patient was 25 year old male who had engaged in physical activity and workouts before his injury. I was able to use my knowledge and information to create a new exercise plan to increase his UE functional strength. One of his main goals was to be able to defend himself in unsafe situations he might encounter again. My FWE and I advised him, from an unbiased and nonjudgmental approach, to avoid situations that might lead to him needing to defend himself. We encouraged going to the gym regularly to spend more time in controlled environments.
3.10 - Empowers clients and team members.
- During my second Level II placement, I quickly realized that our clients, the children, did best when they were provided with choices to have some control. Consistently throughout the rotation, the children we see are told what to eat, what activities to do, and often times, what not to do. For example, one child prefers drawing and coloring. He began to color on the walls of his house. The caregivers simply told him "no" but did not present him with activities he can engage in. My FWE and I educated the caregivers on providing the child with a choice between two activities he can participate in when these situations occur again. Also, a choice can be beneficial when working on eating. Providing the children with an option empowers them to learn how to make their own decisions and can lead to increased functional communication. We often presented choices by using visual flashcards and presenting two items at one time. Despite their young age, our children are allowed and encouraged to fully participate in their decision making.
3.11 - Actively participates in leadership or supportive roles in local, state, and/or national associations.
- I renewed my membership with the American Occupational Therapy Association (AOTA) and the Tennessee Occupational Therapy Association (TNOTA). By investing in these organizations, I have provided myself with resources and opportunities to further advance my professional career. By being a member of both of these associations, I will be able to stay updated on evidence-based practices, access to resources when studying for the National Board for Certification in Occupational Therapy (NBCOT). I will have access to networking opportunities, answers to frequently asked questions, and investment in those advocating for OT in the state of Tennessee.
3.12 - Maintains values over self-promotion or profit.
- During both Level II fieldwork experiences, I arrived early or stayed late. On the weekends, I made it a point to complete necessary documentation, chart reviews, etc.. This was challenging as I work part-time during the week and on weekends. I was always willing to adjust my schedule outside of fieldwork when asked to stay late to complete a session. While I was not able to earn a profit from my part-time job, I was able to continue earning hours and experience for fieldwork. I was able to have conversations with my part-time job managers to explain my priority is school, and thankfully, they were flexible. My ultimate goal is to be the best occupational therapy practitioner I can be, and the last 6 months have challenged my accountability and commitment. However, I believe I have upheld the commitment I made to myself, the UTHSC OT program, and my future clients. I am thankful for the extra opportunities to learn from my FWEs and a job that understands my limited availability.