LEADER CHANGE AGENT
Written by FWE Madison Campbell, MOTR/L - Encompass Health Rehabilitation Hospital of North Memphis
4.1 Demonstrates the ability to give constructive and timely feedback.
Above is a screenshot of comments on my final evaluation written by my FWE, Madison Campbell, MOTR/L. I believe this comment addresses my ability to give constructive and timely feedback. My FWE and I had an open line of communication throughout my entire experience at Encompass. During the day, we were able to communicate through the Microsoft Teams app on my documentation laptop provided by the hospital, and at the end of each day after documentation was complete we would discuss my progress. One example of how I was able to communicate with her regarding my learning style and needs, was during the first couple of weeks when I began to treat under her direct supervision. I explained the difficulties of documenting on unfamiliar software, coming up with the intervention, executing the treatment, and communicating with the patient. Initially, it wasn't easy to manage all of these aspects at once because, for the most part, it was all new to me. Through discussion, my FWE realized how this could be overwhelming and asked how she could better support me. We decided for the therapy sessions that I was providing the treatment, I wouldn't have to complete any documentation. With the other therapy sessions led by my FWE, I observed and completed all the written documentation. I was able to allot more time and put more effort into the specific task at hand. For the first couple of weeks, this allowed me to ease into the transition of treating and documenting simultaneously during the sessions. By the third week, I had communicated to my FWE that I was ready to tackle both!
Above is a screenshot of comments on my final evaluation written by my FWE, Madison Campbell, MOTR/L. I believe this comment addresses my ability to give constructive and timely feedback. My FWE and I had an open line of communication throughout my entire experience at Encompass. During the day, we were able to communicate through the Microsoft Teams app on my documentation laptop provided by the hospital, and at the end of each day after documentation was complete we would discuss my progress. One example of how I was able to communicate with her regarding my learning style and needs, was during the first couple of weeks when I began to treat under her direct supervision. I explained the difficulties of documenting on unfamiliar software, coming up with the intervention, executing the treatment, and communicating with the patient. Initially, it wasn't easy to manage all of these aspects at once because, for the most part, it was all new to me. Through discussion, my FWE realized how this could be overwhelming and asked how she could better support me. We decided for the therapy sessions that I was providing the treatment, I wouldn't have to complete any documentation. With the other therapy sessions led by my FWE, I observed and completed all the written documentation. I was able to allot more time and put more effort into the specific task at hand. For the first couple of weeks, this allowed me to ease into the transition of treating and documenting simultaneously during the sessions. By the third week, I had communicated to my FWE that I was ready to tackle both!
Written by FWE Madison Campbell, MOTR/L - Encompass Health Rehabilitation Hospital of North Memphis
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4.2 Modifies behavior in response to feedback; seeks opportunities to apply feedback.
During both fieldwork experiences, I consistently requested feedback regarding my performance from my educators. I effectively communicated with the fieldwork educators to maximize my learning experience by initiating communication, asking questions, and identifying my strengths and weaknesses. I used fieldwork as an opportunity to challenge myself, go outside my comfort zone, and grow as a person and future OT practitioner. To the left, I have attached a screenshot of comments made by my FWE at Encompass on my final evaluation where she addresses my ability to apply feedback and perform at my best. |
4.3 Productively uses knowledge of own strengths and weaknesses.
During my time at Encompass, I wanted to learn more about stroke diagnoses and the best way to maintain a therapeutic relationship with the patient and caregiver. I noticed that the patients in the stroke program received a book at the beginning of their stay. I asked my FWE if I could borrow one of the books and read up to further my knowledge. She was more than happy to find a book for me to borrow! I have attached a screenshot of comments made by my FWE on my final evaluation where she mentions one of the ways I have maximized my learning and productively used my knowledge of my strengths and weaknesses. |
Written by FWE Madison Campbell, MOTR/L - Encompass Health Rehabilitation Hospital of North Memphis
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4.4 Maintains balance in personal and professional life while prioritizing professional responsibilities and commitments.
Level II fieldwork rotations have taught me that a work/life balance is essential to prevent burnout, the ability to take care of others, and more. Each night I made it a priority to spend time with my fiance and our dog when I got home from a busy day of fieldwork. On the weekends I spent time with friends, and family, and reset my mind, body, and home to prepare for a successful week ahead. As time went on, it became easier to manage personal things outside of fieldwork. Oh and did I mention, that I am also planning a wedding for September of this year!? Being pulled in so many different directions during this busy season of my life can be challenging but I remained consistent and self-disciplined throughout. During my second rotation in the NICU, I had to spend more time outside of the workday, researching, studying, learning, and fulfilling responsibilities given by my FWE. I always prioritized fieldwork during the week to meet all of my assignment deadlines and other responsibilities as a student. Here are a few pictures of my life outside of fieldwork during the last 6 months! |
4.5 Demonstrates a functional level of confidence and self-assurance.
Having self-confidence and self-assurance during fieldwork and as an OT practitioner will allow you to build strong relationships with your patients. Building trust is essential and I believe confidence in yourself and your abilities will foster a therapeutic relationship to promote occupational performance during therapy with the patients. Confidence also comes from practice. Practicing during fieldwork reassured me in my abilities and allowed me to “bloom” during fieldwork. I have attached a screenshot to the left of the comments made by my FWE at Encompass where she touches on my growth as a student into a future OT practitioner. |
Written by FWE Madison Campbell, MOTR/L - Encompass Health Rehabilitation Hospital of North Memphis
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4.6 Uses humor to diffuse tension.
During my rotation at Encompass, I was helping one of my patients with a (sponge bath) shower at the sink in his hospital room when all of a sudden the power went out!! For a moment we were both silent while we sat in confusion, all we could do was laugh about the situation. I gave him a towel to cover up with and opened up the window blinds to let some light in for us to see. We laughed and made jokes in the dark, to make light of the situation (lol). Using humor in a situation like this, created a more positive and comfortable atmosphere for the patient and me. I knew that if I showed any kind of anxiety or worry on my face or in my body language it could make the situation worse. We want our patients to feel supported, safe, and comfortable in any situation. My FWE (Madison Campbell, MOTR/L) knocked on the door to check on us and see if we needed anything, which made him feel comfortable. The generator had failed so it would be awhile before the power came back on. I adapted to the moment and we used what little light we had from the window and my phone flashlight. For safety purposes, I had the patient dry off and get dressed to prevent any falls in the dark. This was a session I will never forget! Even in challenging situations like this one, I was able to build rapport with the patient, reduce tension/anxiety, and create a positive environment.
During my rotation at Encompass, I was helping one of my patients with a (sponge bath) shower at the sink in his hospital room when all of a sudden the power went out!! For a moment we were both silent while we sat in confusion, all we could do was laugh about the situation. I gave him a towel to cover up with and opened up the window blinds to let some light in for us to see. We laughed and made jokes in the dark, to make light of the situation (lol). Using humor in a situation like this, created a more positive and comfortable atmosphere for the patient and me. I knew that if I showed any kind of anxiety or worry on my face or in my body language it could make the situation worse. We want our patients to feel supported, safe, and comfortable in any situation. My FWE (Madison Campbell, MOTR/L) knocked on the door to check on us and see if we needed anything, which made him feel comfortable. The generator had failed so it would be awhile before the power came back on. I adapted to the moment and we used what little light we had from the window and my phone flashlight. For safety purposes, I had the patient dry off and get dressed to prevent any falls in the dark. This was a session I will never forget! Even in challenging situations like this one, I was able to build rapport with the patient, reduce tension/anxiety, and create a positive environment.
Written by FWE Kalyani Garde, MOTR/L, CIMI, CNT, NTMTC - Baptist Women's Memorial Hospital
4.7 Maintains professional behavior, regardless of problem or situation.
By upholding professional behavior regardless of the problem or situation encountered in the NICU, I made a commitment to ethical practice, quality patient care, and the overall well-being of the highly fragile and medically complex infants and their families. It is essential to maintain professionalism in a setting like the NICU to promote trust, effective teamwork, and positive outcomes and experiences for all. I always adhered to the AOTA Code of Ethics, and HIPAA guidelines, and remained respectful and empathetic during every interaction with the infants, families, caregivers, hospital staff, etc. Above is a screenshot of comments on the mid-term evaluation, made by my FWE Kalyani Garde, MOTR/L, CIMI, CNT, NTMTC where she mentions my ability to persevere through difficult situations encountered in the NICU.
By upholding professional behavior regardless of the problem or situation encountered in the NICU, I made a commitment to ethical practice, quality patient care, and the overall well-being of the highly fragile and medically complex infants and their families. It is essential to maintain professionalism in a setting like the NICU to promote trust, effective teamwork, and positive outcomes and experiences for all. I always adhered to the AOTA Code of Ethics, and HIPAA guidelines, and remained respectful and empathetic during every interaction with the infants, families, caregivers, hospital staff, etc. Above is a screenshot of comments on the mid-term evaluation, made by my FWE Kalyani Garde, MOTR/L, CIMI, CNT, NTMTC where she mentions my ability to persevere through difficult situations encountered in the NICU.
4.8 Takes risks to maximize outcomes.
An example of the ability to take risks to maximize outcomes occurred when educating an infant's parents on the role of occupational therapy in the NICU and sharing tips and tricks to promote a positive sensory experience. I began to realize that the parents might not have been fully understanding what I was saying because they were of Hispanic descent. Without ever using one, I quickly took a risk and found the nearest translator “language line” device and started communicating with the parents. There were a few hiccups along the way, being I had never used it before, but I was willing to do anything I could during the moment with these parents so they felt heard, loved, and supported. The first question the mother asked when I started up the device was such a simple question “Is my baby going to be okay?”. With an anxious look on her face, I was able to reassure her and comfort her by letting her know that we were there to help and that she was in good hands. It was a unique experience to communicate effectively with the parents and involve them in the therapy process. Utilizing the translator allowed me to bridge the language barrier and ensure that the parents were fully informed and involved in their child's therapy. It made me realize the importance of effective communication in providing holistic care to the infants and their families. To the left is a comment made by my FWE where she highlights my willingness to help other and step out of my comfort zone to maximize outcomes. |
Written by FWE Kalyani Garde, MOTR/L, CIMI, CNT, NTMTC - Baptist Women's Memorial Hospital
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4.9 Uses knowledge and information in an innovative way.
With the knowledge and extensive research conducted regarding Kangaroo Care in the NICU, I created an educational pamphlet for parents. I have attached a picture of the first page to the left, and below is the pdf file of the entire pamphlet created. You can also scan the QR code for the digital version for easy access. The pamphlet is easy to read, colorful, and created to be less overwhelming for these NICU parents. The pamphlet includes information regarding what to expect in the NICU, how to perform Kangaroo Care, Kangaroo Care tips, and other ways to support the infants' sensory systems. I wanted to include ways for parents to engage with their infants, who might not be able to engage in Kangaroo Care at the time. There could be many reasons for this, including the time commitment, transportation to the hospital, and the medical status of the infant or mother. I was able to interact and engage with a couple of parents using my pamphlet, which was very exciting. The reasoning for the QR code was I wanted the information to be easily accessible for the parents because they are given a lot of paperwork upon admission and this could get lost, or even just the fact that these parents are overwhelmed and might not have the mental capacity at the moment to take in all of the information a the moment. The QR code allows them to easily have the information on hand and be able to look back at it later on.
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4.10 Empowers clients and team members.
During both fieldwork experiences, I empowered those around me, including my clients and the therapy staff I worked alongside. I have attached a picture of the handwritten cards I received from my fieldwork educators from both facilities. Receiving handwritten cards means so much to me! These handwritten personable cards are evidence of the impact I made at each facility. The words written from my FWE are a form of support, and boost my self-confidence to motivate me to become the future OT practitioner I can be and will become! One of my first few patients at Encompass who was such a joy to work with had cakes delivered to the therapy office as a thanks. This was so rewarding and made me more grateful for the opportunities I shared with every patient. I have attached a picture of the yummy cakes! |
Cards from my Fieldwork Educators
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Cake from one of my patients at Encompass
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AOTA Membership Card
TNOTA Membership Card
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Me introducing the class of 2024 at the White Coat Ceremony 9/8/23
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4.11 Actively participates in leadership or supportive roles in local, state, and/or national associations.
During both of my Level II fieldwork rotations, I maintained my memberships in the American Occupational Therapy Association and the Tennessee Occupational Therapy Association. I have been able to utilize these memberships to find scholarly articles as well as engage in professional development through online continuing education courses. During my time in occupational therapy school, I also served in various leadership roles such as Vice President of the MOT Class of 2024, Vice President of the Student Occupational Therapy Association (SOTA) chapter, Coalition of Occupational Therapy Advocates for Diversity (COTAD) chapter board member, and board member of the Pro Bono pediatric clinic - Rachel Kay Stevens Therapy Center. These leadership roles required me to communicate effectively with executive officers and faculty advisors, delegate tasks, host meetings, and schedule events. |
4.12 Maintains values over self-promotion or profit.
My patients' overall well-being and interests take priority over anything, including any form of self-promotion or profit. I believe it is very important to adhere to my values and beliefs in all work as an OT student and future OT practitioner. Even if that means staying late to finish a task or working a little longer on something. I am willing to go above and beyond for my patients now and forever. For example, at Encompass Health Rehabilitation Hospital of North Memphis, I valued producing quality documentation that met my standards and my FWE, Madison Campbell, MOTR/L. In the beginning, documentation took me what felt like a long time to complete by the end of the day. Point of service documentation was essential in this setting. I had to learn how to manage my time during the day while also building therapeutic relationships with my patients at the same time. I would work on documentation during my lunch break so that I wouldn't get behind or make my FWE stay too late. Generally, we would work on documentation during lunch and the expectation was that all of your morning documentation would be completed by lunchtime and only afternoon sessions would need to be documented after seeing the last patient. When my patient caseload grew larger and larger, point-of-service documentation became more challenging. Producing high-quality documentation on a new software can be time-consuming at first but it takes lots of practice. By the end of my rotation, I was producing high-quality documentation approved by my FWE, on time, and by the end of each treatment session.
My patients' overall well-being and interests take priority over anything, including any form of self-promotion or profit. I believe it is very important to adhere to my values and beliefs in all work as an OT student and future OT practitioner. Even if that means staying late to finish a task or working a little longer on something. I am willing to go above and beyond for my patients now and forever. For example, at Encompass Health Rehabilitation Hospital of North Memphis, I valued producing quality documentation that met my standards and my FWE, Madison Campbell, MOTR/L. In the beginning, documentation took me what felt like a long time to complete by the end of the day. Point of service documentation was essential in this setting. I had to learn how to manage my time during the day while also building therapeutic relationships with my patients at the same time. I would work on documentation during my lunch break so that I wouldn't get behind or make my FWE stay too late. Generally, we would work on documentation during lunch and the expectation was that all of your morning documentation would be completed by lunchtime and only afternoon sessions would need to be documented after seeing the last patient. When my patient caseload grew larger and larger, point-of-service documentation became more challenging. Producing high-quality documentation on a new software can be time-consuming at first but it takes lots of practice. By the end of my rotation, I was producing high-quality documentation approved by my FWE, on time, and by the end of each treatment session.