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OTH Management > Supervision > Flashcards

Supervision Flashcards

1
Q

What managerial style is most closely related to this statement: Do what I tell yiou

A

coercive / commanding

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2
Q

True or false leaders who use one distict style have a positive impact on the organiations financial results.

A

False

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3
Q

Administrative Supervision

A

leadership, oversight of staff performance and other human resource management tasks

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4
Q

Clinical Supervision

A

Specializes to a specific profession; aimed at following legislative and regulation guidelines and assuring therapeutic competence
Must be performed by someone of same profession

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5
Q

Competency Assessment

A

Process of examining current clinical competence and developing plan for future
- Includes identifying areas of need for development
- Reflective Practice

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6
Q

Required of both OTR and OTA
Required at orientation
most facilities complete annual competency

A

Competency Assessment

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7
Q

Management of Clinical Competency when the Boss is not of your profession
Use of Documents of AOTA and State Licensing Board

A

Competency Assessment

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8
Q

Roles and responsibilities of OTR

A
  • 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
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9
Q

Role and responsibility of OTA

A
  • 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
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10
Q

Who can an OT supervise?

A

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

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11
Q

Who can an OTA Supervise?

A

Entry-level (<1yr) -> aides

COTA (after 1 year) -> aides
AND other OTAs, OTA students, FW1 OT students

All is supervised ultimately by the OTR.

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12
Q

Documentation of a COTA Supervision Plan and Meetings

A

Identifies:
Areas of Learning and Needs

Frequency of Meeting

Method of Meeting

Content of Meeting

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13
Q

Supervising OTAs - Frequency of Meeting and depth of topics: generally dependent on:

A

Current level of the individual COTA’s skills
Nature and complexity of interventions
Complexity of client’s conditions

And state licensure laws

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14
Q

How often should COTA supervision meetings occur: NY, VT, MA

A

NY: dependent on complexity of clients, and skill level of OTA

VT: a minimum of every two weeks

MA: “regularly scheduled” supervision sessions

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15
Q

Supervising the OT New Grad (may be before R added)

A

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)

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16
Q

If you fail exam on temp liscence your liscence will be revoked.

A

True

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17
Q

Where can a new grad not work

A

home health

Can not hire to work in Home Health or private practice
(requires one-year experience in NY)

18
Q

Can a New Grad OT supervise level II FW or other OTR,
New Grad OTA or supervise any student

A

No!

19
Q

Method of documenting and assuring competence in tasks to be performed

A

Observation of performance
Discussion of clinical scenario
Testing of knowledge content

Document area of competency

20
Q

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

A

C. A budgetary number that represents equivalence of full-time hours

21
Q

How many COTA’s can an OTR supervise? NY, VT, MA

A

NY: 5 FTE COTA, max of 10 persons

VT: 2 FTE, max of 4 persons

MA: no limit identified

22
Q

What do Students Learn? aka: Areas of Student Development

A

Clinical skills
Unique to OT profession

Professional behaviors
Generic to many professions

Personal growth
Learning more about self

23
Q

What opportunities are important to provide students

A

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

24
Q

Stages of Supervision

A

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

25
Q

Supervision Support over Time

A

Progressively independent performance by student
and diminishing supervisor intervention

26
Q

General timeline of supporting your FW student

A

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

27
Q

Formative EvaluationWeekly Supervision

A

Premise to Meeting: We are here to promote growth
\

28
Q

Kolb’s Experiential Learning Cycle to Support Student Learning

A

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

29
Q

Fieldwork Experience Assessment Tool (FEAT)

A

Used to facilitate discussion about
Student behaviors and attitudes
Fieldwork educator behaviors and attitudes
Environmental resources and challenges

30
Q

FEAT Process

A

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

31
Q

Supervision
Triad of key components:

A

Imbalance occurs when one component is over or under challenged

32
Q

Environment Characteristicsfor FWII, too much? too little?

A

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)

33
Q

Best Attitude for a FWE?

A

Like teaching/ supervising students
Available/ accessible
Supportive (patient, positive)
Open (to alternatives)
Mutual respect

34
Q

Best Teaching Strategies for FWII?

A

Structure (organize info)
Graded learning (challenge gradually)
Feedback/verbal processing (balance)
Teaching (share resources)
Team skills (include as team member)

35
Q

What are the best Professional Attributes for FWII student

A

Role model (set example)
Teacher

36
Q

Student Observer/Fieldwork Student: Best Practices of Attitude

A

Responsible for learning (self-directs, active, prepares)

Open/flexible (responsive)

Confident (make & learn from mistakes)

Responsive to supervision (receptive to feedback)

37
Q

Student Observer / Fieldwork student best practices of learning behaviors.

A

Learning Behaviors
Independent (assume responsibility)

Reflective (processes feelings/actions)

Active in supervision (communicates needs)

38
Q

Summative Evaluation - Midterm & Final
Premise to Meeting: We are here to share your current Performance Outcomes

A

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

39
Q

Fieldwork Performance Evaluation (FWPE)

Become familiar with rating form in advance

A
40
Q

Successful Fieldwork Experience

A

Dynamic relationship among student, FW educator & environment

Shared responsibility for success

41
Q
A

OTH Management (21 decks)

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