1. Advocates for clients who have been neglected or underrepresented in the system.
During one of the first couple of weeks in acute care, I evaluated a patient that had been neglected by her family and was very sick. I saw her for treatment sessions a few times and I gave her the best care that I possibly could since she hadn't received that kind of care at home. I had many discussions with my fieldwork educator as well as the physical therapists I typically worked with, and advocated for her to receive both physical and occupational therapy in order to increase her independence and facilitate healing.
2. Fulfills commitments to the professional community.
During both of of my fieldwork rotations, I was always punctual and reliable at work. I saw all of my patients that were scheduled and completed all of my documentation prior to leaving for the day, even if that meant staying late. I would do whatever I needed to do in order to help nurses care for the patients that I was also seeing, and I was willing to lend a helping hand.
3. Represents the unique perspective of occupational therapy when participating in inter-professional situations.
In acute care, I frequently completed co-evaluations with physical therapists. During the evaluations, the physical therapists were typically focused on evaluating gait and balance, while I was focused on looking at how patients were able to complete their ADLs. There were many cases where I would discuss with the physical therapists how to adapt our evaluation in order to assess how much assistance the patient needed to complete their ADLs. I would also communicate with the physical therapists ways to simulate ADLs and functional transfers during the evaluation. With many patients, I would simulate a tub transfer by asking them to perform standing marches, and I would explain to the physical therapist why I asked to patient to complete them.
4. Assumes responsibility for professional behavior and growth, in accordance with AOTA standards.
I am naturally a self directed learner and I learn best when I am able to work hands on with a patient. At the beginning of my acute care rotation, I took great initiative and started helping with patients and chart reviewing by my second day. I assumed responsibility for my own professional behavior and growth and learned from my educator as well as teaching myself along the way. One way I assumed responsibility for my own growth is by downloading an ASL app called "Lingvano" that gave demonstrations of how to communicate in sign language. Many patients that I worked with in outpatient pediatrics were non-verbal and used sign language and many of the adults with tracheostomies that I worked with in acute care used sign language as well.
5. Functions autonomously and in a broad array of service models. My two level II fieldwork rotations were very different from each other. My first rotation was in outpatient pediatrics and my second rotation was in acute care with adults. I was challenged to be able to switch service models and outlooks when starting acute care. During both of my rotations, I was able to be independent in my evaluations, treatments, and documentation. I grew in my skills of adaptability and learned how to function autonomously in two very different settings. During my pediatric outpatient rotation, I typically used frames of reference such as: developmental frame of reference, Neuro-developmental treatment, and sensory integration. During my acute care rotation I used frames of reference such as: biomechanical, rehabilitative and occupational adaptation.
6. Upholds the AOTA Code of Ethics in practice.
Throughout both of my level II rotations, I upheld all of the AOTA Code of Ethics. I deeply cared for the well-being of all of my patients and provided them with the best care I possibly could. I kept all patient information confidential and treated all patients as equals. I let each patient direct their own care and I focused on their goals during sessions. When I would go in to see patients for a treatment, they sometimes would say that they were hurting too badly or too fatigued to walk or practice transfers. I would meet them where they were at, and adapted the treatment session by completing mobility and simulated ADLs while in the bed.
7. Serves as a role model for honesty, integrity, and morally grounded decision making.
While I was at Baptist, a level 1 physical therapy student started at Baptist a few weeks into my rotation. She sat near me in the department and would ask me questions regarding chart reviewing, patient care, and decision making. I would guide her in her decisions and would answer all questions that she had. I was able to complete a co-evaluation with this student as well. I led the session and helped her along the way and we discussed the therapeutic decision making after the evaluation.