Case Study: Ruby Bowen by Caroline Montague

Ruby Bowen, at the age of 63, began to notice differences in her memory and her ability to perform her daily activities. She was later diagnosed with Alzheimer's disease, which is the most common type of Dementia. As the Alzheimer's progressed, she stopped doing the things she loved and began being agitated with her family. When the OT evaluation was performed, she was in the late-stage. Dressing and eating independently with adaptive equipment were interventions chosen for Ruby. Because she enjoyed gardening, that would be important to incorporate in to her interventions.

My grandmother was also diagnosed with Alzheimer's disease in the last few years of her life. The progression of the disease is very hard to watch as a family member and i'm sure it's frustrating for the person. I appreciated hearing Caroline's grandmother's story as it is similar to my own.

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Blog Post Challenge 9: Cultural Competence

Today in class, we talked about cultural competence, what it is, and why it’s important. What I took away from the lecture the most was how to gain cultural competence. I grew up in a small town in East Tennessee, and moving across the state to Memphis is even a huge change for me. I think it’s important in my journey through OT school and future career to have cultural competence, because I will be in contact with a wide variety of people. Some key things we discussed in class include self-reflection, exposure, and interdisciplinary or inter-professional relationships. Self-reflection is huge in revealing to yourself what you know and think about different cultures and molding those thoughts if necessary. Like I said earlier, I grew up in a small town, and although traveling some, I haven’t had many opportunities to expose myself to other cultures. Contact with other students and professors in the OT program and other programs is a good step as well in gaining ...

OT 640 Debrief

Blog Post Challenge 5: Clinical Reasoning

“Clinical reasoning enables practitioners to • Identify the multiple demands, required skills, and potential meanings of the activities and occupations and   • Gain a deeper understanding of the interrelationships between aspects of the domain that affect performance and that support client-centered interventions and outcomes.” – OTPF An integral part of the OT process is using clinical reasoning. As discussed in class, acquiring the skill can take time as an OT. It is something for us, as students, to remember as we travel through the program. We have opportunities through fieldwork and RKS to not only watch experienced practitioners use clinical reasoning, but to practice and mold our own clinical reasoning.

Whitney OT425

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