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UndOcc Lec > Valuing OT as a Profession > Flashcards

Valuing OT as a Profession Flashcards

1
Q

Incorporated as member of the rehabilitation team and is crucial to the success of the care plan

A

client

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2
Q

Rehabilitation Team:

A
  • Physical Therapist
  • Occupational Therapist
  • Speech and Language Therapist
  • Family and Client
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3
Q

Team Interaction Model

A
  • multidisciplinary
  • transdisciplinary
  • interdisciplinary
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4
Q
  • provide OT services
  • service provision may include direct, monitored, and consultative approaches
A

practitioner

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5
Q

Develops and provides educational offerings or training related to occupational therapy to consumer, peer, and community individuals or groups

A

Educator

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6
Q

Provides OT students with opportunities to practice and carry out practitioner competencies

A

Fieldwork educator

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7
Q

Manages the overall daily operation of occupational therapy services in a defined practice area

A

Supervisor

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8
Q

Manages department, program, services, or agency providing occupational therapy services

A

Administrator

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9
Q

Provides occupational therapy consultation to individuals, groups, or organizations

A

Consultant

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10
Q
  • Provides formal academic education for occupational therapy students
  • Balance expected between teaching, service, and scholarly activities
A

Faculty

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11
Q

Performs scholarly work of the profession including examining, developing, refining, and evaluating the profession’s body of knowledge, theoretical base, and philosophical foundations

A

Researcher

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12
Q

Manages the occupational therapy educational program

A

Program Director

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13
Q

Manages student fieldwork program within the academic setting

A

Fieldwork coordinator

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14
Q

Partially or fully-employed individuals who provide occupational therapy services

A

Entrepreneur

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15
Q

Levels of role performance

A
  • entry-level
  • intermediate
  • advance level
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16
Q

focuses on development of skills within closed supervision

A

entry-level

17
Q

focuses on increased independence through routine or general

A

intermediate

18
Q

focuses on refinement of specialized skills with minimal supervision

A

advanced

19
Q

daily, direct contact at the site of work

A

close supervision

20
Q

direct contact at least every 2 weeks at the site of work, with interim supervision occurring by other services

A

routine supervision

21
Q

at least monthly direct contact, with supervision available as needed by other methods

A

general

22
Q

provided only on a need basis; less than monthly

A

minimal

23
Q
  • Community and teaching hospitals
  • Entered for conditions that require the highly skilled care of doctors, nurses & allied health professionals
  • Laboratory, x-ray & other diagnostic and treatment services
  • Patients are discharged to homes or other less acute settings as quickly as possible
A

Acute Care Medical Facility

24
Q
  • Free-standing rehabilitation hospitals or in rehabilitation units of
    community or teaching hospitals
  • Medically-stable patients and able to tolerate therapy
  • Evaluation, intervention & documentation
A

Physical Dysfunction Facility

25
Q
  • Located in long – term care facilities
  • Evaluation, intervention & documentation
A

Subacute Medical or Rehabilitation Facility

26
Q
  • Typical length of stay: 7 – 15 days
  • Most frequent goal: crisis stabilization
  • Group & individual treatment
  • Education on role of medications
  • Stress management
  • Use of community supports
  • Life skills training
  • Discharge planning begins immediately *
  • Documentation
A

Acute Psychiatric Facility

27
Q
  • Emphasis on community referral
  • Documentation
A

Long-term Psychiatric Facility

28
Q
A
28
Q
  • Based on models other than a medical model
  • Variety of intervention approaches
    1. Establishing or restoring skills
    2. Altering or finding a different setting
    3. Adapting task demands or contexts
    4. Preventing additional problems
    5. Creating circumstances that enhance performance
A

Community-Based Setting

29
Q
  • Address developmental, educational & social needs of children who have disability or developmental delay
  • Family-centered
  • TEAM: educator, SLP, PT, OT, social worker &
    family members
  • OT: promote development & function for typical play and self- care skills
A

Early Intervention

30
Q
  • Determine if student has disability that interferes with learning
  • IEP
  • Address learning needs in an environment most typical for all students at that age
  • TEAM: teachers, parents, SLP, OT, psychologist & guidance counselor
  • OT: enhance skills that provide a foundation for learning or suggest a particular classroom or learning style that would enable student to
    learn optimally
A

School Systems

31
Q
  • Enable people who have been injured to return to the work force
  • OT: goals relate specifically to person’s job & injury or diagnosis
  • Reconditioning, controlling symptoms, stress management & education for injury prevention
  • TEAM: physician, PT, OT (employment supervisor)
  • OT services: evaluation of physical capacity & functional limitations, graded
    work simulation & work adaptations or assistive devices as well as
    psychosocial issues
A

Work Oriented Rehabilitation Programs

32
Q
  • Promote independent functioning to enable people to live at home
  • Blends the medical & family-centered models
  • Serves those who need support or assistance in performing self- care, home-making or leisure tasks independently & safely
  • TEAM: nursing personnel, physician, PT, OT, SLP, social worker & home health aide
  • OT: promote the person’s occupational roles at home by facilitating self-care, household tasks and leisure activities
A

Home Health Care

33
Q
  • support people in the community with chronic psychiatric illnesses
  • TEAM: psychiatrist, psychiatric nurses, rehabilitation worker, social worker, OT & other therapists providing art, music & movement therapy
  • OT: teach & promote basic living skills for work, self-care & leisure
A

Community Mental Health

34
Q
  • Provides meaningful, structured activities, assisting people with physical or cognitive disabilities to remain living at home
  • CVA, RA, PD, MS & senile dementia – alzheimer’s type
  • Goal: improve or maintain functional abilities & prevent additional losses; provide respite for primary care givers
  • TEAM: nurses, nurse aides, social worker, PT & OT, therapeutic recreation specialists & paraprofessionals & aides
  • OT: focus on person’s ability to engage in self-care and leisure activities while maintaining or enhancing perceptual, motor, cognitive & psychological skills
A

Adult Day Care

35
Q
  • Provide care to enhance the quality of life for people who are dying & for their families
  • Goals: controlling pain, providing health care services, helping clients to control their lives as much as possible until their death
  • Work closely with caregivers, helping them with the practical aspects of providing care to a terminally ill person, and with the emotional stress the illness and his death entails
  • TEAM: physician, nurse, social worker, PT, OT or respiratory therapist
A

Hospice Care

UndOcc Lec (3 decks)

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