At TeleVine, I am specialized in outpatient pediatrics, school-based OT, virtual OT, and travel OT. I have used assessments, including The Child Sensory Profile 2, and The Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition. I work with families, healthcare professionals, and school based professionals to develop goals necessary for children to succeed.

This is my second level II fieldwork placement in occupational therapy. This setting is a placement in mental health. I have only been a student for a few weeks. Some of the diagnoses that I've been working with include PTSD, eating disorders, borderline personality disorder, and schizophrenia/schizoaffective disorder. So far, I reviewed a few occupational therapy assessments related to mental health. These assessments include the interest checklist, ACLS, and the site's interview form. I have observed and assisted in group therapy sessions. I am beginning to collaborate with other members of the treatment team to create fun and engaging group therapy sessions. Finally, I've been following patient safety procedures, including counting sharps, and materials brought into group therapy, and keeping track of clients before and after sessions. At the end of my placement, I will be sharing a case study with the entire OT department.

This was my first level II fieldwork placement in out-patient hand therapy. Some conditions I got to work with include trigger finger, Dupuytren's contracture, de quervains tenosynovitis, arthritis, lateral epicondylitis, and carpal tunnel syndrome. Many of our treatments involved increasing strength, range of motion, and overall performance of the hand. I utilized modalities with patients to reduce pain and hypersensitivity of the hand, including ultrasound, paraffin, fluidotherapy, and whirlpool. I created treatment plans focused on increasing strength, endurance, and range of motion of the upper extremities. I evaluated patients using standardized and nonstandardized assessments to get a better understanding of their condition or difficulty with functional performance. These assessments included goniometry, dynamometer, pinch meter, 9 hole peg test, Minnesota Manual Dexterity Test, and the Upper Extremity Functional Index (UEFI). I recorded evaluations, treatment sessions, and plan of care updates using an electronic documentation system (EPIC). Also, I practiced creating custom-fabricated orthoses with my fieldwork educator. Finally, I provided patients with home exercise programs appropriate for their condition.

I assisted students at Gwynedd Mercy University with everyday activities, including schoolwork, social participation, and organization. I assisted in planning meetings with students to ensure their learning environment is supportive and suited best for them. Finally, I attended classes with students to assist them with assignments and projects.

This was my third level I fieldwork rotation with the older adult population in a rehabilitation setting. I worked with clients at Fighting Back Scholarship to improve their functional performance and reach their goals. I collaborated with members of the Fighting Back Scholarship team to create treatment plans for clients based on their goals. Finally, I utilized standardized and nonstandardized occupational therapy assessments.

This was my second level I fieldwork placement with the adult population. This setting focused on mental health of the adult population. I collaborated with other professionals in mental health to organize the schedule for the club house. I organized activities and programs for members of the club house to follow. Finally, I assisted with clerical tasks, including filling out paperwork, creating flyers, using printers and computers.

This was my first level I fieldwork rotation in occupational therapy. I reviewed standardized and nonstandardized occupational therapy assessments for school-aged children. I observed treatment sessions focusing on different areas of occupations. I got the opportunity to assist in planning group therapy sessions for school-aged children. Lastly, I worked with other important members of the school district to collaborate treatments for students.

I helped students, university faculty, and parents with questions regarding tutoring or disability services by email and phone. Assisted faculty by taking messages, making scans and copies from a copy machine, and directing students to their appointments. I demonstrated to students and university faculty how to utilize Zoom during remote learning. Finally, I used Canva to create designs advertising the tutoring services available.

I actively listened to residents and recorded what each resident would like for their meal. Communicated resident meal requests with the dietary and nursing staff. I recorded the amount of fluid and food residents consumed and reported back to nursing. I transported residents from their residences to the dining room. Finally, I assisted kitchen staff with daily tasks, such as cooking, cleaning, and dishwashing.