definition of occupational therapy* · welcome to caddo kiowa technology center (cktc) and to the...

2015 STUDENT HANDBOOK

ii OTA Student Handbook Rev. 5/2015

August 12, 2015 Dear OTA Students, Welcome to Caddo Kiowa Technology Center (CKTC) and to the Occupational Therapy Assistant (OTA) Program. The OTA program is a cooperative program between CKTC and Southwestern Oklahoma State University (SWOSU). The faculty and staff are glad you are here. CKTC offers a state of the art student learning environment. The ultimate goal of this cooperative program is to develop professional skills, knowledge, attitude and behavior consistent with the occupational therapy assistant educational standards. This student handbook has been designed as a quick reference for use throughout your educational experience. It describes the mission of CKTC and the OTA program. It also includes policies and procedures that will help to optimize your learning experience. Curriculum and course descriptions are presented in detail for your reference. Details about fieldwork are also included. The OTA faculty and staff will be glad to assist you with questions. The general phone number for the OTA program is 405-643-3206. Office hours are 8:00 a.m.- 4:00 p.m. Monday through Friday. Sincerely, Sherri Robertson, M.Ed., OTR/L OTA Program Director

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SWOSU/CKTC

Associate of Applied Science/ Occupational Therapy Assistant Degree 2015-2016

TABLE OF CONTENTS:

Welcome…………………………………………………………………………………….......i SECTION I: GENERAL INFORMATION Current Accreditation Status…………………………………………………………3 SECTION II: OTA PROGRAM Organizational Chart………………………………………………………………...... 7 Faculty……………………………………………………………………………….. .... 8 SECTION III: CURRICULUM DESIGN Mission………………………………………………………………………………... 13 Philosophy…………………………………………………………………………… .. 15 Curriculum Design………………………………………………………………….... 19 Prerequisite Courses………………………………………………………………… . 21 OTA Program Courses………………………………………………………………. 22 Affirmative Action Compliance Statement………………………………………… 27 Campus Map…………………………………………………………………………. 28 Fire & Tornado Drill Instructions………………………………………………… .. 30 SECTION IV: POLICIES AND PROCEDURES Attendance Policy…………………………………………………………………….33 Standards for Academic Integrity…………………………………………………..36 Advising……………………………………………………………………………….37 Americans with Disabilities Act……………………………………………………..33 Accommodation of Disabilities……………………………………………………....34 Grades………………………………………………………………………………...35 Withdrawal…………………………………………………………………………...36 Dismissal Policy………………………………………………………………………37 Ethics and Conduct…………………………………………………………………. 39 Discrimination Harassment…………………………………………………………39 Advising and Counseling…………………………………………………………….42 AOTA Code of Ethics………………………………………………………………. 40 Student Services…………………………….………………………………………. 43 SWOSU Honor Society…………………………………………………………….. 43 Graduation………………………………………………………………………….. 44 Textbooks………………………………………………………………………….. 44 Borrowing Equipment………………………………………………………………44 Computer Literacy…………………………………………………………………..45 Professional Development Check List……………………………………………...45

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Lockers……………………………………………………………………………….45 Library Hours……………………………………………………….……………….45 Copies ………………………………………………………………………………...45 Housing……………………………………………………………………………….45 Financial Aid…………………………………………………………………………46 Smoking and Tobacco Policy………………………………………………………..46 Transportation………………………………………………………………………..46 Food and Drink……………………………………………………………………....46 Breaks………………………………………………………………………………...46 Policy on Drug Awareness…………………………………………………………..47 Student Organizations……………………………………………………………….47 Student Grievance Procedures……………………………………………………...47 Student Complaints, Appeals, or Grievances………………………………………48 Student Dress and Personal Hygiene……………………………………………….48 General Safety Precautions………………………………………………………….49 Guidelines for Use of Human Subjects in the Classroom…………………………49 SECTION V: POLICIES AND PROCEDURES FOR FIELDWORK CLINICALS Overview……………………………………………………………………………..52 Drug Screen………………………………………………………………………….53 Background Checks for Clinical Sites………………………………………….......53 Monitoring Site Visits……………………………………………………………….54 Cell Phone Usage…………………………………………………………………….56 COTA Supervision Guidelines……………………………………………………...53 Removal of a Students from Clinical Rotation…………………………………….54 Policies and Procedures for Fieldwork Termination…………………………….. 56 Fieldwork Grievance Procedure……………………………………………………57 Clinical Attendance: Fieldwork I…………………………………………………..58 Evaluation and Grading Methods: Fieldwork I and II…………………………...52 Clinical Attendance: Fieldwork II…………………………………………………59 Clinical Dress Code………………………………………………………………….59 Drug Screens…………………………………………………………………………60 Immunizations……………………………………………………………………….60 Communicable Illness……………………………………………………………….60 Universal Precautions Guidelines for Health Care Workers………………….….60 Reporting suspected Exposure to Blood Borne Pathogens………………………..61 Confidentiality in the Clinical Area During Fieldwork…………………………...62

v OTA Student Handbook Rev. 5/2015

Foreword

In May of 2004, the Representative Assembly of the American Occupational Therapy Association (www.aota.org) adopted the following definition of Occupational Therapy Practice. The practice of occupational therapy means the therapeutic use of everyday life activities (occupations) with individuals or groups for the purpose of participation in roles and situations in home, school, workplace, community and other settings. Occupational therapy services are provided for the purpose of promoting health and wellness and to those who have or are at risk for developing an illness, injury, disease, condition, impairment, disability, activity limitation, or participation restriction. Occupational therapy addresses the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts to support engagement in everyday life activities that affect health, well-being, and quality of life. The practice of occupational therapy includes: A. Methods or strategies selected to direct the process of interventions such as: a. Establishment, remediation, or restoration of a skill or ability that has not yet

developed or is impaired b. Compensation, modification, or adaptation of activity or environment to enhance

performance c. Maintenance and enhancement of capabilities without which performance in

everyday life activities would decline d. Health promotion and wellness to enable performance in everyday life activities e. Prevention of barriers to performance, including disability prevention B. Evaluation of factors affecting activities of daily living (ADL), instrumental activities

of daily living (IADL), education, work, play, leisure, and social participation, including:

a. Client factors, including body functions (such as neuromuscular, sensory, visual, perceptual, cognitive) and body structures (such as cardiovascular, digestive, integumentary, genitourinary systems)

b. Habits, routines, roles, and behavior patterns c. Performance skills, including motor, process, and communication/interaction

skills C. Interventions and procedures to promote or enhance safety and performance in

activities of daily living (ADL), instrumental activities of daily living (IADL), education, work, play, leisure, and social participation, including:

a. Therapeutic use of occupations, exercises, and activities b. Training in self-care, self-management, home management, and community/work

reintegration c. Development, remediation, or compensation of physical, cognitive,

neuromuscular, sensory functions and behavioral skills d. Therapeutic use of self, including one’s personality, insights, perceptions, and

judgments, as part of the therapeutic process e. Education and training of individuals, including family members, caregivers, and

others

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f. Care coordination, case management, and transition services g. Consultative services to groups, programs, organizations, or communities h. Modification of environments (home, work, school, or community) and

adaptation of processes, including the application of ergonomic principles i. Assessment, design, fabrication, application, fitting, and training in assistive

technology, adaptive devices, and orthotic devices, and training in the use of prosthetic devices

j. Assessment, recommendation, and training in techniques to enhance functional mobility, including wheelchair management

k. Driver rehabilitation and community mobility l. Management of feeding, eating, and swallowing to enable eating and feeding

performance m. Application of physical agent modalities, and use of a range of specific

therapeutic procedures (such as wound care management; techniques to enhance sensory, perceptual, and cognitive processing; manual therapy techniques) to enhance performance skills

The OTA program is committed to providing an educational program that both challenges and enhances a student’s ability to learn. Through a curriculum that is of the highest standards and taught by learned faculty, students progress along a professional journey that will lead to entry into the field of occupational therapy. SWOSU/CKTC is dedicated to producing occupational therapy assistants that are capable of serving Oklahoma in a variety of healthcare settings. *Source: American Occupational Therapy Association. Definition of Occupational Therapy Practice for State Regulation (Policy 5.3.1). American Journal of Occupational Therapy, 47, 1117-1121; 1993.

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SECTION I:

GENERAL INFORMATION


Section 1: General Information Occupational Therapy Assistant: The Profession An occupational therapy assistant (OTA) works under the supervision of an occupational therapist to provide rehabilitative services to persons of all ages with physical, mental, or developmental disabilities. The goal of intervention is to enable the clients to lead independent, productive and satisfying lives. The OTA may work in many environments that include acute care hospitals, rehabilitation centers, long term facilities, outpatient clinics, public schools, private industry, and mental health facilities. Historical Background of Southwestern Oklahoma State University Southwestern Oklahoma State University (SWOSU) at Weatherford is located in Weatherford, OK, 70 miles west of Oklahoma City. SWOSU was established by an act of the Oklahoma Territorial Legislature in 1901 as the Southwestern Normal School, offering two years of training for public school teachers. The first classes met in 1903 offering four years of preparatory work for precollege students. Today the university is known as Southwestern Oklahoma State University. It offers various baccalaureate degrees through the School of Arts and Sciences, School of Business, School of Education, and School of Health Sciences. SWOSU also offers five advanced degrees. The Master of Education degree, Master of Business Administration, Master of Music, a professional doctorate, the Doctor of Pharmacy (Pharm.D.), and Master of Science in School Psychology were added since 1969. July 1, 1987, Sayre Junior College was merged with SWOSU as a branch campus designated Southwestern Oklahoma State University at Sayre. The Sayre campus is located 60 miles west of the Weatherford campus on Interstate 40. It serves western Oklahoma and the Texas panhandle within a 60-mile radius of Sayre. SWOSU at Sayre offers Associate of Science and Associate of Applied Science degrees in both general and specialized areas of study. Historical Background of Caddo Kiowa Technology Center Located in Fort Cobb, Oklahoma, Caddo Kiowa Technology Center (CKTC) provides training for both adults and high school students who live in CKTC’s district. The Center has experienced tremendous growth over the last 40 years of operation. Beginning with 11 programs and 200 students in 1968, the school now exceeds 20 programs and 600 full-time students and over 3700 short-term students. Likewise, the Center’s professional staff has nearly tripled and the building space has quadrupled. Cooperative Agreement Between Southwestern Oklahoma State University and Caddo Kiowa Technology Center In 1993, the Oklahoma State Regents for Higher Education and the Oklahoma Department of Vocational and Technical Education approved the first cooperative agreement between SWOSU and CKTC to join forces for a physical therapist assistant (PTA) program. The PTA program was


fully accredited in 1994. In 1996, a second cooperative agreement was approved to establish an occupational therapy assistant (OTA) program. The OTA program was fully accredited in 1997. Southwestern Oklahoma State University/Caddo Kiowa Technology Center Accreditation Southwestern Oklahoma State University Accreditation:

• Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association

• Accreditation Council for Pharmacy Education • Accrediting Bureau of Health Education Schools • American Chemical Society Committee on Professional Training • American Music Therapy Association, Inc. • Commission on Accreditation for Health Informatics and Information Management

Education (CAHIIM) • Commission on Accreditation in Physical Therapy Education of the American Physical

Therapy Association • Commission on Accreditation of Athletic Training Education • Council on Social Work Education • International Assembly for Collegiate Business Education • Joint Review Committee on Education in Radiologic Technology (JRCERT) • National Association of Industrial Technology (NAIIT) • National Association of Schools of Music • National Council for the Accreditation of Teacher Education • National League for Nursing Accrediting Commission • Oklahoma Board of Nursing • Oklahoma Commission for Teacher Preparation (OCTP) • Oklahoma State Regents for Higher Education • Technology Accreditation Commission (TAC) of the Accreditation Board for

Engineering and Technology (ABET) • The Higher Learning Commission North Central Association of Colleges and Secondary

Schools (NCA) Southwestern Oklahoma University-Sayre Accreditation:

• Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association

• Accrediting Bureau of Health Education Schools • Commission on Accreditation in Physical Therapy Education of the American Physical

Therapy Association • Joint Review Committee for Education in Radiologic Technology Education (JRCERT)

of the United States Department of Education • North Central Association of Colleges and Secondary Schools • Oklahoma State Board of Education


Caddo Kiowa Technology Center Accreditation: • Accreditation Council for Occupational Therapy Education (ACOTE) • Automotive Service Excellence • Commission on Accreditation in Physical Therapy Education of the American Physical

Therapy Association • National Accreditation Commission for Early Care and Education Programs • National Association for the Education of Young Children • National League for Nursing • Oklahoma State Department of Career and Technology Education • Oklahoma State Department of Education • Printing and Imaging Association • State Board of Nursing Education and Registration • State Cosmetology Board

The Occupational Therapy Assistant program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, PO Box 31220, Bethesda, MD 20824-1220. The phone number for AOTA is (301) 652-AOTA. Our graduates are eligible take the national certification examination for the occupational therapy assistant administered by the National Board for Certification in Occupational Therapy (NBCOT). Upon successful completion of the examination, the individual will be a Certified Occupational Therapy Assistant (COTA). Most states require licensure in order to practice and the state licensure is usually based on the results of the NBCOT Certification Examination. A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements and therefore may require seeking advice prior to starting an academic program.


ACOTE Educational Standards The Educational Standards 2011 are the minimum standards of quality used in accrediting programs that prepare individuals to enter the occupational therapy profession. Compliance with these educational standards determines a program’s accreditation status. The OTA faculty review the standards as part of the annual program evaluation. The Educational Standards provide essentials addressing sponsorship of the occupational therapy assistant program (accreditation and authority to grant the degree), academic resources (administrative, faculty, and clinical or support personnel; financial support; physical facilities; equipment and supplies; library and instructional support), student related services (admission, evaluation and retention, health, and guidance), operational policies (strategic plan, fair practices, and student records), program evaluation (outcomes and results of ongoing program evaluation), curriculum framework (mission, philosophy, and curriculum design), foundational content requirements (liberal arts and sciences: biological, physical, social, and behavioral sciences); occupational therapy theory and practice; management of occupational therapy services; professional ethics, values, and responsibilities; and fieldwork education. A copy of the Educational Standards 2011 is available in the Program Director’s office or on-line at www. aota.org. Occupational Therapy Assistant Program Facilities The occupational therapy assistant program is located on the campus of the Caddo-Kiowa Technology Center in the Health Careers building #300. It is located on M. Smith Avenue. The mailing address is: Caddo Kiowa Technology Center Occupational Therapy Assistant Program 1415 N. 7th St. Fort Cobb, OK 73038


SECTION II:

OTA PROGRAM


SECTION II: OTA PROGRAM

Southwestern Oklahoma State University/Caddo Kiowa Technology Center Occupational Therapy Assistant Program Organizational Chart

Superintendent

Assistant Superintendent

Program Director

Academic Fieldwork Coordinator/Instructor

Administrative Assistant

Instructor/SOTA-HOSA Advisor

SWOSU President

Dean-School of Nursing and Allied Health Sciences-

SWOSU

OTA Students OTA Students

Instructional Leader


Occupational Therapy Assistant Program Faculty and Staff Full Time Faculty: Sherri L. Robertson, M.Ed., OTR/L Title: OTA Program Director Education: M. Ed. (Professional Health Occupations), University of Central Oklahoma B.S. (Occupational Therapy), Texas Woman’s University Professional Experience: Sherri’s role as an educator has been in the occupational therapy assistant program, SWOSU/CKTC. She served as a guest lecturer, adjunct faculty member, and currently as instructor and program director. As a practicing clinician Sherri’s experience is in the area of pediatrics in multiple settings. Her practice interests include the treatment of children diagnosed with Autism and sensory integration dysfunction. Professional Memberships and Service/Awards:

• American Occupational Therapy Association • Oklahoma Occupational Therapy Association • Oklahoma Association for Career and Technical Education • Sensory Integration Certification, 2002 • AMBUCS Therapist of the Year, 2000 • University of Central Oklahoma Outstanding Graduate Student in Professional

Health Occupations, 2008-09 • Volunteer for AMBUCS Amtryke Evaluation Site

Teaching Philosophy My teaching philosophy is grounded in the foundational roots of the occupational therapy profession. Just as occupational therapy intervention is based on meaningful tasks to engage the patient in interventions to improve their health; engagement in learning is enhanced in the adult learner if the content is meaningful to them (Knowles, 2005). Learners are actively engaged in the learning process by providing clear objectives, adjusting the rate of instruction, clarifying salient points, providing timely feedback, and reflecting on new learning. The contexts in which learning occurs must offer variety including the classroom, laboratory, clinic, mock clinic, and the community to engage in the occupation of education. To be an effective teacher I must be a highly skilled practitioner of the subject matter. Skilled performance is translated through an application of learning tasks from simple to complex. Learners are engaged within their ‘proximal zone of development’ progressing them from dependent learners to independent practitioners. My personal philosophy of education is a combination of the progressive and humanistic adult education philosophies. Within these philosophies the learner is encouraged to participate in collaborative-learning projects, transfer-of learning strategies, and realistic learning opportunities with a focus on developing the learners’ full potential thereby becoming a life-long learner.


Allison Willis, B.S., Ed., COTA/L

Title: Instructor Student Organization Advisor Education: 2008- 2012 University of Central Oklahoma:

Bachelor of Science in Education 1998-2000 Southwestern Oklahoma State University:

Associates in Applied Science; Occupational Therapy Assistant

Professional Experience: 2006-present Caddo Kiowa Technology Center (CKTC):

Occupational Therapy Assistant (OTA) Instructor 2002-2004 Comanche County Memorial Hospital:

Out-patient rehabilitation, in-patient rehabilitation, out-patient pediatric intervention, and work hardening intervention

2001-2002 Enduracare Rehabilitation Services: Skilled nursing and long-term care intervention 2001-2002 Rehab Works:

Skilled nursing and long-term care intervention; Team Leader for area facilities

2000-2001 Comanche County Memorial Hospital: Out-patient rehabilitation, in-patient rehabilitation

Professional Membership and Services:

Allison Willis is an occupational therapy assistant instructor at Caddo Kiowa Technology Center. She has practiced as a COTA for nine years. Allison has practiced in a variety of settings including out-patient rehabilitation, work hardening, in-patient rehabilitation, skilled nursing, long-term care, out-patient pediatrics, and school based intervention. She has taken advantage of opportunities to practice in different areas of OT; keeping skills up-to-date and an open mind to new experiences. She is also the student organization advisor. Helping OTA students’ realize their potential for success as OTA students and as members of the executive council for the Student Occupational Therapy Association (SOTA) and Health Occupations Students of America (HOSA). Allison organizes a variety of extracurricular activities such as the Ropes Course at Crowder Lake, public speaking for the recruitment of potential students at SWOSU in Weatherford and Sayre, community service projects, and the promotion of OT through HOSAs State Leadership (SLC) and National Leadership Conference (NLC). Life-long learning is vital to the OT profession. Allison has attended many continuing education courses including Seating and Mobility Assessment; Sensory Defensiveness; Apraxia and Praxis; Autism Spectrum Disorders; Handwriting Without Tears; Treatment of the Hand, Wrist, and Elbow; Treatment of Patients with Cardiovascular Disease; and Neurodevelopmental Treatment workshops.


Malissia Harrison, B.S. Ed., COTA/L Title: Occupational Therapy Assistant Instructor/Academic Field Work Coordinator Education: Bachelors of Science in Education, University of Central Oklahoma

A.A.S. Occupational Therapy Assistant, Oklahoma City Community College Professional Experience: Malissia is an Occupational Therapy Assistant Instructor/Academic Field Work Coordinator at SWOSU/CKTC. She has practiced as a COTA for 10 years in the public school setting. Aug. 2010-Present Caddo Kiowa Technology Center – Fort Cobb, OK

Aug. 2001-May 2010 Lawton Public Schools – Lawton,OK Oct. 2000-May 2001 Healthkare for Kids – Hydro,OK Malissia recently completed her Bachelor’s degree in Education at the University of Central Oklahoma. Malissia has attended many continuing education courses including Dementia Management, Understanding Anxiety Disorders, Creative Arts Therapies, Council for Exceptional Children, Pilates Method for use as Therapeutic and Corrective Exercise, Ready Bodies/Learning Minds, Upper and Lower extremity Bracing, Minds, Movement and Memory, Autism Spectrum Disorders and Sensory Integration Disorders. Professional Memberships and Service: Oklahoma Occupational Therapy Association American Occupational Therapy Association Oklahoma Association for Career and Technical Education

Educational Philosophy: I believe an educator’s job is to make sure each student is given every opportunity to master the needed competencies required to attain gainful employment in their chosen career field. One must not rely on lecture alone but implement a variety of visuals and hands on methods to reach all students. An educator needs to bring their knowledge and skills to the classroom, but what is equally important is that students take responsibility for their part in the learning process.


SECTION III:

CURRICULUM DESIGN


SECTION III: CURRICULUM DESIGN

Southwestern Oklahoma State University Mission Statement The mission of SWOSU is to provide educational opportunities in higher education that meet the needs of the state and region; contribute to the educational, economic,

and cultural environment; and support scholarly activity. Major areas of study on the Weatherford campus, associate degree programs of the Sayre campus, the general education curriculum, and participation in student activities/organizations provide

opportunities for students to obtain skills, knowledge, and cultural appreciation that lead to productive lives and effective citizenship.

Caddo Kiowa Technology Center Vision:

CKTC makes the impossible possible. CKTC is known for exceptional customer service. CKTC empowers students and staff to achieve their goals. CKTC provides a safe learning environment. CKTC is on the leading edge of technology. CKTC is the first choice for continuing education in the region. CKTC is a leader in economic development.

CKTC is a campus with a clear and identifiable practices and procedures for students and staff. Business and industry values CKTC as their service provider.

Caddo Kiowa Technology Center Mission Statement: Building Excellence. Securing Success.

Caddo Kiowa Technology Center Core Values:

Integrity Quality

Excellence


In order to achieve its mission and that of SWOSU and CKTC, the OTA program provides:

• A comprehensive student-centered educational program that includes the scope of practice of occupational therapy while building on the students’ liberal arts and science foundational knowledge in preparation for life-long learning and practice.

• A learning environment that develops professional behaviors that include values and attitudes of caring, honesty, and respect.

• Didactic, laboratory, clinical, and service experiences that provide learning opportunities in a wide-range of health care delivery models.

• Learning opportunities that prepare the student to be a life-long learner and support evidence-based professional practice, critical thinking, clinical reasoning, self reflection, and advocacy for the profession and the consumer.

• An education as a generalist in the practice of occupational therapy with a broad exposure to delivery models currently practiced and where it is emerging as a service.

• Exposure to the professional roles and responsibilities of the occupational therapist and the occupational therapy assistant in the supervisory process.

As stipulated by the occupational therapy assistant Standards (2011), a graduate from an SWOSU/CKTC OTA Program must: • Have acquired an educational foundation in the liberal arts and sciences, including a focus on

issues related to diversity. • Be educated as a generalist with a broad exposure to the delivery models and systems used in

settings where occupational therapy is currently practiced and where it is emerging as a service. • Have achieved entry-level competence through a combination of academic and fieldwork

education. • Be prepared to articulate and apply occupational therapy principles and intervention tools to

achieve expected outcomes as related to occupation. • Be prepared to articulate and apply therapeutic use of occupations with individuals or groups

for the purpose of participation in roles and situations in home, school, workplace, community, and other settings.

• Be able to apply occupational therapy interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and

Occupational Therapy Assistant Program Mission: The mission of the OTA program is to provide quality, comprehensive, flexible and

responsive program, services and activities that benefit Oklahoma’s and the area economy; to provide quality, comprehensive preparation to our students to allow them

to become competent occupational therapy assistants; to provide a service that will meet the needs of the people of Oklahoma; and to meet the missions and objectives of

SWOSU and CKTC.

Occupational Therapy Assistant Program Vision: The OTA program’s vision is to offer a comprehensive education to students preparing

them to become occupational therapy practitioners committed to lifelong learning, occupation based practice, and advocacy.


environments to support engagement in everyday life activities that affect health, well-being, and quality of life.

• Be prepared to be a lifelong learner and keep current with the best practice. • Uphold the ethical standards, values, and attitudes of the occupational therapy profession. • Understand the distinct roles and responsibilities of the occupational therapist and

occupational therapy assistant in the supervisory process. • Be prepared to effectively communicate and work interprofessionally with those who provide

care for individuals and/or populations in order to clarify each member’s responsibility in executing components of an intervention plan.

• Be prepared to advocate as a professional for the occupational therapy services offered and for the recipients of those services.

(ACOTE Standards, 2011) The Philosophical Base of Occupational Therapy Man is an active being whose development is influenced by the use of purposeful activity. Using their capacity for intrinsic motivation, human beings are able to influence their physical and mental health and their social and physical environment through purposeful activity. Human life includes a process of continuous adaptation. Adaptation is a change in function that promotes survival and self-actualization. Biological, psychological, and environmental factors may interrupt the adaptation process at any time throughout the life cycle. Dysfunction may occur when adaptation is impaired. Purposeful activity facilitates the adaptive process. Occupational therapy is based on the belief that purposeful activity (occupation), including its interpersonal and environmental components, may be used to prevent and remediate dysfunction, and to elicit maximum adaptation. Activity as used by the Occupational Therapist includes both an intrinsic and a therapeutic purpose. This statement was adopted by the April 1979 Representative Assembly of the American Occupational Therapy Association, Inc. as Resolution C #531-79. The philosophical base of occupational therapy. American Journal of Occupational Therapy, 33, 785. Philosophy of Occupational Therapy Education Occupational therapy education is grounded in the belief that humans are complex beings engaged in a dynamic process of interaction with the physical, social, temporal, cultural, psychological, spiritual, and virtual environments. Through active engagement within the internal and external environments, humans evolve, change, and adapt. Occupational therapy educators advocate the use of occupation to facilitate health promoting growth, change, and/or adaptation with the goal of participation in meaningful occupation that supports survival, self-actualization, and quality of life. The profession of occupational therapy is unique and dynamic, grounded in core principles of occupation, and is influenced by emerging knowledge and technologies. Thus, the education of future occupational therapists and occupational therapy assistants must consistently reinforce the development of new knowledge supporting the use of occupation, the application of clinical


reasoning based on evidence, the necessity for lifelong learning, and the improvement of professional knowledge and skills. Occupational therapy education promotes competence through educational experiences that foster the occupational therapists’ and occupational therapy assistants’ practice potential and scholarship development. Occupational therapy educators use active learning that engages the learner in a collaborative process that builds on prior knowledge and experience and integrates professional academic knowledge, experiential learning, clinical reasoning, and self-reflection. knowledge, values, beliefs, ethics, and technical skills and broad application to practice in order to improve human participation and quality of life for those individuals with and without impairments and limitations. The occupational therapy educational process emphasizes continuing critical inquiry I order that occupational therapists and occupational therapy assistants be well prepared to function and thrive in the dynamic environments of a diverse and multicultural society, using the power of occupation as the primary method of evaluation, intervention, and health promotion. Authors The Commission on Education: David A. Haynes, MBA, OTR/L, OTA Program Director Terrianne Jones, MA, OTR/L, OTA Academic Educatior For The Commission on Education Linda S. Fazio, PhD, OTR/L, FAOTA, Chairperson Adopted by the Representative Assembly 2007C9 August 2009 OTA Guide to the Report of Self-Study


SWOSU/CKTC Occupational Therapy Assistant Program Philosophy The Occupational Therapy Assistant curriculum of Caddo Kiowa Technology Center, in conjunction with the Philosophical Base of Occupational Therapy and the Philosophy of Education in Occupational Therapy of AOTA, has been designed to support the belief that every person should be viewed as an individual. In addition, we believe that every person has a right to equal opportunity for education and training. The OTA faculty believes individuals possess the potential for life-long learning, self-actualization and change. It is the nature of human beings to be intrinsically motivated to interact with and have an effect upon the environment while engaging in occupation. According to the Occupational Therapy Practice Framework occupation is defined as “Activities…of everyday life, named, organized, and given value and meaning by individuals and a culture. Occupation is everything people do to occupy themselves, including looking after themselves…enjoying life…and contributing to the social and economic fabric of their communities.” (AJOT, 2002) Self-directed engagement in occupations that are meaningful and purposeful promotes health, well being, and life satisfaction. (AJOT, 2002) The OTA faculty believes that people are to be viewed in a holistic manner with consideration for their unique roles, culture, and other contexts that influence their lives. It is through understanding an individual’s experience and performance that barriers to occupational performance are addressed and allow them to achieve the highest possible level. It is our belief learning can be facilitated through actual doing leading to effective change in occupational performance. The application of critical thinking skills with the analysis of occupational performance, evaluation, process of intervention, and outcomes is integrated through the process of occupational therapy. A critical review of relevant research, expert consensus, and professional experience are essential elements to facilitate the educational process. Our program’s philosophy of occupational therapy is mirrored in our approach to education. As compared to a client-centered approach of intervention, our approach to teaching is student-centered. Our methods of instruction are based on adult learning theories and principles. Applying the andragogical model we base our instruction on the following 6 assumptions:

1. The adult learner must know why they need to learn the material before engaging in learning it.

2. The adult learner needs to be seen by others as being capable of self-direction. 3. The adult learner has unique experiences. 4. The adult learner’s readiness to learn is contingent upon what they need to know in order

to participate in meaningful tasks. 5. The adult learner uses a task-centered or problem-centered orientation to learning. 6. The adult learner is responsive to extrinsic and intrinsic motivation (Knowles, Holton, III,

& Swanson, 2005).

American occupational therapy association. (2002). Occupational therapy practice framework: Domain and Process. American journal of occupational therapy, 56, 609-639. Knowles, M.S., Holton, E.F., III, & Swanson, R.A. (2005). A theory of adult learning: Andragogy. In The adult learner (6th). (pp.64-68). Burlington, MA: Elsevier.


A variety of contexts are utilized to engage the student in the occupation of education. This includes the lecture room, laboratory, clinic, and mock clinic. To promote the therapeutic use of self the students engage in self-reflection to function as an effective occupational therapy practitioner. Educational activities encourage critical thinking, are student-centered, and provide opportunities for self-reflection. We believe that education is a continual, life-long process, which prepares the individual for the responsibility of being a productive and active citizen in our society. Learning occurs through a variety of individualized self-activity and results in a change of the individual’s behavior. An adult moves from dependency toward self-direction and uses accumulation of past experiences as a resource for learning and problem solving. We believe the role of the faculty is a facilitator of learning and should provide structure within which the student assumes responsibility for learning. The faculty continuously strives to provide meaningful learning experiences both in the classroom and clinical setting. The faculty has the responsibility in selecting, presenting, interpreting and evaluating material included in the curriculum. The faculty is committed to the continual evaluation of the effectiveness of the instructional program.


Southwestern Oklahoma State University/Caddo Kiowa Technology Center Occupational Therapy Assistant Program

Curriculum Design – Narrative The philosophy of occupational therapy education acts as the root of the SWOSU/CKTC OTA program’s curriculum design. The curriculum is designed based on the andragogical model (Knowles, Holton III, & Swanson, 2005) and the Information Processing Theory (Keating, D.P. & Sasse, D.K. 1996). The andragogical model is based on the following six assumptions:

1. The adult learner must know why they need to learn the material before engaging in learning it.

2. The adult learner needs to be seen by others as being capable of self-direction. 3. The adult learner has unique experiences. 4. The adult learner’s readiness to learn is contingent upon what they need to know in order

to participate in meaningful tasks. 5. The adult learner uses a task-centered or problem-centered orientation to learning. 6. The adult learner is responsive to extrinsic and intrinsic motivation.

The Information Processing Theory:

It has been the history of the student population to enter the OTA program in the maintenance rehearsal phase of the information processing theory. The OTA faculty strives to move the students from this shallow level of cognitive processing where they have not improved long term memory to reflective learning making cognitive connections to existing knowledge through the process of elaborative rehearsal. In this phase the students begin to establish new schema in the long term memory as they are engaged in deep processing connecting the new information to existing knowledge. This rationale supports the end goals of the curriculum to facilitate the students’ understanding and knowledge supporting the use of occupation, the application of clinical reasoning based on evidence, the importance of continuing education and lifelong learning, and to develop a sound theoretical knowledge base. The occupational therapy assistant faculty uses learning strategies that actively engage the learner to build on previous learning and experience and integrate professional knowledge and technical skills. The learning tasks are meaningful and relevant to the students. According the Keating & Sasse (1996), critical thinking is always linked to meaningful activity. The curriculum design adheres to the philosophy of the occupational therapy profession and supports the missions of SWOSU and CKTC and the OTA program to provide opportunities for students to obtain skills, knowledge, and cultural appreciation that lead to productive lives and effective citizenship. The curriculum seeks to provide a broad based knowledge in liberal arts, including physical science, social science, and communications in order to provide the student with an overall of

Perception/Attention

The Information Processing System: Levels of Processing Version

SensoryMemory

WorkingMemory

Long-TermMemory

Elaborative Rehearsal

Knowledge from LTM

MaintenanceRehearsal

Executive Control Processes


human behavior. This educational background is designed to provide the student with a rich knowledge base of basic academics on which they can continue to build and connect new learning. These courses provide the student with problem solving skills and medical language, which allows one to understand how sociological, economical, political and ecological factors can influence the development of the dimensions of human occupation. The occupational therapy assistant program has identified three common threads that are consistent with the ACOTE standards. These threads are interwoven throughout the curriculum design and sequence and support SWOSU’s and CKTC’s mission and vision. These threads are:

• Client/Patient Advocacy

• Clinical Proficiency

• Life-long Learning

Client/Patient Advocacy: The OTA student is prepared to advocate for individuals, groups, and the profession so that client/patient may fully participate in society with consideration given to the context. The OTA student must be knowledgeable of ethical ramifications of acting or not acting to plead the factors which impact the client/patient. Clinical Proficiency: The OTA student is prepared to integrate clinical skill with the best available clinical evidence from clinical reasoning as well as from research. The student incorporates knowledge about the individual, knowledge of occupation, activity analysis, and the best available evidence to ensure that the OT services provided meet the needs of the persons receiving them. Life-long Learning: The OTA program is designed to develop adult learners. Learning is facilitated by doing to change the occupational performance of the client/patient. The life-long learning process is the ability to review research for its validity, reliability, application, and practicality. It is also demonstrated by the student’s intrinsic motivations to seek knowledge. In the first semester (August - December) at Caddo Kiowa Technology Center, students will build on knowledge gained from the prerequisite courses. This semester can be thought of as a foundational semester. The students begin to learn essential information about occupational therapy theory and professional behavior in Introduction to Occupational Therapy (OTA 1013). Kinesiology for the OTA (OTA 1023) and Disease Pathology (OTA 2212) build on the science based prerequisites. Therapeutic Media (OTA 1102) and Therapeutic Activities (OTA 2102) serve as an introduction to the occupational therapy process and its underlying premises and the professional language as published in the Framework. Elder Care in OT (2143) provides an introduction to OT practice across the life span with an emphasis on occupation based interventions. Fieldwork IA (OTA 2022) students are introduced to current practice settings (e.g. hospital, school, long term care, outpatient clinic) to foster the development of professional behavior and observation skills and lay a foundation for critical inquiry. A variety of contexts are utilized to engage the student in the occupation of education. This includes the lecture room, laboratory, clinic, and mock clinic. To promote the therapeutic use of self the students engage in self-reflection to function as an effective occupational therapy practitioner. Educational activities encourage critical thinking, are student-centered, and provide opportunities for self-reflection.


The second semester (January-May) builds on the concepts of occupational therapy practice across the life span including emerging areas of practice such as older driver assessment and training, vision rehabilitation, and home design and modifications to support aging in place. The relationship between occupation and how engaging in occupations can be used to support participation in context is the focus of treatment planning and intervention in Pediatric Care in OT (OTA 2133), Physical Dysfunction and Treatment (OTA 2113), and Psychosocial Dysfunction and Treatment (OTA 2153). Healthcare and OT Management (OTA 2002) emphasizes the trends of health care in the past, present, and future. It also explores various occupational therapy management styles, techniques, and applications. Proper documentation, methods, and reasoning for quality assurance will be covered. This course will also address fiscal management of occupational therapy service, the marketing of occupational therapy staff, and the importance and variety of research in occupational therapy services. Fieldwork 1B (OTA 2122) integrates the academic intervention courses with fieldwork experience given opportunities to observe and assist in practice with an occupational therapist and/or occupational therapy assistant in diverse settings. The third semester consists of 2 eight-week Level II fieldwork experiences (OTA 2206 and OTA 2216). Level II fieldwork is designed to provide students with extended practical opportunities for applying academically acquired knowledge to evaluating, planning, and implementing occupational therapy intervention. Fieldwork II must be completed within 18 months following completion of OTA coursework. Keating, D.P., & Sasse, D.K. (1996). Cognitive socialization in adolescence: Critical period for a critical habit of mind. In G.R. Adams, R. Montemayor, & T.P. Gullotta (Eds.), Psychosocial development during adolescence. (pp.232-258). Thousand Oaks, CA: Sage. Knowles, M.S., Holton, E.F., III, & Swanson, R.A. (2005). A theories of adult learning: Andragogy. In The adult learner(6th ed.). (pp.64-68). Burlington, MA: Elsevier. Prerequisite Courses The following prerequisite courses will provide the students with a firm foundation in the biological, physical, social, and behavioral sciences in order to support an understanding of occupation across the life span: 1103 American Government and Politics – introduces the United States political process highlighting the origin and function of national government and the influence of social conditions and the ethical context in which humans choose and engage in occupations. 1004 Biological Concepts (with lab) – promotes problem-solving skills and understanding of biological issues in health, nutrition, reproduction and the environment faced by society and the critical role of humans in the world. 1113 English Composition I – provides a basis for the development of effective written communication skills. 1213 English Composition II – continued development of written communication skills and the ability to use databases and search engines to access information.


2443 Medical Terminology – builds a foundation in oral and written communication skills using medical terms and abbreviations. 1513 College Algebra – teaches the development of logical thinking, critical analysis, problem-solving skills and the understanding and efficient use of basic mathematics. 1003 General Psychology – provides knowledge and understanding of the psychological processes and human behavior and an appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society. 2104 Human Anatomy (with lab) – imparts a fundamental knowledge of the ontogeny, gross structure and macro function of the human body. 2304 Human Physiology (with lab) – contributes an understanding of the mechanical, physical, and biomechanical functions of the human body and the functional relationships of the human organ systems within the greater context of homeostasis presented at the cellular and organ system levels. 2313 Developmental Psychology – establishes the interaction of physical, cognitive, social and psychological development in each of the six stages of the life span: infancy, childhood, adolescence, early adulthood, middle adulthood, and late adulthood; aids in developing a bridge between the concepts of developmental psychology and practical life application. 1063 United States History – surveys U.S. History from its beginning to the present, which provides a mirror and measuring rod to give students the power to contrast and estimate; explores the human experience chronologically as the sociological, cultural, economical, political and ecological threads of life in the United States are unraveled.

OTA COURSE SEQUENCE

Semester 1 (Fall) OTA 2212 Disease Pathology 2 OTA 1013 Introduction to Occupational

Therapy (with Lab) 3

OTA 1023 Kinesiology for OTA (with Lab)

3

OTA 2102 Therapeutic Activities (with Lab)

2

OTA 1102 Therapeutic Media (with Lab)

2

OTA 2022 Fieldwork 1A (with clinical Lab)

2

OTA 2143 Elder Care (with lab) 3 Semester Credits 17


Semester 2 (Spring) OTA 2133 Pediatric Care in OT

(with Lab) 3

OTA 2002 Health Care and OT Management

2

OTA 2113 Physical Dysfunction and Treatment (with Lab)

3

OTA 2153 Psychosocial Dysfunction and Treatment (with Lab)

3

OTA 2122 Fieldwork 1B (with clinical Lab)

2

Semester Credits 13 Semester 3 (Summer) OTA 2203 Fieldwork II-A 3 OTA 2213 Fieldwork II-B 3 Semester Credits 6 OTA Course Descriptions OTA 2212 Disease Pathology – Study of most common physical and mental conditions treated by occupational therapists including defining the condition, effect of the condition on performance components, diagnostic tests and current medical management. OTA 1013 Introduction to Occupational Therapy (with lab) – Designed to establish a knowledge base for the prospective OTA; emphasizes the human element of health care and the role of the occupational therapy assistant performs in providing this component. It focuses on the history and philosophy of Occupational Therapy and teaches treatment documentation, activity analysis, therapeutic purpose and clinical applications. Theoretical frameworks and approaches, understanding of occupation, and the dynamics of purposeful activity are also covered. OTA 1023 Kinesiology for OTA (with lab) – Builds on basic anatomic and physiologic concepts of human movement, emphasizing the kinesiological, anatomic and functional aspects of the skeletal musculature of the human body and their application to human motion. OTA 2102 Therapeutic Activities (with lab) – Provides the student with experience conducting individual and group activities, promoting the idea of therapeutic self. This course acquaints the student with life skill activities, games, and everyday coping skills. It emphasizes adaptation techniques for a variety of life activities and their purpose in treatment and will introduce a variety of additional therapeutic techniques and applications.


OTA 1102 Therapeutic Media (with lab) – Acquaints the student with basic craft techniques which may be utilized in a variety of treatment settings. Emphasis is placed on properties of crafts and their application to different populations and conditions. OTA 2022 Fieldwork IA (with clinical lab) – Consists of fieldwork experiences in various settings where occupational therapy services may be present. These fieldwork experiences will allow the student to observe occupational therapy or other health related services. Students will do this to gain a better understanding of what OT is, where it may be found, and how it fits in with other related services. Students will also use this experience to develop professionalism, observation, and documentation skills. OTA 2143 Elder Care in OT (with lab) – Offers a wide variety of treatment programs, media and modalities useful in working with late-life adults. It includes a comprehensive review of the aging process, with all of its psychosocial and physical ramifications. It is also a study of concepts of aging, intervention techniques to be employed in different practice settings, and specific concerns of working with both the well elderly and those with dysfunction in an individual or group setting. OTA 2133 Pediatric Care in OT (with lab) – Offers a comprehensive study in the approach of OT treatment in pediatrics. The course content will include normal development, diagnostic problems, frames of reference, documentation, and theory as it relates to pediatric intervention. It also covers family/caregiver issues as related to OT, an introduction to pediatric evaluation, and basic concepts of human development. OTA 2002 Health Care Systems and Occupational Therapy Management – Teaches trends of health care in the past, present, and future. It also explores various occupational therapy management styles, techniques, and applications. Proper documentation, methods and reasoning for quality assurance will be covered. It also deals with management of occupational therapy service, the marketing of occupation therapy staff, and the importance and variety of research in occupational therapy services. OTA 2113 Physical Dysfunction and Treatment Techniques (with lab) – Includes the study of occupational therapy principles, techniques of evaluation, and methods of treatment for individuals with problems in physical function. This course presents assessment and evaluation of occupational performance, therapeutic mechanism, and intervention strategies in treating individuals with neurological and orthopedic dysfunction as well as written documentation of patient/client behavior and performance. OTA 2153 Psychosocial Dysfunction and Treatment Techniques (with lab) – Includes the principles and techniques of evaluation and treatment for individuals who present emotional, cognitive and psychosocial problems. Intervention strategies with selected individuals with psychosocial disturbances are covered. Emphasis is placed on oral and written documentation of client behavior and treatment techniques. OTA 2122 Fieldwork IB – Students will initiate and apply concepts and techniques learned during academic preparation to practical situations. They will work together with clinical educators, patients/clients, and team members in a therapeutic milieu. Written documentation and actual treatment will be the focus. This will require a minimum of 60 clinical hours.


Fieldwork II Experience *OTA 2203 Fieldwork IIA – The student will be able to apply knowledge and skills learned in the classroom to practical situations. Students will be assigned a clinical setting and will collaborate with fieldwork educators, the patient/client, and team members. They will practice using occupation to restore wellness in clinical settings. *OTA 2213 Fieldwork IIB – The student will continue fieldwork in a second clinical setting and continue practice using occupation to restore wellness in clinical settings. The fieldwork courses will allow the student to become competent as an entry-level Occupational Therapy Assistant. *Students must complete all Fieldwork IIA and IIB experiences within 18 months of completing academic coursework.


Elder Care in OT (with Lab) 2143

Pediatric Care in

OT (with Lab) 2133

Health Care & OT

Management 2002

Physical Dysfunction & Tx (with Lab) 2113

Psychosocial Dysfunction & Tx (with Lab)

2153

Fieldwork IB 2122

Disease Pathology

2212

Intro to OT

Therapy (with Lab) 1013

Kinesiology for OTA

(with Lab) 1023

Therapeutic Activities (with Lab)

2102

Therapeutic Media (with Lab) 1102

Fieldwork IA 2022

U.S. History 1063 Human Physiology 2304 Developmental Psychology 2313

General Psychology 1003

Human Anatomy 2104

Medical Terminology 2442

Math Concepts 1143 or College

Algebra 1513

Biological Concepts 1004

English Comp I 1113

American Govt. & Politics 1103

English Comp II 1213

Prer

equi

site

Cou

rses

O

TA

Spe

cial

ty C

ours

es

Fieldwork IIA 2203 Fieldwork IIB 2213

Fieldwork II Experience


AFFIRMATIVE ACTION COMPLIANCE STATEMENT

Southwestern Oklahoma State University and Caddo Kiowa Technology Center, in compliance

with Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 503 of the Rehabilitation Act of 1973, Section 402 of the

Readjustment Act of 1974, Americans with Disabilities Act of 1990, and other Federal laws and regulations, does not discriminate on the basis of race, color, national origin, gender, age,

religion, disability, or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to, admissions, employment, financial aid, and educational services.

Special Note: A student admitted to the OTA program who has a disability should contact the OTA Program Director as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.


Caddo Kiowa Technology Center Fort Cobb, OK Campus Map


DISASTER DRILL INSTRUCTIONS

Signal

Notification by administration or instructor.

Refuge Area

OTA students and staff go to the restroom/hallway area or Saferoom.

All Clear


FIRE DRILL INSTRUCTIONS

Signal


Refuge Area

OTA students and staff take the north exit as the map indicates.

All Clear



(BLANK PAGE)

SECTION IV:

POLICIES AND PROCEDURES

Students are responsible for knowing and adhering to the policies and procedures set forth by SWOSU and CKTC


SECTION IV: Policies and Procedures

Absence and Tardiness Regular and prompt attendance is vitally important to instill professionalism and enhance the learning process in the program. Faculty is required to note each student’s absences and notify the OTA Program Director for repeated absences or failure to meet coursework expectations. Daily lectures and laboratories incorporate knowledge, equipment demonstrations, and skills needed to provide the students with the proper knowledge to meet the requirements for sitting for the National Board for Certification in Occupational Therapy (NBCOT). Excessive absences identified as potentially endangering the academic standing of the student will be brought to the attention of the OTA Program Director. Extenuating circumstances will be considered on an individual basis in the application and administration of the OTA attendance and tardy policy. Three (3) unplanned or unexcused day absences in a semester will constitute a “concern for commitment” and be grounds for an academic “warning.” When any absences result in a missed quiz (quizzes), these points may not be made up. Students going over 3 absences (for any specific class) will be counseled and may be administratively withdrawn from the program. Students are always expected to attend classes. Any absence or tardy, whether planned or unplanned, requires the student to immediately notify the OTA Department. It is preferred that you speak directly to a person in the OTA Department when calling in an absence. If at all possible, speak to the instructor of the class affected: Program Director at (405) 643-3210, or Instructor’s Office at (405) 643-3213. Messages may also be left at (405) 643-3206. Clinical supervisors must be promptly notified of the inability to arrive at a fieldwork site at the scheduled time. In all instances, work missed during an absence must be made up. Students are responsible to initiate making up missed assignments so as not to jeopardize the continuity of the course requirements or fieldwork experience. If you anticipate a planned absence, please notify and obtain permission from the OTA Program Director and then meet with each class instructor to determine how the information and assignments may be completed. Students will be notified at the earliest possible time if an instructor finds it necessary to be unexpectedly absent or late to class.

Americans with Disabilities Act The Americans with Disabilities Act (ADA) of 1990 prohibits discrimination against people with disabilities (including HIV infection) in the workplace and in the public. The Rehabilitation Act of 1973 protects people with disabilities (including HIV infection) from discrimination in any federally funded programs. Southwestern Oklahoma State University (SWOSU) and Caddo Kiowa Technology Center (CKTC) are in compliance with all federal and state laws prohibiting discrimination. Students will certify their ability to complete the essential tasks of the occupational therapy assistant student with or without reasonable accommodation. Reasonable accommodation refers to ways in which the OTA program can assist students with disabilities to accomplish these tasks. Reasonable accommodation does not imply that students with disabilities will be exempt from certain tasks. It does mean the OTA program will work with students with disabilities to determine whether there are ways to assist the student.


Occupational Therapy Essential Tasks: • Students must meet class standards of course completion throughout the curriculum. • Students must be able to read, write, speak, and understand English at a level

consistent with successful course completion and development of positive patient and therapist relationships.

• Students must complete readings, assignments, and other activities outside of class hours.

• Students must perform treatment activities in class or in the clinical setting by direct performance or by instruction and supervision of intermediaries.

• Students must apply critical thinking processes to their work in the classroom and the clinic and must follow established safety procedures in all contexts.

• Students must exhibit interpersonal skills for productive classroom discussion, group interaction, and the development of the patient and therapist relationships.

• Students must maintain personal appearance and hygiene conducive to classroom and clinical settings.

• Students must hold a current certification in cardiopulmonary resuscitation course at the health professional level for infant, child, and adult. (American Heart Association)

• Students must demonstrate appropriate health status prior to enrollment; no active tuberculosis, rubella (German measles) and rubeola (measles) immunity, tetanus-diptheria booster within 10 years of anticipated graduation, varicella (chicken pox) immunity, and hepatitis B vaccine series.

• Students must complete OSHA-regulated Bloodborne Pathogen Exposure Training. • Students must follow standards and policies specified in the OTA Fieldwork manual

and the contract between CKTC and fieldwork sites. After enrollment, a student with a disability who wishes reasonable accommodation must make a formal request in writing to the OTA program director, provide documentation substantiating the claimed disability, meet with requirements of a disability as described by the ADA, and recommend the needed accommodation. The OTA program reserves the right to make the final determination regarding the accommodations to be made. Reasonable accommodation in the classroom and in clinical settings cannot be provided without the formal request and the required documentation of the ADA defined disability. A student may be administratively withdrawn if it becomes apparent he or she cannot complete essential tasks, even with reasonable accommodation that the accommodations needed are not reasonable and would cause undue hardship to the institution, or that fulfilling the functions would create a significant risk of harm to the health or safety of others. Accommodation of Disabilities In compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, CKTC will provide reasonable accommodation of all medically documented disabilities. If you have a disability and would like the school to provide reasonable accommodations of the disability, please notify Special Needs Representatives Polly Bredy at (405) 643-3244 or Sue Pond at (405) 643-3228 as soon as possible.


Grades The following letter grades and percentage scale will be used on didactic tests, assignments, and lab practicals: A –100 - 90% C - 79-70% F < 60%* B – 89 - 80% D - 69-60% *Any grade less than 70% is unacceptable Examinations In each OTA specialty course, a number of tests will be given. Students are expected to prepare and be present for examinations on the schedules dates. Make-up examinations are reserved for those students who are ill or have other significant life issues such as death in their family that prevent them form taking the exam on the scheduled date. Students who will be absent must call the OTA department and/or course faculty member before exam time indicating the problem preventing them form taking the exam. Exam make-ups must be coordinated with the faculty member in a timely manner within a 24-48 hour time period. Students who fail to make prompt arrangements to make up the exam are at risk of receiving a zero for the exam. Any test grade less than 70% is mandatory counseling will be given to any student who may be in jeopardy of receiving a failing grade for a course. Faculty will return the graded exams in a timely manner and when appropriate will provide a review session to discuss the correct answers. All test questions remain the property of SWOSU/CKTC and remain on this campus. Therefore, faculty may request that examinations and answer sheets be returned at the end of the examination and review sessions. In a dispute regarding the answer to a test item, the judgment of the faculty will be final. During the semester, examinations are held at the discretion of the instructor. Final examinations must be taken during the final week of the semester, not before. Make-up examinations throughout the semester are scheduled with the individual faculty member. Make-up examinations may have different test items and format from the original exam at the discretions of the faculty member. Lab Practicals - Lab practicals are competency-based. This means that you must achieve competency to go to the next level. Students should strive to pass lab practicals (checkouts) for the first time to keep pace with the rest of the class. A failed lab practical or checkout must be retaken until the student demonstrates 100% proficiency or competency. The lab grade recorded will reflect a 10% markdown from 100% for each retake necessary to achieve acceptable proficiency. To successfully continue in the OTA program, the student must maintain a minimum average of 70% (C) in each OTA specialty course. A student who averages less than 70% in any OTA specialty course will be given the earned grade of D or F and will be academically withdrawn from the program at the end of that term. A student withdrawn from the program for receiving a grade of a D or F for an OTA specialty course may apply to the program and repeat the course during the next class cycle.


Withdrawal Requirements and Institutional Refund Policy Students considering a complete withdrawal from the occupational therapy assistant program should schedule an exit interview with the OTA program director prior to initiating withdrawal procedures. Students may officially withdraw any time prior to and including the Friday of the week preceding finals by making official withdrawal through the Office of the Registrar, SWOSU-Sayre campus. Note that tuition is non-refundable if a student withdraws after the first day of class. Students withdrawing will receive a “W” for courses in which they are passing work and a “W/F” for courses in which they are failing. Students that withdraw from an OTA Specialty Course will be withdrawn from the program at that time but will be able to reapply to the OTA program for the next cycle. Students who leave the program without officially withdrawing may receive the grade of “W/F” for courses in which they are enrolled. Once the student has completed the withdrawal process and it has been determined that the student is due a refund, a check will be processed and available within two working days. The withdrawing student must sign a “Request for Refund” in Student Services. The Bursar will be responsible for calculating refunds that are not Title IV. The student will be billed for any refunds due to the Federal Aid Programs. If the student has not repaid the funds within 45 days, the repayment due will be posted to the National Student Loan Data Base showing the student is ineligible for further funding. If the student has not repaid the funds within six months, the Collection Department of the U.S. Department of Education will be notified. Tuition, Financial Aid, and Payment Tuition and fees charged for the OTA program shall be determined annually by the Board of Education. Tuition for the OTA program is due and payable on or before the first day of class. Exceptions for payments based on extraordinary circumstances and special program requirements will be reviewed for approval by the Superintendent. Academic Integrity Standards for Academic Integrity Academic fraud and dishonesty includes, but is not limited to the following categories:

• Cheating-using notes, aids, or information not allowed by the instructor on an examination; submitting an assignment another person has completed as one’s work.

• Fabrication-forging signatures or authorizing false information on an official academic document, grade, letter, form ID card, or any other university document; failing to provide accurate information how information, data, or citations were gathered.

• Plagiarism-copying another person’s idea or written work and claiming it as original. • Multiple Submission-submitting the same paper or assignment for credit in more than one

course without prior permission of the instructor. • Unauthorized Access-gaining entry into a computer system without permission or in a

manner unintended by the system owner; viewing or altering computer records, modifying computer programs or systems, releasing or distributing information gathered via unauthorized access.


• Aiding and abetting-providing another student material, information or other assistance violating the above Standards for Academic Integrity; providing false information in connection with an inquiry regarding academic integrity.

Any student that commits academic or professional irregularities or dishonesty is not exhibiting the type of professional behavior acceptable in health care. When these alleged behaviors are proven and documented, the student will be dismissed from the OTA program with an F in all courses. A student dismissed for these reasons will not be eligible to reapply for admission. Advising Students are advised by the OTA program director upon acceptance to the OTA program. It is the responsibility of the academic advisor to:

1. Orient the students to their rights and responsibilities in the advising relationship. 2. Record and place significant discussions with the student in their student folder. 3. Explain academic policies and procedures and curriculum requirements to the students. 4. Post a minimum of 8 regular office hours per week for individual advisement. 5. Informally assess the student’s psychological status and refer to appropriate support services as

needed. 6. Monitor student’s academic progress.

Under the Family Educational Rights and Privacy Act of 1974, academic information cannot legally be shared with the student’s parents or other parties without the written consent of the student. It is the responsibility of the student to :

1. Seek advisement with the OTA program director, as necessary when academic problems or difficulties are experienced.

2. Seek counseling prior to withdrawal from the program. Dismissal Policy In addition to the aforementioned reasons for withdrawal from the OTA program, students may also be dismissed for the following violation of the OTA Student Code of Ethics or for the following:

• Demonstrating behavior that is deemed unprofessional by the OTA program faculty and administration of CKTC and SWOSU;

• Exhibiting personality or attitudinal aberrations that distract from the goals and objectives of the OTA Program;

• Open or persistent defiance of authority to any school or Fieldwork Educator (FWE) or supervisor;

• Any verbal or physical abuse upon a student, patient, school, or clinical faculty; • Creating, or attempting to create, a disturbance or repeated classroom disturbances; • Willful disobedience, profanity, or vulgarity; • Showing disrespect for school property or causing damage to school property; • Selling, giving, possessing, or being under the influence of alcohol, narcotics, or

controlled dangerous substance.


Instructors reserve the right to ask the student to leave the campus for the above or related offenses, and students risk dismissal from the OTA program. OTA Student Code of Ethics Policy The purpose of the code of ethics policy is to ensure professional behavior in all students participating in the Occupational Therapy Assistant program.

1. Each student shall attend and participate in all learning experiences designed to meet the objectives of the course(s) in which he/she is enrolled.

2. Each student shall notify the instructor in the event he/she will not be attending and the reason for the absence.

3. Each student shall identify the need for any reasonable accommodation required to successfully complete the learning objectives for each course.

4. If a student believes that a course is not meeting his or her learning needs, the student shall initiate discussion with the course instructor as soon as the problem is perceived.

5. On occasion, each student may be asked to complete a written evaluation of each course in which the student is enrolled. We appreciate your feedback as it will be used to help us provide a quality program.

6. Each student shall engage in private discussion with his/her instructor (or the program director) pertaining to any factors interfering with acceptable progress in the course of study.

7. Each student shall adhere to all rules and regulations related to participation in fieldwork placement.

8. In fieldwork, each student will engage in only those activities for which he/she has been trained, minimizing the probability of physical or psychological harm to the client.

9. Each student shall respect the rights and professional standing of colleagues in their respective professions.

10. In the event that a student or colleague acts in an unethical or incompetent manner, each student is responsible to report this behavior to the fieldwork supervisor. In this event, the fieldwork supervisor should be notified, as well as the OTA Program Director.

11. Each student will inform each client that any information obtained may be shared with other members of the treatment team responsible for his case. Students will be directed to review the policies of each clinical site in relation to this issue and be responsible for that policy. Students are expected to collaborate with team members about shared patients in fieldwork.

12. Information received from the client will be discussed only for professional purposes and in private.

13. Client information will be discussed in classes in a way that the confidentiality of the individual is maintained.

14. Written reports will be presented in an objective manner. Subjective data will be identified as such.

15. Each student is responsible for knowing and adhering to all rules, regulations, policies, and procedures of CKTC, SWOSU, OTA program, and the fieldwork facilities.

16. Each student will be prepared for all classes, labs, and fieldwork assignments. This includes reading assignments before class, actively participating and allowing others to participate in learning opportunities, and being attentive to the instructor and other students.


Ethics and Conduct The standard of ethics and conduct for the Occupational Therapy Assistant student is dictated by those moral and personal qualities inherent to the profession. The department faculty will take appropriate action regarding conduct which: • is brought to the attention of the department as being problematic to self or others; • clearly dictates anti-social behavior, irresponsibility, or destructiveness; directly reflects on

the OTA program or profession in a negative manner. Students are expected to interact with patients, clients, students, faculty, other professionals and health care facility employees, and CKTC staff in a professional and ethical manner. The student’s representation of the OTA program, SWOSU, and the occupational therapy profession not only occurs during enrollment but continues after graduation when practicing in the field. Students enrolled in the OTA program are expected to follow the ethics outlined by the American Occupational Therapy Association. Discrimination/Harassment Discrimination or harassment is not acceptable in the classroom or clinical setting. We believe the displaying of such behavior to be indicative of nonprofessional behavior and could be grounds for dismissal from the OTA program. A representative of the school will counsel any student displaying negative behavior. If the behavior is repeated, the student may be dismissed from the program at the discretion of the Program Director and CKTC administration.


THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION OCCUPATIONAL THERAPY CODE OF ETHICS

The American Occupational Therapy Association’s Code of Ethics is a public statement of the values and principles used in promoting and maintaining high standards of behavior in occupational therapy. The American Occupational Therapy Association and its members are committed to furthering people’s ability to function within their total environment. To this end, occupational therapy personnel provide services for individuals, in any stage of health and illness, to institutions, to other professionals and colleagues, to students, and to the general public. The Occupational Therapy Code of Ethics is a set of principles that applies to occupational therapy personnel at all levels. The roles of practitioner (registered occupational therapist and certified occupational therapy assistant), educator, fieldwork educator, supervisor, administrator, consultant, fieldwork coordinator, faculty Program Director, researcher/scholar, entrepreneur, student, support staff, and occupational therapy aide are assumed. Any action that is in violation of the spirit and purpose of this Code shall be considered unethical. To ensure compliance with the Code, enforcement procedures are established and maintained by the Commission on Standards and Ethics. Acceptance of membership in the American Occupational Therapy Association commits members to adherence to the Code of Ethics and its enforcement procedures. Principle 1. Occupational therapy personnel shall demonstrate a concern for the well-being

of the recipients of their services. (Beneficence) A. Occupational therapy personnel shall provide services in an equitable manner for all

individuals.

B. Occupational therapy personnel shall maintain relationships that do not exploit the recipient of services sexually, physically, emotionally, financially, socially, or in any other manner. Occupational therapy personnel shall avoid those relationships or activities that interfere with professional judgment and objectivity.

C. Occupational therapy personnel shall take all reasonable precautions to avoid harm to the

recipient of services or to his or her property.

D. Occupational therapy personnel shall strive to ensure that fees are fair, reasonable, and commensurate with the service performed and are set with due regard for the service recipient’s ability to pay.

Principle 2. Occupational therapy personnel shall respect the rights of the recipients of their

services (e.g., autonomy, privacy, confidentiality). A. Occupational therapy personnel shall collaborate with service recipients or their surrogate(s)

in determining goals and priorities throughout the intervention process. B. Occupational therapy personnel shall fully inform the service recipients of the nature, risks,


and potential outcomes of any interventions. C. Occupational therapy personnel shall obtain informed consent from subjects involved in

research activities, indicating they have been fully advised of the potential risks and outcomes.

D. Occupational therapy personnel shall respect the individual’s right to refuse professional

services or involvement in research or educational activities.

E. Occupational therapy personnel shall protect the confidential nature of information gained from educational, practice, research, and investigation activities.

Principle 3. Occupational therapy personnel shall achieve and continually maintain high

standards of competence. (Duties) A. Occupational therapy practitioners shall hold the appropriate national and state credentials

for providing services.

B. Occupational therapy personnel shall use procedures that conform to the Standards of Practice of the American Occupational Therapy Association.

C. Occupational therapy personnel shall take responsibility for maintaining competence by

participating in professional development and educational activities.

D. Occupational therapy personnel shall perform their duties on the basis of accurate and current information.

E. Occupational therapy practitioner shall protect service recipients by ensuring that duties

assumed by or assigned to other occupational therapy personnel are commensurate with their qualifications and experience.

F. Occupational therapy practitioners shall provide appropriate supervision to individuals for

whom the practitioners have supervisory responsibility.

G. Occupational therapists shall refer recipients to other service providers or consult with other service providers when additional knowledge and expertise are required.

Principle 4. Occupational therapy personnel shall comply with laws and Association policies

guiding the profession of occupational therapy. (Justice) A. Occupational therapy personnel shall understand and abide by applicable Association

policies; local, state, and federal laws; and institutional rules. B. Occupational therapy personnel shall inform employers, employees, and colleagues about

those laws and Association policies that apply to the profession of occupational therapy. C. Occupational therapy practitioners shall require those they service in occupational therapy

related activities to adhere to the Code of Ethics.


D. Occupational therapy personnel shall accurately record and report all information related to

professional activities. Principle 5. Occupational therapy personnel shall provide accurate information about occupational therapy services. (Veracity) A. Occupational therapy personnel shall accurately represent their qualifications, education,

experience, training, and competence. B. Occupational therapy personnel shall disclose any affiliations that may pose a conflict of

interest. C. Occupational therapy personnel shall refrain from using or participating in the use of any

form of communication that contains false, fraudulent, deceptive, or unfair statements or claims.

Principle 6. Occupational therapy personnel shall treat colleagues and other professionals

with fairness, discretion, and integrity. (Fidelity, Veracity) A. Occupational therapy personnel shall safeguard confidential information about colleagues

and staff. B. Occupational therapy personnel shall accurately represent the qualifications, views,

contributions, and findings of colleagues. C. Occupational therapy personnel shall report any breaches of the Code of Ethics to the

appropriate authority. Author: Commission on Standards and Ethics (SEC), Ruth Hansen, PhD, OTR, FAOTA, Chairperson

Approved by the Representative Assembly: 4/77 Revised 1979, 1988, 1994 Adopted by the Representative Assembly: 7/94


Student Services OTA program students are students of Caddo Kiowa Technology Center and Southwestern Oklahoma State University. All services for students at both institutions are available to OTA program students such as admissions, registrar, student advisement, financial assistance, libraries, and health services. The program employs a full time administrative assistant to meet programmatic and administrative requirements. Ms. Oheltoint has served as administrative assistant for the Occupational Therapy Assistant Program and the Physical Therapist Assistant Program for 10 years. She performs administrative and office support activities. She presents with extensive computer skills as well as strong communication skills. She also receives and directs prospective students. In addition, the OTA program is served by assistance from the following: Student Services, Computer Services, Bookstore, Counseling Services, Construction Technology, Child Development Center, Digital Imaging and Printing Technology, Financial Aid, Auto Services Technology, and Culinary Arts. National Career Technology Honor Society The purpose of the National Career Technology Honor Society is to promote service, leadership, honesty, career development, and skilled workmanship: to reward student achievement; to encourage and assist student educational and career goal-setting; to promote a stronger linkage between the local career and technology center and business and industry; and to promote the image of career and technical education in America. Nominees for the National Career Technology Honor Society at Caddo Kiowa Technology Center must meet the following criteria:

• Currently be enrolled as a secondary or post-secondary student. • Be recommended by the instructor. • Be in attendance 15 weeks prior to nomination. • Have an A average with no more than 5 absences for the semester. • Be an active member of the student organization relating to the student’s training

program.

SWOSU Honor Society The SWOSU Honor Society is offered by invitation to individual qualifying students by the Sayre campus. Honor Rolls - The undergraduate student’s semester record must have no grade of “I,” “U,” “D,” or “F” to be considered for the honor rolls. Grades of “S” are neutral and are not figured in the student’s semester grade-point average. Types and qualifications for honor rolls are as follows:


President’s Honor Roll: Undergraduate students who complete 15 or more hours during a semester and earn a 4.0 grade-point average qualify for this honor roll. Dean’s Honor Roll: Undergraduate students who complete 15 or more hours during a semester and earn a 3.0 or higher grade-point average qualify for this honor roll. Contact Information Students are required to notify the OTA program in writing any address or contact information changes. These changes may be e-mailed to OTA Administration Assistant Donna Oheltoint at [email protected]. We encourage you to keep us informed of your contact information after graduation. Graduation Except in rare extenuating circumstances, all graduating students are required to participate in the graduation ceremony, which is held annually in August at Caddo Kiowa Technology Center. Each individual is responsible for ascertaining that all requirements for graduation are met. Students are encouraged to request a “graduation check” from the Registrar’s Office prior to enrolling for the final semester. Any questions concerning requirements should be clarified with the Dean or Registrar of SWOSU. Degree awards are recorded on the student’s permanent academic record. Transcripts are available one week after the close of each semester. Southwestern Oklahoma State University at Sayre grants degrees “with honors” as follows: Summa Cum Laude, 3.90 GPA, Magna Cum Laude, 3.75 GPA, and Cum Laude, 3.5 GPA. Honors standing is determined by calculating the grade point average, using all credit hours attempted. Textbooks Please purchase all required textbooks used in each course. Each is used extensively in our program, and they are texts that can be referred to often in fieldwork and in your career. Taking Equipment off Premises by Employees If any equipment is taken, permission must be granted by the instructor in charge of the department and by the Superintendent and/or Assistant Superintendent. This privilege does not include students and should be discouraged in any case, employee or students. Classroom Supplies In order to optimize cost containment, materials for classroom teaching are distributed by the faculty member. Students are not to take materials such as splinting material, woodworking, craft materials, etc without written or verbal permission of the OTA faculty. Reference materials, evaluation and assessment kits should be signed out and returned with the OTA program administrative assistant or faculty member. Students and faculty are expected to be fiscally responsible with classroom supplies.


Computer Literacy Due to the increased use of computers in the clinical setting, students are required to complete competency profiles for computer literacy before the end of the first semester at CKTC.

Professional Development It is important that students demonstrate professional behavior in our profession and in our program. The personal development check list may include, but is not limited to, ratings on behaviors fostering trust and respect, interpersonal communication skills, fulfilling attendance and grade requirements, maintaining a positive attitude, participating in group activities as well as student organizations, being a team player, and demonstrating the ability to utilize critical thinking and problem-solving skills. Students will be graded at midterm and upon conclusion of the academic program on professional behavior, which will be included in the Fieldwork IA and IB course grades. Cleaning Assignments Caddo Kiowa Technology Center frequently has visitors to our campus who will tour the health careers building. Students and staff are responsible for ensuring that the OT department maintains a clean and orderly appearance at all times. We will expect students to assist in helping to put lab equipment away (or set up) and clean up the lab area at the end of each class. Lockers Students will be assigned lockers the first day of class. The school and program are not responsible for stolen or lost items. You are responsible for leaving your locker clean upon conclusion of our classroom curriculum. Library Hours The OTA and PTA departments share a library located in the OTA Department. Books are checked out for 5 days at a time. Students may also access the SWOSU Library. Copies The department copier is intended for faculty/staff use only, and priority is given to staff in its use. Housing Housing is each student’s responsibility. Rental information may at times be posted on the bulletin board outside the classroom, or it may be obtained from the Program Director or program secretary.


Financial Aid The guidance counselors at SWOSU and CKTC, Instructional Leader, and the Financial Aid Officer work with students to identify funding sources. Funds are available through the Southwestern Oklahoma State University, Bureau of Indian Affairs, Workforce Investment Act, Veterans Affairs, Vocational Rehabilitation Service and other sources. Most financial aid for our program is obtained through the SWOSU Sayre Financial Aid Office. Policy on Use of Tobacco Products Caddo Kiowa Technology Center prohibits the use of all (smoke and smokeless) tobacco products on campus, in rented or leased facilities and in all CKTC owned, leased and operated vehicles. This policy shall apply to all employees, students, contracted personnel, volunteers, visitors, vendors, and guests without exception. Transportation Transportation to the clinical facility, as well as the classroom, is the student’s responsibility. The school may provide some transportation to the school from a departure point and return to the same designated area. Contact the main office for a bus schedule. It is the student’s responsibility to provide transportation to and from that designated point of departure and arrival. Food and Drink We ask that you not eat in class during class time. Beverages are allowed if they do not interfere with classroom activities. Do not interrupt class by preparing lunch before class is dismissed. The microwave, stove, and refrigerator are available to use—giving priority to staff as they are also in the process of preparing for the next class. Each person is expected to clean up after her/himself in the kitchen area.

Breaks Other than lunch break, there is no designated work stoppage. Brief breaks will occur at intervals during class and lab as designated by the instructor of that class. Lunch Break Students will have an hour lunch break daily while on campus. The length of lunch break during clinicals varies with each program. Those wishing to study during lunch may eat in the classroom or in the small therapy room. Please allow staff to set up the lab for the afternoon class. Policy on Drug Awareness Realizing student safety is of great concern to Caddo Kiowa Technology Center the Board of Education adopts the position that the unlawful manufacture, use, possession, sale, distribution, or being under the influence of drugs or alcohol by students on school property or as part of any


school activity is strictly prohibited. Annually, students will given, or made accessible to, a copy of the “Drug-Free School and Campus Program” at CKTC and notified that compliance is mandatory as a condition of enrollment. This program implemented annually includes:

• Conduct and discipline which prohibits drug and alcohol use; • Description of health risks associated with the use of illicit drugs and alcohol; • Description of available drug and alcohol counseling, treatment, and rehabilitation

programs. • Statement of disciplinary sanctions that will be imposed on students for the use of

illicit drugs and/or alcohol; • Drug education and prevention programs will be held throughout the school year as

part of the continuing program. Students must agree in writing to abide by the terms of this policy. Student Organizations

American Occupational Therapy Association (AOTA) Oklahoma Occupational Therapy Association (OOTA) Student Occupational Therapy Association (SOTA), and Health Occupations Students of America (HOSA)

All students enrolled in OTA education are required to join AOTA, OOTA, and SOTA. HOSA participation is optional. Support of our professional organization (AOTA) is regarded highly, and you will benefit from your membership in many ways. All class members are automatically members of SOTA, our Student Occupational Therapy Association. The SOTA Class President must maintain at least a B average to retain the office. Participation by students in SOTA activities is optional. If you plan to put SOTA membership on your résumé, you should be an active participant in SOTA. All students are required to join Health Occupations Students of America (HOSA). Participation in HOSA develops leadership roles and serves to develop advocacy for the occupational therapy profession. Student Grievance Procedure Definition - A grievance is a complaint by any student enrolled at Caddo Kiowa Technology Center whereby the student alleges a violation, misinterpretation or inequitable application of those rules and regulations set forth in the Student Handbook. Grievance Procedure - After all efforts have been exhausted by the parties involved to resolve the complaint, the student shall communicate the grievance in writing to the CKTC campus Title IX Coordinator. The coordinator shall present the complaint to the grievance committee for evaluation and thorough investigation. The Title IX Coordinator, members of the grievance committee, and the student shall be present at the hearing. The committee shall make recommendations toward a resolution of the grievance. If the student is satisfied, the complaint shall be dismissed. If not, the student may appeal to the Superintendent for further action.


Should the committee determine the grievance does not warrant a hearing, the student shall have the right to appeal the decision to the Superintendent. Academic grievances may also be communicated in writing to the Dean of Health Sciences at Southwestern Oklahoma State University.

Student Complaints, Appeals, or Grievances The student should first address the instructor or faculty member regarding the issue under appeal to see if resolution can be obtained at that level. The student should be able to produce examples of extenuating circumstances to be granted an appeal in most instances, i.e. major illness, death in the immediate family, etc. Grades are not subject to appeal. If the student is unable or unwilling to address the issue at that level, the supervising faculty member or OTA Program Director should be contacted. Students should follow this sequence for complaints, appeals, or grievances: Fieldwork Educator (FWE) (if applicable) OTA Faculty OTA Program Director Instructional Leader Assistant Superintendent, CKTC Superintendent, CKTC Associate Dean, School of Health Sciences, SWOSU Dean, School of Health Science and Dean, Sayre Vice President of Academic Affairs, SWOSU President, SWOSU Board of Regents of Oklahoma Colleges

We will work diligently to resolve problems as they arise. All parties (including the student) should make an effort to resolve the matter with the instructor or Program Director before taking it to a higher level. Student Dress and Personal Hygiene Neatness and appropriate dress are important at all times. It is assumed that students who

attend CKTC will exercise mature discretion in regard to their personal appearance and hygiene.

Dress in such a way that respects yourself and others. Extreme modes of dress that cause undue attention, interfere with the educational process or exercise poor taste are discouraged.

Professional dress is required for all field trips and fieldwork. This would exclude jeans, shorts, or midriffs. Other exceptions are at the discretion of the OTA faculty.

Occupational Therapy Assistant students work very closely with patients/clients and other staff members. Good personal hygiene is required. The following guidelines should be followed: Maintain good oral and physical hygiene.


The use of perfume, after-shave, or cologne should be little to none. This is offensive to ill patients. Some facilities may prohibit the use of perfume, after-shave or cologne for this reason.

Avoid heavy makeup. Clothing should be conservative. Hair must be neat and clean. Extreme hairstyles should be avoided. In fieldwork

settings, hair should be out of the eyes and pulled back if longer than shoulder length. Beards and mustaches must be clean and neatly trimmed.

Students must have clean, well-filed fingernails, kept at a conservative length. General Safety Precautions 1. Maintain mature professional conduct. 2. Be knowledgeable of use of all equipment and supplies before attempting to use them. 3. Check all equipment and supplies for defects or damages before use and report all

discrepancies immediately. 4. Handle equipment carefully to prevent injury to yourself or others. 5. Store all equipment and supplies in proper place. 6. Use principles of proper body mechanics when handling patients or objects (e.g., lifting,

pulling, or pushing). 7. Be familiar with various types of isolation procedures and follow established criteria. 8. Use gloves when handling trash, soiled dressings, body drainage, bleeding or blood spills. 9. Notify maintenance supervisor of any hazardous objects or spills on floors or in hallways

immediately. 10. Minimize distractions; concentrate on the procedure being performed. 11. Walk, never run, in rooms or hallways. 12. Stay in your assigned activity area. 13. Report all injuries, no matter how minor, and/or illness to the instructor immediately. 14. Report fire to person in charge of immediate area and follow designated procedure. 15. Any questions about your ability to perform or knowledge of a procedure should be

discussed with an instructor. 16. Equipment must be calibrated annually for OSHA, Medicare approval, etc. Guidelines for Use of Human Subjects in the Classroom (Guest patients and Student Patient Simulators) We believe in the rights and dignity of all people. We will strive to protect all aspects of their participation and create the best cooperative learning environment possible.

1. All subjects will sign a written release form if photographs are requested. 2. Students will hold all information in strict confidentiality. 3. Subjects will be appropriately draped for modesty. 4. The subject will receive information about the treatment procedure and the subject will

have the right to refuse any treatment procedure without penalty. 5. Guest patients will sign a written release of informed consent and will be advised of all procedures. 6. When students participate in treatment, there will be on-site supervision. If safety is

jeopardized at any time, the instructor will intervene.


Felony Related Charges/Convictions A felony conviction may affect a graduate’s ability to sit for the certification exam or obtain state licensure. The National Board for Certification in Occupational Therapy (NBCOT) offers an “early determination” review to individuals with a felony background who are considering entering an educational program. For further information call (301) 990-7979 or visit their website at www.nbcot.org.

http://www.nbcot.org/


SECTION V

POLICIES AND PROCEDURES FOR FIELDWORK CLINICALS


Overview Fieldwork education is designed to provide occupational therapy assistant students with opportunities to integrate academically acquired education with practice. It is during the fieldwork experience that the student can learn, practice and refine skills of observation, evaluation, treatment planning, implementation and communication. In the fieldwork setting the student begins to define his or her future roles as a practicing occupational therapy assistant and can develop the necessary self-confidence and affective characteristics essential to meeting the demands for this challenging field. Fieldwork provides many opportunities for feedback, which promotes professional behaviors and attitudes and clinical expertise. The occupational therapy assistant program requires both Level I and Level II fieldwork experiences. Level I fieldwork is an integral part of the didactic portion of the educational program. Students are exposed to current practice settings such as school-based, hospital, long term care, home health, and/or outpatient clinics to increase their understanding of occupational therapy. Level II fieldwork is the culminating educational experience for the SWOSU/CKTC occupational therapy assistant student. Fieldwork participants: Roles and Responsibilities Fieldwork experience requires that all individuals involved have a mutual understanding of the responsibilities of each person, facility, and organization. The following are recognized roles and responsibilities involved in the fieldwork experience. Responsibilities of the Fieldwork Coordinator (Academic Setting) The Academic Fieldwork Coordinator is the faculty member at the educational institution who is responsible for monitoring the fieldwork experiences. The academic program director may act as the Fieldwork Coordinator or delegate the responsibility to another faculty member. If the responsibility is delegated, final authority and responsibility remains with the academic program director. Responsibilities of the Fieldwork Educator/Supervisor (Practice Setting) Each individual responsible for student training in the fieldwork education center is considered a Fieldwork Educator. As the learning experience moves away from the educational institution and into the fieldwork education center, the titles of individuals responsible for the fieldwork programs are as varied as the individual setting. Fieldwork Educators may also be known as Clinical Educators, Fieldwork Supervisors, or Student Supervisors. Responsibilities of the Student The student is the learner who is enrolled in a course of study at an educational institution leading to a degree in occupational therapy assistant. The student is expected to collaborate with the Fieldwork Educator and the Fieldwork Coordinator to ensure compliance with fieldwork experience requirements.


Background Checks for Clinical Sites One background check on each student is required by clinical sites to protect patients and the general public. Schools reserve the right to repeat background checks if needed. The background checks, dissemination of self-disclosure information, background check results and conviction records, whether in or outside the State of Oklahoma, may be provided to the clinical sites during the completion of the academic program. Clinical sites reserve the right to refuse placement of any student. If a particular clinical site does not accept you, the school will make reasonable accommodations to provide alternative clinical sites that meet program objectives. However, if unable to meet the clinical requirements it will result in not being able to complete the course and policies for dismissal will be enforced. If there are changes present on your record they will be reviewed by the State Medical Board of Licensure and Supervision. They have the right to refuse your application for taking the national licensure exam. If you have a felony charge your application will be denied; therefore, you will be removed from the program immediately.

Drug Screen Policy-10 Panel Drug Test It will be the policy of the Occupational Therapy Assistant Program to utilize an outside agency to collect urine samples. The cost of such testing will be the responsibility of the student. Positive screens will result in immediate termination from the program. At the discretion of the fieldwork site student(s) may be subject to random drug testing. Positive screens will result in immediate termination from the program. COTA Supervision Guidelines For supervision to be successful, it must be a collaborative, ongoing effort between the supervisor and the supervisee, which is reciprocal and contributes to the professional growth of both parties (Ryan, 1992). It must be active and interactive. The document, “Supervision Guidelines for Certified Occupational Therapy Assistants,” stresses the following points (AOTA, 1990): 1. Implementation of treatment is the COTA’s primary role.

2. A COTA may not conduct an evaluation independently or begin treatment before an OTR’s

evaluation. 3. The COTA contributes to the evaluation process by reporting observations, administering

structured tests, and gathering pertinent data. 4. The OTR supervisor “is legally responsible for the outcomes of all occupational therapy

services provided.” 5. “The frequency, amount, and type of supervision indicated will vary with the service

competency of the COTA and the setting and population characteristics.”


6. If the COTA is not provided with adequate supervision, occupational therapy services may be discontinued.

Monitoring and Site Visits Site visits and telephone monitoring are primarily made by the Academic Fieldwork Coordinator, but may be made by any member of the SWOSU/CKTC Occupational Therapy Assistant Program. The purpose of the monitoring is multidimensional and may include, but is not limited to: Student performance evaluation Clinical site evaluation Fieldwork Educator (FWE) evaluation Assistance with implementation of clinical education program Assistance with managing student performance problems Clinical staff education and development

If a site visit is needed, the visit will entail meeting with the student and the fieldwork supervisor both individually and together to discuss the types of learning experiences, strengths and weaknesses of the student performance and strengths and weaknesses of the student’s academic preparation. The discussion will be documented and appropriate information will be shared with the academic faculty.

Removal of a Student from Clinical Rotation Students may be removed from an assigned clinical site at any time during the clinical rotation through a clinical site request to the Academic Fieldwork Coordinator (AFWC). To finish the program, students removed from a clinical site due to poor performance will be required to repeat the complete rotation in another facility, and they may be required to successfully fulfill remediation as assigned by academic faculty. When a student does not successfully complete remediation activities, removal from the program may occur. Students also have the option of removing themselves from the program at this time. All due process procedures will be available to the student in case of removal. Students removed from a clinical site due to clinical site organizational problems will be required to complete clinical time at another facility. The AFWC and the Fieldwork Educator (FWE) (FWCI) will determine the amount of time required to be completed in the new facility. Students will be required to complete the designated competencies for the clinical affiliation regardless of the time required. Students requesting removal from a clinical site will be required to complete the remaining clinical time in the rotation, at a minimum. The AFWC and Program Director may require the student to complete additional time in the new clinical rotation if needed. When students are removed from a clinical rotation, all efforts will be made to place them as soon as possible in a new clinical site, if appropriate. However, if students cannot be placed in a timely manner, the removal may jeopardize continuance in the program on the original time schedule. The offer to continue in the program to complete remediation is at the discretion of the


AFWC and Program Director. Please see the Fieldwork Grievance Procedure for further information.


POLICIES AND PROCEDURES FOR FIELDWORK TERMINATION

Cell phone Usage During Clinical Rotations Students must secure cell phones either in their vehicle or in an area designated by the FWCI while on site. Non-compliance may result in termination of the clinical rotation at the FWCI’s discretion. Students will be required to complete a separate clinical rotation. The time and location will be determined at the discretion of the AFWC. Policy If a student’s conduct disrupts services to patients in any way at the clinical facility or disrupts relationships within the facility, the FWCI or the AFWC may immediately terminate the student’s placement. Explanation Students are considered the guests of the fieldwork site whose primary purpose is patient/client service. If the situation does not appear resolvable, termination may be recommended. Procedure One or more of the following actions may be grounds for immediate termination by the facility or the school. Causes for termination may include, but are not necessarily limited to, circumstances in which: 1. Student performance is in violation of sound patient/client treatment or creates a threat to the

welfare of the patient/client. It is not necessary to show an adverse effect to the patient regarding the quality of care provided by the student.

2. Student behavior creates a concern for the continued relationship between the

SWOSU/CKTC OTA Program and the fieldwork site.

3. Student performance jeopardizes relationships between fieldwork site staff. 4. Student action jeopardizes relationships between fieldwork staff and the patient/client at the

fieldwork site. 5. Student fails to adhere to the department and/or fieldwork site policies and procedures. 6. Student exhibits poor professional judgment, leading to concerns about patient care or

professional ethics. 7. Student demonstrates the inability to apply concepts needed to assess, plan, implement,

evaluate, and communicate a treatment program in Occupational Therapy as practiced at the fieldwork site at the expected level.

8. Student fails to alter unacceptable behavior after counseling and intervention.


9. Student deliberately misrepresents level of competency. 10. Student is absent from the fieldwork rotation more than allowed.

11. Student becomes personally/socially involved with a patient undergoing any form of

treatment at the fieldwork site.

12. Student deceives or attempts to deceive the fieldwork educator or the AFWC in a manner

that affects the trusting relationship necessary to fieldwork performance or the development of professional qualities.

13. Student informs the patient/client or family members of personal disagreement with an aspect

of the patient’s care. 14. Student requests withdrawal from the fieldwork site due to poor health, personal problems, or

perceived inadequacy of the learning experience. 15. Student violation of the OT Code of Ethics. Once terminated, the student may not return to the fieldwork site for future fieldwork experiences. Once terminated, the student or the student’s agent may not harass the fieldwork site, its staff, or any patient/client in any manner. Fieldwork Grievance Procedure When a problem exists between the student and the FWCI, every effort should be made to resolve the issue without school intervention. If school intervention is required, contact the OTA staff as soon as the issue is close to being irreconcilable. At this time, the OTA staff will evaluate the situation and intervene as necessary. If the student is terminated from the fieldwork rotation, OTA staff will evaluate the situation and consult with other faculty as needed to determine if another fieldwork site scheduling is appropriate. If the student is granted another fieldwork site rotation, the student may be required to fulfill an individualized remediation plan before being allowed to start another fieldwork rotation. Students failing fieldwork out-of-state may be required to complete their next fieldwork rotation at a site close enough to monitor students via face-to-face contact between the Fieldwork Educator (FWE) and Academic Fieldwork Coordinator. If a fieldwork rotation is failed for a second time, the student’s individual case will be reviewed. He/she may be withdrawn from the program. A review board will be impaneled consisting of designated staff from SWOSU/CKTC to review the case, if the student petitions the SWOSU/CKTC OTA Department in writing to have the case reviewed. The review board will make the final decision.


Clinical Attendance: Fieldwork I There will be one (1) excused absence allowed for clinical time per semester if:

1) You have a doctor’s note with you on the first day that you return to class. 2) There is a death in your immediate family (parents, siblings, grandparents). 3) In times of inclement weather, you must call your Fieldwork institution and have it

cleared with them. You must call the Fieldwork site’s OT Department to report the absence before 8:30 am for it to be considered excused. It is your responsibility to bring documentation to the Fieldwork educator for absences you wish to be considered excused. Any exceptions to the attendance policies are subject to review by the Academic OTA Program Director. Clinical Attendance: Fieldwork II Students are required to notify the immediate supervisor prior to assigned starting time that you are going to be late or absent. Failure to do this will result in dismissal from the assigned Fieldwork II experience. Absences of more than eight (8) hours must be made up or the student will receive a failing grade and be dismissed from the fieldwork experience. Students are responsible for arranging make-up hours. Failure to do so will result from dismissal from the OTA program. The allotted eight (8) hours should be used only in cases of extreme illness or emergency. If determined by the fieldwork site that the eight (8) hours are unexcused, all time must be made up (i.e. problems with transportation, over-sleeping, day care, etc. are considered unexcused tardies or absences). All clinical absences will be made up. Fieldwork Educator (FWE)s do not excuse clinical absences. Only the OTA Program Fieldwork Coordinator or the OTA Program Director will excuse absences. EVALUATION AND GRADING METHODS Fieldwork IA Students must receive a grade a 70% or higher on all performance evaluations in order to pass this course, as well as a 70% minimum overall score. Assignments 40% Performance Evaluation Form 60% 100%


Fieldwork IB Students must receive a grade of 70% or higher on each performance evaluation in order to pass this course, as well as 70% minimum overall score. Assignments 40% Performance Evaluation Form 60% 100% Fieldwork IIA and IIB Students will be evaluated based on the AOTA Fieldwork Performance Evaluation. Each student is evaluated twice during each fieldwork rotation: at midterm and at completion. If the mid-term evaluation indicates the student’s performance is unsatisfactory, a remediation plan must be designed and implemented. The Fieldwork Coordinator and Program Director will assign the final grade for the fieldwork experience based on the results of the final evaluation. Students must submit their self-evaluation and the evaluation of the fieldwork facility completed by the student to receive a grade. Students are required to earn at least a “C” to successfully complete each fieldwork experience. Students may repeat only one of the two Level II fieldwork experiences. Repeating the fieldwork experience will be at the discretion of the OTA Program Fieldwork Coordinator and Program Director. (Student must complete all fieldwork IIA and IIB experiences within 18 months of completing academic coursework). We hope that you will enjoy your fieldwork rotations! Clinical Dress Code You must adhere to the following guidelines: Students not dressed in appropriate attire may be dismissed at the discretion of the site’s Fieldwork Educator (FWE). Exceptions to the dress code may vary from clinical site to clinical site. You should be aware of the dress code for your rotation before it begins. Contact the Fieldwork Educator (FWE) before the rotation starts. Listed below are required at all sites: 1. Nametags must be worn at all times in full view.

2. Chewing gum is not allowed when the student is working.

3. Clinical attire should be neat and clean. Students are not allowed to wear jeans in the clinical

setting. Dress pants and blouse or shirt are usually considered acceptable. 4. Tobacco products are not allowed in the clinical setting.

5. High-heeled shoes are not appropriate. Tennis shoes are allowed at the discretion of the

clinical site. Flat or low-heeled street shoes with closed toe and heel are always acceptable.


6. Carry a transfer belt and latex gloves on your person or within reach at all times (as appropriate to the facility to which you are assigned).

Immunizations Students will not be allowed to enter clinical sites without ALL required immunizations. It is the student’s responsibility to see that the AFWC has copies of shot records, physician’s statements, and health records on file BEFORE the beginning of clinical rotations. The OTA Academic Fieldwork Coordinator will assist you in this process. Communicable Illness Caddo Kiowa Technology Center has great concern for the health of students and staff in the district. Any person with knowledge of suspected or confirmed cases of communicable disease should report this information to the appropriate personnel. Any health education program on campus has the obligation to our clinical affiliations to postpone clinical rotations for students with communicable diseases to ensure patient/client safety. Students affected by this policy will be allowed to resume any clinical experience once communicability of the illness has ended, as determined by medical personnel. Universal Precautions Guidelines for Health Care Workers Since medical history and examination cannot reliably identify all patients infected with HIV or other blood borne pathogens, blood and body fluid precautions should be consistently used for ALL people and patients. This approach recommended by the Center for Disease Control and referred to as “universal blood and body fluid precautions” or “universal precautions” should be used in the care of ALL patients, especially those in emergency care settings in which the risk of blood exposure is increased and the infection status of the patient is usually unknown. All health care workers must routinely use appropriate barrier precautions to prevent skin and mucous membrane exposure when contact with blood or other body fluids or any patient is anticipated.

1. Gloves must be worn for touching blood and body fluids, mucous membranes or non-

intact skin of all patients. 2. Gloves must be worn for handling items or surfaces soiled with blood or body fluids. 3. Gloves should be available at the nurses’ station or in the vicinity, and they should be carried

on the persons of health care workers. 4. Gloves must be changed and hands washed after contact with each patient. 5. Masks and protective eyewear or face shields must be worn during procedures that are likely

to generate droplets of blood or other body fluids to prevent exposure of mucous membranes of the mouth, nose, and eyes.

6. Gowns or aprons must be worn during procedures that are likely to generate splashes of blood or other body fluids.


Hand and other skin surfaces must be washed immediately and thoroughly if contaminated with blood or other body fluids. Hands should be washed immediately after gloves are removed. Protective devices should be used to resuscitate patients. Mouthpieces, resuscitation bags, or other ventilation devices should be used to resuscitate patients in areas in which the need for resuscitation is predictable to minimize the practice of mouth-to-mouth resuscitation. Health care workers who have exudative lesions or weeping dermatitis should refrain from all direct patient care and from handling patient care equipment until the condition resolves. Pregnant health care workers are not known to be at greater risk of contracting HIV infection than health care workers who are not pregnant. However, if a health care worker develops an HIV infection while pregnant, the infant is at risk of infection resulting from perinatal transmission. Because of this risk, pregnant health care workers should be especially familiar with, and strictly adhere to, precautions to minimize the risk of HIV transmission. Reporting Suspected Exposure to Blood Borne Pathogens In the clinical setting, students who suspect they may have been exposed to blood borne pathogens should immediately report such exposure to their Fieldwork Educator (FWE) or facility department head. The facility policies will then guide you as to what direction to take, such as an incident report, vaccinations available, etc. HIPAA Students should be aware of the importance of complying with all relevant state and federal confidentiality laws, including the Health Insurance Portability and Accountability Act of 1996 (HIPAA), to the extent applicable. In addition, SWOSU/CKTC agrees to provide students and faculty with training in the requirements of the privacy and security provisions of HIPAA and ot advise them of the importance of complying with Facility’s policies and procedures relative to HIPAA. This information will be disseminated prior to students beginning any of their required fieldwork (Level I and Level II). Students will be required to document in writing that they have received, read and understand the significance and meaning of PHI, and the consequences of inappropriate use of PHI. An integral part of the occupational therapy assistant educational experience is having access to Protected Health Information (PHI) of the patients under your care. Maintaining the confidentiality of patients is a legal matter as well as an ethical one. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) provides very specific guidelines to protect the privacy of patients and outlines the penalties of violations of that privacy. Students will be provided with training in the requirements of the privacy and security provisions of HIPAA and will be required to pass a test with a score of 100%, ensuring that each student understands the HIPAA policies and procedures.


Confidentiality in the Clinical Area During Fieldwork 1. To receive information from charts, please speak to your Fieldwork Educator (FWE) first.

Medical charts are strictly confidential and are not to be viewed by unauthorized persons. Any pertinent information needed will be provided students and staff under the Fieldwork Educator (FWE)’s supervision.

2. Give no information to parents or visitors about patients. Refer ALL questions to the

Fieldwork Educator (FWE). 3. Do not give information over the telephone about patients, such as admissions information or

other matters. Take a number and name and refer it to the Fieldwork Educator (FWE). 4. Do not give employee phone numbers or addresses to anyone. Have the employee contact

the inquiring person. 5. Patients must give written consent to have their pictures taken. Any request to take a picture

must be approved through the Fieldwork Educator (FWE). 6. If there is a stranger on the unit, refer them to the front office. Do not hesitate to ask them if

you can help them or refer them to an appropriate person. If at any time you have a question about a stranger, do not hesitate to bring the person to the attention of a nurse or the administrative offices.

7. All information you may receive as a student concerning patients must be keep in strict

confidentiality. 8. When other persons are present such as parents or visitors, avoid discussing private

information about patients with co-workers. 9. Any patient information obtained for classroom assignments will be confidential within the

classroom setting.

10. You are expected to follow all facility rules and regulations. Please obtain information about the facility from your Fieldwork Educator (FWE).

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