STUDENT PERFORMANCE EVALUATION FORM BARST FINAL EVALUATION MARKING GUIDE RECREATION THERAPY PLACEMENTS

Transcription

1 STUDENT PERFORMANCE EVALUATION FORM BARST FINAL EVALUATION MARKING GUIDE RECREATION THERAPY PLACEMENTS Student: Date of Evaluation: Agency: Immediate Supervisor: Agency Supervisor: Position: Position: INSTRUCTIONS: Please read this Performance Form before completion. There are 6 separate sections: 1) Section A: General Work Behavior Indicators Out of 48 marks (32% of Final Grade) 2) Section B: Evaluate Student's Achievements of Job Expectations 3) Section C: Immediate/Agency Supervisor s Comments re: Strengths, Improvements, and Overall Experience 4) Section D: Personal Work Behavior Indicators 5) Section E: Student's Comments 6) Section F: Student's Comments and Signature Immediate and/or Agency Supervisor's Signature, Comments and Recommendation for Overall Performance Out of 12 marks (8% of Final Grade) Total Mark out of 60 (40% of Final Grade)

2 SECTION A: General Work Behavior Indicators Grades 4 ABILITY TO LEARN Exceptionally quick 3 Quick to learn 2 Average. No difficulty learning routine aspects of the job. 1 Has difficulty with some aspects of the job. 0 Has much difficulty learning most aspects of the job. JUDGEMENT Exceptionally good. Decisions based on thorough analysis of problems. Uses good common sense. Usually makes good decisions. Judgement usually good in routine situations. Lacks confidence making routine decisions. Consistently exercises poor judgement. Jumps to conclusions without sufficient thought. DEPENDABILITY Can always be depended upon in any situation. Can usually be depended upon in most situations. Can be depended upon in routine situations. Somewhat unreliable. Needs above average checking. Unreliable. RELATIONS WITH OTHERS Always works in harmony with others. An excellent team worker. Congenial and helpful. Works well with associates. Most relations with others are harmonious under normal circumstances. Difficult to work with at times. Sometimes antagonizes others. Frequently quarrelsome and causes friction. CREATIVITY Continually seeks new and better ways of doing things; is extremely innovative. Frequently suggests new ways of doing things; is very imaginative. Has average amount of imagination; has reasonable amount of new ideas. Occasionally comes up with a new idea. Rarely has a new idea; lacks imagination.

3 Grades 4 INITIATIVE Self-starter. Asks for new jobs. Looks for work to do. 3 Acts voluntarily in most matters. 2 Acts voluntarily in routine matters. 1 Must be told frequently what to do. 0 Usually waits to be told what to do next. INTEREST IN WORK High interest in job. Very enthusiastic. More than average amount of interest and enthusiasm for job. Satisfactory amount of interest and enthusiasm for job. Interest sporadic; occasionally enthusiastic. Little interest or enthusiasm for job. ORGANIZATION AND PLANNING Does an excellent job of planning and organizing work. Usually organizes work well. Does normal amount of planning and organizing. More often than not fails to organize and plan work effectively. Consistently fails to organize and plan work effectively. QUALITY OF WORK Very thorough in performing work. Errors very few if any. Usually thorough. Good work. Few errors. Work usually passes review. Has some minor errors. More than average amount of errors. Work usually done in careless manner. Makes errors often. QUANTITY OF WORK Highly productive. More than expected. Expected amount of productivity. Less than expected. Very low. COMMUNICATION SKILLS Written Expression Oral Expression 4 Very good Very good 3 Good Good 2 Satisfactory Satisfactory 1 Needs improvement Needs improvement

4 SECTION B: TR Professional Competency: Student s Measure of Performance (ATRA Professional Advancement: Entry to Practice (2014) TR Student Measure of Performance) Rating Scale Scale Interpretation 1 Poor Unable to perform skill or maximum assistance required. 2 Fair Able to perform skill - moderate cueing/assistance required. 3 Good Able to perform skill - minimal or no cueing/assistance required. 4 Excellent Outstanding mastery of the skill n/a Not achieved To promote accountability and ownership, the student takes the lead in their performance in the fourteen areas of competence using 1,2,3,4 or n/a as indicated above. The student and the preceptor self-reflection ratings are discussed between them for endorsement or adjustment as required. Competency Standard: Student demonstrates ability to: 1. Therapeutic Recreation Assessment 1.1. Identify information necessary to be collected during therapeutic recreation assessment Select appropriate assessment tools based on patient profile and agency/program mandate Use appropriate interview and observational techniques when administering the selected assessment tools Accurately analyze and interpret results of the assessment tools administered Communicate therapeutic recreation assessment results with the patient, family, key support networks and treatment team Apply assessment findings to the therapeutic recreation intervention plan. 2. Therapeutic Recreation Intervention Plan 2.1. Develop a relevant intervention plan based on an established therapeutic recreation theoretical model Identify measurable, patient-centered goals based on assessment results and individual learning preferences Select appropriate therapeutic recreation interventions that will facilitate goal attainment Utilize a collaborative model with patient, family, key support networks and treatment team. 3. Therapeutic Recreation Program Development Rating Comment 3.1. Implement a patient-centered approach to program development Develop and apply appropriate evaluation techniques Assess and access program resources as required.

5 3.4. Apply therapeutic recreation intervention based upon a continuum model of care and theoretical foundations of practice Develop outcomes that directly relate to patient profile and external diversity considerations Collaborate with the patient and relevant support networks during therapeutic recreation program development. 4. Therapeutic Recreation Program Delivery 4.1. Deliver programs taking into account the strengths, abilities and any contraindications imposed by patient diagnosis Initiate and facilitate emergency response procedures in appropriate situations Incorporate data derived from the therapeutic recreation assessment into program delivery Apply facilitation techniques and adapt them as required to match the intervention plan Identify and access relevant resources to achieve maximum patient independence 4.6. Ensure therapeutic recreation program delivery follows agency policies, procedures and budgetary guidelines. 5. Therapeutic Recreation Documentation 5.1. Document in a manner that meets specific professional, agency and/or government requirements Utilize patient-specific information to form appropriate patient-centered outcomes and record progress toward their realization Identify and record useful data in a clear, professional and accurate manner Document behaviourally using agency-specific terminology. (Austin, 2001) 6. Therapeutic Recreation Evaluation 6.1. Interpret and apply agency and/or government evaluation protocols accurately into therapeutic recreation service delivery Implement outcome-oriented evaluation measures Acquire and apply formal and informal information from a variety of sources to the evaluation process Analyze and interpret evaluation findings Write evaluation reports Establish efficacy of therapeutic recreation services based on evaluation results and convey the findings to relevant groups /stakeholders. 7. Therapeutic Recreation Professional Development

6 7.1. Practice the guidelines and policies as stated in therapeutic recreation literature and documentation Provide intervention that incorporates and embrace the theories, practices and philosophies behind therapeutic recreation Contribute and participate in the development and growth of therapeutic recreation Provide current and high quality practice through application of current therapeutic recreation materials obtained through a variety of sources (conferences, courses, research articles, seminars etc). 8. Therapeutic Recreation and Community Practice 8.1. Seek, support and develop appropriate partnerships with a range of community service providers Facilitate connections with community services needed for transition to and/or independent participation within the community of the patient Collect and compile data necessary in linking with community resources Provide intervention in a variety of community settings and/or involve the community within the patient s environment Demonstrate safe and appropriate procedures for accessing the community Recruit, maintain, support and monitor volunteers Foster mutual respect and open communication to enhance the growth of social networks and informal support mechanisms Conduct evaluations of community-based programs to ascertain compatibility with individual preferences and needs. 9. Communication 9.1. Communicate therapeutically with patients and families/supports by responding with information and feedback, offering support and demonstrating skills in listening, clarifying and responding Provide clear, concise and timely information in written or verbal formats to team members and other agencies or health providers as appropriate to communicate patient goals, assessment outcomes, intervention plan, discharge plan, safety or care concerns Utilize alternative forms of communication to ensure an effective exchange of information with a patient and accommodates for patient ability with comprehension and self-expression. 10. Problem Solving

7 10.1. Demonstrate initiative and knowledge to examine resources and solutions to solve or adapt a situation within a health service team and/or address a patient care concern Know when to access or utilize supports, supervisors, mentors and other health professionals to resolve an issue or concern impacting professional practice or patient care. 11. Patient Centered Care Utilize individualized assessment and determine individualized intervention based on needs, preferences, strengths and goals Identify patient-centered goals that lead to outcomes that are meaningful and relevant to the patient and their family, supports and community. 12. Risk Management Systematically identify, analyze, evaluate, eliminate or reduce risk to patient, colleagues, public and self Develop and document program delivery protocols that identify and accommodate for likely or unlikely risk to patients, colleagues, public and self occurring as a result of an intervention, treatment environment, equipment usage, patient-to-staff ratio and/or level of training Handle all incidents, claims, insurance and litigation-related tasks accurately, honestly and in a time-sensitive manner Follow agency and/or government policies and standards for infection prevention and control to protect self, patients, students, volunteers, families, visitors and colleagues from infectious disease transmission Follow agency and/or government policies and standards for occupational health and safety including identifying and reporting hazards, determining and following communication and emergency response plans and reporting all incidents including accident or injury to self or patient, exposure to blood and bodily fluids, exposure to infectious disease and/or exposure to chemicals or hazardous materials. 13. Therapeutic Relationships and Boundaries

8 13.1. Maintain a professional boundary to protect vulnerable patients from being improperly manipulated, treated unequally or treated without the ability to exercise informed consent and decision-making Avoid any type of dual relationship with the patient whereby the patient fulfills a second role with the recreation therapist such as friend, business partner or romantic partner Establish appropriate boundaries during assessment to ensure that testing protocols are followed and assessment results are accurate and reliable without being inappropriately skewed by blurred boundaries of coaching or encouraging during assessment. 14. Professional Judgment Work within the level of training for a recreation therapist and within level of experience and expertise Know when to call upon, or refer to, other professionals and supervisors when patients appear to be at high risk, or issues are arising that recreation therapists are not trained to manage Recognize fluctuating stability in patient condition and medication responses requiring quick assessment, intervention or adaptation to treatment plans. SECTION C: Personal Work Behavior Indicators ACCEPTANCE OF CRITICISM AND SUGGESTIONS GROOMING Appreciative or willing Resentful or reluctant Appropriate Inappropriate ATTENDANCE PUNCTUALITY Regular Irregular Regular Irregular No. of Days Absent No. of Days Late SECTION D: Student s Comments Comment on the attainment of your personal learning/practicum expectations during this practicum placement:

9 What recommendations would you make to improve the practicum experience for future students? SECTION E: Student's Comments and Signature Student s Signature Date: Please comment on this evaluation: Rating of Student s Overall Performance Please recommend an overall evaluation of this student s performance and his/her accomplishments during the completion of the Professional Practicum. (*See Section F Appendix: Rating Descriptions) Grades

10 Exceptional Above Average Average Marginal Unsatisfactory Comments: (attach a separate sheet if necessary) Evaluated by (Immediate Supervisor) Title Date Signature Endorsed by (Agency Supervisor) Title Date Signature

11 SECTION F: APPENDIX Rating Descriptions EXCEPTIONAL This student s performance during the practicum is constantly well above expectations. The quality of his/her work and performance of duties is outstanding in every way. This individual requires very little supervision and his highly motivated to complete tasks in an exceptional way. He/she shows a positive attitude towards learning, enjoys being challenged, is motivated by learning through self-discovery, constantly shows initiative and a willingness to assist in all areas, is tactful in every way, and is an excellent communicator. (Only a very few students are classified in this category) ABOVE AVERAGE This student s performance is generally well above that expected for individuals assigned these specific tasks and accountabilities. He/she shows great initiative, has a thorough knowledge of his/her own areas of responsibilities, and often shows creativity in problem-solving. This individual exercises good judgement, maintains a fairly high level of performance, and generally completes work assignments in an effective and efficient manner. AVERAGE This student s performance is generally above the expectations of the job requirements. He/she is methodical in completing assigned tasks and duties, exercises a reliable level of judgement, communicates effectively, and is dependable. MARGINAL This student s performance generally meets the expectations of the job requirements. He/she requires ongoing supervision and support and, in general, tasks, duties, and expected outcomes need to be clearly identified. This individual requires ongoing training of basic skills to increase competence in many areas. UNSATISFACTORY This student s performance is considerably poorer than expected in some areas of responsibilities. He/she requires constant supervision. The quality of the work is below the expectations and the individual s motivation during the practicum is in question. He/she has difficulty completing assigned tasks and may have poor communication skills.