Theme 6: Psychomotor Skills - Level 2
Theme 6: Psychomotor Skills - Level 2 Fieldwork Outcomes
Level 2B Fieldwork Experience and In-service Project
Level 2 Fieldwork Outcomes: Conduct a comprehensive client evaluation and carry out occupation-based interventions efficiently and safely.
Artifact and Reflection: This artifact was an in-service that was created during level 2 fieldwork in the acute care setting. The information that was portrayed in the project was later relayed and used to encourage client participation in evaluations and treatments. Based on the competencies we completed prior to going on fieldwork, I felt I was able to effectively demonstrate the ability to conduct evaluations and direct occupation-based interventions. Additionally, I had practice applying what I learned during coursework and competencies during my first rotation in the setting of outpatient hands. However, I had less opportunity to incorporate meaningful ADLs/IADLs into interventions- this is something I gained during my time in the acute care hospital setting. In a setting such as acute care, formal evaluations and assessments occur less frequently. More often than not, I evaluated patients during ADLs. One ADL that was particularly useful to look at was their ability to their brush teeth. After completing the project on the importance of oral hygiene in this setting it further motivated me to incorporate this ADL into treatments/evaluations as appropriate. It also allowed me to provide education to patients on current data and why this menial task is so important to overall well-being. Besides this, oral hygiene allowed me to see dexterity- how they were able to manage opening the toothpaste, coordination- whether they appropriately were able to apply toothpaste, vision- as they scanned the area, cognition- as they sequenced the task with or without cues, and motor strength/ROM when they began brushing. Depending on diagnosis or if I saw any immediate deficits, I would do a more formal evaluation to assess these same skill sets. It was also important for me to monitor vitals throughout these sessions and set up the environment so the patient was always safe. Additionally, if I felt a patient was unable to follow simple commands, I would simplify the task with a suction brush. The in-service project brought a greater appreciation to the psychomotor tasks we completed with patients daily. Patients also showed more engagement and were interested to hear about the data surrounding how their medical status could improve with the simple task of brushing their teeth. While I feel skilled in the area of appropriately evaluating, assessing, and providing treatment in the two areas I have seen during fieldwork rotations, I expect this skill will continue to grow as I come into contact with different settings such as inpatient, SNF, home health, pediatrics, school-based, and outpatient.
Noelle Joyner, OTS, Min Song, OTS, Fall 2021
Level 2B Fieldwork Experience and In-service Project
Level 2 Fieldwork Outcomes: Conduct a comprehensive client evaluation and carry out occupation-based interventions efficiently and safely.
Artifact and Reflection: This artifact was an in-service that was created during level 2 fieldwork in the acute care setting. The information that was portrayed in the project was later relayed and used to encourage client participation in evaluations and treatments. Based on the competencies we completed prior to going on fieldwork, I felt I was able to effectively demonstrate the ability to conduct evaluations and direct occupation-based interventions. Additionally, I had practice applying what I learned during coursework and competencies during my first rotation in the setting of outpatient hands. However, I had less opportunity to incorporate meaningful ADLs/IADLs into interventions- this is something I gained during my time in the acute care hospital setting. In a setting such as acute care, formal evaluations and assessments occur less frequently. More often than not, I evaluated patients during ADLs. One ADL that was particularly useful to look at was their ability to their brush teeth. After completing the project on the importance of oral hygiene in this setting it further motivated me to incorporate this ADL into treatments/evaluations as appropriate. It also allowed me to provide education to patients on current data and why this menial task is so important to overall well-being. Besides this, oral hygiene allowed me to see dexterity- how they were able to manage opening the toothpaste, coordination- whether they appropriately were able to apply toothpaste, vision- as they scanned the area, cognition- as they sequenced the task with or without cues, and motor strength/ROM when they began brushing. Depending on diagnosis or if I saw any immediate deficits, I would do a more formal evaluation to assess these same skill sets. It was also important for me to monitor vitals throughout these sessions and set up the environment so the patient was always safe. Additionally, if I felt a patient was unable to follow simple commands, I would simplify the task with a suction brush. The in-service project brought a greater appreciation to the psychomotor tasks we completed with patients daily. Patients also showed more engagement and were interested to hear about the data surrounding how their medical status could improve with the simple task of brushing their teeth. While I feel skilled in the area of appropriately evaluating, assessing, and providing treatment in the two areas I have seen during fieldwork rotations, I expect this skill will continue to grow as I come into contact with different settings such as inpatient, SNF, home health, pediatrics, school-based, and outpatient.
Noelle Joyner, OTS, Min Song, OTS, Fall 2021
