My last assignment for Paediatrics is due at 17:00 Friday (today). Paediatrics is the final subject of my third year.
In other words, I’m officially DONE with my third year. I’ve been chugging along since the last days of January so that’s nine months. Whew. I get to rest now, until next February when my final year begins. That’s going to involve a lot more placement work and will no doubt be just as intense as this year but in different ways. But until then – huzzah.
This year, I’ve learnt about and built on so many things. Like how to do SMART goals properly and building on intentional communication; environmental modifications, splinting, adaptive equipment, funding etc.; stress buckets, case formulation, intervention planning; stages of development and different treatments for specific disabilities and situations; many many models applicable in general and also specifically to various client groups – aged, disabled/ chronically ill, mentally ill, children…. and so much more.
That’s a long run-on sentence and it’s been a long run-on year.
But so, so good.
I’m really appreciative of all the opportunities that have come my way this year. I think I’ll give myself a few days off to savour them before organising my summer break.
On a different note: Don’t forget – today is the final day to get a replacement survey form for the marriage equality survey. Make sure you’ve voted before the end of Friday next week.
Study central around here because I have an exam with oral and written components next week…. I have to present, for ten minutes, an intervention-based session applicable to a particular case scenario I’ve been allocated to.
After the exam’s over, I have to finish writing and submit an assignment about child observation.
I shall have more to say about my Paediatrics OT subject journey after next week.
Until then – this landed in my inbox today. Check it out. I agree – health and arts are linked. After all, treating the whole person is better than just focusing on treating one part; it’s not just about the medical way of things but the social-environmental occupational etc. ways too. https://fromtheharp.co.uk/2017/10/12/a-day-out-at-parliament/
Hi all. This post is currently being written by my left hand on my mobile while my right arm is held captive by the plasma-collection machine at the local blood donation centre.
I’m two weeks into my last subject for the year: Paediatrics. It’s been really fun. We’ve covered typical and atypical development (including how to hold low/high babies), early childhood interventions, autism, cerebral palsy and interventions and assessment for these plus more generally. These have included sensory processing, family-centred practice, traffic light self-regulation systems, handwriting interventions – and most recently, this interesting intervention called CO-OP: Cognitive Orientation to Occupational Performance.
It’s a cognition based cooperative approach which enables success (ie skill acquisition) through problem-solving. The OT guides the child to use metacognition strategies and discover the skill(s) for themselves. The child uses their own words to create goals, which are then planned, done and checked (GPDC acronym is used with a toy to help the child remember).
As part of our learning we each chose a skill to learn using this method in class. So I learnt to KNIT!
Goal: to be able to knit a row.
Plan (in my own words): I watched a classmate who knew how to knit demonstrate and talked through the steps, as I saw them, in my own words. Then a third classmate wrote them down.
- Right needle goes through the thread on the left needle and then goes to the back.
- Loop the thread around the back of right needle only, it does not cross the left needle.
- Pull down the thread against the needle with right hand keeping needles crossed at back.
- Pull the needle from right hand down
- With the left hand turn the needle so the right hand pushes needle through the wool.
- With the right hand you move the loop off the left needle while the left hand holds the wool steady.
- Tighten the knot.
Or something like that.
Do: you do the plan.
Check: has the plan worked? We needed to modify a few steps to ensure everything was clear.
Not much. But it’s a start. Now I need some wool and knitting needles so I can practice – I borrowed those ones above.
So I’ve survived my first two days of placement. It’s going well, I think… the plan appears to be to get me out on at least one home visit per day. Today there were two. So I am zonked. Because there’s a lot of write-up to do afterwards, especially if both home visits are with new clients rather than follow-up ones.
It’s rather intense. But fun. I admit, I was a little uncertain of how things would go when I started yesterday. When we’d done class- and assignment-based activities at uni that relate to what I’m doing on placement, it felt kinda boring? Soooo many measurements and so on. (Seriously, one of the things that saved me during the environmental modification assignment was that we could be creative with our query letters….) But out in the field, it’s actually quite fun, or at least interesting. After all, we’re helping real people and hearing their stories.
I got praised today for my clinical reasoning skills, so I must be doing something right!
I get very tired by the end of the day though. All I want to do is go home and “flop”. Well, I did think about and plan to go to fencing tonight, but only remembered at home that I don’t have my runners with me at the moment. Next week!
Now, I should get to what I’ve thought about doing since I got home… writing up posts about my trip, as well as food posts. Then I can get an early night after that.
Check back in later this week, hopefully tomorrow – there is one hell of a good #MIV2018 Update coming. (Six months to go!!!)