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OCT 1131 midterm > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q
  • Takes their job seriously
  • Observe deadlines
  • Acts and communicates with integrity
  • Establish boundaries
A

What is a professional

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2
Q

Serve clients by respecting rules and regulations and minimizing risks

A

What is Professional Responsibilities?

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3
Q

The assumed and generally unspoken rules that we internalize about the physical and emotional limits of our relationships with other people

A

What are boundaries

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4
Q

They show respect, protect us and the client

A

Why are boundaries important?

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5
Q

An activity outside of the usual professional/client role that is:
1. Non-exploitative
2. May or may not be considered beneficial
3. May or may not lead to boundary violation

A

What is boundary crossing

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6
Q

An unwarranted and dangerous crossing that can:
1. Result in exploitation of the client
2. Typically be done for the professionals benefit
3 Typically is harmful to the client

A

What is boundary violation?

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7
Q

When an OT initiates a behaviour or allows a behaviour to persist that can compromises the relationship with the client

A

What is professional boundary crossing?

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8
Q

When the nature of the therapeutic relationship moves from professional to personal

A

What is professional boundary violation

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9
Q
  1. Foster Therapeutic Relationship
  2. Assume full responsibility
  3. Anticipate, identify and Manage Vulnerabilities
  4. Be aware of changes in the therapeutic relationship
  5. Self- monitor and reflect
  6. understand that client consent is never a defence
  7. Address and manage boundary violations
  8. About providing service to family, partners, or people you know personally
  9. Avoid non-professional relationship ships with current clients
  10. Avoid personal relationships with former clients
  11. Maintain professional boundaries with students and subordinates
A

What are the standards for professional boundaries?

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10
Q

Conscious and Unconscious reactions that clients have towards you.

Can be based of interaction patterns the client has had in the past

A

What is Transference?

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11
Q

Conscious and Unconscious reactions that we have towards our clients

Can be based on needs, wishes, attitudes, previous history

A

What is Countertransference?

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12
Q
  1. Avoid
  2. Obtain
  3. Exercise
  4. Prevent
A

What are the responsibilities of an OT?

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13
Q

Combinations of:
- Knowledge and understanding
- Interpersonal and practical skills
- Ethical values
- Occupational therapy responsibilities and attitudes

A

What are competencies?

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14
Q

National Organizations ( ACOTRO, ACOTUP, CAOT), OT’s and other key stakeholders in the profession and, other experts external to OT

A

Who creates the competencies?

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15
Q

Title: Profile of Practice of Occupational Therapist in Canada

Key Content: Different levels of competence from the beginning of career to advanced levels

A

What were the title and key content additions in the 2012 competencies?

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16
Q

Title: Competencies of Practice for Occupational Therapists in Canada

Key Content: Unification of different competency models in single competency document

A

What was the title and key content additions in the 2021 competencies?

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17
Q
  1. Expert in Enabling Occupation
  2. Communicator
  3. Collaborator
  4. Practice Manager
  5. Change Agent
  6. Scholarly Practitioner
  7. Professional
A

2012 profile of practice of Occupational Therapist in Canada included:

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18
Q

OT’s have the central role, expertise and competence. They use evident-based practice

A

Explain Expert in Enabling Occupation in the 2012 profile of practice competencies

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19
Q

The OT enables effective communication and interactions with clients, team-members and others. They maintain a strong practitoner-clinet relationship

A

Explain Communicator of the 2012 profile of practice competencies

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20
Q

The OT works effectively with key stakeholders to enable participation in occupations. They also promote shared decision-making

A

Explain Collaborator of the 2012 profile of practice competencies

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21
Q

The OT effectively manages time/caseload and they allocate resources. They support sustainable practices that enable participation through occupation

A

Explain Practice Manager

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22
Q

The OT utilize expertise and influences responsibility to advance occupation, occupational performances and occupational engagement. They advocate on behalf of the clients for positive change

A

Explain Change Agent

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23
Q

The OT ensures and incorporates evidence-based practice from research and they reflect on experiential knowledge. They engage in lifelong learning and building personal expertise

A

Explain Scholarly Practitioner

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24
Q

Ot’s are committed to ethical practice and a high personal standard of behaviour in enabling occupations

A

Explain Professional in the 2012 Profile of Practice competencies

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25
Q

A. Occupational Therapy Expertise
B. Communication and Collaboration
C. Culture, Equity, Justice
D. Excellence in Practice
E. Professional Responsibility
F. Engagement with the Profession

A

What are the 2021 Competencies for Occupational Therapists in Canada

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26
Q
  • Each role has a corresponding key competencies ( Actionable objective)
  • Each key competencies has an enabling competencies ( outcome indicators)
A

Explain Roles and Competencies

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27
Q
  1. Client Population
  2. Occupational Therapist
  3. Practice Environment
A

What are the 3 aspects of Occupational Therapy Practice Context?

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28
Q

Where and with whom the work happens.

A

What is Practice Context?

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29
Q

Different ages, conditions, physical factors, needs and values

A

What is the Client Population?

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30
Q

Individual attributes of OT’s such as education, experience, gender and culture. Also includes self-awareness

A

What is the Occupational Therapist in the triangle model?

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31
Q

The types of services provided, the model of service, the work functions and the setting

A

What is Practice Environment?

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32
Q

They define the OT practice, profession and identity. They help advocate for OT practice

A

Why are competencies important for OT’s?

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33
Q

The College of OT’s in Ontario (COTO) is the organization that established by the provincial government to oversee the practice of OT’s in Ontario

A

What is the Role of the College

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34
Q

Public Protection

A

What is the College’s Mandate?

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35
Q

Regulatory College: Protects the interest of the public, mandatory registration, shared governance between the public and profession

Professional Association: Protects the interest of its members, voluntary membership, led by the profession for the profession

A

What are some differences between Regulatory College VS Professional Association?

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36
Q

Regulation is a system of rules that are set out in law

A

What is Regulation?

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37
Q

The notion that members of a profession based on their knowledge, skills and, judgement, are best suited to govern their profession

A

What is Self-Regulation?

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38
Q
  1. Registration
  2. Quality Assurance
  3. Investigations, Complaints & Resolution
  4. To govern and Support Practice
A

What are the College’s Role in Self-Regulation

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39
Q

Who is the legislation?

A

Regulations Health Profession Act

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40
Q

RHPA gives with the authority to do that we do

A

What does the Legislation do?

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41
Q
  1. Applies to all Regulated Health Professions in Ontario
  2. Establishes the organizational structures and accountabilities of Health Regulatory Colleges
  3. Defines Controlled Acts
A

Explain the Regulated Health Profession Act 1991

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42
Q

The practice of OT is the assessment of function/ adaptive behaviour and the treatment/prevention of disorders which affect function or adaptive behaviour to develop

A

What is Scope of Practice?

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43
Q

Only an individual registered with the college can use the title “Occupational Therapist”

A

Explain Use of Title?

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44
Q

“OT Reg (Ont)”

A

What is the Professional Designation for an OT in Ontario

45
Q

Specific activities that pose a high risk to clients and are therefore restricted by the legislation

A

What are Controlled Acts?

46
Q
  • Psychotherapy
  • Acupuncture
A

What Controlled Act can OT’s in Ontario Do?

47
Q
  • Communicating a Diagnosis
  • Setting or casting a fracture/dislocation
  • Administration a substance via injection or inhalation
  • Inserting an instrument, hand, or finer into a body cavity
A

What controlled acts can be done with Delegation?

48
Q
  1. Authority
  2. Delegation
  3. Exemption
  4. Exception
A

4 ways to receive delegation

49
Q
  • If it falls within occupation therapy scope of practice
  • If they have acquired the knowledge, skills and ability to perform them safely and ethically
A

When can OT’s accept Delegation?

50
Q
  • For a specific client at a point in time given by doctors orders
  • For a client population or group of clients under a specify condition given by medical directive
A

When can a controlled act be delegated?

51
Q
  1. First aid/emergency assistance
  2. Fulfilling requirement to become an OT and the act is in the scope of practice
  3. Treating by prayer. spiritual means
  4. Treating a member of a person’s household
  5. Assisting with routine activities of daily living
A

What are the 5 exceptions to controlled acts for OT’s?

52
Q

They define rules, minimum expectation and levels of performance for OT’s, which form a framework for practicing and ensuring continuing competence

They help the public know what to expect from an OT

A

What are Standards of Practice?

53
Q

The right individuals have to control how there personal information is handled. It is the persons right to determine what personal information is collected, used and disclosed, when, how and by whom

A

What is Privacy?

54
Q

The obligation a healthcare provider has to ensure the clients right to privacy is respected by limiting the access to the use of information with the clients authorization

A

What is Confidentiality?

55
Q
  • Health Care Number (OPI)
  • Health Record/History
  • Delivery of Health Care
  • Test Results
  • Donation of any body parts
A

Examples of Personal Health Information (PHI)

56
Q
  • Privacy Act
  • Personal Information Protection and Electronic Documents Act (PIPEDA)
  • Personal Health Information Act (PHIA)
  • Freedom of Information and Protection of Privacy Act (FIPPA)
A

What are some Relevant Legislations relating to PHI?

57
Q
  • Personal Health Information Protection Act
  • It is an Ontario statute dealing with the collection, use and disclosure of personal health information
A

What is PHIPA?

58
Q

Health Information Custodians

A

What is HIC?

59
Q

A person or organization that is responsible for maintain health records

A

What is a Custodian?

60
Q
  • A health care practitioner who provides health care
  • A person who operates a group practice of heath care practitioner
  • A hospital
A

What are examples of Custodians ?

61
Q

An individual who is authorized to perform services or activities on behalf of a health information custodian

May be a person or company who is employed for the custodian

A

What are Agents?

62
Q

An Ontario statue dealing with the safeguarding of personal information and providing public access to government innovation and information help but representatives of the government

A

What is the Freedom of Information and Protection of Privacy Act (FIPPA)?

63
Q

A Canadian statute that protects the collection, use and disclosure of personal health information for commercial purposes

Since Ontario has PHIA, it does not apply to PHI on Ontario but does apply for non health personal information for commercial purposes in Ontario

A

What is the Personal Information and Protection of Electronic Documents Act (PIPEDA)?

64
Q
  • An individual independent of the government who oversees privacy-realted statutes in Ontario such as PHIPA and FIPPA
A

What is an Information and Privacy Commissioner?

65
Q

We champion and uphold the public’s right to know and right to privacy

A

What is the Mission of Information and Privacy Commissioner?

66
Q

Resolves access to information appeals and privacy complaints, review and approve information practices and conduct research

A

What is the Mandate of Information and Privacy Commissioner?

67
Q

The unauthorized use, disclosure, loss, or theft of personal health information

Viewing health records of someone you aren’t suppose to

Loss of information (USB, File) that contains health information

A

What is a Privacy Breach?

68
Q
  • Child abuse or neglect
  • Elder abuse
  • Sexual Abuse
A

When do OT’s have a duty to report?

69
Q

They cannot cross professional boundaries.

They must not post clients personal health information, including testimonials

The information they provide must be factual and verifiable

They mist avoid conflict of interest

A

If an OT uses Social Media, what do they have to be aware of?

70
Q
  • Continuing education and professional development
  • Patient education
  • Improved client care
  • Promote the organization
A

What are some benefits of social media in health care?

71
Q
  • Privacy and confidentiality breaches
  • Crossing professional boundaries
  • Negative public’s
  • False information- poor quality information
A

What are some risks of social media in health care?

72
Q

What should students takeaway from stage 1 on the stages of professional competency development scale?

A

Knowledge application

73
Q

What should students takeaway from stage 2 on the stages of professional competency development scale?

A

Transition

74
Q

What should students takeaway from stage 3 on the stages of professional competency development scale?

A

Consolidation

75
Q
  1. Practice Knowledge
  2. Clinical Reasoning
  3. Facilitating change with a practice process
  4. Professional interactions and responsibility
  5. Communication
  6. Professional development
  7. Performance Management
A

What are the 7 core competencies on the CBFE-OT measure?

76
Q
  • Performance management
  • professional development
  • Professional interactions and responsibility
  • communication
  • Overall rating of students performance
A

What CBFE-OT competencies will be evaluated during introductory fieldwork placement?

77
Q
  • Present themselves in a professional manner at all times
  • Adhere to field site policies, COTO, CAOT
  • Demonstrate empathy and respect in all client interactions
  • Demonstrate a basic knowledge of client conditions
  • Demonstrate an eagerness to learn in a self-directed manner
A

What are students expectations on fieldwork?

78
Q
  1. Experience a situation/event (concrete experience)
  2. Reflect upon it (reflective observation)
  3. Formulate a theory or concept about it (abstract conceptualization)
  4. Implement and test this theory or concept (active experimentation)
A

What are the 4 aspects of Kolb’s Experiential Learning Theory?

79
Q

Provides a systematic and reasoned approach, highlighting actions taken directed towards enabling occupation

It enables OT’s to use client-centered, evidence -based practice

A

What does a Practice Process Framework do?

80
Q
  • Canadian Practice Process Framework (CPPF)
  • Occupational Performance Process Model (OPPM)
  • Occupational Therapy Practice Framework (OTPF)
  • Canadian Occupational Therapy Inter-Relational Practice Process Framework (COTIPP)
A

What are some examples of OT Practice Process Frameworks?

81
Q
  • Canadian Practice Process Framework
  • Is a process framework for evidence-based, client-centred occupational enablement
  • It is generic and permits for application of a diverse practice context
  • It is goal driven
A

What is the CPPF?

82
Q
  1. Enter/Initiate
  2. Set the stage
  3. Assess/Evaluate
  4. Agree on objectives/plans
  5. Implement Plans
  6. Monitor/Modify
  7. Evaluate Outcomes
  8. Conclude/Exit
A

What are the stages of the CPPF?

83
Q
  • CPPF
  • you receive the referral for a potential or actual occupational performance or engagement issue
  • you consult with client about the intonation of the practice process, identity potential stakeholders and establish consent
A

Explain Enter/Initiate of the CPPF?

84
Q
  • CPPF
  • you clarify values/beliefs/expectations
  • Agree to continue or not continue
  • Establish how client and therapist will work together
  • Identify OI’s and OG’s
A

Explain Set the Stage in the CPPF model

85
Q
  • CPPF
  • Perform an in-depth assessment and analysis
  • Identify occupation statues and chose a formal assessment use
  • Decide on next action
A

Explain Assess/Evaluate in the CPPF model

86
Q
  • CPPF
  • Reflect on clients OPI’s and agree on a plan
  • Establish an agreement of objectives such as type of service, resources required
A

Explain Agree on objective/plan in the CPPF model

87
Q
  • CPPF
  • Implement the plan though adaptations of the personal, occupational and environmental factors
  • reconstructing occupational routines/patterns
  • reconstructing and reframing the occupational life course
A

Explain the Implement Plan stage of the CPPF model

88
Q
  • CPPF
  • Collect and analyze data to monitor client progress though formal evaluation
  • Modify the plan as needed to increase the likelihood that client will attain the occupational goals
    -Determine if modification or reassessment is needed
A

Explain the Monitor/Modify piece of the CPPF model

89
Q
  • CPPF
  • Collect and analyze data to determine if the occupational goals have been met
  • Decide in collaboration with the client on next steps
A

Explain the evaluate outcomes part of the CPPF

90
Q
  • CPPF
    -Carefully conclude the therapeutic relationships between client and therapist
  • Provide discharge summary
  • Determine if a referral to another service is needed
  • Provide information on community resources
  • Exit the practice relationship
A

Explain the conclude/exit part of the CPPF

91
Q
  1. Connect
  2. Explore Occupational Participation
  3. Trial, Plan, Explore Change, Refine Plan
  4. Plan for Transition
  5. Co-Design Priories, Goals, Outcomes, Plan
  6. Seek understanding, define purpose
A

What are the 6 action domains of the COTIPP?

92
Q

What does COTIPP stand for?

A

Canadian Occupational Therapy Inter-Relational Practice Process Framework

93
Q
  • COTIPP
    Start to build the collaborative relationship
  • create and equitable first point of connection
  • consider your scope of practice, knowledge and skills
A

Explain the Connect part of the COTIPP

94
Q
  • What will occupational participation look like for client
  • What approaches will maximize the understanding of clients story
  • How can we create the conditions for interpersonal and physical safety
A

Explain the Seek Understanding and Define Purpose part of the COTIPP

95
Q
  • COTIPP
  • Co-asses and Co-evaluate occupational participation
  • Document finding avoiding oppressive language and interpretations
A

Explain the Explore Occupational Participation part of COTIPP

96
Q
  • COTIPP
  • Co-create the conditions for collaborative developing priorities, goals and outcomes through mutual sharing of perspective about occupational participation concerns
A

Explain the Co-Design Priorities, Goals, Outcomes and Plan part of the COTIPP

97
Q
  • COTIPP
    -Co-Create the conditions to spring new
    perspectives about outcomes of occupational therapy
  • Co-Design new plans as needed
  • Document changes and adjustments to the plan
A

Explain the Trial Plan, Explore Change and refine plan part of the COTIPP

98
Q
  • COTIPP
  • Elicit, Listen and seek to understand clients perspective on the transition
A

Explain Plan for Transition piece of COTIPP

99
Q
  1. Crisis Development/Behaviour Levels
  2. Staff Attitudes/Approaches
A

What are the 2 aspects of The CPI Crisis Development Model?

100
Q
  1. Anxiety
  2. Defensive
  3. Risk Behaviour
  4. Tension reduction
A

What are the 4 things within the Crisis Development/Behaviour Levels of the CPI?

101
Q
  1. Supportive
  2. Directive
  3. Physical Intervention
  4. Therapeutic Rapport
A

What are the 4 things under Staff Attitudes/Approaches of the CPI Crisis Development Model?

102
Q
  • Proxemics: Personal Space
  • Kinesics: Body Language
  • Haptics: Communication through touch
A

What are examples of Non-Verbal Communication?

103
Q
  • It communicates respect
  • It is nonthreatening
  • It maintains our safety
A

Why do we use a supportive stance?

104
Q

The voice part of speech, excluding words

Ex: tone, volume, cadence

A

What is preverbal communication ?

105
Q

An active process to discern what a person is saying

Ex: non-judgemental, undivided attention, listen carefully, allow for silence

A

What is Empathic Listening?

106
Q

Awake: in the moment
Alert: ready to react
Aware: paying attention to environment

A

What does “AAA” stand for ?

107
Q
  • Don’t just ignore their behaviour
  • Don’t remain silent
  • Don’t giggle
  • Don’t get angry
A

What not to do when responding to inappropriate client sexual behaviour or threats?

108
Q
  • Tell someone
  • Think about why it is happening
  • Provide feedback to client in a nonthreatening manner
A

What to do when responding to inappropriate client sexual behaviour or threats?

OCT 1131 midterm (2 decks)

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