Supporting Student's Active Role

There is no clear-cut right answer on how much independence to give (unless “it depends” counts as the right answer).   While we know students are at varying levels in their education and experience, we need to balance that with the learning curve that occurs over the two years of the program. 

When I think of givign aduce to educations, I think the best tip is to approach learning opportunties for your student with your OT brain.

By this, I mean: 

If I broke this client interaction into steps, which parts would be appropriate for my student to do independently?  This not only helps with identifying areas where the student can be involved, but also helps the student to not be overwhelmed with everything that can occur in a single OT interaction! For example,

• You interpret the assessment and develop the intervention, however the student carries it out (especially if these are interventions an aide would carry out).
• When you go into the home visit, have the student focus on the layout of the home and how it facilitates/presents barriers to function.
• After a client interaction, have the student come up with one issue that is important to address, the barriers/resources  to overcoming this issue and possible interventions for the future

If the student isn’t able to do _______ independently, would it still be safe if I was there as a “standby assist?”

• Have your student lead the initial interview or client education.  You can jump in if the student gets stuck

If the student isn’t able to do this independently in the “real world,” is there a simulated way for this skill to be developed?

• Can the student practice the assessment on a fellow student before completing it with a client? 
• If a chart note is too complex (or there isn’t time) for the student to write, can he/she write a practice chart note and then compare it to yours.

Some extra bonus tips that come to mind:

• When deciding which clients or tasks to share with your student, focus on the 5-6 “things” that make up 80% of your day and allow the student to take the lead.  This nurtures students to recognize patterns among your clients, build confidence, and competence.
• Allow your student to spend extra time to build a skill or technique if your setting allows. Our skills grew in efficieny with repeated practice and exposure; we can try to foster the same opportunties for our studnets. For example, protect time for your student to be with clients longer than you would usually schedule so that they can practice their interviewing and communication skills.  
• Be intentional about thinking outloud whenever you can. Basic has been voted “Placement I am most likely to lose my voice”, but being explicit about the reasoning that is going on in your head is a fabulous way for students to learn.

Lisa

Revised by Julie, 2024