🤝🏼Communication/Interdisciplinary/Mutual agreement/Negotiates common ground Flashcards
How to demonstrate professional accountability?
- Take responsibility for decisions, actions, professional competence, and judgment
- Ensure their actions serve the client’s best interest, by working in a transparent, honest manner and while striving to do no harm.
- register and renew annual practicing certificate
- mandatory CPD scheme has been implemented in 2023
Therapeutic Communication
Goal: empathetic, reflect the client’s feelings, and encourage further communication from the patient
Option 1: Re-state their complaint
- You are experiencing (state the issue) + feel (re-state information the client has provided about what they feel).
e.g. You are feeling frustrated that you will not be able to return to sport for 12 weeks.
Option 2: Respond to their feelings + provide useful information
- You are feeling (state the issue) + here is how I can help.
e.g. I understand you are feeling frustrated, but we will do our best to ensure your rehab stays on track
Option 3: State what the patient is experiencing
e.g. I can see you are feeling frustrated about the timeline for returning to sport.
How to obtain a mutual agreement with a client? (GDCD)
Collaborative Goal Setting:
> interview techniques, therapeutic use of self (to build rapport)
> Involve the client in the goal-setting process by discussing his priorities, concerns, and aspirations.
> Use open-ended questions to explore the client’s expectations and desires regarding his recovery and rehabilitation process.
> Collaboratively identify short-term and long-term goals that align with client’s values, interests, and needs.
Shared Decision Making:
> Provide the client with information about different treatment options, interventions, and potential outcomes. Explain the rationale behind each option and the evidence supporting it.
> Discuss the pros and cons of various interventions, including potential risks and benefits, to help the client make informed decisions about his care.
> Respect client’s autonomy and preferences, allowing him to have a voice in determining the direction of his treatment plan
Regular Communication and Feedback:
> Maintain open lines of communication with client and his family throughout the treatment process. Encourage them to share their thoughts, concerns, and feedback on the progress of the treatment plan.
> Schedule regular check-in sessions to review goals, assess progress, and make any necessary adjustments to the treatment plan based on client’s preferences and needs.
> Listen actively to client’s feedback and validate his experiences, demonstrating empathy and understanding.
Documentation and Agreement:
> Document the treatment plan in writing, outlining the goals, objectives, interventions, and responsibilities of both client and the treatment team.
> Review the treatment plan with the client and his family to ensure understanding and agreement.
How to manage team disagreement?
Step 1:
Explains role in client services to team members e.g. ADL
Step 2:→ team meetings as a platform
Enables parties to openly communicate and consider other opinions
Demonstrate receptiveness to other’s perspective
Manages differences, misunderstandings, and limitations
Respect for Autonomy and Preferences
Step 3:
seek common ground
willingness to set team goals and priorities, measure progress, and learn from experience together as a team.
flexibility
Asks for support when appropriate
leadership technique e.g. assigning specific responsibilities to team members
Show leadership in the workplace
- Support assistants, students, support staff, volunteers, and other team members
- Influence colleagues to progress towards workplace values, vision, and goals
- Support improvement initiatives at work
example of accountability, accept responsibility for actions and decisions
Situation:
- fresh graduate OT during my initial weeks of practice
- administered a particular assessment incorrectly
- Due to my lack of familiarity with the assessment protocol, I only asked the client to perform one trial instead of the required three trials to obtain an average result.
Action:
- immediately consulted with my supervisor to discuss the assessment protocol and guidelines
- reviewed the correct procedures and identified the error in my approach
- Acknowledging my responsibility for the mistake, I admitted the error to my supervisor and expressed my commitment to correcting it.
- decided to inform the client that I had conducted the assessment incorrectly and needed to repeat it to ensure accuracy
- approached the client in a transparent and honest manner, explaining the error and reassuring them that my priority was their best interest
- With the client’s consent, I proceeded to conduct the assessment again
- sought ongoing professional development opportunities to enhance my competence and judgment as an occupational therapist.
example of clarifies the role when initiating services, interdisciplinary collaboration
What are the strengths and limitations of OT practice?
Situation:
- A student in a mainstream secondary school struggles with academic tasks, wishes to request exam accommodations
- SW refers the student to OT to write a report for exam accommodation solely based on the student’s exam paper
Action:
- Upon receiving the referral, the OT screens it to determine its appropriateness and communicates with the parents, the student and the SW to clarify expectations
- explains that the assessment process will involve clinical observation and standardized assessment tools
- evaluate the student’s motor skills, visual perception, handwriting speed, and overall performance during assessments
- discusses the frequency and duration of services, and the strengths and limitations of their practice
- establishes a mutual understanding of occupation, occupational performance, engagement, and enablement issues with the student
In coordination with the social worker, we address specific challenges the client faces in the school environment, such as difficulties with social skills in group projects or coping with high study pressure due to parental expectations. While the social worker supports the client in navigating these issues, as the OT, my focus lies in providing targeted interventions to address the client’s needs related to handwriting and executive functioning.
example of receptiveness, flexibility, ask for support, leadership, safety, confidentiality
Situation:
- organize a visit to a social enterprise job site
- gain insights into the industry, work environment, job duties, requirements
Action:
Before the visit…
- consult with team members to ensure comprehensive planning
- consider logistics, transportation arrangements
- listen to input from team members: accommodation to address specific client needs effectively
- SW suggests incorporating a brief pre-visit discussion about workplace manner and social interactions, considering the diverse communication challenges faced by our clients
- carefully consider this suggestion and recognize its value in preparing clients for the social aspects of the job site visit
- agree
- demonstrates my receptiveness to others’ perspectives and willingness to consider alternative approaches that serve the best interests of our clients
- Recognizing the unexpected large number of clients attending, I ask for support from another staff member in the center to assist with supervision and client engagement during the visit.
During the outing…
- task the social worker with supervising a subgroup of clients while I accompany another group
- Despite some clients arriving late, I demonstrate leadership by calmly assessing the situation and adjusting the itinerary as needed. I provide clear instructions to late clients on catching up and ensure the safety and well-being of everyone involved
example of team goal, communication, misunderstanding, impact of experiential experience, negotiate common ground with interprofessional team
Situation:
In a collaborative effort, an interdisciplinary team comprising an OT, CP, and SW is working together to support a client who needs to temporarily live alone as his mother has been hospitalized for six months.
Action:
- After discussing with the client, emotion counseling and fostering independence in living are identified as priority areas
- During team meetings, the team openly communicates to assess the client’s progress
- IADL skills: OT recognizes that they have misunderstandings towards the client’s ability
- reveals that during the assessment, they recognized the client’s need for time to acquire cooking skills
- university student (high education level and already 25yo), the team members and caregiver expect the client can cook, therefore questioning the accuracy and judgment of OT’s assessment
- acknowledges the team’s expectations while gently explaining that client’s need for time to acquire these skills due to a fear of cooking developed from a past negative experience (impact of experiential experience)
- To address this discrepancy effectively, the OT proposes starting with simple cooking tasks with minimal risk, such as stirring ingredients or assembling sandwiches, to rebuild the client’s confidence and independence in the kitchen. In an effort to address this discrepancy diplomatically, the OT asked the SW about the family’s financial situation and proposed the possibility of temporary support by facilitating take-away meals while concurrently teaching basic cooking skills. The team demonstrates a willingness to set team goals and priorities, measure progress, and learn from experience together as a team.
example of consultation, scope of practice, explain role, overlap
Situation:
- encounter a client whose rapid speech poses challenges in workplace interactions, impacting interpersonal relationships.
Action:
- Recognizing the specialized expertise required to address the client’s rapid speech, I initiate a transparent discussion with the client regarding the limitations of my practice in OT.
- Upon obtaining the client’s consent, I consulted with the ST to see if he could help. I engage with the case manager to facilitate a referral to the speech therapist. This collaborative approach allows us to address the client’s communication challenges comprehensively. While both the ST and I address social skills, we effectively manage any overlaps in our scopes of practice. ST assess the speech patterns within the workplace context, focusing on their speed and clarity. Simultaneously, I delve into potential underlying causes from an OT perspective, such as anxiety in uncertain situations. Strategies to foster resilience and adaptability, including creating contingency plans, are developed. Also, in coordination with the client’s consent, I liaise with the employer to provide recommendations for effective communication strategies and workplace accommodations.
educational approach, communication barrier
Barrier: Language barrier; difficulty understanding written Chinese despite proficiency in spoken Cantonese.
Strategies:
Identify and address the language barrier proactively: Before the group session, inquire about the client’s language preferences and assess their proficiency in written Chinese. Take proactive steps to accommodate their needs by preparing materials accordingly.
Prepare written materials in both Chinese and English: Address the language barrier by providing written materials, such as worksheets or handouts, in both Cantonese and English. This allows the client to access information in a language they understand, facilitating comprehension and engagement.
Evaluation of Effectiveness:
Client feedback: periodically check in with the client to gather real-time feedback on their experience with the language accommodations. Ask open-ended questions.
At the end of each session or at strategic points throughout, conduct a Q&A session specifically designed to assess the client’s comprehension and retention of the information presented. Encourage the client to ask questions and seek clarification on any concepts or instructions they find unclear.
Observation during group sessions: Observe the client’s level of engagement, group dynamics, interaction with the materials provided in Cantonese and English. Note any improvements in comprehension or participation as a result of the language accommodations.
