Queens University
School of Rehabilitation Therapy
Occupational Therapy Program
M. Sc. OT
FIELDWORK RESOURCE
MANUAL
For courses: OT 825, OT 851, OT 846, OT 847, OT 862, and
OT 877
2014 – 2015
OT Program Fieldwork Contacts
Susanne Murphy, MSc, OT Reg (Ont.) Lecturer, Fieldwork Coordinator (OT 846, OT 847 & OT 877)
Phillip Wendt, MSc, OT Reg (Ont.) Lecturer, Fieldwork Coordinator (OT 847)
Megan Edeglow, MSc, OT Reg (Ont.) Lecturer
(OT 862)
Carol Mieras, MSc, OT Reg (Ont.) Lecturer
(OT851) Anne O’Riordan, BSc.(O.T.)
Lecturer, Clinical Educator OIPEP (OT 825)
Donna O’Connor, BSc. (O.T.), M.Ed. Professor
(OT851) Teresa Long
Fieldwork Assistant (All fieldwork courses)
Phone and email contact information is available via the School of Rehabilitation Therapy website at
www.rehab.queensu.ca
Please be advised that your course coordinator has made every effort to ensure that this manual is up‐to‐date,
complete and accurate; however, where University and/or School policy is concerned the student/preceptor is
advised that official University, School of Graduate Studies and/or School of Rehabilitation Therapy Policy shall
Table of Contents
1.0 M.Sc.OT Curriculum
7
1.1 Mission
7
1.2 OT Education Program Goals
7
1.3 OT Program Objectives
7
1.4 Educational Principles
8
1.5 Philosophy
8
1.6 Design
9
1.7 Educational Methodologies
12
1.8 Course outlines
14
2.0 Fieldwork Curriculum
21
2.1 Fieldwork Integration 21
2.2 Fieldwork Overview
23
2.3 Fieldwork Educators
23
2.4 Summary of Occupational Therapy Fieldwork Curriculum
24
2.5 Fieldwork Structure
24
2.6 Fieldwork Placement Application Process
26
2.7 Northern Placements
27
2.8 International Fieldwork Placements
28
2.9 Fieldwork Evaluation
28
2.10 Student Evaluation of Placement
29
2.11 Fieldwork Expenses
29
2.12 Students with Disabilities
29
2.13 Student Safety in Off-Campus Activities
30
3.0 Roles and Responsibilities of Fieldwork Stakeholders
33
3.1 The University Program Faculty
33
3.2 The Fieldwork Preceptors and Site Fieldwork Coordinators
33
3.3 The Student
34
4.0 Policies and Professionalism
37
4.1 Immunization
37
4.2 First Aid and CPR Training
37
4.3 Insurance Coverage
37
4.4 Student Injury While on Placement
38
4.5 Use of Personal Vehicles While on Placement
39
4.6 Attendance
39
4.7 Professional Image
41
4.8 Confidentiality & Professional Conduct
41
4.9 Ethics
46
4.10 Strikes
46
5.0 Academic Regulations
49
5.1 Procedures for Evaluations and Appeals 49
5.2 Policy on Failure/Withdrawal on Academic Grounds
49
5.3 Policy & Procedural notes regarding providing accommodation for students 49
who are not fully fluent in English
5.4 Withdrawal from Placement
49
5.5 Due Process
50
6.0 Student Assessment
53
6.1 Competency Based Fieldwork Evaluation for Occupational Therapy
53
6.2 Fieldwork Award Nomination Form
55
6.3 Concerns Exist Form
57
7.0 Preceptor Resources
61
7.1 Recommended Reading for Fieldwork Educators
61
7.2 Recommended Reading for Occupational Therapy Students
62
7.3 Articles Related to Fieldwork Education
62
References 65
Appendices
Appendix A - Occupational Therapy Fieldwork Levels
Appendix B - Fieldwork Course Descriptions
Appendix C - Student Fieldwork Profile
Appendix D - Canadian Guidelines for Fieldwork Education in Occupational Therapy (CGFEOT)
and Fieldwork Site Profile (FS- PRO).
Appendix E - COTO Standards for the Supervision of Students
Appendix F - Guidelines for Short Term Accommodation
Appendix G - International Fieldwork Placements
Appendix H - Student Evaluation of Fieldwork Placement
Appendix I - Teaching Affiliation Agreement
Appendix J - CAOT Code of Ethics
Appendix K - Immunization/First Aid/CPR Training
Appendix L – Postsecondary Student Unpaid Work Placement Workplace Insurance Claim Form
Appendix M - Post-Activity Incident Report
Appendix N - Occupational Therapy Statement of Confidentiality
Appendix O - Evaluation of Competency across Fieldwork Levels
Appendix P - Library Services for Health Sciences Faculty
Section 1
M.Sc.OT Curriculum
1.1 Mission
1.2 OT Education Program Goals
1.3 OT Program Objectives
1.4 Educational Principles
1.5 Philosophy
1.6 Design
1.7 Educational Methodologies
1.8 Course outlines
1.0 M.Sc.OT Curriculum
1.1 Mission
OT Education Program Mission
The mission of the Queen’s Occupational Therapy education program is to prepare OT professionals who continually strive for the highest standards of professional practice as they prepare for roles as experts in enabling occupation, demonstrating strong clinical reasoning, evidence-based practice and innovative leadership with a special attention to community development.
1.2 OT Education Program Goals
Congruent with the OT Program’s mission is the goal that the education program prepares students for the many roles as experts in enabling occupation that exist within the professional domain. Students are introduced to knowledge and practice related to the roles outlined in the Profile of Occupational Therapists in Canada
[2012](Canadian Association of Occupational Therapists [CAOT], 2012): communicator, professional, scholarly practitioner, collaborator, change agent, practice manager and expert in enabling occupation. Graduates are educated for roles in direct service delivery, subject to local credentialing requirements. The Program also aims to prepare students to pursue advanced education and training that will further enable and support them to move to proficient practice.
Consistent with the Program mission is the goal of creating an innovative curriculum and learning environment that contributes to shaping the practice environment and future roles of occupational therapists. As innovative leaders who strive for the highest practice standards, graduates are encouraged to demonstrate professional behaviours that express integrity, curiosity, innovation, critical thinking, a strong professional identity, and a commitment to social justice. The Program prepares graduates to provide leadership in a collaborative manner within complex and ever changing health care and practice environments. The Program at Queen’s University attends specifically to the education of professionals
for community practice.
1.3 OT Program Objectives
Consistent with the Program mission and goals, it is expected that graduates of the OT Program will demonstrate knowledge, skills, and competencies that are grounded in the ability to interpret, apply, critique, and show empathy and self-knowledge related to the following areas:
• Occupational therapy, occupational justice and related theory. • Disability theory and experience.
• Occupation across the lifespan.
• Cultural competence and respect for diversity and inclusion. • The interdependence of the determinants of occupation.
• The individual and enablement of occupation within the context of physical, social, cultural and
institutional environments.
• Assessment of occupational performance strengths and problems.
• The contribution of published literature to evidence based practice in occupational therapy. • Enabling interventions aimed to facilitate client autonomy and improve transactions between
person, occupation, and environment.
• The development of occupationally just communities.
• Advanced communication skills that promote collaboration at the individual, team, group and
systems levels.
• Leadership, including the ability to initiate, respond and adapt to change.
The Program’s educational mission, goals and objective are closely related. The mission statement and accompanying goals place a strong emphasis on preparing occupational therapists for roles as experts in enabling occupation and as leaders in broadening, complex and ever-changing health care practice
environments. In order to meet the educational mission, the Program objectives explicitly identify the actions and behaviours that define the OT Program’s view of preparing experts in enabling occupation and leaders in occupational therapy. It is acknowledged that while the most fundamental goal of the OT Program is to prepare students to become occupational therapists for direct service delivery, the curriculum must also lay the
foundation for their ability to pursue the multiple, important, but advanced roles fulfilled by occupational therapists, including that of academic leader. A key message sent to students through the Program curriculum is that this learning experience is only the beginning of their life-long education as occupational therapists.
1.4 Educational Principles
The Program’s educational organizing principles are as follows:
• Integrative, combining the conceptual and practice theories of the physical and social sciences with
the conceptual and practice theories of occupation therapy.
• Progressive, offering learning experiences that are offered in a logical developmental learning
sequence.
• Diverse, learning experiences that prepare graduates who demonstrate the broad range of complex
and sophisticated professional attitudes, knowledge, skills and behaviours forming entry level CAOT competencies.
• Dynamic, responding in a timely manner to changes in health care systems and practices. • Integrated, offering specific opportunities to integrate academic and fieldwork learning
experiences.
• Interdependent, creating and nurturing a team learning environment.
• Collaborative, encouraging collaborative interprofessional, client-centred practice.
• Responsive, attentive in a timely manner to the learning needs of students of the program. • Respectful of, and values diversity and inclusivity in the student body.
1.5 Philosophy
Educational Values We believe that:• The process of becoming an occupational therapist involves life-long learning that begins rather than
ends, with the Master’s degree;
• Learning occurs best when it is undertaken in an active partnership among students, instructors
and community members;
• The learning of clinical skills must be based on a strong foundation of theoretical knowledge and
evidence-based practice;
• In order to be effective occupational therapists, individuals need to be independent, critical
thinkers and self-directed lifelong learners through reflective practices;
• In order to be effective in the broadening, complex and ever changing practice environments,
occupational therapist require strong interprofessional communication skills.
Therapeutic Values
We believe that:
• People with disabilities are entitled to full participation in Canadian society;
• Health is experienced as a balance of meaningful occupation in the areas of self-care,
productivity and leisure;
• A client-centred approach to service delivery is most effective when clients are acknowledged as
understood in the context of their relationships, homes, families and communities;
• The practice of occupational therapy requires a thorough understanding of the integration and
interdependence of the many dimensions of the human being;
• Occupational therapy services are delivered across the spectrum from institutional to community
services.
Professional Values
We believe:
• In the value of the broadly trained occupational therapist, who can apply occupational therapy theory
and clinical reasoning to a wide variety of situations:
• We believe it is the responsibility of occupational therapists to be responsive to change in health
care systems and practices;
• We adhere to the Code of Ethics of the Canadian Association of Occupational Therapists for
guidance about the ethical practice of occupational therapy;
• We prepare students to be eligible to practice as an OT, subject to local credentialing
requirements.
1.6 Design
Master of Science Degree in Occupational Therapy
Within the context of the changing health care environment, the OT of the future will be increasingly involved in initiatives requiring advanced judgment and reasoning skills. In addition to direct client care, skills will be focused towards indirect client care through consulting or managerial opportunities. There will also be a move to include a greater focus on community development and associated health related strategies to enhance health promotion and prevention among individuals and the broader community. The OT of the future will work within a diverse range of settings including the client’s home, a rehabilitation centre, a long term care facility, a mental health facility, a school, a general hospital or
community-based services. There will be a continued emphasis on self-employment, autonomous practice and leadership interactions. The attainment of professional credentials will take on increasing importance
within the changing work environment.
The MSc OT program prepares students to enter the OT profession. The program offers a dynamic curriculum that will meet and exceed professional and practice standards. It prepares students with graduate level knowledge, skills and professional behaviours required for practice in the contemporary health care arena. All students are expected to be registered on a full-time basis for two years (24 months). In order to meet the mission, aim and objectives, the program is organized into the following five themes:
Educational and Professional Conceptual Frameworks
The MSc OT curriculum consists of a combination of required academic courses, fieldwork, community
development and a critical inquiry project. The curriculum is based on a recognized theoretical framework and taxonomy for occupational therapy, developed by Queen’s occupational therapy faculty and colleagues (McColl, Law, Stewart, Doubt, Pollock & Krupa 2003). There is an emphasis on the integration of basic science and social science with theory and practice and a focus on what it means to be a professional within a rapidly changing health care system. Consequently it is expected that each course will build on the foundational material required for their course e.g. anatomy, physiology, psychology, sociology etc., to evaluate knowledge and practice within the context of current evidence, and will
engage students in the application of this knowledge to their fieldwork and other health-related experiences. The intent is to encourage self-directed learning, transformative learning and reflective practitioner behaviours. Each course is mapped to the CAOT Profile of Occupational Therapy (CAOT, 2007) to ensure students learning reflects the expectations of a competent level of occupational therapy practice.
Profile of Practice of Occupational Therapists in Canada
CAOT, 2012, p.2
The Queen’s University Occupational Therapy Curriculum is organized according to the following five frameworks:
1. The theoretical basis of occupational therapy (McColl, Law, Stewart, Doubt, Pollock & Krupa, 2003);
2. Enabling Occupation: An Occupational Therapy Perspective (CAOT,1997)
3. Enabling Occupation II: Advancing an Occupational Therapy Vision for Health, Well-being and Justice through. Occupation (2007)
4. Profile of Practice of Occupational Therapists in Canada (2012)
5. Canadian Interprofessional Health Collaborative (CIHC), National Interprofessional Practice Education (IPE) Framework (2010)
The MSc OT curriculum promotes increasing levels of complexity and understanding and thus we expect students to demonstrate higher levels of learning throughout the educational process. We also intend to capitalize on their considerable intellectual and reflective capabilities (gained through their undergraduate studies) immediately. For example, we expect students to engage in interpretation, application and critique as soon as they begin with coursework and we will expect the application of evidence in their practice upon graduation.
The program is organized into the following five themes:
Fieldwork Courses
OT 851 Therapeutic Relationships OT825 T h e Lived Experience of Disability OT 846 Fieldwork Determinants of Occupation I OT 847 Fieldwork Determinants of Occupation II OT 877 Advanced Practice OT 862 Community DevelopmentThe five theme areas are horizontally integrated, which allows students to start with the basic material and then progress to more complex ideas over the course of the two-year curriculum. Accompanying this integration is an increasing emphasis on the development of independent and self-directed learning. The themes are also vertically integrated thereby allowing students to clearly incorporate their academic and fieldwork experience. The curriculum is also inquiry-based in that the investigation of problems or key questions forms the basis for all course development. This progressive, integrated, inquiry-based curriculum allows for the development of increasing competencies in the field of OT and encourages deeper understanding of OT practice.
All students emerge from the program with an in-depth exposure to the full spectrum of competencies identified in the CAOT Practice Profile (CAOT, 2007). All students develop skills and knowledge in the area of critical inquiry and evidence based practice, which serve as a foundation for all educational experiences in this curriculum.
1.7 Educational Methodologies
We have developed the following educational methodologies and practices to enhance the intellectual development and educational experience of the student. We have approached the methods in a systematic manner, to encourage rigor and integration into the curriculum:
A. Team Based Learning
Team based learning is an educational strategy that uses the principles and procedures of highly effective teams to enhance student learning (Michaelsen, Knight & Fink, 2002). The instructional method makes full use of the strengths of each student team member, actively engages all team members in the learning process, and engenders a sense of responsibility in each student for self and group learning. In the OT Program this instructional strategy became particularly relevant as the enrolment significantly increased to 68-70 students annually. This strategy was evaluated as a way to maintain the active partnerships between students and between all students and faculty and as a means to capitalize on the strengths of the diversity of the student body.
B. Ideas, Connections and Extensions (I-C-E) Model of Learning
The pedagogical approach of I-C-E describes learning as a process that proceeds from novice
(understanding ideas) to expert (making connections and extensions) and offers practical applications for the assessment of student learning (Fostaty Young & Wilson, 2000). The I-C-E model is particularly helpful because it moves the focus of student learning away from superficial approaches to learning (e.g., focusing on grades or on coverage of curriculum content) to increasing their understanding of
assessments as supporting learning processes and deepening the levels of learning.
C. Community Service Learning
Community service learning involves intentional learning experiences that integrate meaningful community service to both strengthen communities and enrich the development of individual
competencies and self-reflection (Eyler & Giles, 1999). The community service learning approach provides the pedagogical basis for the community development fieldwork placements. The community service learning approach supports the Program view that these placements are the vehicles to learn community development skills, to develop a growing sense of citizenship and occupational justice in our communities, and to apply these to make a meaningful difference through actions in the community.
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D. Transformative Learning
Transformative learning is a pedagogical approach that involves students in rejecting unquestioned acceptance of information and knowledge by active processes of questioning, reflection on assumptions, and critically examining how individuals can improve the roles in their own lives and the lives of others (Cranton, 2006). The approach is committed to critical reflection and action with a view to creating an equitable world. Transformative learning methods are employed widely through the curriculum, but are perhaps most obvious in courses related to disability theory and lived experience, and community development where issues of equity and justice are central and guiding principles.
E. Case-based Learning
Case-based learning is an instructional approach that engages students in an interactive process of exploration and analysis of real-life situations (Herreid, 2007). Case-based learning is integrated into the OT Program curriculum because, much like OT practice, it engages students with complex occupation- related situations where there is not always one “solution”, but rather multiple perspectives and
contextual factors to be considered. In addition, it supports the development of empathy and respect for diversity in practice. Case-based learning is a relatively flexible approach that allows the mix of didactic instruction relevant to particular elements of cases along with student interaction and problem solving. It also allows for an attitude of appreciative inquiry that allows for identifying and capitalizing on the strengths that students bring to the learning situation. Finally, the development of meaningful cases has provided an important opportunity for integration between fieldwork and academic courses.
F. Situated Learning
Situated learning is grounded in the notion that knowledge is contextually situated and part of the activity, context, and culture in which it is being used (Lave & Wenger, 1991). Learning occurs when students are engaged in authentic learning activities in real-world contexts. Throughout the program, the fieldwork education placements offer students opportunities to engage in authentic learning opportunities in “real life” clinical and community settings. Learning is scaffolded as preceptors offer graded mentorship through the progression of level 1, 2, and 3 fieldwork placements. Students are encouraged to make explicit their theoretical and tacit knowledge in a real-world environment. Student assessment and feedback is embedded and integrated into fieldwork learning using the Competency Based Fieldwork Evaluation (CBFE) (Bossers, Miller, Polatajko & Hartley, 2007).
G. Reflective Practice
Reflective learning is founded on the view that reflective learning helps connect theory to practice, giving meaning to the practice experience (Killion & Todnem, 1991; Schon, 1987). Three types of reflective learning are essential: reflection-in-action, reflection-on-action, and reflection-for-action. Throughout our program, students are offered multiple opportunities for reflective learning (e.g., to give meaning to knowledge or experience; for example, OT821 reflection assignment), to increase self-awareness (for example, OT841 and the assignment on cultural self-awareness), and to promote critical thinking (for example, OT823 and the On-Line Reflective Journal) and empathy (for example, OT825 and Reflective Journal Assignment).
1.8 Course outlines
Overview of Course Credits
Courses offered within each theme in MSc (OT) program. Credit (CR)
Theme I – Fundamentals of Occupational Therapy OT 823 Disability Theory
OT 825 The Lived Experience of Disability (Fieldwork)
OT 821 Occupational Therapy and Process and Professional Practice
Theme II – Determinants of Occupation
OT 841 Socio-Cultural Determinants of Occupation OT 842 Environmental Determinants of Occupation OT 843 Physical Determinants of Occupation OT 844 Cognitive-Neuro Part I
OT 845 Psycho-Emotional Determinants of Occupation OT 846 Determinants of Occupation I (Fieldwork) OT 847 Determinants of Occupation II (Fieldwork) OT 848 Cognitive-Neuro Part II
Theme III – Communication Skills OT 851 Therapeutic Relationships OT 852 Group Theory and Process
OT 853 Coaching and Counseling for Occupational Change OT 854 System’s Level Communication
Theme IV – Community Development
OT 861 Community Development as Applied to Occupational Therapy OT 862 Community Development (Fieldwork)
Theme V – Critical Inquiry
OT 871 Advanced Clinical Reasoning OT 875 Advanced Professional Practice OT 877 Advanced Practice (Fieldwork) OT 898 Critical Enquiry Project
3 3 6 3 3 8 6 6 8 8 3 6 3 4 3 3 6 4 3 8 12
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Course Outlines
OT-821 Theoretical Basis of Occupational Therapy
This course introduces the central construct of occupation, the relationship of occupation to health and well-being, models of occupation, processes of occupational change, and the historical development of occupational therapy theory. The course will examine occupational therapy practice in the context of the Canadian health care system, enablement and client-centered practice, professional identity and
governance, professional ethics and the evolving public/private sector. The stages of the occupational therapy process and legitimate occupational therapy skills will also be introduced.
OT-823 Disability Theory
This course introduces the concepts of disability, citizenship and societal participation. Conceptual frameworks of disability and issues and implications of disability will be discussed along with Canadian health and social policies relating to people with disabilities.
OT-825 The Lived Experience of Disability
In this fieldwork course, pairs of first year students meet with a volunteer from the Kingston community who has a disability. The goal of this unique learning relationship is to improve students' understanding of disability and facilitate their embracing the concept of client-centred practice whereby a client's life experiences are acknowledged and they become partners in the occupational therapy process.
OT-841 Socio-cultural Determinants of Occupation
This course will examine the social and cultural nature of occupation. Students will analyze the relationship between occupation and such socio-cultural components as values and belief, time use, roles, habits, expectations and norms and explore how occupational therapy interventions based on this understanding could lead to changes in occupation. This course will also examine contemporary views of spirituality in occupation. The importance of occupations to society will also be addressed.
OT-842 Environmental Determinants of Occupation
This course will focus on the creation of healthy environments that enable client-centred occupations. Students will examine factors within the physical, social, cultural and institutional environments that affect occupation and how environmental modifications can lead to changes in occupation. They will gain experience with the knowledge and skills critical to effecting environmental change.
OT-843 Physical Determinants of Occupation
This course will introduce students to the study of movement of the human body as it relates to occupation. It will have an emphasis on biomechanics and the components of the motor system as determinants of motor performance in occupation. Evaluation methods and modalities used in physical rehabilitation will be studied. The course will also focus on the application of physical rehabilitation methods used in occupational therapy practice by understanding musculo-skeletal conditions and occupational therapy interventions at the level of impairment and activity limitations.
OT 844 Cognitive –Neuro Part I
This course emphasizes the neuro-physiological organization of motor behaviour, sensory-motor
integration, and the dynamic nature of the central nervous system. This course will provide a foundation for evaluating occupational performance from perception to action. It will focus on evaluation and intervention approaches for cognitive-perceptual and motor control problems at three levels: impairment, strategy and function. Attention will be given to secondary motor performance problems.
OT 848 Cognitive-Neuro Part II
Using knowledge of human development and systems theory, this course builds on
Cognitive-Neurological Determinants - Part I by providing students with the foundational knowledge to understand human development and to identify factors influencing performance and participation for children and adolescents who experience atypical development. Evaluation and intervention approaches at the level of impairment, activity limitations, and participation restrictions will be explored by considering the context of service provision and the diverse roles of Occupational Therapy practitioners in collaboration with families and other service providers.
OT-845 Psycho-emotional Determinants of Occupation
This course will focus on the psycho-emotional determinants of occupation as a framework for
understanding how humans are inherently motivated for occupations. The intrinsic factors and learned responses associated with occupation will be examined and students will apply and evaluate applications of psycho-emotional theory in contemporary occupational therapy practice.
OT-846 – Determinants of Occupation I
Students will complete two full-time (6-8 week) fieldwork experiences (OT-846 and OT-847) for practical professional experience. These courses will provide the opportunity within a practice setting to demonstrate the integration of OT skills with current OT theory and relevant supporting scientific knowledge.
OT-847 – Determinants of Occupation II
Students will complete two full-time (6-8 week) fieldwork experiences (OT-846 and OT-847) for practical professional experience. These courses will provide the opportunity within a practice setting to
demonstrate the integration of OT skills with current OT theory and relevant supporting scientific knowledge.
OT-851 Therapeutic Relationship
This fieldwork experience focuses on the development of communication skills within the context of client-centred occupational therapy practice. The critical elements of the therapeutic relationship will be developed through interviewing and assessment strategies. This course will make extensive use of supervised videotaping, and interaction with community volunteers through the Clinical Education Centre. In addition, students will gain experience in professional communication skills.
OT-852 Group Theory and Process
This course will examine group theory, process and application to occupational therapy practice. It will focus on groups both as a means to enabling occupational therapy change and as a means for working effectively in a complex health care system. Laboratory sessions will facilitate the development of effective techniques in group leadership and participation.
OT-853 Coaching and Counseling for Occupational Change
This half course consists of both theoretical background preparation and practical experiential learning opportunities to introduce occupational therapy students to selected talk- based interventions available for enabling occupational fulfillment and change (coaching, counseling and psychotherapy).
OT-854 System’s Level Communication
The first part of this course will be devoted to the theory and practice of knowledge transfer and diffusion. Laboratory sessions will focus on strategies to: influence and change public attitudes to disability, communicate about professional practice, and transfer knowledge about evidence based practice. The second part will be devoted to the theory and practice of advocacy and negotiation. Laboratory sessions will address strategies to pursue systems level changes that will ultimately enhance occupation.
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OT-861 Community Development Applied to Occupational Therapy
This course critically examines the theoretical foundations and processes of working with communities through community development in order to enable occupation at the community level. Theories of community development, the process of engaging with communities, and skills required for community development will be explored as they pertain to occupational therapy. This course lays the theoretical foundation for the community development fieldwork placement, OT-862.
OT-862 Community Development
This fieldwork course will allow students to explore opportunities for the development of occupational therapy services in potential settings within the community.
OT-871 Advanced Clinical Reasoning
This course provides opportunities for students to develop advanced clinical reasoning skills applicable to all areas of occupational therapy practice. Based on the occupational therapy process, students will develop skills of critical thinking and inquiry.
Prerequisites: all first-year courses and all second-year, fall-term courses or permission of the course coordinator.
OT-875 Advanced Professional Practice
This course is designed to provide students with opportunities to acquire an advanced understanding of the roles, rights and responsibilities incumbent with becoming an Occupational Therapist. Particular attention will be given to the legal and ethical parameters of practice, professional contributions and responsibilities within complex and changing environments and career development as advanced healthcare professionals. Course content is designed to be responsive to the shifting practice environment and offer students an opportunity to synthesize learning from other courses in the curriculum.
OT-877 Advanced Practice
The objective of this final fieldwork experience will be for students to consolidate professional practice skills necessary to function as autonomous, independent, reflective practitioners, who are able to cope with and be part of the changing health-care environments.
OT-898 Critical Enquiry Project
Students will acquire critical enquiry skills through learning modules; each containing components necessary for the completion of a critical enquiry project. Learning module topics include but are not limited to developing research questions, searching for evidence, appraising research evidence and outcome measures, appraising published research and study designs, and research ethics. The project is normally executed as a portfolio of assignments demonstrating the creation and pursuit of a research question. In some cases, learning objectives may be met by the completion of a research project under the guidance of a faculty supervisor.
Information related to prerequisites and/or co-requisites may be found at the School of Graduate Studies website at http://www.queensu.ca/calendars/sgsr/Occupational_Therapy.html.
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Section 2
Fieldwork Curriculum
2.1 Fieldwork Integration
2.2 Fieldwork Overview
2.3 Fieldwork Educators
2.4 Summary of Occupational Therapy Fieldwork Curriculum
2.5 Fieldwork Structure
2.6 Fieldwork Placement Application Process
2.7 Northern Placements
2.8 International Fieldwork Placements
2.9 Fieldwork Evaluation
2.10 Student Evaluation of Placement
2.11 Fieldwork Expenses
2.12 Students with Disabilities
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2.0 Fieldwork Curriculum
Fieldwork education is an essential component of an occupational therapy professional educational program and comprises approximately one-third of the curriculum. It is a collaborative process that involves a variety of supervised field experiences related to the practice of occupational therapy. The aim is to integrate and apply academic and theoretical knowledge in a practice setting in the three domains of learning: skills, attitudes and knowledge, and to foster the development of clinical reasoning and
professional identity (The Canadian University Fieldwork Educators Committee of the Association of Canadian Occupational Therapy Programs, 2010). Fieldwork education can be conceptualized as
occurring in three major stages (levels 1, 2, and 3) along a continuum of professional development. See Appendix A.
2.1 Fieldwork Integration
The fieldwork curriculum has been designed to integrate each of the fieldwork courses directly with a theoretical course. See Appendix B for OT846, OT847 and OT877 fieldwork course outlines. Students are able to use experiences and case studies from the practice setting to integrate concepts taught in the theory courses, with some assignments related to those settings. The related courses are as follows:
Fieldwork Course Theory Course(s)
OT 825 The Lived Experience of Disability OT 823 Disability Theory
OT 851Therapeutic Relationships OT 851 Therapeutic Relationships (integrated theory)
OT846 Fieldwork Determinants of Occupation I OT 841 Socio-cultural; OT 843 Physical; OT 821 Theory, Process, and Professional Practice; OT 823 Disability Theory
OT847 Fieldwork Determinants of Occupation
II OT 845 Psycho-emotional; OT 842 Environmental; OT 844/848 Cognitive- neurological I and II
OT 877 Advanced Practice OT871 Clinical Reasoning and OT 875 Advanced
Professional Practice
OT862 Community Development OT861 Community Development as applied to
Occupational Therapy
Students participate in OT 825 - The Lived Experience of Disability over a 6 week period, meeting with a mentor from the community who has a health condition and teaches the students about effects of this health condition on his/her lifestyle. Students relate theoretical concepts from OT 823 Disability Theory to their experiences, and begin the process of self-reflection as a professional skill.
Therapeutic Relationships, OT 851, takes place in the Glaxo Wellcome Clinical Education Centre.
Students learn about professional communication and are able to apply their clinical skills by interviewing community volunteers, some of whom have disabilities, at the Centre. Theory and practice skills are combined within this course.
The next two placements, OT 846 and 847 Determinants of Occupation I and II, take the form of two eight week full-time learning experiences at a variety of practice settings within and outside of the Queen’s catchment area. In these practice environments, students integrate and apply theoretical concepts from all of the determinants courses.
to consolidate and core competencies for entry to practice and is linked with OT 875 Advanced
Professional Practice. The Community Development (OT 862) placement provides students with a unique opportunity to work with communities to enable occupation. The Community Development course (OT 861) is taught concurrently with the fieldwork placement to provide an opportunity for students to integrate community development theory to practice. Students complete 2 days per week of the OT862 placement during the winter term and consolidate the placement with a 2 week full time placement block in April. All assignments in OT 861 are designed to facilitate the planning and implementation of the project to be done in the community development placement and to reflect on the application of principles and techniques learned in the course.
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2.2 Fieldwork Overview
Students complete a wide range of experiences in numerous health care practice environments. Every effort is made to ensure diversity in both practice environments and client conditions. All students are required to complete at least one fieldwork placement each in the areas of physical health and mental health. All students must complete a Community Development placement, which ensures exposure to a community practice environment and the opportunity to enable occupation at the level of a community.
Following each fieldwork placement students complete a Fieldwork Placement Profile to identify the breadth of learning that occurs within the placement (See Appendix C - Student Fieldwork Profile). The fieldwork profile is based on both the Program’s educational and professional conceptual frameworks and identifies the expected fieldwork learning during each fieldwork course. Students add the elements that they have experienced at the end of each fieldwork session. This logged information is used by the students to facilitate identification of strengths and gaps in their fieldwork experience that can be addressed in their learning objectives for upcoming placements. It also facilitates the matching process by the university fieldwork coordinator to ensure that students acquire a range of experiences.
In 2003, the University Fieldwork Coordinators Committee (UFCC) of the Association of Canadian Occupational Therapy University Programs (ACOTUP) developed the Canadian Guidelines for Fieldwork Education in Occupational Therapy (CGFEOT) in consultation with fieldwork partners from across the country. These guidelines were revisited in 2010 and outline the vision for the promotion of excellence in fieldwork education (Appendix D). The guidelines also provide the Fieldwork Site Profile (FS-PRO), a document which outlines the site’s fieldwork education programs and other useful information for placement selection and preparation. The FS-Pro is formally reviewed every five years by the Fieldwork Site Review committee, which is comprised of the Queen’s Fieldwork Coordinator and a clinical
representative.
Informal site review takes place on an ongoing basis through regular site visits, preceptor contact, and student feedback. At least one site visit will be conducted within the five year review period. Students complete a fieldwork site evaluation at mid-term and final of each fieldwork course. Feedback is provided directly to the preceptor by the students and the site evaluation forms are reviewed by the fieldwork coordinators following each placement. Any concerns raised or highlighted are first followed up with the student. If further action is warranted the issue is brought to the Fieldwork Site Review Committee.
2.3 Fieldwork Educators
Therapists must follow the standards from their respective regulatory body or professional association related to the supervision of students. Generally, it is required that the fieldwork educator complete one year of full-time practice and registration with the provincial regulatory organization prior to serving as a fieldwork educator. The occupational therapy program offers continuing education, support, and
recognition for all fieldwork educators. Refer to Appendix E for the College of Occupational Therapists of Ontario (COTO) Standards for the Supervision of Students (COTO, 2011).
2.4 Summary of Occupational Therapy Fieldwork
Curriculum
Level Course Placement Sites Time Frame Hours
I OT 825
Lived Experience of Disability
Kingston community Fall Term 6
I OT 851
Therapeutic Relationships Glaxo Wellcome Clinical Education Centre Fall Term 12
II OT 846
Determinants of Occupation I
All fieldwork sites Winter Term 300
II OT 847
Determinants of Occupation II
All fieldwork sites Fall Term 300
III OT 862
Community Development Community sites Winter/Spring 25 days 185
III OT 877
Advanced Practice
All fieldwork sites Spring Term 300
Total Hours = 1103
2.5 Fieldwork Structure
Fieldwork placements are organized by the Fieldwork Coordinator and/or Course Coordinators in the Program. Settings include a variety of sites ranging from hospitals, clinics, community centres, private practices, schools, long term care facilities, nursing homes, and administrative and research settings. Some of the full-time fieldwork placements may be arranged by the National Fieldwork Placement Service (NFPS), a national service that matches available fieldwork placement offers from sites with student requests. The NFPS works with Fieldwork Coordinators from Occupational Therapy Programs across the country to provide equitable placement opportunities.
Each university offering an Occupational Therapy Program has its own catchment area. The catchment area is designed to offer its designated university and students’ priority in fieldwork placements. This means that Queen’s students have the first opportunity to apply for and be assigned a placement at a site within that catchment area. The relationship that exists between Queen’s School of Rehabilitation Therapy and its catchment area sites is valued and reciprocal in nature. Clinicians from those sites have close communication with the Queen’s Fieldwork Coordinators and are able to take advantage of educational opportunities offered by Queen’s by attaining an Adjunct Status with the School. Student supervision in placements is one of the ways clinicians are granted this designation. In order to maintain this beneficial partnership, priority will be given to utilizing all existing placements in the Queen’s catchment area. Please note that this area extends approximately west to Oshawa, north to Peterborough and east to Cornwall. Efforts will be made to accommodate students’ preferences, however all students must be prepared to accept assigned placements. To clarify, students should not expect that all or indeed any of their placements will be completed within the city of Kingston, and should be prepared to take advantage of placements in other cities within the catchment area or within Canada. **STUDENTS ARE NOT PERMITTED TO APPROACH FACILIITES OR THERAPISTS TO NEGOTIATE/SECURE THEIR OWN PLACEMENT. FAILURE TO FOLLOW THIS GUIDELINE MAY RESULT IN THE STUDENT BEING REMOVED FROM THE FIELDWORK LEARNING OPPORTUNITY.**
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Diagram
1
–
Queen’s
University
Catchment
Map
Overview of Queen’s Fieldwork Curriculum
Year One
September-December January –February March - July
Coursework OT Theory Socio-Cultural Determinants Therapeutic Relationships Lived Experience Physical Determinants
OT 846 Level I Fieldwork Determinants of Occupation I (8 weeks) Coursework
Cog-Neuro Determinants Part I Environmental Determinants Psycho-Emotional Determinants Disability Theory
Critical Inquiry Modules 2013-2014
Year Two
September-October October- December January-April April August June-Coursework Group Theory Cog-Neuro part II Systems Level Communication
OT 847 Level Two Determinants of Occupation II (8 weeks) Coursework Counselling Clinical Reasoning Community Development Community Development Fieldwork (2 days/week) Advanced Professional Practice OT862 Level Three Community Development (2 weeks full time) OT877 Level Three Advanced Practice Session A or Session B (8 weeks)
2.6 Fieldwork Placement Application Process
Clinical Placement Express (CPX), a web-based resource that enables students to both view clinical placements opportunities and submit their placement preferences on-line. Matching is aided by the computer and students are automatically provided with their placement match, including site details and contact information.
CPX also enables clinical sites to offer clinical placements directly through CPX, view placement offerings and update their site profiles on-line.
In Catchment Application Process
In catchment fieldwork placement offers are posted on the Clinical Placement Express (CPX) website for students to view prior to the application deadline.
27 must enter at least three (3) preferences, and are encouraged to enter the maximum number of five (5) requests. Matching is completed electronically; however the university fieldwork coordinator will review student preferences to ensure students meet the fieldwork requirements (physical and mental health placements). The matching process is designed to ensure the most number of students receive their top choices. Placement allocation decisions will be final and a student that chooses to refuse a placement allocation will risk compromising their academic progress in the Program.
Special consideration requests will be recognized only in the event of:
a) Personal illness, disability or health condition accompanied by appropriate documentation. b) Parenting obligations.
Special considerations will be reviewed by the fieldwork coordinator and students will be notified of approval or denial of this request. The student is required to submit a “Request for Short Term Accommodation Form” (refer to Appendix F). All dates in the fieldwork application and assignment processes will be provided to students by the fieldwork coordinator as soon as possible.
Students are required to check their Queen’s email account on a regular basis (daily is recommended) to ensure that they have current information. Students are expected to respond promptly to fieldwork coordinator correspondence as placement questions must often be addressed quickly. (i.e. placement opportunities may be missed if the fieldwork coordinator is unable to contact student). This responsibility continues during fieldwork placements as there may be issues relating to placements that are shared only via email (i.e. in recent years there have been directives relating to emergent infection control issues and/or mask fit testing).
Students are responsible for contacting placement sites in an appropriate and timely fashion; at least 4 weeks before the start of placement. Letters of introduction form that first impression and begin the exchange of information. Be sure to request information regarding specific immunization requirements, flu shots, reading materials. Confirmation of student placement is made to the site by the National Fieldwork Placement Service, for out of catchment students or the Queen’s University Fieldwork Coordinator for Queen’s students.
Out of catchment application process
Students interested in applying to placements out of catchment, both in and out of province, must apply to the National Fieldwork Placement Service (NFPS), through the fieldwork coordinator. Applications can be found at www.nfps.ca and are to be submitted to the university fieldwork coordinator on or before the application deadline. Deadlines for application are set by NFPS and cannot be negotiated.
There is a $150.00 (plus 13% HST) non-refundable fee to use this service which is incurred each time a student uses the service. Each student is responsible to pay for their application fee and may do so via the School’s online payment system or by submitting payment with their
application form to the main office at Louise D. Acton. Students can request up to three locations and sites during each application. It is recommended that students provide a range of geographic options as possible to ensure a successful match. Students will be notified of a successful match via email therefore it is essential for students to monitor their Queen’s email account. Students have up to 72 hours to respond to a placement offer. Students are encouraged to read all of the NFPS policies at
http://nfps.ca/English/placementPolicy.html.
2.7 Northern Placements
Students may have the opportunity to apply for a fieldwork placement in Northern Ontario through the Northern Ontario School of Medicine (NOSM). This program was developed in order to provide
clinical educators, and to recruit and retain health care professionals to the region. Students with an interest in learning about and working in northern parts of the province are eligible to apply for these funded placements, in consultation with the University Fieldwork Coordinator. More information can be obtained by visiting the NOSM website at: www.NOSM.ca, under Rehabilitation Studies.
2.8 International Fieldwork Placements
An International Placement in the MScOT Program is an optional way to achieve course credit for one of the required placements in the respective programs. It is recognized that International Placements provide students with a unique opportunity to develop clinical skills, while also combining learning in the areas of global education and cultural diversity. That being said, the safety of all students on an
international clinical placement is of paramount importance and the University has a responsibility to help manage the risks associated with International Placements.
To be considered for a placement outside of Canada, a student must be approved by the Physical Therapy/Occupational Therapy Program. Conditions for eligibility:
1. The student must be in their final year of the program in order to participate in an International Placement.
2. A student may participate in only one International Placement (with the exception of OT 862 and/or OT 877)
3. A letter of intent and two references (one from a clinical instructor/preceptor and one from a faculty member) must be submitted by the student.
4. The student must maintain a minimum overall grade point average of 80%, without exception. This standing must be maintained until the commencement of the International Placement.
5. The student must have progressed through the program with no conditions, concerns, or course failures.
6. The student must complete the “Acknowledgement of Risk” form and a “Higher-Risk” Off Campus Activity Safety Policy (OCASP) online submission. Completion of the pre-departure orientation, part of the on-line OCASP process, is strongly recommended.
7. There must be favourable consensus from both the respective academic and clinical faculty that the student demonstrates professional behaviour in both academic and clinical situations (e.g.,
independence, maturity).
8. A signed affiliation agreement with the international site must be in place, prior to confirmation of the placement.
9. For “Level 2” countries [“Exercise high degree of caution”, according to the Department of Foreign Affairs Trade and Development (DFATD)] students may be required to travel in pairs.
10. For “Level 2” countries (DFATD), the International Placement Committee in the SRT must approve the country and/or region of interest. Applications must be submitted to the ACCE/FC before the deadline (identified each year).
Eligibility requirements and arrangements for international placements must begin approximately one year in advance of the placement. See Appendix G for specific policy and process information about international placements. Please also refer to the Queen’s University website at
http://www.safety.queensu.ca/ocasp/ and section 2.13 of this manual related to Student Safety in Off-Campus Activities.
2.9 Fieldwork Evaluation
Evaluation is an ongoing process and begins the day the student arrives in each setting. It is expected that student and preceptor meetings will be utilized to evaluate: student performance, quality of learning, and quality of fieldwork experience offered.
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The evaluation tool for OT851, OT846, OT847 and OT77 is The Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) (Bossers et al, 2007). The CBFE-OT lists seven competencies and associated behaviors utilized for grading student performance. Evaluation of student learning is guided by the CBFE-OT in conjunction with learning contracts developed by the student and preceptor. Students and preceptors are expected to record, discuss and evaluate performance throughout the fieldwork placement. Students complete a self-evaluation and are evaluated formally by the preceptor, at mid-term and upon completion of the placement. Successful completion of fieldwork is based on a pass-fail grade. *Students are expected to purchase a copy of the CBFE-OT and take their copy of the CBFE-OT to each fieldwork placement as a reference for preceptors.
Due to the unique skill set required for community development placement, OT862 is evaluated using the Community Development Progress and Evaluation Tool (CD-PET). The CD-PET is based on the
community development competencies outlined in the Enabling II Advancing an Occupational Therapy Vision for Health, Well-being and Justice through Occupation (Canadian Association of Occupational Therapists, 2007).
Bossers, A., Miller, L. T., Polatajko, H. J., & Hartley, M. (2007). Competency Based Fieldwork Evaluation for Occupational Therapy CBFE-OT. Scarborough, ON: Nelson Education Limited.
2.10 Student Evaluation of Placement
The “Student Evaluation of Placement Form” (see Appendix H) is designed to provide feedback to the preceptor and the facility on areas such as pace of the student’s program, learning opportunities offered etc. Students should complete the form at both the midterm and at the end of placement and it should be discussed, signed by both parties and returned to the School.
2.11 Fieldwork Expenses
Students are fully responsible for all costs relating to fieldwork placements including, but not limited to: a) tuition fees for each fieldwork placement
b) applicable application fees for any out of catchment placement (e.g. NFPS application fee) b) travel to the geographic location of placement site
c) daily travel to and from the placement site d) living expenses
e) communication costs with site once placement is confirmed f) criminal reference check
2.12 Students with Disabilities
Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities and meet all academic requirements of the program. If you are a student with a disability and think you may need
accommodations, you are strongly encouraged to contact the Disability Services Office (DSO) and register as early as possible. For more information, including important deadlines, please visit the DSO website at: http://www.queensu.ca/hcds/ds/
Should you experience a disability or illness that requires accommodation for a limited time period, please refer to the SRT policy for Short Term Academic Accommodation:
http://rehab.queensu.ca/assets/uploads/policies/Guidelines_for_short_term_accommodation.pdf
Accommodation is a mutual process whereby the student and the preceptor must be engaged to develop and implement any accommodation plan. There may be many options available to meet accommodation needs. The Fieldwork Coordinator is also available for consultation and assistance with questions and concerns.
2.13 Student Safety in Off-Campus Activities
The Queen’s University Off-campus Activity Safety Policy (OCASP), Revised May 1st, 2010, is available at,
http://www.queensu.ca/ipo/forms/OCASPSafetyPoilcu.pdf and provides a framework for planning, risk- assessment; preparation and support of all University sanctioned off-campus activities and defines the responsibilities of various individuals. The policy mandates that students be educated to manage ‘at-risk’ situations, emphasizing safety knowledge prior to fieldwork experiences. Students may be provided further orientation to personal safety in fieldwork settings and are expected to follow the safety
procedures as outlined at their fieldwork facility. If an ‘at-risk’ situation occurs a post activity report must be completed and submitted online. Students involved in international fieldwork learning opportunities through OT862 and/or OT877 must complete a Safety Planning Record online and a Post-Activity Report online. Students may access the online system at https://webapp.queensu.ca/safety/ocasp. It is the student’s individual responsibility to ensure that they have followed all required processes prior to engaging in international fieldwork learning opportunities (refer to Appendix G). The student is encouraged to follow-up with their course coordinator and/or the fieldwork coordinator for any clarification.
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Section 3 Roles and
Responsibilities of
Fieldwork Stakeholders
3.1 The University Program Faculty
3.2 The Fieldwork Preceptors and Site Fieldwork Coordinators
3.3 The Student
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3.0 Roles and
Responsibilities of
Fieldwork
Stakeholders
A successful fieldwork experience involves joint effort and responsibility on the part of the fieldwork preceptor and student. The fieldwork preceptor’s role involves integrating a student program into the fieldwork setting, modeling professional practice behaviours, guiding student participation within the setting, and providing formal and informal feedback and evaluation of performance to the student and appropriate university personnel. An affiliation agreement (Appendix I) must be signed and returned to the university prior to the placement.
3.1 The University Program Faculty
The university program faculty has a responsibility to:
• Teach the theory which provides the rationale and direction for O.T. practice
• Introduce O.T. skills and techniques needed for general practice in the areas of physical
dysfunction and mental health
• Provide practice in O.T. skills and techniques with the normal population (other students) • Increase the student’s use of resources, both human and library, to increase his/her level of
knowledge and understanding
• Teach problem-solving strategies for use in clinical situations
• Introduce the student to pertinent legislation, and the legal parameters within which an O.T.
practices
• Encourage attitudes that are positive, rehabilitation-oriented, and ethical
• Be available as a resource and to assist if problems arise in clinical fieldwork placements.
3.2 The Fieldwork Preceptors and Site Fieldwork
Coordinators
The fieldwork preceptor is expected to:
• Accept responsibility for facilitating student learning
• Orient the student to the placement including O.T. routines, the specific caseload, and general
expectations for student behaviour
• Assist the student in developing a learning contract particular to the setting, client population,
and needs of the student, considering the student’s perceived weaknesses and apparent strengths
• Provide the opportunity for the student to participate in appropriate learning situations in order
that the student is able to meet personal and program objectives. These opportunities should: allow practice of OT skills and techniques; encourage the development of clinical reasoning; provide practice in recognition of client change; provide practice in the grading of activities; and
provide the student with the opportunity to function within a multidisciplinary team, and to comprehend the O.T. roles and responsibilities on such a team
• Make students aware of the ethical and legal parameters within the O.T.’s work in the particular
fieldwork setting (see Appendix E - COTO Standards for the Supervision of Students)
• Provide feedback to the student in a meaningful and timely manner
• Provide an appropriate amount of supervision throughout the placement which is defined by the
level of the placement
• Evaluate student’s performance - complete mid-term and final evaluation and discuss these with
student
• Submit documentation regarding student performance to the university fieldwork coordinator as
required.
3.3 The Student
The student is expected to:
• Provide the fieldwork preceptor with background information regarding past fieldwork
experiences
• Identify, in conjunction with the preceptor, areas for further learning to be outlined in the
learning contract/learning objectives
• Become familiar and follow all policies and procedures of the facility, particularly those regarding
dress and general conduct
• Take responsibility for their own learning throughout the fieldwork experience
• Display mature behaviour and interpersonal relationships with clients and their families, and with
all work-related personnel, working collaboratively to deliver quality service
• Accept and respond to feedback, and provide feedback to the fieldwork preceptor regarding
perceived progress and problem areas
• Be aware of the legal and ethical boundaries of O.T. in specific settings, demonstrating
professional behaviour that is consistent with the CAOT Code of Ethics and The Canadian Framework for Ethical Occupational Therapy (CAOT, 2006) (Appendix J) and the Regulations, Standards of Practice and Practice Guidelines outlined by the College of Occupational Therapists of Ontario (COTO) (available at,
http://www.coto.org/resource/default.asp).
Academic Integrity Statement: Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see: www.academicintegrity.org). Adherence to these values by students and faculty is central in order to build, nurture and sustain a thriving academic
community. Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their academic work (e.g., assignments, exams, clinical education activities, etc.) conforms to the principles of academic integrity (see:
http://www.queensu.ca/academicintegrity/students.html) Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university. If you have any questions about adhering to the principles of academic integrity, please speak to your instructor or the Associate Director responsible for your program.
