Entry-Level Competencies
The Fieldwork Performance Evaluation Forms are designed to measure entry-level competency.
Each site should develop site specific objectives in order to help evaluate and monitor
the student's progress. As you read through the Fieldwork Performance Evaluation Form
(FWPE) try to use this as a guide.
Fundamentals of Practice consists of the students adhering to ethics, safety regulations
and using judgment in safety. Examples of this performance area:
- Consistently follows universal precautions
- Consistently secures sharp objects appropriately
Basic Tenets consists of the student articulating the values and beliefs of the OT
profession, communicating the roles of the OT and OTA, and collaborating with others
in the OT process. Examples of this performance area:
- Explains clearly how occupational therapy can benefit a person's quality of life
- Explains the use of occupation during treatment
- Incorporates client's goals into all treatment
- Articulates the proposed role of the COTA at your site
Evaluation and Screening consists of the student articulating a clear and logical
rational for evaluation, selecting relevant screening and assessment methods, assessing
client factors, obtaining sufficient and necessary information, administering assessments,
and adjusting the assessment procedures as needed. Examples of this performance area:
- Clearly explains the sequence of his or her chosen evaluation methods and the rationale for the approach
- Identifies the need for further testing
- Gathers all significant information needed for evaluation
- Accurately administers the assessment tools
- Modifies the evaluation process as needed
- Accurately interprets information from the evaluation
- Provides rationale for treatment choice
- Chooses the most appropriate evaluation tool
- Accurately and reliably performs all testing, i.e. MMT, ROM, etc.
Try to identify where in the process the student’s thinking goes astray. You may ask
them to map out their decision making and see if you can find out where the two of
you diverge. This will help you at least make a recommendation to the student about
what type of information they may need to review.
Intervention consists of the student articulating a clear and logical rationale for
intervention, utilizing evidence, choosing occupations, selecting relevant occupations,
implementing intervention plans that are client-centered and occupation-based, modifying
task approaches, occupations, and environment, updating, modifying, or terminating
the intervention plan as needed, and documenting a client's response in an appropriate
manner. This is the how to component. It is the everyday carrying out of the tasks OTs do most often. Examples
of this performance area:
- Selects activities that are meaningful to the client
- Encourages or showing patience with a client
- Reviews the research literature to map out some criteria for making choices
- Provides specific patient treatments with rationale
- Demonstrates the discharge planning process
- Conducts a group in which maximum participation is encouraged
- Communicates with others by accurately completing progress notes
- Works collaboratively with another professional during patient treatment and identifies rationale for treatment
- Offers the client choices in the process
Management of OT Services consists of the student understanding costs and funding,
accomplishing organizational goals, producing the volume of work required at site,
and demonstrating the ability to practice, assign and collaborate with others. Examples
of this performance area:
- Describes the role of the OTA in one particular setting
- Collaborates with the OTA or articulates the collaborative process needed to effectively update goals
- Completes all paperwork in a timely manner
- Coordinates client outings as needed
- Carries an appropriate caseload as determined by the facility
- Comes prepared and on time to meetings
- Maintains productivity level as required by fieldwork site
- Assists with patient coverage as needed
Communication consists of clearly and effectively communicating, producing clear and
accurate documentation, written communication is legible and language is appropriate
to the recipient. Examples of this performance area:
- Completes all paperwork accurately and on time
- Communicates within the audience's knowledge level
- Asks for the supervisor’s advice or assistance when needed
Communication is also part of the therapeutic process. It usually involves the interpersonal communication between the student and someone else (client, supervisor, peer, other therapists,
etc…). It is portrayed throughout the interaction process, verbally and non-verbally.
Effective therapeutic use of self in OT involves showing others a professional composure that is genuine and warm, conveys that you are actively
listening, and promotes the dignity of the client by treating them with utmost respect
as a partner in the decision making process.
Professional Behaviors consists of collaborating with supervisor, taking responsibility
for professional competence, responding constructively to feedback, demonstrating
consistent work behaviors, effective time management, positive interpersonal skills,
and respect for diversity. Examples of this performance area:
- Takes feedback and incorporates into routine
- Follows through appropriately with all assignments
- Respects others' values and interests
- Productive during "down time"
- Follows through with all duties and responsibilities
Behaviors come from within and can fluctuate even in the best of us. Most students
will lack confidence in their abilities and will need encouragement to develop their
own style. Shy students may be perceived as not knowing if they do not volunteer information.
Some students may lack assertiveness while others will cross the line and be aggressive
rather than assertive. Research indicates that most OT students report very high levels
of stress during their initial weeks of fieldwork (remember what starting a new job
is like for you?). Stress can exacerbate insecurities, trigger tempers, or cause impulsivity
and irritability. Specific feedback about inappropriate and appropriate behaviors
is necessary for the students to learn and change themselves into more competent professionals
and to develop the art of therapeutic use of self. Please provide prompt and objective
feedback, in a one to one non-threatening manner to students. Appropriate professional
behavior is expected of a student and the student should demonstrate enthusiasm for
the profession, respect for other professionals and clients, engagement and interest
in all aspects of the process, and a willingness to work and learn. Students should
show a desire to improve themselves and become actively involved in that self-development
process. Students should consider the needs of others and not just themselves.
Summary In closing, one issue some fieldwork supervisors report is having difficulty
remembering what entry-level practice is. This may become more difficult as you gain
more clinical expertise and experience. Use the objectives developed by your site
as a guide for adequate performance as an entry-level therapist.
Costa, D. (2004) The essential guide to occupational therapy fieldwork education. Bethesda, MD: American Occupational Therapy Association.