strengthening intraprofessional partnerships: supporting and empowering … · 2019-10-14 ·...

Strengthening Intraprofessional Partnerships: Supporting and Empowering the OT and the OTALaRonda Lockhart-Keene OTD,OTR/L,CLASara Loesche MS, OTR/L, CHTKera Swift Josey COTA/L Jeanne Coviello OTD,OTR/LThomas Jefferson University Occupational Therapy Assistant Studies Program

Upon completion of the session participants will be able to :

1. Discuss the historical context of OTA within the profession2. Clearly articulate OT/OTA role delineation.3. Describe the significance and value of Intraprofessional collaboration to the

profession and occupational therapy consumers.4. Identify several practical strategies that can immediately be implemented to

advocate for and strengthen relationships between the OT and OTA.

Objectives

Background: How did we get here?

Occupational Therapy

Practitioners

Occupational Therapist

Occupational Therapy Assistant

Purpose of Occupational Therapy Assistants

• Post WWII rush to meet demands of medical/rehabilitation settings

• Shortage of skilled therapists in psychiatric hospitals leaving aides and technicians to fill the need• Experienced but without formal training and in need

of supervision

• Recognition for need of supportive personnel or ‘assistants’ with training

(Carr, 2004; Cottrell, 2000)

Image retrieved from http://www.occc.edu/health/ota.html

Education of Occupational Therapy Assistants

(Cottrell, 2000)

1958• 12 week formal curriculum carried out in psychiatric facilities• ‘Grandfathering’ process to become a COTA

1960• 12 week formal program to prepare for general practice

1966• AOTA mandate for OTA educational programs to address both

psychiatry and general training

Initial Educational Settings

• Initially in psychiatric facilities• Institution-based programs (hospitals)• Academic institutions

• Inconsistencies in education programs until 1975• Approved Educational Program for the Occupational

Therapy Assistant• Graduates of AOTA-approved OTA program must pass

written certification exam

(Cottrell, 2000)

Early Supporters of Creating a Place for OTAs

Col. Ruth A. Robinson

• AOTA President

• WMSC Chief• Advocate for

supportive personnel

• Felt OTA was coveted position within OT

Marion W. Crampton

• Chair of Committee on OTAs

• MA Dept of Mental Health

• Aware of shortages of OTRs in mental health

Mildred Schwagmeyer

• Worked for AOTA in educational divisions

• Responsible for OTA education and liaison to Committee on OTAs

Ruth BrunyateWeimer

• AOTA President

• Challenges during time of reorganization

• Strong advocate for OTAs

(Carr, 2004)

Growth Brings Changes Within the Profession

OT OTA

(Carr, 2004; Cottrell, 2000)

“Resistance is a natural part of any professionalization

movement”(Salvatori, 2001, p.225)

• Supervision ensures the effective delivery of OT services• Fosters professional competence and development• Is a cooperative process• Requires mutual understanding• Promotes effective utilization of resources

Occupational Therapy’s Scope of Practice View on Supervision

AOTA 2014

Occupational Therapist Occupational Therapy Assistant

• Autonomous Practitioners• Responsible for all aspects of OT service

delivery• Accountable for safety and effectiveness of

OT services

• Able to deliver OT services under the supervision of and in partnership with the OT

• Responsible for collaborating with OT to develop a plan for supervision

• Responsible to seek and obtain appropriate supervision.

Occupational Therapists and Occupational Therapy Assistants are equally responsible For developing a collaborative plan for supervision

Supervision Continued:

AOTA 2014

Myth vs. Reality: What can the OTA do?

Significance of Intraprofessional collaboration

Practical strategies for strengthening relationships between the OT and OTA.

• Accreditation Council for Occupational Therapy Education. (2012). 2011 ACOTE standards. American Journal of Occupational Therapy, 66, S6–S74. http://dx.doi.org/10.5014/ajot.2012.66S6

• American Occupational Therapy Association (2002). Fieldwork performance evaluation for the occupational therapy assistant student. Bethesda, MD: American Occupational Therapy Association

• American Occupational Therapy Association. Accreditation Council for Occupational Therapy Education. (2009). Occupational therapy fieldwork education: Value and purpose. Bethesda, MD: American Occupational Therapy Association. Retrieved from: http://www.aota.org//media/Corporate/Files/AboutAOTA/OfficialDocs/Statements/OT%20Fieldwork%20Education%20-%20Value%20and%20Purpose.pdf

• American Occupational Therapy Association. Accreditation Council for Occupational Therapy Education. (2010). Accreditation Manual. Retrieved from http://www.aota.org/-/media/Corporate/Files/EducationCareers/Accredit/Policies/ACOTE%20Manual%20Complete.pdf

• American Occupational Therapy Association. (2011). Accreditation Council for Occupational Therapy Education (ACOTE) standards. American Journal of Occupational Therapy, 66(6, Suppl.), S6-S74.

•

References

• American Occupational Therapy Association, (2012). COE Guidelines for an occupational therapy fieldwork experience -Level II. Retrieved from http://www.aota.org//media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines%20for%20an%20Occupational%20Therapy%20Fieldwork%20Experience%20--%20Level%20II--Final.pdf

• American Occupational Therapy Association. (2012). Fieldwork level II and occupational therapy students: A position paper. American Journal of Occupational Therapy, 66(6), S75-S77.

• American Occupational Therapy Association (2014). Occupational therapy assistant supervision requirements. [Web log]. Retrieved from http://www.aota.org//media/Corporate/Files/Secure/Advocacy/Licensure/StateRegs/Supervision/Occupational%20Therapy%20Assistant%20Supervision%20Requirements%202014.pdf

• American Occupational Therapy Association, (2017). Importance of Collaborative OT/OTA Intraprofessional Education in Occupational Therapy Curricula Retrieved from: https://www.aota.org/~/media/Corporate/Files/Secure/Governance/RA/Minutes/RA%20Fall%20Online%202017%20Meeting/Importance-of-Collaborative-OT-OTA-Intraprofessional-Education-in-OT-Curricula-FINAL.pdf

• American Occupational Therapy Association. (2019). Occupational therapy assistants. [Web log]. Retrieved form: https://www.aota.org/Practice/OT-Assistants.aspx

References

• Collaborate. (2019). In Merriam-Webster.com. Retrieved September 26, 2019 from https://www.merriam-webster.com/dictionary/collaboration

• Costa, D.M. (2007). Feedback in clinical supervision. In D.M. Costa, Clinical Supervision in Occupational Therapy: A guide for Fieldwork and Practice (121-132). Bethesda, MD: AOTA Press

• Dillon, T. H., (2002) Practitioner Perspectives: Effective Intraprofessional Relationships in Occupational Therapy, Occupational Therapy In Health Care, 14:3-4, 1-15, DOI: 10.1080/J003v14n03_01

• Jung, B., Salvatori, P., & Martin, A. (2008). Intraprofessional fieldwork education: Occupational therapy and occupational therapist assistant students learning together. Canadian Journal of Occupational Therapy, 75(1), 42-50.

• New Jersey Register (2011). New Jersey Administrative Code Title 13 Law and Public Safety Chapter 44 K Occupational Therapy Advisory Council. Retrieved from http://www.njconsumeraffairs.gov/regulations/Chapter-44K-Occupational-Therapy-Advisory-Council.pdf

• O'Brien, J., Hussey (2012). Introduction to Occupational Therapy (4th ed.) St. Louis, MO: Mosby.

• Pennsylvania State Board of Occupational Therapy Education and Licensure. (1992). Supervision of occupational therapy assistants. Retrieved from http://www.pacode.com/secure/data/049/chapter42/s42.22.html

References