Scientific knowledge forms the backdrop for clinical reasoning

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 – Scientific 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)

Causes of the   condition are listed and are accurate (1 pts)

A thorough   list of signs/symptoms has been outlined (1 pts)

Various types   of the condition have been explored and explained (1 pts)

Associated   problems (secondary) with the diagnosis (1 pts)

Precautions   are identified (1 pts)

Medications   listed that may be involved with the condition (1 pts)

Sources are   identified, are scholarly sources properly cited per APA (1 pts)

8 points

Step #2: What occupational therapy assessments and interventions are appropriate for this condition and why? What are the approaches to intervention?

Evaluations/assessment   listed (at least 3) 

Each   evaluation/assessment is briefly described and justified for its use with the   condition (at least 3)

Intervention   strategies for the condition are listed (at least 3)

Intervention   strategies are appropriate for the condition and justified 

At least one intervention   strategy is documented as being evidenced based and source of information is   provided

Approaches to   interventions are outline per intervention listed and are appropriate  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!

Occupational   frame/s of reference is identified (2pts)

Frame of   reference is briefly described (2 pts)

Frame of   reference is justified as to its application to the condition researched (2   pts)

Interventions   in Step #4 are in line with at least one of the frames of reference (2 pts)

8 points

Step #4: What are the potential impacts of the condition on function (occupational performance)?

Limitations/barriers   are identified through client factors, performance skills, performance   patterns, and context/environment 

1.

2.

3.

5.

Problem Areas   are identified through occupational performance area/s

1.

2.

3.

4.

5.

For   example: Arthritis

Limitations/barriers: weak intrinsic hand muscles, decreased ROM,   Decreased endurance

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. 

Decreased   endurance leads to inability to work a full 8 hour shift

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.

Appropriate   assessments identified; justification for the selection of the assessment/s   is present. (at least 3) 

Intervention   plan is comprehensive in that it addresses at least 3 problem areas for the   case study

Intervention   plan addresses the following variables:

1.  Personal factors of the client

2.  Activities

3.  Contextual concerns

A rationale   is provided for why each intervention was selected

Explanation & Answer

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