Supervision Flashcards
What managerial style is most closely related to this statement: Do what I tell yiou
coercive / commanding
True or false leaders who use one distict style have a positive impact on the organiations financial results.
False
Administrative Supervision
leadership, oversight of staff performance and other human resource management tasks
Clinical Supervision
Specializes to a specific profession; aimed at following legislative and regulation guidelines and assuring therapeutic competence
Must be performed by someone of same profession
Competency Assessment
Process of examining current clinical competence and developing plan for future
- Includes identifying areas of need for development
- Reflective Practice
Required of both OTR and OTA
Required at orientation
most facilities complete annual competency
Competency Assessment
Management of Clinical Competency when the Boss is not of your profession
Use of Documents of AOTA and State Licensing Board
Competency Assessment
Roles and responsibilities of OTR
- Overall delivery & accountability
- Direct involvement in initial evaluation especially interpretation and plan of care
- Involved in treatment regularly
- Determines decision to discharge or discontinue services
Role and responsibility of OTA
- Requires documentation of competency prior to delegation of any service
- Assigned duties are selected and delegated by the OTR
- Responsible for seeking assistance & reporting change in patient condition to the OTR
Who can an OT supervise?
Entry-level OT (< 1 y.)->
aide, OTA, FW Level I students
OTA on temporary license requires on-site supervision
Intermediate-level OTR (>1 y. & registered)
aide, OTA, FW Level I students
AND FW Level II students, and other OTR’s
Who can an OTA Supervise?
Entry-level (<1yr) -> aides
COTA (after 1 year) -> aides
AND other OTAs, OTA students, FW1 OT students
All is supervised ultimately by the OTR.
Documentation of a COTA Supervision Plan and Meetings
Identifies:
Areas of Learning and Needs
Frequency of Meeting
Method of Meeting
Content of Meeting
Supervising OTAs - Frequency of Meeting and depth of topics: generally dependent on:
Current level of the individual COTA’s skills
Nature and complexity of interventions
Complexity of client’s conditions
And state licensure laws
How often should COTA supervision meetings occur: NY, VT, MA
NY: dependent on complexity of clients, and skill level of OTA
VT: a minimum of every two weeks
MA: “regularly scheduled” supervision sessions
Supervising the OT New Grad (may be before R added)
Requires documentation of Supervision (similar to COTA process)
Must have at least a temporary license
(you are required to certify on their application that you will supervise the temporary licensee)
Temporary license is valid for one year only (must take and pass NBCOT exam)
If you fail exam on temp liscence your liscence will be revoked.
True
Where can a new grad not work
home health
Can not hire to work in Home Health or private practice
(requires one-year experience in NY)
Can a New Grad OT supervise level II FW or other OTR,
New Grad OTA or supervise any student
No!
Method of documenting and assuring competence in tasks to be performed
Observation of performance
Discussion of clinical scenario
Testing of knowledge content
Document area of competency
What is a FTE?
A. Person who works full time at a job
B. Anyone who works over 35 hours/week
C. A budgetary number that represents equivalence of full-time hours
C. A budgetary number that represents equivalence of full-time hours
How many COTA’s can an OTR supervise? NY, VT, MA
NY: 5 FTE COTA, max of 10 persons
VT: 2 FTE, max of 4 persons
MA: no limit identified
What do Students Learn? aka: Areas of Student Development
Clinical skills
Unique to OT profession
Professional behaviors
Generic to many professions
Personal growth
Learning more about self
What opportunities are important to provide students
Consider learning preference
Breadth of experience
- Variety allows some to feel comfortable with new types of patients
Depth of experience
- Repetition of same experience builds confidence and can later be applied to new
Consider non-OT experiences
Stages of Supervision
Preplanning
Preparation for student’s arrival
Beginning
Relationship building, orientation, contracting
Middle
Student assumes responsibilities
Performance observation, Feedback, Formative evaluation, Re-contracting
End
Final evaluation, Future learning needs
Supervision Support over Time
Progressively independent performance by student
and diminishing supervisor intervention
General timeline of supporting your FW student
0-6 weeks:
At midterm likely carrying 50% of caseload depending on setting
7-12 weeks: Build up to full case load by week 10 and managing independently by 12
Formative EvaluationWeekly Supervision
Premise to Meeting: We are here to promote growth
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Kolb’s Experiential Learning Cycle to Support Student Learning
Concrete Experience
Engage in activity
Reflective Observation
Self and Others
Abstract Conceptualization
Link new experience to previous knowledge
Active Experimentation
Previous learning to new situation
Fieldwork Experience Assessment Tool (FEAT)
Used to facilitate discussion about
Student behaviors and attitudes
Fieldwork educator behaviors and attitudes
Environmental resources and challenges
FEAT Process
Initiated by Student or Fieldwork Educator
Generally, both complete~ then compare
Can be used by either as a tool to help identify where issues are to help with more productive discussion
Best practice is BOTH complete
Must be self-reflective on readiness and attitude
Joint discussion about how to make experience the best possible
Supervision
Triad of key components:
Imbalance occurs when one component is over or under challenged
Environment Characteristicsfor FWII, too much? too little?
Variety of Experiences
- Patients/clients/
diagnoses (range, complexity)
- Therapy approaches (entire process, roles of therapist)
- Setting characteristics (pace, delivery system)
Resources
- OT staff (multiple models)
- Professional staff (teamwork, share ideas)
- Students (compare experiences)
Best Attitude for a FWE?
Like teaching/ supervising students
Available/ accessible
Supportive (patient, positive)
Open (to alternatives)
Mutual respect
Best Teaching Strategies for FWII?
Structure (organize info)
Graded learning (challenge gradually)
Feedback/verbal processing (balance)
Teaching (share resources)
Team skills (include as team member)
What are the best Professional Attributes for FWII student
Role model (set example)
Teacher
Student Observer/Fieldwork Student: Best Practices of Attitude
Responsible for learning (self-directs, active, prepares)
Open/flexible (responsive)
Confident (make & learn from mistakes)
Responsive to supervision (receptive to feedback)
Student Observer / Fieldwork student best practices of learning behaviors.
Learning Behaviors
Independent (assume responsibility)
Reflective (processes feelings/actions)
Active in supervision (communicates needs)
Summative Evaluation - Midterm & Final
Premise to Meeting: We are here to share your current Performance Outcomes
FWPE- Fieldwork Performance Evaluation
- Ethics & Safety must “meet standards” to pass
- Based on observation of performance
–Typical and frequent manner of performance
–At this point in time
Fieldwork Performance Evaluation (FWPE)
Become familiar with rating form in advance
Successful Fieldwork Experience
Dynamic relationship among student, FW educator & environment
Shared responsibility for success
