Professional Growth and Development Professional Appearance Includes hygiene, demeanor, suitable dress/body adornment for environment and related tasks/activities One or more attributes are not acceptable to classroom or clinical environment, and/or are not in compliance with Belmont University or School of Occupational Therapy policies. Student is beginning to exhibit improvement in identified areas related to professional presentation criteria. Student demonstrates acceptable attributes in classroom or clinical environment and/or is in compliance with Belmont University or School of Occupational Therapy policies and/or clinical site expectations the majority of the time. Student consistently demonstrates attributes in classroom and/or clinical environment, and/or is in compliance with Belmont University or School of Occupational Therapy policies and/or clinical site expectations. Ethical Behavior Student does not demonstrate an awareness of the Code of Ethics or violates professional Code of Ethics. Student demonstrates basic knowledge of code of ethics and an awareness of how the code may affect clinical situations. The student adheres to ethical principles in classroom and clinical environments and demonstrates an applied understanding of the Code of Ethics. Student consistently demonstrates ethical behavior and demonstrates a depth of understanding of ethical behavior in a broad variety of situations. Safety The student: Places self or others in potentially dangerous situations. Eats or drinks in areas. Does not adhere to safety guidelines. The student: Identifies and corrects potential safety risks. Reports safety concerns. Stores belongings and supplies properly. The student: Anticipates risks and responds accordingly. Makes recommendations for enhanced safety. Professional Identification Student is unable to identify the core values and beliefs of the profession. Student articulates basic knowledge of and the behavioral values and beliefs of the profession. Student articulates and demonstrates the core behaviors, values and beliefs of the profession and acknowledges and explains one’s beliefs,
faculty/supervisors to do so. integration of previous learning. service opportunities and offers assistance to peers. Problem Identification and Problem Solving Student is unable to apply systematic approach to problem solving and decision making, requiring assistance to identify and implement. Student is developing knowledge in problem identification, systematic problem solving and decision making but needs guidance and/or cueing from faculty/ instructor/supervisor in order to be effective in addressing problem. Student demonstrates effective ability to apply systematic approach to problem solving and decision making, requiring minimal assistance to verify and/or validate with faculty/ instructor/supervisor. Student consistently demonstrates independent ability to apply systematic approach to problem solving and decision making, requiring no assistance to identify and implement. Interpersonal Competence Collaboration & Respect for Others Student does not demonstrate the ability to work with and/or collaborate with others in groups or teams; for example, the student does not utilize effective interpersonal and behavioral strategies to attain a common purpose. Student does not appear to consider the impact of their interpersonal communication (both verbal and body Student demonstrates difficulty in several key behaviors (i.e. cooperation; active listening; giving receiving feedback) necessary for effective team/group work. He/she requires guidance from faculty/instructor/ supervisor to identify and implement effective interpersonal and behavioral strategies to attain a common purpose. Student demonstrates the ability to work effectively with others in groups or teams. For the most part, he/she independently utilizes positive interpersonal and behavioral strategies to attain a common purpose. Student consistently maintains a cooperative working relationship and respectful attitude toward others. Student consistently collaborates with others in groups and teams, utilizing effective interpersonal and behavioral strategies to attain a common purpose. Student takes a leadership role and role models to their peers how to work toward a common purpose.
Dealing with Feedback and Conflict Student does not accept feedback on personal behavior. When provided with constructive feedback or a conflict of opinion the student: Shuts down (i.e. displays no outward response to feedback) and/or Becomes verbally defensive and/or Demonstrates aggressive behavior (i.e. verbally insults or attacks the person offering feedback/difference of an opinion) and/or Demonstrates passive/aggressive behavior - avoids contact with the individual with whom conflict exists, then complains to a 3rd party. He/she needs redirection to bring issues directly to the appropriate individual Is unable to engage in self-reflection related to feedback Does not attempt to maintain a productive working relationship with the Student is beginning to use skills of reflection. He/she attempts to resolve conflict in order to maintain a productive working relationship with others, although support and guidance may be needed to do so. The student: Usually seeks clarification of feedback as needed With encouragement, brings appropriate issues to the person involved, choosing the appropriate time and place to discuss these issues Generally uses an assertive styled of communication during this interaction The student independently seeks clarification/feedback regarding personal behavior, engages in negotiation to resolve conflict and maintains productive working relationships with others: Acknowledges personal error when it occurs and takes responsibility for self by altering behavior Independently brings appropriate issues to the person involved Generally makes use of feedback to improve future classroom performance Generally uses assertive communication to deal with feedback and differences of opinion The student is reflective and insightful and consistently utilizes feedback to improve behaviors both in and out of the classroom Independently seeks feedback from instructors and peers for personal growth Consistently uses assertive communication to deal with conflict in and outside of the classroom Demonstrates tolerance for errors.