ABOUT ME 

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​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. 

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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,

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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

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When brainstorming treatment session ideas, I preferred

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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

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student, so I

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

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

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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.

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For example, during my initial evaluation when I went to introduce myself to one of these clients, he was convinced

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 Of course I grew frustrated and impatient, but I had to remain calm maintain

Despite her consistent refusal and inappropriate things she said to me that I may not have agreed with, I remained professional with this patient

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the more anxious she gets her O2 sat would drop significantly

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This meant adapting to and keeping up with the fast paced environment of the acute care setting. This includes seeing patients efficiently with evaluations, treatments, and documentation; as well as effective communication between multi-disciplines and families of the clients I work with daily. This also entails handling the patient's lines. At this time, I feel like I have met my goals, but progress can still be made. More experience will only further enhance my skills.

,

Conventionally,

continued education

endured

mentoring students, performing research, publishing, presenting and/or teaching

ion, intervention, and

external clinical evidence

During my time at the University of Tennessee Health Science Center, I attended many Journal Club Roundtable Meetings held on behalf of Pi Theta Epsilon (PTE).  These meetings entail open discussion of one journal article each month where students are encouraged to participate in the discussion, and review the chosen article.  One meeting in particular, they held a session about utilizing APA format and how to cite correctly.  I appreciated this experience and grew as I continued to attend these meetings.  I will continue to grow in hopes of cultivating a strong identity as an evidence-based practitioner.

Every day someone is in the hospital, lying in a bed, their bodies are getting weaker.  The way the client's body was functioning prior to admission into the hospital, is not the same anymore.  

autonomously and effectively in a broad array of service models

responsibility for professional behavior and growth

During my time at Baptist Memorial Hospital, for my Level II B fieldwork rotation, I had the opportunity to see a variety of healthcare professionals fulfill their commitments to clients each day.  In particular, healthcare practitioners engage in ethically grounded practice. Therapists carry around clipboards with their notes taken from chart reviewing, evaluations, and interventions.  When we set our clipboards down, we always make sure to flip them over so that patient information is not easily available for others to see.  This is just one of the many ways ethically grounded practice is practiced at my fieldwork site.

For my inservice project, I decided to create a document with translated English to Spanish medical terms and phrases that could be used in evaluations and treatment sessions. This document may serve as a beneficial communication tool for therapists to utilize with clients who are Spanish speaking. This tool is to serve as an additional, more efficient, tool and not in place of interpreters.

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PLOF in ADL/IADL,

We utilized theraband and items with twist tops for the client to manipulate

precautions.

I had to educate the patient and her spouse on spinal precautions; as well as how to adhere to them while engaging in functional tasks. During the evaluation I provided education as well as a handout regarding spinal precautions, including things he could do and things he should avoid for 6-8 weeks. 

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One example of how I was able to empower one my clients was a

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I believe this is an example of the confidence I bring to each treatment session with each client. I believe this shows my functional self-confidence and self-assurance when working with each client.

I was working at

way.

Quickly after my observation,

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positive and applicable

I was also able to present this information and educate

While completing my first level II fieldwork in an inpatient psychiatric unit, I was able to present and educate a variety of healthcare professionals on the importance of assertiveness training. I accomplished this through presenting an inservice presentation about assertiveness training for healthcare professionals working in an inpatient psychiatric settin

An example of this is provided from my discussion boards from my fieldwork rotation in hand therapy. Below, I describe working with an individual who is a blackjack dealer. I was able to gather this information from the initial evaluation. From that point, we set goals she would like to accomplish, her main goal being returning to work full time/full duty. After her goals were set, I was able to implement occupational therapy interventions with her during each session. All in all, this client was very pleased with her progress and was highly complimentary of our services. 

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Similar to the other student,

I attempted to encourage this group member that this time would be different, we were available to help him, if he wanted.

treatment after treatment

One group member I vividly remember expressed during

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inspire

One example of this topic I experienced while completing my first Level II fieldwork rotation in an inpatient psychiatric setting. I lead

I found this to be empowering, because with simple, yet effective group discussions, these clients were able to change their mindset, thus altering their engagement in meaningful occupations.

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she expressed to me how difficult it had been because she was unemployed secondary to her injuries, did not have adequate income to pay for medical care, and was uninsured, so she could not receive adequate treatment for her health problem

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While collaborating with PT, I brought this to attention that the

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I was working within a college town which brought people from all over, as well as being able to serve the surrounding rural areas