Professional Behaviors for Annual Advising
All members of the E&H community are expected to uphold standards that reflect credit to themselves and the institution and to abide by all E&H rules and regulations. Should the conduct or action of a student, or group of students, be detrimental to the general welfare of E&H or its members, the student or group of students may be subject to suspension or dismissal.
Students are expected to demonstrate professional behaviors throughout their academic, fieldwork and capstone experiences. These expectations have been defined in the literature and are used in the Program for annual advising. The following definitions and criteria related to professional behaviors were developed by: Warren May, Laurie Kontney and Annette Iglarsh (2010). These definitions will be used in your annual advising sessions.
1. Critical Thinking
The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information . The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process.
The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences and purposes.
3. Problem Solving
The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.
4. Interpersonal Skills
The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner.
The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community, and social responsibilities.
The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Occupational Therapy profession.
7. Use of Constructive Feedback
The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others.
8. Effective Use of Time and Resources
The ability to manage time and resources effectively to obtain the maximum possible benefit.
9. Stress Management
The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios.
10. Commitment to Learning
The ability to self direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.
Definitions of Behavioral Criteria Levels
Each professional behavior is evaluated using the following criteria levels:
– behaviors consistent with a learner in the beginning of the professional phase of
occupational therapy education and before the first significant internship
– behaviors consistent with a learner after the first significant internship
– behaviors consistent with a learner who has completed all didactic work and is able to
independently manage a caseload with consultation as needed from fieldwork educators, co-workers, and other healthcare professionals
– behaviors consistent with an autonomous practitioner beyond entry level