Diagnosis book | Literature homework help
OTAP 1350 Clinical Conditions II
Diagnosis Book Phase 3
Objective
: The purpose of this activity is to utilized Bloom’s Taxonomy level IV & V to assist students refining their clinical reasoning skills by linking scientific knowledge to assessment and intervention planning. This project assists the students to assimilate textbook content and apply scientific information and reason through complex client centered situations.
Instructions: Each student is expected to complete on their own!
Step #1 –
S
cientific knowledge forms the backdrop for clinical reasoning
! Find out ALL you can about the condition.
Students may use textbooks, scholarly websites, and articles etc. to discover scientific information about the diagnosis.
Step #2 –
Knowing what you know about the condition now – find out what occupational therapy assessments and interventions would be appropriate for a person with this condition.
Additionally, identify the intervention
approaches
that can be utilized for the condition (health promotion, compensation, adaptation, prevention, restoration, and maintenance from the OTPF
.
Students should begin to integrate the information, and defend their choices of each assessment/intervention to foster critical thinking about how contexts, personal factors, and activity might affect their choices of assessments and interventions.
Step #3– Students will identify relevant frames of references to use with the diagnosis and justify their choices.
Step #4 – Student will identify occupational problem areas the diagnosis may impact along with associated limitations/barriers. Each occupational problem area should link to a limitation/barrier.
Step #5 – Students will utilize the provided case study that includes various contexts, personal factors, and activities select relevant and appropriate occupational therapy assessments for the case study. Additionally, students will design a relevant and meaningful interventions for the case study. The student should develop their interventions considering the client’s contextual issues, interests, activities, personal factors, and practice setting. This step in the diagnosis book assists the student to make
substantial and personalized intervention planning
.
Step #1: What did you find out about this condition? List all that you researched (signs & symptoms, definition, causes, types, precautions, mediations etc.)
|
A simple, concise definition is provided and accurate (1 pts) |
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Causes of the condition are listed and are accurate (1 pts) |
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A thorough list of signs/symptoms has been outlined (1 pts) |
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Various types of the condition have been explored and explained (1 pts) |
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Associated problems (secondary) with the diagnosis (1 pts) |
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Precautions are identified (1 pts) |
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Medications listed that may be involved with the condition (1 pts) |
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Sources are identified, are scholarly sources properly cited per APA (1 pts) |
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8 points |
Step #2: What occupational therapy assessments and interventions are appropriate for this condition and why? What are the approaches to intervention?
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Evaluations/assessment listed (at least 3) |
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Each evaluation/assessment is briefly described and justified for its use with the condition (at least 3) |
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Intervention strategies for the condition are listed (at least 3) |
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Intervention strategies are appropriate for the condition and justified |
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At least one intervention strategy is documented as being evidenced based and source of information is provided |
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Approaches to interventions are outline per intervention listed and are appropriate |
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6 pts |
Step #3: What occupational therapy frames of reference/s would be the MOST appropriate with this condition and why? No more than 2 frames of references!
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Occupational frame/s of reference is identified (2pts) |
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Frame of reference is briefly described (2 pts) |
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Frame of reference is justified as to its application to the condition researched (2 pts) |
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Interventions in Step #4 are in line with at least one of the frames of reference (2 pts) |
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8 points |
Step #4: What are the potential impacts of the condition on function (occupational performance)?
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Limitations/barriers are identified through client factors, performance skills, performance patterns, and context/environment 1. 2. 3. 5. |
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Problem Areas are identified through occupational performance area/s 1. 2. 3. 4. 5. |
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For example: Arthritis |
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Limitations/barriers: weak intrinsic hand muscles, decreased ROM, Decreased endurance |
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Occupational Performance impact: weak intrinsic hand muscles and decreased ROM leads to decreased ability to hold utensils for eating and cooking tasks, decreased ability for dressing with fasteners OR difficulty with clothing management. |
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Decreased endurance leads to inability to work a full 8 hour shift |
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Total: 10 |
Step #5: Based on the provided case study identify assessment/s that are appropriate and design an intervention plan that is tailored to meet the needs of the client (consider personal factors, activities, and contextual variables when designing the intervention plan). Defend your choice of assessment/s and interventions for the client by explaining why these assessment/s and interventions were selected.
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Appropriate assessments identified; justification for the selection of the assessment/s is present. (at least 3) |
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Intervention plan is comprehensive in that it addresses at least 3 problem areas for the case study |
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Intervention plan addresses the following variables: |
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1. Personal factors of the client |
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2. Activities |
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3. Contextual concerns |
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A rationale is provided for why each intervention was selected |
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Total: 6 |
38 total points
B.3.5 Demonstrate knowledge of the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance.
B.4.2. Demonstrate clinical reasoning to address occupation-based interventions, client factors, performance patterns, and performance skills.
B.4.3. Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention.