8. Types of Teams in Healthcare
• Multi-disciplinary
• Trans-disciplinary
• Interdisciplinary
T
E
A
M
W
O
R
K
9. Professional Development &
Continuing Competence
• Maintains current
knowledge of
legislative, political,
social, cultural, societal,
and reimbursement
issues that affect clients
and the practice of OT
• Must be knowledgeable
about evidence-based
research
AOTA. (2003, May). Professional development tool.
Bethesda, MD: AOTA. Retrieved January 15, 2016 from
http://www.aota.org/pdt.
Today’s Agenda:
Professional Role & Responsibilities (O&H Ch. 7)
Career Development
Levels of Performance
Supervision
Standards of Practice
Service Competency
Teamwork and Relationships
Professional Development
Professional Communication
CHAP. 7 in O&H
What role is most commonly assumed by an OT practitioner entering the field? Direct client care (p. 56)
Ten add’l roles potentially held by OTs and OTAs – Table 7.1
Often, OT pract. function in >1 role at a time
Three ways it occurs:
P. 56
On what is an individual OT practitioner’s level of performance based?
Pg. 57 (O&H)
Specialized roles in and outside of the profession
Specialty certification – see p. 65
Pros and cons for seeking?
“OTAs need to be supervised appropriately according to state practice acts, regulations, and organizational policies” (AOTA, 2010).
Supervision is “a cooperative process in which two or more people participate in a joint effort to establish, maintain, and/or elevate a level of competence and performance. Supervision is based on mutual understanding between the supervisor and the supervisee about each other’s competence, experience, education, and credentials” (AOTA, 2009, p. 797).
The purpose of supervision is – (1) to foster growth/development; (2) to promote effective utilization of resources; (3) to encourage creativity and innovation; and (4) to provide education and support to achieve a goal. (AOTA, 2004). “Within the scope of occupational therapy practice, supervision is a process aimed at ensuring the safe and effective delivery of occupational therapy services and fostering professional competence and development” (AOTA, 2009, p. 797).
“Based on their training, OTA’s must receive supervision from an OT to deliver OT services. OTA’s deliver OT services under the supervision of and in partnership with OT’s. OT’s and OTA’s are responsible for collaboratively developing a plan for supervision” (AOTA, 2009, p. 797).
Requirements for the amount and type of supervision occur across a continuum and are dependent on several factors, including:
State practice acts
Guidelines established by insurance companies and other payers
Facility, institutional, or practice setting-specific regulations
Experience and competency skill level of the OT assistant
Complexity and condition of the clients
Number of clients
Type of setting
Job responsibilities
P. 62
Teamwork involving multiple disciplines is increasingly emphasized in health research, services, education and policy. The terms multidisciplinary, interdisciplinary and transdisciplinary are increasingly used in the literature, but are ambiguously defined and interchangeably used. This paper is the first of two in a series. It discusses the definitions, objectives, and evidence of effectiveness of such teamwork.The three terms refer to the involvement of multiple disciplines to varying degrees on the same continuum. The common words for multidisciplinary, interdisciplinary and transdisciplinary are additive, interactive, and holistic, respectively. With their own specific meanings, these terms should not be used interchangeably. The more general term "multiple disciplinary" is suggested for when the nature of involvement of multiple disciplines is unknown or unspecified. While multiple disciplinary teamwork is appropriate for complex problems, it is not always necessary in every single project. Not every health project needs to involve multiple disciplines. Several questions can help in deciding whether a multiple disciplinary approach is required. If multiple disciplinarity is called for, eight strategies to enhance multiple disciplinary teamwork are proposed. They can be summarised in the acronym TEAMWORK - Team, Enthusiasm, Accessibility, Motivation, Workplace, Objectives, Role, Kinship.
Guess what the letters stand for (related to effective teamwork)
http://www.aota.org/pdf
p. 64
Prof. Development Portfolio assignment
Service learning vs. volunteerism
Prezi:
http://prezi.com/8vwvv9l4dbby/?utm_campaign=share&utm_medium=copy&rc=ex0share
Active Listening handout
Goldilocks tasks are ones that are not too difficult and not too easy. If a task is too easy, people—whether they're children or adults—will get bored. If it's too hard, they'll get anxious or frustrated. You want that sweet spot, where something is within our range of challenge—not too easy, not too hard, but just challenging enough that we're engaged and being pushed to a slightly higher level. Those moments are some of the most optimal experiences in human existence—what Mihaly Csikszentmihalyi called flow. In flow moments, we lose a sense of ourselves, we're in the moment, and we're deeply engaged.
We need to create more of those moments in school. If you're doing something easy, you're never going to improve; if you're doing something too hard, you're not going to succeed, so you won't improve that way either. But if you have a Goldilocks task, you're much more likely to move toward greater mastery.
The problem is, the degree of standardization in school works against Goldilocks tasks. What's going to be a Goldilocks task for me isn't going to be a Goldilocks task for you. What's more, I may need a more challenging Goldilocks task in algebra than in Spanish. Standardization is an extremely blunt instrument: The work is going to be too easy for some people, too hard for others, and a Goldilocks task for only a few.
What is the primary role of an entry-level OT practitioner?
Where can the responsibilities of OT practitioners (OTs and OT assistants) be found in writing?
What are the 3 levels of performance through which OT practitioners progress as they gain experience?
Compare and contrast the 3 different types of teams with which OTs are often involved.
Identify examples of things that could serve as barriers to a successful supervisory relationship.
