Switch Adapting!

In my assistive technology class we made switches! Each of us got to make our own! It was tons of fun. It was a little frustrating at first because I got too carried away with the solder, but by the end I was SUPER PROUD! ha

Here is a link similar to what we did:
 http://www.smasupport.com/making_a_switchadapted_toy.htm

Classmates working on their switch 

My switch half-way completed

My completed switch! 

Switch connected to flashlight
Video below demonstrates my switch working!

Assistive Technology Seminar Day!

Fruit, Tea, Water (later chex mix was added to the table)

Cookies, Brownie Brittle, Cupcakes, Donuts, M&Ms,
Soapilla Cheesecake, Peanut Butter Cereal Bars, and Coffee

Today, July 17th, was AT Seminar Day! It was a long day, but it was a great day! I had tons of fun! So, the event lasted from 9am-4pm. Several students from the program brought snacks for the vendors and attendees to munch on! For lunch, we were provided sandwiches from McAlister's Deli. We were broken into 6 groups with 19 students each. There were roughly 16 vendors give or take. Some were set up in the lobby of the building and others were in different classrooms or conference rooms throughout the building. In the lobby, there were also small contests that we could compete in to win a gift card prize (who could put a sock on with the sock aid the fastest, who could write their name most legibly with a writing aid, who could type a selected sentence with a typing stick the fastest, who could button two buttons of a button-up shirt with a button hook the fastest, who could adjust the leg rests to the proper height quickest and on first try, and who could adjust the breaks the fastest). I won the sock aid contest! My prize was a sonic gift card. Also, during the seminar, I learned how to pop a wheelie (though not very good) and how to recover from a wheelchair fall (i.e., how to pull yourself back upright after tipping backward in a wheelchair). Other than that, there isn't much else to say about the day. I have included tons of pics below. Enjoy! Keep in mind not every item at the seminar is pictured below. I also took a couple of videos, but since I recorded them on my phone the quality is crap. One of the cooler products that I don't have pictured is the Tobii Dynavox I-15. This product is a communication device that uses eye gaze. I got to test it out and it was really awesome. The only thing is that after a period of time it seemed to miscalibrate what I was looking at. It was unfortunate because the vendor was going to record me using the device but then it started acting up -- bummer.

Nosey Cup, T-handle Mug & High Sided Plates

Weighted Fork, Knob Turner, Angled Spoons,
Cuff with Spoon, Weighted Spoon, Built Up Spoon, Rocker Knife

Sugru (can be purchased on amazon.com)

Foam and Gel Cushion Samples

W/C adapted BraunAbility Toyota Sienna  

Adapted Chevrolet Silverado 

Bemo sitting in the chair of the adapted
Chevrolet Silverado

Crutches & Walking Sticks

Bemo in the IWalk

"Safer" Automatic Wheelchair Wheel Locks
by United Plastic Molders
saferwheelchairs.com

Whirlwind Wheelchairs

Nurmi Neo Posterior Pediatric Gait Trainer
by Ottobock
ottobockus.com

Leckey Squiggles Pediatric Stander
by Ottobock
ottobockus.com

Kimba Neo Pediatric W/C
by Ottobock
ottobockus.com

K450 MX Pediatric Power Wheelchair by Permobil
permobilus.com

F5 Corpus by Permobil
permobilus.com

Buddy Roamer Posterior Walker

Rock and Roll Cycle
rockandrollcycles.com (website down as of 07/17/15)

AM-16 AmTryke by Ambucs
ambucs.org

JT-2000 AmTryke by Ambucs
ambucs.org

Multichair Tub Slider System
by Nuprodx

Switches (demonstration in video below)

Environmental Control Units

Environmental Control Remotes

Ergonomic Computer Access 

Keyfinder Keytime Left Hand Keyboard
 Standard one-handed Qwerty keyboard
Keyfinder Dvorak Right Handed

Maltron One-handed keyboard

Thanks for stopping by!

<3 Bemo

Does the Prestige of an OT School Matter?

Hey guys,

So this blog post is in response to a video created by DobberOT and itsmyOT. The topic is about whether the prestige of an OT school matters when selecting your program. These two individuals had differing opinions about the matter and I would argue that my opinion slightly differs from both of theirs as well.

First, when questioning prestige, we must determine what we are really talking about. When we say prestige what does that really mean? Is prestige equivalent to a ranking? I would argue no. Although prestige and ranking may be correlated, a ranking does not give a complete picture of a school's prestigiousness. The rankings of OT schools that you see posted on usnews.com or graduate programs.com are based solely on peer assessment surveys meaning that people within the system are ranking the program on X-Y-Z factors (not some "big dog" at the top). We must keep in mind that there are a lot of factors that influence these rankings, some of which we are aware of, but many of which we are not. Do I think that these rankings say something about the programs? Yes, but I still think it creates an incomplete picture and many false perceptions.

My OT program is ranked somewhere in the middle (not highly ranked, not lowly ranked) according to usnews.com and is actually in the top 10 according to graduateprograms.com. Despite this inconsistency in rating, I would argue that my school is fairly prestigious. My program puts a strong emphasis on client-centered, evidenced-based practice. Therefore, a strong foundation in theory and research is paramount, however we also focus on practical applicability (which I know some "prestigious" schools often lack).

Another thing about my program is that the faculty are all "down to earth" and easily approachable, including the program director. Their doors are always open, they are very knowledge, and they do not hesitate to answer questions. As also mentioned by itsmyOT, my professors are not only professors but they are also active clinicians and researchers. Many of them present at both the state and national conference for occupational therapy each year.

Our program also has many great connections when it comes to guest speakers, off-campus observations and opportunities, and fieldwork sites. Our program is contracted with an abundance of fieldwork opportunities within the state (not just locally, but all throughout the state) and is also contracted with facilities in 20 other states. Also, because we have established such a good reputation through the performance of our fieldwork students, we are easily able to contract with new sites and keep strong relationships with the old.

Also, when talking about prestigiousness we have to consider outcomes. Outcomes include NBCOT first-time pass rate and clinician performance in real word settings. In 2013, we had a 100% first time pass rate. In 2014, we had a 97% first time pass rate (35/36) -- 100% by ACOTE's new standards.  ACOTE standards have changed and now report pass rates as any new graduate who has passed the NBCOT exam during the testing year regardless of the number of attempts. I have also personally witnessed (even before deciding to apply to this school), the level of skill that both new grads and long-time clinicians that graduated from my program possess.

I could go on and on, but i'll just give one more example. A lady in itsmyot's comments mentioned that her OT program offers a course dedicated to assistive technology which apparently less than 5 schools in the US offer (that comment has since been edited). I don't know the accuracy of that statistic, but what I can say is that my program is one that offers an assistive technology course. If you read my last blog post "Summer Semester 2015: Fieldwork, Classes, Books," I mentioned that assistive technology was one of the courses I was taking this summer.

So what is my point? My point is that you cannot get too caught up with these online rankings and that you should not solely base your decision on a "ranking." You have to do your own research and really get down to the "nitty gritty" of  what the program offers and how it can benefit you as a student and future clinician.

So what is most important? I would argue that accreditation and goodness of fit are the most important factors to consider when choosing a program. As I mentioned in my "Tips| Applying to an MOT program," you should be choosing a school that best fits your learning style, personality, and goals. If you don't, it doesn't matter how "prestigious" the school is, you will likely be unsuccessful or you won't reach your true potential as a future OT.

Well that's all I really have to say about the matter lol.

<3 Bemo

Spring 2015 Semester Wrap Up

OMMGGG! Can you believe that I have OFFICIALLY completed my first year of grad school!!!??? I can't. It has definitely been an interesting year to say the least. It started off with anatomy, which was doable of course, but also very fast paced, stressful, and difficult.

Then, there was the fall semester which actually wasn't too bad. The courses themselves and the assignments, tests, projects -- all that, were very manageable. The only thing was my mind wasn't right so my motivation was below sea level. If your mind isn't where it should be the simplest of tasks become difficult.

Finally, there was the spring semester, which challenged me in many many ways. It was uncomfortable, but a much needed experience for both personal and professional growth. I have always understood the importance of being able to work well in a group, but it is something that I have always struggled with. This semester we had crap loads of group projects. I worked well in the groups that were just me and one other person, but the ones with 3 or 4 people to a group were stressful because the dynamics were sometimes off. I'm slowly learning to choose my battles and which projects are okay for me to take a more passive go with the flow role. I wouldn't label myself a perfectionist, but I take pride in quality work. It doesn't have to be perfect, but I like to give my best effort. Another thing that challenged me was "patient" interaction. In my blog post "Looking Beyond Conditions & Physical Interactions," I talked about the awkwardness I felt while interacting with clients at the ADC and how I struggled with feeling inadequate. During this time, I was also going through a "crisis." There were a series of events, that now I am unable to recall, that really challenged me and made me feel incompetent and I had a small break down. It was really bothering me because I have never felt so inadequate in my life and I didn't like how it felt -- very unsettling. As a result, I bought a ton of books with money I didn't really have, in an effort to soothe my discomfort. Three of the books pictured below are actually books required for the summer semester. I will picture them separately in my next blog post when I tell you about my summer semester adventures lol. But anyways, the other 13 books are completely supplementary. 

Row by Row; Right to Left:

(1) Stepping Into Handwriting, Creek's Occupational Therapy and Mental Health 6th ed., The Intentional Relationship, Documentation Manual for Occupational Therapy,

(2) Quick Reference Occupational Therapy, Quick Reference Dictionary for Occupational Therapy, Therapeutic Exercise Foundations and Techniques, Assistive Technologies

(3) Critical Reasoning in Occupational Therapy,  Optimizing Cognitive Rehabilitation, Activity Analysis Application to Occupation, Physical Agent Modalities

(4) Occupation-Based Activity Analysis, The Successful Occupational Therapy Fieldwork Student, The Wheelchair Evaluation, Spanish for the Occupational Therapist

The tests and content covered were also much more difficult. In preparation for the NBCOT exam, the professors have given us 3x more "NBCOT style"questions on tests and quizzes. There were quite a few tests that I felt no bueno about when I handed in my test. Fortunately, in the end, everything turned out well and I was able to pull through with all A's. One of the courses, " Foundations for Interprofessional Collaborative Practice" was combined with "Intro to Clinical Reasoning" and was counted as a Pass/Fail. 

This summer, we start our first fieldwork I rounds so I am definitely ready for a change in pace. I will give you more details in my next blog post!

<3 Bemo 

2nd Adult Day Center Experience

You will have to bear with me through this post because although it's not late, I'm extremely tired. So, anyways, in a previous post entitled "Looking Beyond Conditions & Physical Interactions" I mentioned that my last experience at the adult day center (ADC) was a hot mess and highly frustrating. I felt very incompetent and my weaknesses were definitely highlighted within the 3 hours that I was there.

I told you guys that if I had time I would let ya'll know how it went this time around. So, my partner and I had 2 "clients" -- the same 2 as last time. Prior to going to the ADC, I texted her and asked which client she wanted to be primarily over. After talking with my professor, I felt that this would be a good idea since I didn't get to participate much in the questioning or interact much with either client. She texted me back her choice and I told her I would take care of the one left. Because I was very anxious about going to the ADC out of fear of messing up or making a fool of myself again, I felt the need to prepare, prepare, prepare. Since this time around we would actually be performing assessments with the clients, I practiced the assessments by recording myself talking to space (my imaginary person). I also took the time to make some reference sheets that I could take with me to help guide my assessments. It was much of the same information in the manual but without all the unnecessary fluff and with a much bigger font size. Here are a few examples of the sheets I made: (you may have to click on the picture to see it better)

Digit Span Test: Forward Span 

Cognitive Performance Test: Shopping

Cut this paper in half and used it to help guide Activity Card Sort

Toggle Category Assessment 

I was so glad that I took the time to make these because it helped my assessments go pretty smooth! The only assessment that I did not make a sheet for was the ACLS-5 (Allen Cognitive Level  Screen - 5). My experience at the ADC was MUCH MUCH MUCH better this time around. I also got 2 hugs from two other members of the ADC. Another two people asked me to come sit with them. I told them that I would after I met with one more person (I didn't see a reason not too). Unfortunately, after I finished writing up all my notes, they were heading home :(. Oh well! The lady that I was working with had me write in her notebook what we did with the Activity Card Sort so that she could show her house parents. I'm not even sure if what I wrote many any sense! lol I was focused so much on getting through the assessments that I'm sure it ended up being gibberish. Plus, she made me sign it, so there is no denying that...yup that was me...and yeah I know what I wrote probably made no sense. 

Well i'm going to go ahead and get to bed. I'm going to a CEU from 8:30am - 5pm. Obviously I can't get CEU's but I like when going when I can because you get good information!

Ttyl <3

City of Binders

So in OT school we get A LOOTTTT of papers, handouts, and everything in between. Trying to organize it all has been a CHALLENGE. At first, I thought about just putting all the papers for a semester in a 4 inch binder -- and I did. However, it was heavy and not the easiest to navigate. Plus, our classes often overlap in material, especially when it comes to documentation, interviewing patients, and various conditions. Therefore, organizing by class isn't the best idea either.

So, instead, I decided that I would buy a crap load of binders and organize them by topic. It has been time consuming since I've had to rummage through my chaos of papers from all my classes pulling things out and putting them together with their mates. However, it's been well worth it. So far I have used 8 of the 13 binders I bought. Pictured to the right is a few examples of some of the binder topics I chose to group together (I have small hands so I could only hold so many lol). I'm still not done organizing everything. I still have a lot of papers to go through and I want to add a table of contents as well as some labeled dividers. When I finish organizing all the papers I haven't gotten thus far in my program I will share the completed "project." 

My next biggest challenge will be finding space for all of these binders. On top of all these binders, I also have a ton of OT related books. I have the ones that were required by my program, but I also bought other resources that I thought would be helpful throughout my career (I'll share all of them in a later post). Space won't be as big of an issue when I get my own place, but for now, I must deal with the space I have -- which isn't much. 

I'm also sure as the semesters go along I may have to either buy bigger binders, or group them differently, etc. etc. So, that will be interesting as it goes along. My ultimate goal is that all my papers (from May 2014 - May 2016) are well organized by the time Fieldwork II starts (June 2016). If I have all these resources but can't access them quickly then it's really pointless, in my opinion. 

Well, that about wraps up this blog post. Just wanted to fill ya'll in on my latest and greatest! lol :) 

Looking Beyond Conditions & Physical Interactions

Last year I posted a blog called "Note Taking during Observation & Bridge Burning!" Great blog, in my opinion, but it's missing something - something important. Something I did not realize it was missing until this semester (Spring 2015).

During my observation, I focused soooooo much on the condition the client had, what the therapist did with the client, tips and tricks, all that...but the one thing I forgot to pay attention to was the interpersonal interaction between the client and therapist, the therapist and parents, and the therapist and his/her team. I have over 45 pages of notes outlining my clinical observations and NOT ONE talks about anything of the such UNLESS there was something that the therapist did that I did not agree with.

I did not take the time to note any of the positive, beneficial, or key interactions. Nothing that the therapist said to motivate their client, nothing that the therapist did to support their client when they burst into tears, nothing that the therapist asked to try to understand their patient better, nothing that the therapist did when they could tell their patient was getting hostile, nothing about how the therapist approached his/her colleagues (e.g., other OTs, PTs, nurses, doctors) when he/she had questions, nothing that the therapist expressed when interacting with caregivers...just NOTHING I tell you and that's so unfortunate.

Taking note of the conditions you see and of the specific therapy techniques and activities the therapist does with the client is important, but the interpersonal interactions that occur within the setting is just as important and it's something I failed to attend to during my observation. I won't say I was focusing on all the wrong things, because I wasn't...I actually learned a lot...but what I will say is that the lens I had on was too narrow to see the big picture at the time. And now, as my first year of OT school is coming to a close it is something I regret. But why?, you may ask.

Well, interacting with others on certain levels is not something that comes natural to me and it's a long story as to why. I communicate well with others when it just happens and I'm not putting to much thought into and also when I'm one-on-one with someone. However, lately, I feel like I have to be so much more intentional and when I'm intentional it's just so unnatural, especially if I'm with another person and especially if I have to follow a specific protocol (i.e., that required by an assessment). For example, we have been going to an adult day center to interview some of the members there so we can fill out case maps, do some assessments, and eventually create a treatment plan. When I tell you it's like I couldn't improvise, I couldn't think, I didn't know what to say, it was awkward, and I couldn't play off the dynamics of my group member...I am not joking nor exaggerating. I got so frustrated that day. Plus, the way our seats were positioned was conducive for my group member to interact with the client, but not for me because I was off to the side (not that I wanted to be, it just happened with how my partner sat). Long story short, it was a mess. I think it would have helped if my partner and I would have met prior to discuss how we were going to execute obtaining the information we needed to, but with our schedules so hectic it just wasn't possible. We should be able to meet before we go back again (this coming Thursday) so hopefully my experience will be much better this time around. I talked to my professor about it and she was able to give me some advice so we will see. If I have time, I'll let ya'll know how it goes.

Anyways, back to the point. The point is that I wish I would have took the time to acknowledge how the therapists interacted with others, how they improvised etc. etc. because now I'm faced with situations that are unnatural for me and I have nothing really to go off of but words. Words are great, but I learn best by seeing firsthand. So all-in-all, my advice to anyone who may struggle with interpersonal interactions, are introverted, or just want to see the bigger picture is...don't just focus on conditions and physical interactions, also take notice of how the therapist is interacting with those around them. Hopefully, this will help you not to struggle as much as I have been. I only gave you one example, but I have encountered a handful of situations that were just a big fat mess.

Anatomy & Cadaver Lab Tips & Tricks!

Alright, so it's about to be that time of year again. I promised I would get this out to you last year and I never did...my bad! It's here now! Hope these tips are helpful to you. Don't forget to checkout free printables at the bottom of the post! If you have tips of your own, feel free to leave a comment!

1. Wear clothes you don't care about. The smell of the cadaver lab has a tendency to linger on your clothes. 

2. If the smell is too much for you too handle try rubbing a SMALL amount of Vicks on your upper lip and nose. Some people have suggested cinnamon flavored gum (e.g., big red), but Vicks works much better, some labs don't allow gum, and do you really want to be smacking on gum with cadaver juice flying all around?

3. Don't buy an expensive tool kit. Many of your tools will possibly fall in the tank or get mixed up with your group member's so you don't want to spend too much money on a tool kit. Plus, unless you are going into the cadaver dissecting field you will probably never use the items inside the kit ever again. I will, however, say that you will need a lot of blades because they can get dull pretty fast. My suggestion is that you split the cost with your group to buy a box of 100. 

4. Don't leave your gloves sitting out, people will use them and they will be gone before you know it. Box of 100? Umm, what box?

5. Don't set your tools on the edge of the tank. They will most likely fall in and be gone FOREVER! lol

6. Don't use the body as a scapel holder. When it comes time to open the body and "play" with their organs there is a high chance that you will have poked into the intestines and there will be poop EVERYWHERE. That happened to the group next to us. It was a stinky stinky mess. 

7. Take your lab coat to a laundromat, you don't want to stink up your washer/dryer. Also, don't try to bleach it - may make the smell settle in more.

8. Read about the dissection procedure prior to dissection. I usually just went with the flow lol, but I wouldn't suggest it. I was the one showing up like "yeah, so umm..what are we supposed to be doing?" Don't be like me, be better! 

9. Use lab time effectively in an effort to finish dissection. Don't spend more than an hour and a half a day outside of lab time trying to finish your dissection (especially if your in a fast paced course). It's usually not worth it and the professors and lab TAs will cut and dig for the structures they want anyway. You need to be using as much of your free time as possible studying or reviewing the structures on the cadaver...not trying to dig through fat to find them. 

10. Speaking of fat, if you get to choose your own body, avoid the big belly bodies :) You will be cutting out and digging through fat for dayssss!

11. Don't just mindlessly dissect your cadaver. You usually spend 2-4 hours in lab for class...take advantage of it. When you identify a structure share it with the group. When your group members find something have them share with the group. Pay attention to the location, what structures it can easily confused with, all that. Let's be real though, sometimes that's hard to do because everything usually looks the same and you have no clue what you have found, if anything.

Another option, is to review lecture material while you are dissecting. Everyday, have a different "leader" at the head of the tank "teaching" that day's lesson. They read you a part of the material emphasizing the important parts, and then they quiz you over what they just covered. Then they cover a little bit more and quiz you again. This worked really well for my group. We were able to remember a lot from being quizzed over class material while dissecting.

12. Make a list of everything you are expected to be able to identify and make sure you locate it and write down the easiest way to locate it. Sometimes the professor will provide you with a list, but it usually has other nonsense on it. You need to make a list with just the structures, free from any unnecessary distraction.

13. Don't just identify a structure on one body. I recommend you see every structure AT LEAST 3 times on 3 different bodies. Sometimes they look very different depending on the body.

14. If you don't work well in groups for studying purposes DON'T do it! I don't usually work well in study groups, but I thought "OMG, everybody is always studying in groups, I need to study in a group too." Yeah, no! The one time I attended a group study session, it was a mess and I felt like so much time was wasted and that I could have learned much more on my own. 

15. Take advantage of tutoring if it's offered. I recommend going once a week every week if you can. I did solo tutoring and just asked the tutor to show me where to find a bunch of structures and then explain to me how I can easily find and identify it, while distinguishing it from similar structures. I wrote this information down and went on about my business. This was discouraged, but it worked amazing for me. They suggested that you have the tutor quiz you over structures that you should have already identified on your own. Yeah right, there was usually too much going on to have already figured out where everything was located. It was my belief that I could quiz myself, but what I couldn't do was locate all these structures on my own, so if the TA just tells me where they are all at first I can figure out my own way to quiz myself later.

The reason I did it this way is because I quickly learned after the first test, that the structures I missed were the ones I had never seen before. Why? because I never identified it to begin with, so when I saw it, "I'm like what in the world!!?? Umm...let me see well it obviously isn't A because A is located somewhere else, but oh is that B?, can be look like that?...crap I only have 10 seconds left... umm shoot i'll just pick D." It was a mess.

After that test, I had my tutor show me every single structure we were responsible for, how to find, how to distinguish it from other similar structures. Next test went 1000x better. lol

Some people did group tutoring, but again, I emphasize if you don't learn well in groups, don't do it just to save a buck or $10. Nine times out of ten you will regret it. 

16. If your lab TA's host practice lab tests GO TO THEM! Pay the money if they charge and go to them. It really helps you to see what areas you are struggling in. Also, some of the questions may pop up on the real test. Also, sometimes going just helps you get your technique down. You have to move quick and you have to think quick! "Jack be nimble, Jack be quick."

17. Now is not the time to experiment with new ways to study or follow someone else's method of studying....unless you are a procrastinator, then you better snap out that quick. Other than that, if you have a particular study method down pat, stick with it! 2nd year MOT students discouraged me from making note cards because they were too time consuming and "not worth it," but I knew that I could memorize information like no other with flash cards. So i went for it! Was it time consuming? HECK YES. Did it pay off? Again, I say, HECK YES! ...If this is your method of choice the key is to not play around. Get them made so you can get to studying. The one section that I didn't make flash cards over...forearm and hand muscles...was the one section that I knew the least well. I tried some else's method and guess what? It didn't stick.

If you take your first test and you realize "OMG, the way I studied was a mess. I thought I was getting it until I took my test and then I was like what????" Then that is the time to go to the drawing board. If you have an advisor, go talk to them...sometimes it's mandatory anyways, but I strongly advise you seek their advice. Most of them have been doing what they have been doing for awhile and have a few suggestions up their sleeves.

If I can find one of my advisor appointment sheets I will scan it and share it with you all!

Resources that I made that helped me and may help you if you are learning similar content! :) 

You have permission to use them ANYWAY you think will be beneficial.

I encourage you to make your own as well!

Disclaimer: Pneumonics may offensive to some viewers. Some pictures were taken from online sources.

SHOW ME THE ORIGIN & INSERTION & LABEL

DRAW ME THE BRACHIAL PLEXUS

MUSCLE DETAILS PRACTICE SHEET

AXILLARY ARTERY BRANCHES

BRACHIAL PLEXUS

CONTENTS OF MEDIASTINUM

CRANIAL NERVES CHART

ERECTOR SPINAE

Panel Lessons to Tuck in a Special Place!

So this is my way of checking in and letting ya'll know that I'm still alive and kicking. This semester has just been a huge roller coaster for me academically and emotionally and I have not had the time nor energy to sit down and type.

Since I have about a 2 day break from school work, I decided to get on here and share what I thought was an amazing and much needed guest lecture. So, on Wednesday for my conditions class my professor invited 4 individuals to participate on a panel where each shared their "disability" experience. Although, in our profession we emphasize person before disability, it is not appropriate for me to disclose the identity of these individuals. However, I can share their conditions for those interested. TBI (ATV accident), Stroke (she had a stroke twice, each time after the birth of her children), T8-T9 SCI (skiing accident), C5-C6 SCI (car accident). As they spoke, my professor occasionally interjected and shared some of her experiences working with patients as well.  

Here is a cumulative list of many of the lessons they each had to share:

"The therapy team acts a connection. They help individuals plug themselves back into their lives."

"It's import to work with a team that can help you in areas that you are weaker in."

"The words you choose and the attitude you have as a clinician are powerful."

"Don't take away their hope. Don't give false hope. Don't lie."

"Allow families to have their faith and support them in it. You don't have to agree with their faith...it's not about you."

The patient is not the only one who can lose their identity. Traumatic events are traumatic to the whole family.

"As an OT you are the nucleus"

"Take the time to listen to caregivers, they may give you information that can enhance your therapy and thus help the patient improve."

"Therapeutic use of self is not just for the patient."

"Things may not become easier, but they can become possible, if you change your mindset."

"You can't feel sorry for your patient and you don't want to become too attached to them. It will hinder you from doing your job and your patient can take advantage of you."

"You never fail until you give up. If you don't give up you can't fail."

A journal may be helpful for patients who don't feel like they are making any progress

"Doesn't matter how bad you feel. Doesn't matter what happened when you woke up, when you drove to work, when you got to work... Leave it at the door!" 

The panel members also shared some of their not so good experiences with the medical team. It was shocking some of the stories they told. The story that stuck out the most to me is the one where the mother of one of the individuals stated that when her son was in his coma, the physician walked in sniffed over his bed and said something along the lines of "Smells like death today." :O Jaw dropper right? Yeessss!! Unbelievable smh. 

Well, that's all I wanted to share. Take care. I will update ya'll on my FWI: MH and Peds rotation soon! :) 

Update & Spring 2015 Classes/Books

Bemo! Where on Earth have you been!??? Yeah, well I've been around, but I had been going through some personal issues and my motivation to do much of anything was at an all time low. I was hoping that the Christmas break would serve as a much needed rejuvenation period. However, my hopes for that went down the drain on New Year's Eve when my Papa passed away. We were like two peas in a pod and I still can't believe he's gone. I let it get me down for awhile, but I realized that life must go on and all I can really do is keep our memories together alive. Now, school is back in session and I must attack the semester differently with a fresh perspective and a greater appreciation.

Despite my lack of motivation, I still managed to do well in my classes. I finished the semester with all A's so that was good. However, it was a painful process because my mind was not right. For some reason I was just really unhappy with my life. Once I got home, I sat down and talked about it with my mom and I prayed about it. I'm much more content and grateful with where I am, but I know it's going to be a process to get where I fully need to be because I have been feeling this way for several years now.
Anyways, enough of the "woe is me stories." Let's get on to my Spring 2015 classes and books.

This semester I am taking 18 hours and the classes include:

• Introduction to Clinical Reasoning
• Psychosocial Interventions in OT
• Overview and Analysis of OT Assessment & Lab
• Hand & Upper Extremity Rehab & Lab 
• Evidence for Research and Practice 
• Conditions in OT (part 2)
• Foundations for Interprofessional Collaborative Practice 

Class started today (Jan 12, 2015). The classes seem like they are going to be tough, but interesting. I'm actually really looking forward to this semester.

In my program we reuse a lot of the same books. Therefore, this time around I was only required to purchase three additional books.

I'm going to take the rest of the week to get myself together and then I'm going to hit the ground running. My main goal for this semester is to just keep my motivation levels high. We will see how that goes. 

On a last note, I have to turn in the locations and facility types I am interested in for Fieldwork Levels I & II before spring break. I honestly have no idea as of right now. I will be scheduling an appointment with the fieldwork coordinator soon to discuss some things. I will update you guys when I make a decision. Nothing I select will be set in stone, but the fieldwork coordinator does try really hard to satisfy what we have selected. 

Fear of the Transition

This was a blog I wrote almost a year ago and forgot to finish and post! It's still unfinished, but everything that I said still holds true. I am actually taking a clinical reasoning course this semester so we will see how I feel by the end of the semester. 

Hmm...fear of the transition! "What transition?," you may ask! Well, i'm going to tell you lol. The transition from student to professional! Now, I know it's a long way from today --  about 2 years to be exact. However, I've actually had this fear for quite awhile, but as I near the reality, the fear sets in a little deeper and deeper.

Some people may think, "Why think about that now, you still have time before you are an actual professional?" Well, because I'm thinking there are some things I can do between now and then that will help ease my fear and make my transition from student to professional just a bit smoother and less nerve racking.

So what about the transition am I actually afraid of? Simple -- Clinical reasoning! Let's go ahead and define it real quick.

Clinical reasoning: "Process of collecting cues. Information processing. Understanding of patient situation. Plan/implement intervention . Evaluate outcomes. Reflect/learn from process."
Source: http://www.scribd.com/doc/24473111/Clinical-reasoning-for-Nursing-students-Glossary-of-terms

Now, the great thing about being a professional, especially one in Occupational Therapy, is that you usually work as a team with other professionals: Physical therapists, speech language pathologists, psychologists in some cases, etc. Also, many times you have a supervisor that you can meet with a reflect on your cases with.

Also, the field work experience that MOT programs require, should also help in the adjustment, but not completely. I recently found a blog that I really like. She has not been active since 2011, but the information on her blog is still really good. It's called "Practice, reasoning, and reflection." She addresses her experience with the transition from student to professional and then her struggles as a professional as time goes on. I think she is from Canada if i'm not mistaken, but it's still really relatable. Check it out if you are interested!

Unfortunately, a big reality is that MOT programs cannot possibly cover every situation that you may encounter as a professional. Therefore, you always have to be on top of your game.

Lesson of the Day| Never Become Complacent!

I talked to one of my professors today and I just want to try to recall some of the things she mentioned and reflect on them for my records. Keep in mind I'm a horrible paraphraser! Let's go ahead and get started. 

So, on Monday, one of my professors shared her experience of going through a point in her career where she realized she really was not understanding why she was providing some of the treatments she was to her clients. She said that she understood the basics or would simply do a treatment because she remembered seeing another therapist do it. She expressed her frustration and feeling of incompetency. She realized that she probably needed to go back to school and learn more -- so she did.

So today, I asked her what she did differently the second time around to help her improve as a practitioner. She said that the two things that she did differently was 1) found appreciation in theory and 2) had a mentor that helped her problem solve and improve her clinical reasoning. She spoke a lot about the importance of understanding theory and using it as a way to ground your practice. She said that it truly helps you to understand how to approach intervention all the way from interaction to evaluation to outcomes and provides guidance on choosing the best treatment for a patient. We've only learned about three occupation-based models (EHP, MOHO, OA) so far, but I can already see how understanding these theories would prove to be important as a therapist. It really helps you to broaden your scope and see your patients through a more comprehensive lens.

Later in the conversation, she mentioned that your learning as a therapist will never stop. She even went as far as to say that if you look back and ask yourself, "Am I doing therapy the same way I did last year?" and your answer is yes, you are doing something wrong. She said not everything in your practice will change but that every year you should be finding better ways to improve your practice and become a better therapist. She said you do this through continued education, reading updated research, and exploring new theories. Basically, to sum it up, you should never become complacent with your skills, you should always seek to learn more in an effort to provide the best services for your clients. Common sense right? One would think! However, unfortunately (and I've witnessed this myself, especially with older therapists), that drive to constantly learn new and better ways of providing therapy sometimes wanes and therapists do seem to become somewhat content with the knowledge they already know.

We talked for a long time so I can't remember everything, but I tried to pull out the bigger details and what I thought were important "take home messages."

Getting into "A" Program that you WANT! + Plan B

I know, I know...another video! Hopefully some of you find this video helpful.

The title of this blog post and video may be a little misleading so allow me to elaborate. This video is geared towards those who may find themselves applying to 2, 3, 4, etc. programs, but only getting one offer.

I hope that my advice will help you to have no hesitations in accepting that offer and to become one step closer to your goal as an occupational therapist. It is my belief that you should never see the programs you apply to in the scope of "most desirable to least desirable." Instead I challenge you to see the colleges you apply to as "All great programs that I would without a doubt love to be in." If you make sure that all the programs you apply to are programs that you would without a shadow of a doubt be ready to pack your bags and get to moving, you lessen the chance of you getting accepted into a program that you really don't want to go to and end up turning it down for whatever reason.

Let me give you a couple of examples of how the scenario may play out. 

1. "Ah man, I really can't afford to go that program."
2. "I really don't think I'm ready to move to New York."
3. "I don't think I want to spend 5 more years in school."
4. "I just don't think that program is a good fit for me anymore."

These are the types of situations that I hope to help you avoid.

Best of luck as you apply to different OT programs!

Link to Blog Post I Mentioned| http://oteatime.blogspot.com/2014/01/tips-applying-to-mot-program.html

3rd Week Update! (Fall 2014)

This Video Covers: 

• How I Feel About Classes So Far
• The Lazy Rut I've Been in
• Socializing with My Classmates 
• OT Polos I Ordered 
• Guest Speaker- NICU 
• SOTA (Student Occupational Therapy Association)

First Day of Fall 2014

After the summer session we were given about a week off to relax and recoop. I decided to go back home for the break and spend time with my family. My break was consumed with watching butt tons of movies and sleeping. My grandpa was in the hospital for most of my stay so I went to the hospital to visit him as often as I could. Other than that, mom and I would make trips to places like SAMs and Costco to pick up a few items for the house and my apartment. I didn't do anything too exciting, my main goal was to just relax, which in a round about way is exactly what happened.

Now that my short, but much needed break is over it is time to get back to work! Today was our first day of class (Aug. 20th). Before we left for the break one of our professors emailed us and said that our 9 o' clock class would be cancelled for the first day. This meant that I didn't have to be at school until 10:30am. Awesome, right!!? Yes and no. It was great because I got to sleep in. I had big plans of eating breakfast and doing this and doing that, but pssht none of that happened. I lolligagged around ALL morning lol. The bad side of a 10:30am class was that parking was horrible. Student parking was completely filled so I had to park in an outside extra parking lot that is farther away from the academic building. It wasn't a terrible walk, but definitely a long one. I think the summer session spoiled me when it came to parking because there was always tons of free parking spaces.

Today I had "Theories and Foundations in OT" and "Occupational Performance Throughout the Lifespan." Before today I had my reserves about my theory class. Like I told mom, theory classes usually go one of two ways really good because the teacher loves the subject they are teaching or really bad because the teacher has absolutely no enthusiasm about the subject and class is a drag. Fortunately, it looks like this is going to be a good class. I think I am really going to enjoy it! Both of the professors have great personalities and are really nice, I have high hopes for these classes.

Other than that, not much happened pretty smooth typical first day! Ain't nothing wrong with that :)

All I'm working on today is putting all my dates that I have so far for tests, quizzes, and projects due in my planner and get my apartment organized. 

Fall 2014 Semester Classes & Books

Hey guys, it's that time again! New semester, new classes, new books!



I waited to the very last minute to register. The director emphasized that she wanted us to make sure that we were going to pass anatomy before registering. I knew I would pass, but for some reason I just kept pushing it off and pushing it off. Classes start on August 20th and my last final is December 10th! I have to take Theory and Foundations of OT, Introduction to Evaluation and Intervention in OT (which has a lab), Research Process in Occupational Therapy, Occupational Performance Throughout the Lifespan, and Conditions in OT. These all total 15 hours. I'm looking forward to all my classes minus Research Process in OT. It just doesn't sound fun. lol

This is what my schedule is looking like this semester. Classes 3 times a week!
(Unless I have an exam in "Conditions in OT")

Since I only have classes roughly three times a week I plan to take out more time for myself to do the things that I want to do and focus on. Like I told one of my friends, I have spent the last 3 years of my life focusing on school, school, school and not really my happiness. I want to do yoga at least once a week and I want to start reading for leisure again as well as actually start reading my Bible again. Just the small things you know, the ones that I always push to the side because "I don't have time" "I have to study" "I'm too tired"....whatever the reason may be. I also plan to eat healthier because my diet is pitiful and that's probably why I never have the energy I need. Since I have a sensitivity to caffeine once my energy is gone it is a WRAP!

On to the books...

Here are a list of the book titles and authors (left to right; top to bottom):

• Occupational Therapy in Mental Health: A Vision for Participation (Brown & Stoffel - 1st Ed.) 
• Screening Adult Neurologic Populations (Gutman & Schonfeld - 2nd Ed.)
• Research in Occupational Therapy: Methods of Inquiry for Enhancing Practice (Kielhofner - 1st Ed.)
• Occupational Therapy for Children (Case-Smith & O'Brien - 6th Ed.) 
• Human Development and Performance Throughout the Lifespan (Cronin & Mandich - 1st Ed.)

Not pictured: (bought in summer session 2014)

• Occupational Therapy for Physical Dysfunction (Radomski & Trombly - 7th Ed.) 

Books this time around cost me $438! I purchased them all from Amazon this time around.