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    Occupation-Based Reflection

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    Madeline reflects that while she learned about occupation-based practice in class, she did not fully understand it until applying it during her Level IIA fieldwork. Her fieldwork educators challenged her to think creatively about occupation-based interventions for each patient. Throughout her time at Touro University Nevada, she developed intervention plans for various classes, which prepared her to apply her knowledge during fieldwork. She is now confident in her ability to utilize occupation-based practice in any setting to optimize patient outcomes.

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    Occupation-Based Reflection

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    Madeline reflects that while she learned about occupation-based practice in class, she did not fully understand it until applying it during her Level IIA fieldwork. Her fieldwork educators challenged her to think creatively about occupation-based interventions for each patient. Throughout her time at Touro University Nevada, she developed intervention plans for various classes, which prepared her to apply her knowledge during fieldwork. She is now confident in her ability to utilize occupation-based practice in any setting to optimize patient outcomes.

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    Madeline reflects that while she learned about occupation-based practice in class, she did not fully understand it until applying it during her Level IIA fieldwork. Her fieldwork educators challenged her to think creatively about occupation-based interventions for each patient. Throughout her time at Touro University Nevada, she developed intervention plans for various classes, which prepared her to apply her knowledge during fieldwork. She is now confident in her ability to utilize occupation-based practice in any setting to optimize patient outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    76 views2 pages

    Occupation-Based Reflection

    Uploaded by

    api-264481356
    Madeline reflects that while she learned about occupation-based practice in class, she did not fully understand it until applying it during her Level IIA fieldwork. Her fieldwork educators challenged her to think creatively about occupation-based interventions for each patient. Throughout her time at Touro University Nevada, she developed intervention plans for various classes, which prepared her to apply her knowledge during fieldwork. She is now confident in her ability to utilize occupation-based practice in any setting to optimize patient outcomes.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Madeline Dunlap

    Occupation-based Practice: Final Reflection


    I never fully grasped the true meaning of occupation-based practice until I
    had to apply it every day to multiple patients with varying diagnoses on my Level
    IIA fieldwork. Although we spoke about it often in class, had papers and
    presentations on the topic, and had the opportunity to apply it to standardized
    patients, it was still challenging to fully understand the concept and individualize it
    to each patient until being faced with realistic situations. Additionally, my fieldwork
    educators forced me to really think outside of the box and consider the use of
    occupation-based interventions through the development of intervention plans as
    my homework and grading each intervention up and down to meet each patients
    needs for the just right challenge. This was difficult for me during my first few
    weeks, but after developing multiple intervention plans for many of my patients, Id
    like to think I became pretty proficient at it.
    Throughout my time at Touro University Nevada (TUN), I have also had the
    opportunity to develop this concept over six semesters from the very first
    occupational analysis and intervention plan for Dr. Martins class, to Dr. Laus
    pediatric class of developing intervention plans and goals for a child with autism, to
    writing an occupational profile and intervention plan for both Dr. Martin and
    Professor Wrightsman in third and fourth semester, I truly believe that is why I was
    so prepared to take on my first Level IIA fieldwork. I was then able to take all of the
    knowledge that I had acquired at TUN, and apply it every day to six to eight patients
    over a 12 week period. This will help prepare me for my Level IIB fieldwork
    placement as well as when I become an entry level practitioner. Prior to my studies
    at TUN, I never felt as confident as I am today to explain and advocate what

    Madeline Dunlap
    occupational therapy is and the efficacy behind why we strive to do occupationbased interventions for all of our patients.
    Now, with the experience that I have gained over the last six semesters, I am
    confident in my abilities to utilize occupation-based practice at any setting with
    every patient to optimize functional outcomes. As noted in my experience at
    HealthSouth, working with a patient post-stroke from the initial evaluation all the
    way through his discharge from the hospital, I was able to obtain an occupational
    profile through a holistic viewpoint of the patient. This influenced the creation of
    occupation-based goals and intervention planning. An accumulation of the
    knowledge I have gained about the importance of occupation-based practice truly
    prepared me for this real life experience. My professors have done a great job
    outlining what this concept truly means and it has forced me to be creative and
    innovative when formulating treatment plans.

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