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- Ethical decision making

- Advocating for our profession

- Importance of justice

- Promoting health within community-based practice

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Our populations risk for social injustice, occupational deprivation, and disparity in the receipt of services:

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Our populations risk for social injustice, occupational deprivation, and disparity in the receipt of services:

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If the students do not have a course/curriculum that addresses community-based practice, they will not be able to provide services to the given community. Therefore, the community experiences occupational deprivation and disparity.

Example: Social injustice
- The community is not receiving the same opportunities as other communities being serviced by prepared OT’s meeting their needs.

Example: Deprivation
- young adults with learning disabilities living in a town in Kansas have access to occupational therapy services if they are able to travel 75 miles.

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Contextual Factors and the effects they have on the management and delivery of OT services within our case study:

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Contextual Factors and the effects they have on the management and delivery of OT services within our case study:

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What are Contextual Factors?

- Factors which reflect a particular context, characteristics unique to a particular group or community

Socioeconomic Status:

- Community

- Achievement/Developmental levels

- Students' skill levels

- Students' skill level is being affected due to the lack of education regarding health and promotion and community-based practice

- Population that is being affected would be the community in need of OT services since the students are not given the correct and current information about health promotion and community-based practice

- The student's achievement and developmental levels are to be affected if the current curriculum is not altered, therefore affecting their future success as an OT practitioner

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Systems and structures that create federal and state legislation, regulations, their implications, and their effect on health promotion and community-based practice in OT:

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Systems and structures that create federal and state legislation, regulations, their implications, and their effect on health promotion and community-based practice in OT:

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Ethical dilemma: School's curriculum is not compliant with ACOTE standards.

Primary stakeholder: Yael

Secondary: Martha

Tertiary stakeholder: Students, community needing OT services.

Possible course of action:

a.) Yael say's nothing and students are not prepared to face challenges within the community setting.

b.) Yael brings her concerns to Martha and they together see the gaps in education requirements.

Select & implement a course of action: Yael and Martha implement courses that address and educate students on community practice.

Evaluate the results of the action: The students feel prepared to treat and address client needs within the community.

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Ethical & practical considerations of those in our case study:

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Ethical & practical considerations of those in our case study:

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The community within our case study are at risk for harm, countering the principle nonmaleficence, "to do no harm", as the students are ill prepared to demonstrate health promotion and wellness in community-based practice based on their school's current curriculum.

Example: Community Mobility
- If the program does not provide proper knowledge and skills on community mobility within their curriculum, a student could incorrectly inform their clients.

- Say a student makes a wrong choice/decision on a proper and fitting assistive device for their client, they could be harming the client in the long run. For example, recommending a rolling walker for someone who someone who has balance/trunk issues.

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AOTA Ethical Principles relating to our scenario:

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AOTA Ethical Principles relating to our scenario:

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Beneficence: Yael is educating the students for preparedness to address health promotion and wellness within community based practice (look at competency article from WFOT)

Veracity: Instead of being passive when hired, Yael took initiative to address her concerns relating to the ACOTE  standards not being met

Justice: Yael is advocating for changes in the education system/curriculum to ensure that those that will be providing OT services are competent in their knowledge and understanding

Fidelity: Yael is following through with her commitment as an educator to ensure that the curriculum is teaching proper and current community based information

Nonmaleficence: The college programs curriculum is not designed to properly address health promotion and community based issues, therefore students can not apply the knowledge and skills and can be putting the community at harm

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AOTA Standards of Practice guiding our decision making within our case study:

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AOTA Standards of Practice guiding our decision making within our case study:

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The College's curriculum is out of compliance with many ACOTE standards…

- Yael's ethical decision making

- Principle (Justice)

- Standard of conduct E & F

Yael addressed the principle justice because…
- College curriculum is not compliant with standards (ethical dilemma)

- She followed the standard of conduct by informing her employer, Martha, that the college curriculum was not up to date with AOTA's education requirements.

- Standards E&F: States the importance of awareness employers, employees, researchers, professors, and students should have of the constantly updating policies, laws, and documents that apply to OT.

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Discuss ethics and the relationship to the occupational therapy profession:

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Discuss ethics and the relationship to the occupational therapy profession:

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Ethics relates to the OT profession as therapists will be put in various situations in our day to day practice. We will need to use our ethical and moral judgment to make the best decision within our scope of practice for both our client, ourselves, and our collaborative team.