Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services

Abstract

This document contains four sections that direct the delivery of occupational therapy services. These sections are General Supervision, Supervision of Occupational Therapists and Occupational Therapy Assistants, Roles and Responsibilities of Occupational Therapists and Occupational Therapy Assistants During the Delivery of Occupational Therapy Services, and Supervision of Occupational Therapy Aides. General Supervision These guidelines provide a definition of supervision and outline parameters regarding effective supervision as it relates to the delivery of occupational therapy services. These supervision guidelines are to assist in the appropriate and effective provision of occupational therapy services. The guidelines themselves cannot be interpreted to constitute a standard of supervision in any particular locality. Occupational therapists, occupational therapy assistants, and occupational therapy aides are expected to meet applicable state and federal regulations, adhere to relevant workplace policies and the Occupational Therapy Code of Ethics (AOTA, 2005) and participate in ongoing professional development activities to maintain continuing competency.

Educating Occupational Therapists in the Use of Theory and Evidence to Enhance Supervision Practice

“…Supervision is now a commonplace in the delivery of many occupational therapy services, as it serves multiple purposes: It is used to monitor service quality and safety (Brayman et al, 2009;Fitzpatrick et al, 2012), to develop the profession (Sweeney, Webley, & Treacher, 2001), to maintain a professional culture (Herkt & Hocking, 2010), and to provide support in the workforce (Hall & Bell, 2013;Queensland Health, 2011). Although supervision is widely promoted in the occupational therapy profession, a clear understanding of what takes place during supervision sessions, such as how theory and evidence are used, is still emerging (Fitzpatrick et al, 2012;Gaitskell & Morley, 2008).…”

Integrating knowledge-to-practice for occupational therapists working with high-risk infants in the KwaZulu-Natal public health sector: a qualitative explorative inquiry.

“…NICU practice is not an area for junior therapists or for therapists with little to no paediatric experience (Vergara et al, 2006). Post graduate training and continuous professional development in the field of neonatal care must be available through supervised mentoring until the OT proves competent in providing intervention to the infant and parent dyad (Clark et al, 2009). A therapist can attend further training, courses, and workshops funded by themselves or their employers, contribute to study groups with other therapists, use EBP and appropriate literature, as well as relevant tools to apply suitable and ethical intervention in the NICU and to keep current with their knowledge and skills (DEd et al, 2010).…”