, again

town that's called

note

use

sometimes

ind, s

Despite all my concerns

elope,

However,

As I progressed during my rotation, during the last few weeks

corrections on

or

Welcome

second

swinging

when overstimulated

comments

everyone

ctor, howe

I gave him a “special” box that he could put the nerf bullet in and allowed it to stay on the table so that he did not feel like it was taken away, but it was no longer going to interfere with his ability to participate.

e, h

caregivers

​In this profession it is important to always keep the client’s occupation, values and beliefs in mind when creating treatment plans. When completing my adults outpatient rotation I always made sure to ask lots of questions regarding the client’s job and leisure activities to help develop a thorough occupational profile. I would use this information to then create treatment plans that were meaningful to the client. There were also occasions where I would give home exercise programs to clients and if there was an item needed for the exercises that the clinic could not provide, I would work with them to find an item that they had at home that they could use rather than suggesting they go and purchase an item to be respectful of different socioeconomic statuses. Below I have included a screenshot from my final fieldwork performance evaluation from my outpatient adults rotation that shows I received a four on my final for respect for diversity factors.

care.

stack 4 or more blocks

understanding

Dynavision

my FWE told me how impressed she was that I was able to do so! 

With lots of generational difference jokes, he

therapist

I remember after transferring an individual who had a history of spinal stenosis and had undergone a stroke was so surprised I was able to support him enough to complete the transfer.

he was playin

write an articl

,

Family Guided Routines Based Intervention

my perspective

situation

" bu

With the guidance and close direction of my FWE,

g stretches.

ethical dilemma

even though she was not hurting him with malicious or harmful intent

ss li

ce, but one

f my FWEs. 

My level II fieldwork rotations were very different in the sense that age population and diagnoses varied, but were similar in that I utilized appropriate assessments and client interviews to gather information and create plans of care to promote overall health and wellness with the use of activity analysis and occupation- based direct services.

functional play skills!

praised my consistency

,

to be compared with late

While at Encompass Health, there were several programs that therapists were in charge of (hip fracture, stroke, brain injury, amputation, etc.)

Maslow's hierarchy

plastic dart board

simulated grocery store

basic meal planning template

occupations each day.

play and social interactions.

RESUME

national associations

happy medium.

as successful

nighttime extension splint

 One specific client

workplace.

remember working with a student in the school system, and

it can show

in replacement of honest

so I always made physical activity a priority sometime

Being aware of this weakness allowed me to grow in that moment and help form me into an OT who this may not be a weakness for long

essions

She knows her anatomy and implements that into her evaluation process. Megan quickly understood the purposes of special testing for the wrist and shoulder. She is able to perform special tests on patient's wrists to determine what may be the cause of their pain.”

Exceptional. Applies immediately and never needs repeating”

constructive

At the end of both rotations, I provided my educators with feedback they could use for future students. At the end of my last rotation,

s

 During my level 2 fieldwork rotations, I have been

presenting an Inservice

“Megan has a good understanding of basing intervention plans around the patient’s occupation”. My other fieldwork educator in the school system stated, “Megan is very client centered in her approach”.

Indiana Hand Protocol, the Diagnosis and Treatment Manual for Physicians and Therapists, and the Hand and Upper Extremity Rehabilitation books

the best care

Megan is very advanced in her understanding of the evaluation process. Hand therapy is a specialized field and there is a lot to learn. Megan quickly understood the purposes of special testing for the wrist and shoulder. She is able to perform special tests on patient's wrists to determine what may be the cause of their pain. She is utilizing protocols and research to determine progression of treatment plans.”

However,

professionalism

once told me about clients writing performance evaluations during their treatment sessions writing

educators saying, “Megan is dependable and prepared. She has had to show a tremendous amount of flexibility these last six weeks and has taken on the challenges given to her” on one occasion.

at this setting

for

ts,

experiences, I have strived t

conveying the best needs for my clients to ensure

meetings and because

Megan has had the opportunity to work with a variety of cultural, beliefs, and socioeconomic backgrounds. She treats all with dignity and respects and invests time in understand what is important and valuable to others”

s when

that was also productive for her to continue to promote

story

Megan is able to use a variety of models to support a child”.

,

He is so knowledgeable about animals, and I have used animals show how, some way in every session because it motivates him.

work

You don’t only need to

A lot of students we have, we are just working on engagement with them.

entire clinic

he

practice on me

confidence that just migh

    I have always wanted to provide anyone I am around with

strived

lifestyle

strength

Megan is very good at communication in both verbal and nonverbal manners. It has been noted from staff she works with her pleasant nature. She has even communicated in Spanish with a patient and his family”

lifespan.

this

I2

ABOUT ME 

grew up in a

Resum

​During my time at PBPRI, I demonstrated the ability to apply the domain of occupational therapy into all aspects of client care. In evaluating and gathering information, I focused on asking questions in a cautious, respectful way to ensure client-centered care. When intervention planning, I focused on considering client factors, occupations, contexts, performance patterns, and performance skills. When working with one client in particular, I had to consider several factors. This client had muscular dystrophy and was unable to work due to the progression of the disease. The client expressed that she was applying for financial programs but currently relied on family to provide for her needs. She disclosed that their income was limited and that she felt uncomfortable asking for help. Many of my intervention ideas focused on using adaptive equipment for increased engagement in occupations. I had to consider her financial situation prior to recommending several types of equipment that she may not have been able to afford. I spoke with my clinical instructor (CI) about resources for free or discounted equipment. Our clinic was able to provide a free universal cuff that the client used for writing, feeding, and grooming and a button hook for dressing. This client expressed her gratitude as she was able to journal again and wear her favorite shirt with the use of this equipment. We were also able to put the client in contact with a facility that provided free equipment to those in need. By considering her financial situation, I was able to tailor my sessions to providing client-centered care for this client while finding solutions to barriers in occupational engagement. With this client, I had to consider her physical condition, contexts, and financial situation to provide the most beneficial therapy. 

students s

,

,

text, but instead, he

activity, however, by taking this risk, we

was able to assist in correcting it as well.

because of its

situation arises within outpatient clinics often

!

,

As this student did not attend the school I was at,

,

My CI has commented on my ability to change the activity depending on the direction of the session throughout my time at GMSD and always appears to be impressed.

As a Level II Fieldwork student,

Through my consistency at OTF

Although this sounds like a huge challenge,

to me, but at PBPRI, I no

In reflection, I also acknowledged strengths within my treatment planning.

Through identifying this weakness, I was

weaknesses.

When brainstorming treatment session ideas, I preferred

,

,

to myself

,

,

strived

schedule of

,

,

determined progress independently

ave become

!

,

occupation-based intervention!

made to

strive m

My CI and I decided to spend our treatment time introducing a home exercise program, adaptive equipment, and other compensatory strategies for carry over into daily life

PBPRI,

student, so I

During my rotation, several cultural holidays passed such as Halloween, Thanksgiving, Hanukkah, and Christma

GMSD

e c

a Gross Anatomy Teaching Assistant. 

,

a second year student of occupational therapy

second

Explore this portfolio

for

,

empower

need.

clients.

webinars

during their placement.

screenshot

nursing setting. 

and constantly monitored

I unfortunately was able to witness another therapist use these meetings as excuses not to see every student. 

OTL/R

potential. 

A

consult and collaborate

During

you

transportation. 

,

My

second

Uncle

second

parade.

Collaborates

-verbally

iPad with Language Line Solutions

friends.

!

is

progress

together. 

Sometimes, in a student-mentor dynamic, it can be intimidating to provide feedback because the mentor seems like they know so much more than the student, due to having more clinical experience and practice.

clients.

.