Foundations Final Flashcards

Foundations Final

Export StudySet beta

with Hashtags

Cards will be separated by 4 hashtags and sides will be separated by 2 hashtags.
with Tab & New Line

Cards will be separated by a new line and sides will be separated by a tab.
with Comma and Semicolon

Cards will be separated by a semicolon and sides will be separated by a comma.
with Custom

Cards will be separated by a custom character and sides will be separated by a custom character.

Copy the text below

{"ops":[{"insert":"Education and preparation differences for an MOT\n"}]}##{"ops":[{"insert":"2 years. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Only require you to have a BS in a health science field. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"In-depth theory with greater emphasis on evaluation, interpretation, and intervention planning. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"emphasis on critically analyzing research for practice."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Education and preparation differences for an OTD\n"}]}##{"ops":[{"insert":"3-4 years. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Requires you to have a Master's degree which incorporates more subjects on research and leadership. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Advanced-practice competencies, clinical leadership."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Education and preparation differences for an OTA\n"}]}##{"ops":[{"insert":"Associate Degree- 2 years. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Requires high school degree. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Focus on technical skills related to methods and procedures used in OT"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Roles of the OT/OTA: Screening\n"}]}##{"ops":[{"insert":"OT is responsible for directing all aspects of the initial contact.\n"}]}####{"ops":[{"insert":"Roles of the OT/OTA: Evaluation\n"}]}##{"ops":[{"insert":"OT directs the evaluation process such as the need for service, client goals, and priorities, establishing intervention priorities, interpreting data, and develops the intervention plan, and interpreting info received from the OTA."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"OTA implements delegated assessments and provides verbal and written reports of assessments (must be cleared by OT), analysis of performance, and client capacities to the OT."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Roles of the OT/OTA: Intervention\n"}]}##{"ops":[{"insert":"OT has overall responsibility for the development of the intervention plan and implementation. OT provides necessary supervision. OT determines the need to continue, modify, or discontinue services."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"OTA collaborates with the OT to develop, implement, and make modifications."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Roles of the OT/OTA: Outcomes\n"}]}##{"ops":[{"insert":"OT is responsible for the selection, measurement, and interpretation of outcomes related to the client’s ability to engage in occupations."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"OTA is responsible for being knowledgeable about the client’s targeted OT outcomes, providing information and documentation relating to outcome achievement, and providing needed resources for transition or discharge."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Methods for supervision and collaboration with OTAs\n"}]}##{"ops":[{"insert":"Various methods include direct face-to-face contact (observation, modeling, demonstration with a client, discussion, teaching, and instruction)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"indirect contact (phone, virtual interactions, telehealth, and written correspondence)."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"supervision and collaboration with OTAs\n"}]}##{"ops":[{"insert":"Supervision varies from state to state with the frequency of supervision, duration, methods of supervision, content areas addressed, and evidence for levels of competency.\nMore frequent supervision of the OTA may be necessary when the needs of the client are complex, diverse, or changing. The OT and OTA may collaborate and determine whether additional supervision is necessary to ensure the safe and effective delivery of services.\n"}]}####{"ops":[{"insert":"AOTA Principles\n"}]}##{"ops":[{"insert":"Beneficence"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Non-maleficence"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Autonomy"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Justice"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Veracity"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Fidelity"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Veracity\n"}]}##{"ops":[{"insert":"OTs shall provide comprehensive, accurate, and objective information when representing the profession.\n"}]}####{"ops":[{"insert":"Non-maleficence\n"}]}##{"ops":[{"insert":"OTs shall refrain from actions that cause harm.\n"}]}####{"ops":[{"insert":"Fidelity \n"}]}##{"ops":[{"insert":"OTs shall treat clients, colleagues, and other professionals with respect, fairness, discretion, and integrity.\n"}]}####{"ops":[{"insert":"Beneficence\n"}]}##{"ops":[{"insert":"OTs shall demonstrate a concern for the well-being and safety of persons\n"}]}####{"ops":[{"insert":"Justice\n"}]}##{"ops":[{"insert":"OTs shall promote equity inclusion and objectivity in the provision of OT services.\n"}]}####{"ops":[{"insert":"Autonomy\n"}]}##{"ops":[{"insert":"OTs shall respect the right of the person to self-determination, privacy, confidentiality, and consent.\n"}]}####{"ops":[{"insert":"First step to the process of ethical decision-making\n"}]}##{"ops":[{"insert":"Am I facing an ethical dilemma?\n-What are the relevant facts, values, and beliefs?\n-Who are the key people involved?\n-State the dilemma clearly\n"}]}####{"ops":[{"insert":"Third step of the process of ethical decision-making\n"}]}##{"ops":[{"insert":"Evaluate\n-Ethical principles (Level 3)\n-Code of ethics (Level 2)\n-Social Roles (Level 2)\n-Self-interests (Level 1)\n"}]}####{"ops":[{"insert":"Second step to the process of ethical decision-making\n"}]}##{"ops":[{"insert":"Analysis\n-What are the possible courses of action?\n-What are the conflicts that arise from each action?\n"}]}####{"ops":[{"insert":"Fourth step of the process of ethical decision-making\n"}]}##{"ops":[{"insert":"Consensus \n"}]}####{"ops":[{"insert":"OT core values\n"}]}##{"ops":[{"insert":"People are occupational beings"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"There is a positive relationship between occupation and health"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Occupational identity is important for healthful, productive, and satisfying living."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Think Holistically"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"OT Domain categories\n"}]}##{"ops":[{"insert":"Occupations"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"contexts"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"performance patterns"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"performance skills"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"client factors"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Domain Subcategories: Occupations\n"}]}##{"ops":[{"insert":"ADLs, IADLs, Health management, rest and sleep, education, work, play, leisure, social participation\n"}]}####{"ops":[{"insert":"Domain Subcategories: Contexts\n"}]}##{"ops":[{"insert":"Environmental factors, personal factors, social factors\n"}]}####{"ops":[{"insert":"Domain Subcategories: Performance Patterns\n"}]}##{"ops":[{"insert":"Habits, Routines, Roles, Rituals\n"}]}####{"ops":[{"insert":"Domain Subcategories: Performance Skills\n"}]}##{"ops":[{"insert":"motor skills, process skills, social interaction skills\n"}]}####{"ops":[{"insert":"Domain Subcategories: Client Factors\n"}]}##{"ops":[{"insert":"Values/ beliefs/ Spirituality, body functions, body structures\n"}]}####{"ops":[{"insert":"Types of determinants of occupation\n"}]}##{"ops":[{"insert":"Physical"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Psychological-emotions"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Sociocultural"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Cognitive-Neurological"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Environmental"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Outcomes\n"}]}##{"ops":[{"insert":"measuring & reevaluating OT profile or discharging\n"}]}####{"ops":[{"insert":"Intervention\n"}]}##{"ops":[{"insert":"Intervention plan, Intervention Implementation, Intervention review.\n"}]}####{"ops":[{"insert":"Determinants of occupation\n"}]}##{"ops":[{"insert":"Factors that affect occupation. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Help us to generate hypotheses about why a person might be experiencing a problem. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Starting place to begin interventions."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Evaluation\n"}]}##{"ops":[{"insert":"Occupational profile, analysis of occupational performance, synthesis of the evaluation process.\n"}]}####{"ops":[{"insert":"Model of Human Occupation (MOHO)\n"}]}##{"ops":[{"insert":"The model of human occupation (MOHO) is a model of OT practice that explains occupational performance as a complex result of the person reciprocally acting on and being acted upon by other systems."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"The person is a micro-system consisting of performance patterns (habituation), client factors (volition), and performance skills."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Person-Environment-Occupation\n"}]}##{"ops":[{"insert":"A transactional model assumes the person is motivated toward occupational performance."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Considers person, environment, and occupational constructs and the reciprocal transactions between them."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"\n\n\n"}]}####{"ops":[{"insert":"Ecology of Human Performance\n"}]}##{"ops":[{"insert":"A schematic model of OT practice."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Occupations are split into tasks that are associated with roles."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Performance patterns, client factors, and performance skills are all considered components of the person."},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Infancy (0-12 months)\n"}]}##{"ops":[{"insert":"OT assesses the presence of reflexes to evaluate the development and developmental milestones (motor responses to stimuli)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Infants learn from their surroundings and begin participating in ADL tasks"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"The main occupation is play"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Early Childhood\n"}]}##{"ops":[{"insert":"competency phase"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"begin regulating behavior (fluctuations common)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Refine motor, cognitive & social skills"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Develop conscience (right vs wrong)"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Late Childhood\n"}]}##{"ops":[{"insert":"achievement stage"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Refine skills"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Develop reading, writing, and math skills"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"increase speed accuracy & coordination"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Develop friendships/personal independence (also IADL skills)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"OT can work on foundational skills along with ADL tasks and play"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Adolescence (13-18 years)\n"}]}##{"ops":[{"insert":"Primary occupations: searching for one's identity (primary focus)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Peer group interaction (very important in this stage)"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Puberty/sexual development"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Interventions: behavioral concerns, eating disorders, and depression"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Young Adulthood\n"}]}##{"ops":[{"insert":"career selection/development, significant relationships, self-identity, child rearing, balancing home, work, family & self\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Middle Adulthood\n"}]}##{"ops":[{"insert":"Civic and social responsibilities, develop leisure activities, financial responsibilities, children leaving home, potential mid-life crisis"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"OT Role: examine client factors to determine deficits and work on remediating or adapting for task performance."},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Goal is to re-engage or promote engagement in occupations"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"Developmental Perspectives: Late Adulthood\n"}]}##{"ops":[{"insert":"Loss of spouse/peers (can lead to depression), shifting out of workforce, physical declines, occupational performance decline, financial changes"},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"OT Role: Assisting in aging process/transition into new roles. Emphasis on remediating skills, modifying, adapting, compensating"},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"What is the frequency of supervision for OTA in the state of Nebraska \n"}]}##{"ops":[{"insert":"4 hours of onsite supervision per month is required if an OTA has worked for over a year "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"If the OTA has worked for less than a year, 8 hours of onsite supervision is required "},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"What are OT aides allowed to do \n"}]}##{"ops":[{"insert":"Cleaning "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Scheduling "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Intake forms "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Patient Transport "},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"What are the documentation requirements for OTAs in the state Nebraska \n"}]}##{"ops":[{"insert":"OTs must examine all documentation generated by the OTA. \n"}]}####{"ops":[{"insert":"Can OTA perform physical agent modalities in the state of NE\n"}]}##{"ops":[{"insert":"OTAs can’t provide any physical agent modalities except superficial (ice & heat)\n"}]}####{"ops":[{"insert":"What does scope of practice matter\n"}]}##{"ops":[{"insert":"It is defined in state law and describes the services that the occupational therapist or occupational therapy assistant is deemed competent in and permitted to perform. \n"}]}####{"ops":[{"insert":"What is OT scope of practice? \n"}]}##{"ops":[{"insert":"It contains the domain and process of OT services. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Domain includes everyday life occupations that people find meaningful & purposeful. services enable clients to participate in their everyday life occupations in their desired roles, contexts, & life situations. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Process of OT is the delivery of services & includes evaluating, intervening, & targeting of outcomes. Services can be delivered directly, a group session, indirect, and they can be delivered at the person, group, or population. "},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"What is the role of the enforcement procedures \n"}]}##{"ops":[{"insert":"Used to help ensure compliance with the values and principles that members of the profession have identified as important. \n"}]}####{"ops":[{"insert":"What is the OT code of ethics \n"}]}##{"ops":[{"insert":"Is a public statement of the values and principles used as a guide in promoting and maintaining high standards of professional conduct in OT. Applies to OT personnel at all levels and in the diverse roles in which they may find themselves. \n"}]}####{"ops":[{"insert":"AOTA \n"}]}##{"ops":[{"insert":"Is a voluntary membership organization that represents and promotes the profession and the interests of individuals who choose to become members. \n"}]}####{"ops":[{"insert":"What are the 5 types of potential disciplinary actions for AOTA\n"}]}##{"ops":[{"insert":"Reprimand (disapproval of conduct sent in a letter by chairperson) "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Censure (formal expression of disapproval that is public) "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Probation of membership "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Suspension (removal of membership for a specified time) "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Revocation (prohibits a person from being a member indefinitely) "},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"NBCOT\n"}]}##{"ops":[{"insert":"Private, not-for-profit, non-governmental credentialing organization that oversees and administers the entry-level certification examination for OTs and OTAs. \n"}]}####{"ops":[{"insert":"What are the 3 main categories of violation that warrant disciplinary action from NBCOT\n"}]}##{"ops":[{"insert":"incompetence "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"unethical behavior "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"impairment "},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"SRBs\n"}]}##{"ops":[{"insert":"public bodies created by state legislatures to ensure the health and safety of the citizens of that state. Their responsibility is to protect the public from potential harm caused by incompetent or unqualified practitioners. \n"}]}####{"ops":[{"insert":"What are ethical issues around payment for services\n"}]}##{"ops":[{"insert":"Differences in insurance plans and health care coverage can cause limitations of care and facility limitation. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Determination of approved services (length & duration of services) allocated by non-clinical personnel. "},{"attributes":{"list":"ordered"},"insert":"\n"},{"insert":"Growth in emerging or nontraditional practice areas. Third-party payment is likely to be limited or nonexistent. Do these services fall within OT scope of practice? "},{"attributes":{"list":"ordered"},"insert":"\n"}]}####{"ops":[{"insert":"What is the underlying issue within organizational ethics? \n"}]}##{"ops":[{"insert":"OTs are are continuing to be pressured to do more with less, whether manifested in lack of resources or increased productivity standards. Organizations are dominant moral actors in today's health field, not only influencing policies withing the hospital, but also creating role expectations for health care providers that influence how they perform professionally within the organization.\n"}]}####{"ops":[{"insert":"What is the mission of MAHSA\n"}]}##{"ops":[{"insert":"promote occupational therapy as a profession and the populations that it serves. Inform members of the community about the profession of occupational therapy and offer possibilities for volunteer participation in a range of charitable endeavors. \n"}]}####{"ops":[{"insert":"What is the role of NOTA\n"}]}##{"ops":[{"insert":"advance the profession of occupational therapy in Nebraska through advocacy. They strive to build a membership of OT practitioners who take steps to promote the highest standards of evidence-based care. \n"}]}####{"ops":[{"insert":"What is the mission of AOTF\n"}]}##{"ops":[{"insert":"foresees a thriving science that advances knowledge to enable efficient, evidence-based occupational therapy. promotes occupational therapy research and informs the general public about the important connection between routine activities and health. \n"}]}####{"ops":[{"insert":"What is the role of WFOT\n"}]}##{"ops":[{"insert":"This organization encompasses occupational therapy on a global scale. They strive to increase public knowledge of the profession and offer a platform to honor the diversity of its participants. They serve as ambassadors for occupational therapists around the world and the profession’s contribution to global health and wellness. Additionally, the association aspires to promote further research in the field of practice and establish a benchmark for OT education globally\n"}]}####

Made with lots of ☕ and ❤️ in Seattle, WA

Settings

Send a thanks ❤️

Export StudySet beta

with Hashtags

with Tab & New Line

with Comma and Semicolon

with Custom

Copy the text below

Share this studyset

Fork StudySet

Summary

Choose a studyset

{"ops":[{"insert":"Education and preparation differences for an MOT\n"}]}

{"ops":[{"insert":"Education and preparation differences for an OTD\n"}]}

{"ops":[{"insert":"Education and preparation differences for an OTA\n"}]}

{"ops":[{"insert":"Roles of the OT/OTA: Screening\n"}]}

{"ops":[{"insert":"OT is responsible for directing all aspects of the initial contact.\n"}]}

{"ops":[{"insert":"Roles of the OT/OTA: Evaluation\n"}]}

{"ops":[{"insert":"Roles of the OT/OTA: Intervention\n"}]}

{"ops":[{"insert":"Roles of the OT/OTA: Outcomes\n"}]}

{"ops":[{"insert":"Methods for supervision and collaboration with OTAs\n"}]}

{"ops":[{"insert":"supervision and collaboration with OTAs\n"}]}

{"ops":[{"insert":"AOTA Principles\n"}]}

{"ops":[{"insert":"Veracity\n"}]}

{"ops":[{"insert":"OTs shall provide comprehensive, accurate, and objective information when representing the profession.\n"}]}

{"ops":[{"insert":"Non-maleficence\n"}]}

{"ops":[{"insert":"OTs shall refrain from actions that cause harm.\n"}]}

{"ops":[{"insert":"Fidelity \n"}]}

{"ops":[{"insert":"OTs shall treat clients, colleagues, and other professionals with respect, fairness, discretion, and integrity.\n"}]}

{"ops":[{"insert":"Beneficence\n"}]}

{"ops":[{"insert":"OTs shall demonstrate a concern for the well-being and safety of persons\n"}]}

{"ops":[{"insert":"Justice\n"}]}

{"ops":[{"insert":"OTs shall promote equity inclusion and objectivity in the provision of OT services.\n"}]}

{"ops":[{"insert":"Autonomy\n"}]}

{"ops":[{"insert":"OTs shall respect the right of the person to self-determination, privacy, confidentiality, and consent.\n"}]}

{"ops":[{"insert":"First step to the process of ethical decision-making\n"}]}

{"ops":[{"insert":"Am I facing an ethical dilemma?\n-What are the relevant facts, values, and beliefs?\n-Who are the key people involved?\n-State the dilemma clearly\n"}]}

{"ops":[{"insert":"Third step of the process of ethical decision-making\n"}]}

{"ops":[{"insert":"Evaluate\n-Ethical principles (Level 3)\n-Code of ethics (Level 2)\n-Social Roles (Level 2)\n-Self-interests (Level 1)\n"}]}

{"ops":[{"insert":"Second step to the process of ethical decision-making\n"}]}

{"ops":[{"insert":"Analysis\n-What are the possible courses of action?\n-What are the conflicts that arise from each action?\n"}]}

{"ops":[{"insert":"Fourth step of the process of ethical decision-making\n"}]}

{"ops":[{"insert":"Consensus \n"}]}

{"ops":[{"insert":"OT core values\n"}]}

{"ops":[{"insert":"OT Domain categories\n"}]}

{"ops":[{"insert":"Domain Subcategories: Occupations\n"}]}

{"ops":[{"insert":"ADLs, IADLs, Health management, rest and sleep, education, work, play, leisure, social participation\n"}]}

{"ops":[{"insert":"Domain Subcategories: Contexts\n"}]}

{"ops":[{"insert":"Environmental factors, personal factors, social factors\n"}]}

{"ops":[{"insert":"Domain Subcategories: Performance Patterns\n"}]}

{"ops":[{"insert":"Habits, Routines, Roles, Rituals\n"}]}

{"ops":[{"insert":"Domain Subcategories: Performance Skills\n"}]}

{"ops":[{"insert":"motor skills, process skills, social interaction skills\n"}]}

{"ops":[{"insert":"Domain Subcategories: Client Factors\n"}]}

{"ops":[{"insert":"Values/ beliefs/ Spirituality, body functions, body structures\n"}]}

{"ops":[{"insert":"Types of determinants of occupation\n"}]}

{"ops":[{"insert":"Outcomes\n"}]}

{"ops":[{"insert":"measuring & reevaluating OT profile or discharging\n"}]}

{"ops":[{"insert":"Intervention\n"}]}

{"ops":[{"insert":"Intervention plan, Intervention Implementation, Intervention review.\n"}]}

{"ops":[{"insert":"Determinants of occupation\n"}]}

{"ops":[{"insert":"Evaluation\n"}]}

{"ops":[{"insert":"Occupational profile, analysis of occupational performance, synthesis of the evaluation process.\n"}]}

{"ops":[{"insert":"Model of Human Occupation (MOHO)\n"}]}

{"ops":[{"insert":"Person-Environment-Occupation\n"}]}

{"ops":[{"insert":"Ecology of Human Performance\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Infancy (0-12 months)\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Early Childhood\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Late Childhood\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Adolescence (13-18 years)\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Young Adulthood\n"}]}

{"ops":[{"insert":"career selection/development, significant relationships, self-identity, child rearing, balancing home, work, family & self\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Middle Adulthood\n"}]}

{"ops":[{"insert":"Developmental Perspectives: Late Adulthood\n"}]}

{"ops":[{"insert":"What is the frequency of supervision for OTA in the state of Nebraska \n"}]}

{"ops":[{"insert":"What are OT aides allowed to do \n"}]}

{"ops":[{"insert":"What are the documentation requirements for OTAs in the state Nebraska \n"}]}

{"ops":[{"insert":"OTs must examine all documentation generated by the OTA. \n"}]}

{"ops":[{"insert":"Can OTA perform physical agent modalities in the state of NE\n"}]}

{"ops":[{"insert":"OTAs can’t provide any physical agent modalities except superficial (ice & heat)\n"}]}