Global and national call for peace; praying for grieving, fearful, or wounded individuals; healing for the brokenhearted; guidance for leaders toward justice and compassion.
Remembrance of those lost on 9/11; honoring their lives and supporting loved ones who still carry that weight.
Request to surround families of the fallen with strength, comfort, and presence; prayer for peace to take root in communities, the nation, and the world; desire to be instruments of love, sowing unity where there is division and hope where there is despair.
Amen.
Welcome and Session Logistics (Opening and Agenda)
Doctor Collins invites discussion to start, with a plan to allocate time for business plan planning and the upcoming assignment details.
Mention of Lab immersion next week: no additional coursework, but start creating items for a business plan.
Upcoming guest (the person who spoke last week about the research study) will join later in the session; assurance not to keep students past the afternoon.
Brief check for availability: guest able to join today? Yes.
Time management: session will wrap around ~10 minutes before the next segment.
Recap: Leadership Styles (From Last Session)
Question: What is a leadership style, and why does it matter?
Definition: The way you lead a group of people; leadership dynamics can fluctuate depending on situation.
Discussion on adaptability: good leaders adapt to the situation rather than staying fixed in one style.
Transition to new topics: shift to level two fieldwork and conflict; conflict often arises when perspectives differ on care plans for clients/patients.
Stakeholders in health care fieldwork: nurses, PTs, supervisors, physicians, rehab techs, families, patients; each with different styles, expectations, and goals.
Core goal: use leadership skills to guide conflict into productive experiences rather than avoid it.
Context and Stakeholders in Level Two Fieldwork
Level two fieldwork involves collaboration with a variety of professionals and families; expects interaction with diverse leadership styles.
Conflicts can arise from differences in personality, priorities, and goals; handling conflicts effectively requires leadership and communication.
Emphasis on not avoiding conflict but turning conflicts into learning opportunities through leadership.
Audience Reflection: Personal Experiences with Leadership Styles
Prompt for students to recall experiences (level one fieldwork, work, or school experiences) and identify supervisory leadership styles observed.
Mention of identified styles from students: transactional, transformational, task-oriented, relationship-oriented, laissez-faire, authoritative, democratic.
Student anecdotes shared during discussion:
Lauren: supervisors tend to be authoritative due to fast delegation in stressful health-care situations; common to observe authoritative or task-oriented styles.
Maddie: observed laissez-faire leadership in some contexts.
Doctor Collins: fieldwork educators’ leadership styles impact student perception; potential mismatch can be misread as personal dislike.
Deep Dive: Leadership Styles and Their Implications
Democratic leadership: commonly aspired to in OT practice; teamwork and collective input are valued; context can shift leadership style.
In high-stakes environments (ICU, burn unit, post-op cardiac care), authoritative/transactional leadership is often necessary to define parameters, ensure safety, and expedite decision-making.
Observations about OT programs: democratic leadership is generally favored, but context may necessitate other styles.
Key caveat: transitions between styles take time; a previously used leadership style may linger after a high-stress event, potentially affecting student perceptions.
Practical Examples: Translating Leadership Styles into Action
Transactional example: a supervisor states, "If you don't get notes done on time today, you’ll have to stay late; we need them by 6:00 PM because I have to pick up the kids at 5:30 PM." This creates urgency and a time-bound consequence.
Relationship-oriented example: the same goal (notes done) is framed with support and collaboration: "Kat, I see you’re working hard on your notes; you’re stressed. Let’s work through this together; is there anything I can do to speed this up?"
Lesson: both achieve the deadline, but tone and approach differ; students should interpret leadership actions through the lens of style and context, not assume personal dislike.
Reading the Situation: Conflict Resolution and Communication
Primary predictor of successful Level Two outcomes: open, honest communication with the fieldwork educator.
Common misperception: a harsh or authoritative moment is a sign of personal dislike; instead, it may reflect situational leadership needs.
Caution against hasty generalizations: one difficult instance should not be extrapolated to an overall judgment of the supervisor or the entire rotation.
Emphasis on avoiding worst-case thinking (e.g., "I’m failing fieldwork"); instead, evaluate the overall trajectory and learning opportunities.
Real-world note: even seasoned practitioners can have off days; maintain perspective and seek feedback.
Managing Stress, Expectations, and Self-Management During Level Two
Conflict often stems from mismatch in leadership style or in communication expectations.
Key strategies:
Initiate proactive communication with the fieldwork educator to clarify expectations and ask for guidance when needed.
Seek regular check-ins or structured feedback if autonomy feels overwhelming.
Frame requests for help professionally (examples provided later in the session).
Examples of helpful communication patterns:
Acknowledging autonomy while requesting structured support: "Because I’m still new to this, would you be willing to provide some assistance until I gain more experience? Could we have a few check-ins during the day?"
Expressing gratitude and clarity: "Thank you for trusting me with the caseload; I may be unsure about a few things and may need some guidance."
When to escalate: if guidance remains insufficient after attempting direct conversation, the program staff (Dr. Altuhi and Dr. Collins) can provide additional support.
Handling Perceptions and Small Setbacks
Advice to avoid letting a single negative interaction derail confidence or the entire rotation.
Encouragement to recognize that every engagement is a chance to learn, even if it’s a tough day; a single day does not define the rotation.
Real-life reflection from Dr. Collins: evaluators may overestimate students’ attention to minor mistakes while missing the majority of positive work; maintain balance in self-evaluation.
Transformational Leadership and Collaborative Problem-Solving
Transformational leadership frame: remind the team that every patient is a chance to restore independence; brainstorm strategies to improve independence (e.g., bathroom tasks for Mr. Alvarez).
This style emphasizes shared leadership and teamwork during care planning.
Scenarios and Student Responses: A Practice Dialogue
Scenario: A supervisor offers autonomy with limited guardrails: "You can run your caseload however you’d like; if you need me, let me know, otherwise I’ll sign your notes at the end of the week."
Student reaction: fear and anxiety; this can feel overwhelming and may be misinterpreted by a student as lack of support.
Appropriate student response examples:
Express gratitude for autonomy while requesting ongoing guidance: "Thank you for the opportunity. I may still have some questions and would appreciate guidance as I proceed."
Propose a plan for success: request for check-ins (e.g., morning, lunch, evening) to ensure progress and safety.
Reassure supervisor of accountability and willingness to ask for help when needed.
Role of the supervisor: provide appropriate structure and support; avoid misinterpretation of intent; understand student stress during early rotations.
Another common scenario: a supervisor’s leadership style may be perceived as harsh in the moment after an emergent situation; follow-up conversations when both parties have had time to decompress can improve rapport.
Professional Communication Tools (Examples Shared in Class)
Use of professional phrasing to request help without sounding emotional or accusatory:
Examples: "Offer me exposure to new challenges. I do not feel very supported by you as my boss. I would benefit from regular check-ins with you in order to gain more consistent guidance. I need better tools to complete this work. In order for me to effectively work on this, I require access to _ ."
Note: these examples illustrate how to articulate needs respectfully and constructively; the aim is to strengthen mentorship and guidance relationships.
A humorous aside about a hypothetical “professionalism app” to help phrase requests politely; emphasis on thoughtful wording over impulsive messages.
Business Plan Assignment Overview (Module 4–6)
Core deliverables: create a business plan with a accompanying 5–7 minute video pitch.
Key components to develop (in Module 4):
Vision statement
Business description
Strategic plan
Financial plan
Module 5: Program evaluation metrics and quality monitoring/improvement.
Module 6: Staffing plan and final consolidation.
Timeline and expectations:
The business plan work will begin in Module 4 and be submitted in Module 6; you will have two sync sessions per week (Tuesday for content and Thursday for in-class work on the plan).
This is an individual project (not a group project).
Early preparation guidance:
Start thinking about your plan now; you can pick any OT-related business, including small ventures or programs within an existing entity.
Suggested ideas include: a sensory integration-based pediatric clinic; a coffee shop or book shop employing people with disabilities; an adaptive sports club; a wheelchair seating and positioning clinic; an adaptive equipment loan closet.
The plan must include a financial plan and align with OT values.
Instructor note: the professor will share the live course material for the business plan; if students have trouble accessing assignments, they should email the instructors; the second weekly sync session remains mandatory for focused work time.
Vision, Scope, and Example Ideas for OT-Focused Ventures
Vision statement should reflect OT values and the broader purpose of improving participation and independence.
Sample ideas discussed:
Sensory integration-based pediatric clinic for children (e.g., ages two and up).
Multisite outpatient care company (as a broader example).
Wheelchair seating and positioning clinic within a local hospital.
Adaptive equipment loan closet.
Community spaces (e.g., coffee shop or bookstore) that employ people with disabilities and provide meaningful job skills.
Important notes:
The plan can be small in scope or integrated into an existing organization.
A robust financial plan is required, demonstrating funding and sustainability.
Instructor prompts students to begin drafting their vision statements to align with OT values and practical feasibility.
Guest Presentation: Pelvic Health Research Project (Hope Patchy, DPT, PhD Student)
Guest speaker: Hope Patchy, Doctor of Physical Therapy; Baylor alum (class of 2019) pursuing PhD in Exercise and Nutrition Science; wound health specialist.
Research projects in pelvic health; invitation to OT students to participate in research studies.
Study types and eligibility:
Asymptomatic studies: involve women ages 18-50; locations include Waco and nearby areas; one study uses an intravaginal support device for female athletes; another aims to establish normative pelvic health parameters.
Symptomatic study (chronic pelvic pain): targeted at active-duty female military members with chronic pelvic pain; also open to civilians; scope includes multiple measurement/treatment visits.
Participation details:
All studies conducted in Waco; for the chronic pain study, there is a DoD funding element; some aspects may be conducted in San Antonio for civilians.
Compensation: asymptomatic studies provide Amazon Gift Cards (example: 25 per visit in some asymptomatic visits); chronic pain study offers up to 300 total if completing all visits and follow-ups.
Each participant goes through an intake appointment with informed consent; eligibility screening determines enrollment.
Sign-up process and contact information:
Email for Hope Pageant: hope
ightarrow pageant1@baylor.edu (as written: hope_pageant1@baylor.edu).
Pelvic health contact: pelvichrr@Gmail (as written in transcript; Gmail domain with capital G).
Participants should indicate whether they’re interested in asymptomatic or symptomatic studies, and whether they’ll be in the Waco or San Antonio locations.
Logistics and Q&A:
If participants have questions, they can join a breakout room with Hope or ask questions via private chat.
Informed consent is required for enrollment; intake appointment outlines and measurement visits.
Sign-Up, Inquiries, and Next Steps
If you’re interested in Hope’s pelvic health studies, email the provided addresses and indicate your study interest and location.
For the OT business plan, continue to brainstorm potential ideas and start drafting components (vision, description, strategic plan, financial plan) in preparation for Module 4.
Final reminder: the second weekly sync session remains mandatory; you may turn your volume off if you need to focus, but you should attend for structured support and Q&A.
Quiz reminder: a quiz is scheduled for tomorrow.
Key Takeaways and Exam-Readiness Notes
Leadership styles are diverse and context-dependent; high-stakes environments often require more authoritative/transactional approaches, while everyday practice benefits from democratic and relational leadership.
Conflict is inevitable in health care fieldwork; the goal is not to avoid it but to use it as an opportunity for growth through effective communication and adaptive leadership.
Clear, professional communication is essential when requesting guidance or clarifying expectations; this reduces misperceptions and fosters productive supervision relationships.
Level Two fieldwork emphasizes autonomy with structured support; when autonomy feels overwhelming, seek check-ins and articulate needs for guidance.
One negative interaction should not define a supervisor or a rotation; reflect on the broader experience and identify learning opportunities.
The OT field emphasizes collaboration and teamwork; leadership styles should adapt to patient safety and treatment goals, with emphasis on patient independence.
The upcoming business plan assignment is a major, individual project requiring a vision, description, strategic plan, financial plan, and evaluation metrics; expect a 5–7 minute video pitch and a staged timeline across Modules 4–6.
A guest speaker from PT (Hope Patchy) is introducing pelvic health research opportunities, including asymptomatic and symptomatic studies with compensation; participation requires informed consent and intake scheduling; contact emails provided for sign-up.