Adaptive Driving Evaluation and Training Program

Based on our guest lecture regarding adaptive driving, there were a few key takeaways that I feel are very important. Having the ability to drive, no matter the situation, promotes a sense of independence and freedom. From the moment we all reach the 16 year old age requirement our dream of driving is the only thing on our minds and that freeing feeling follows us even into older age. There are several reasons why driving abilities need to be adapted or even eliminated throughout the lifespan. These reasons range from diseases or disorders that someone has had since birth, to surgeries or events that can occur in later years such as spinal fusions and strokes. As occupational therapists, we can become Certified Driving Rehabilitation Specialists (CDRS), which allows us to evaluate someone on their ability to drive safely through a clinical assessment and a behind-the-wheel assessment. This will allow the therapist to make a recommendation as to whether or not a client is capable of safely navigating roads and interstates. There is a very delicate way to approach this topic with clients, because we always need to refer back to the fact that most people do not see this as a way to maintain safety because they do not see an issue with their driving abilities, rather, they see it as taking away their freedom.

Intervention strategies that can be conducted by an OT could vary depending on the person. If a person does receive adaptations to their vehicle, an intervention that could be specific to an individual would be transferring in and out of the vehicle while taking into consideration transport of any durable medical equipment they may be using such a wheelchair or walker. Learning how to get into and out of an adaptive vehicle without leaving your equipment behind can be a challenge. Further, an intervention for a group of clients who have reported issues with driving could simply be education about what equipment you can buy locally that could resolve the issue. As we learned in our lecture, there are several, cost efficient, easy to install items, that can be bought to assist with driving ability that the group could learn about. The type of group could vary between low vision, stroke, amputations, and many more. 

Glyph Leadership Activity

At the beginning of my OT school journey, my class and I did an activity where we drew a picture of a face and each component of the face was drawn after given a choice based on your opinion of what characteristics a leader should obtain.  For example, if you thought being a leader was something you are born with, you were supposed to draw a triangle-shaped head, and if you thought is was a product of nurture over nature, you were supposed to draw a square-shaped head. At the end of last week, we did this activity again to see how much our perspective of a leader had changed and we compared our results. Overall, my two drawings were similar. However, I noticed the things that did change were signs of growth in my abilities as a leader. Some of the main differences I noticed, after comparing the two drawings, were that at the beginning, I drew pointed eyebrows indicating that I was a more behind the scenes leader, this time I drew rounded eyebrows indicating that I was a more out front leader. The ears on my person are now pointed rather than round and this indicates that I now believe technology doesn't have to play a huge role in being a leader. And lastly, I drew a piece of jewelry meaning I see myself as a leader and I drew glasses meaning I feel I have had more experience in being a leader than most other people my age. All in all, this activity has allowed me to reflect back on my OT school journey and how much personal growth I have experienced since the beginning. The activities, the clubs, the interactions, the friendships have all been so beneficial to me as a person and as a future clinician. Being a leader is such an important part of being an occupational therapist, in fact, one of the criteria for us as students

to carry with us out into the field of practice is being a leader change agent and I feel I have made significant process to achieve this requirement. I am very thankful for this fun, quirky exercise.

Nutrition and Aging

Based on a lecture in our older adult class with a focus on nutrition, the key takeaways were that nutrition is important for everyone, specifically the aging population. Nutrition is vital for things like would healing and preventing a decline in function. Further, malnutrition can occur, especially in those who have been in the ICU for a number of days. A person's metabolism, when they have been in the ICU, is functioning at such a higher rate, so the need to intake more calories and nutrients becomes even more important. Another takeaway would be that lean body mass doesn't decline as a normal part of aging and if older adults could maintain their nutrition and exercise, it would be extremely beneficial to them in regard to function. One way occupational therapists could be involved in assisting clients, groups, and populations with nutrition is through our interventions. One intervention that could be done for a specific individual could be assisting the client with meal preparation. Educating the client and practicing strategies for meal preparation helps address how to prepare foods that fulfill all of the nutrients needed and ensure they have their recommended amount of protein. Another intervention that could be introduced would be a food log to provide a visual on what their diet consisted of throughout the day. This would allow the individual to see whether or not they have consumed any protein during their meals. Further, being able to check off the foods they have consumed can provide a motivation component for completing their nutrition requirements for the day. An intervention that could be administered to a group could be an educational session on the importance of nutrition and provide a list of foods with the recommended amounts based on body weight. This could be in the form of a group therapy session, for example, when self-feeding is being evaluated, or it could be for a group of health professionals such as nurses or physicians. Part of the educating process for group therapy can include activities related to cooking or baking depending upon factors such as cognitive status. The group can work together to prepare a healthy, nutrient packed meal. Group therapy can address many different aspects within our scope of practice, therefore it wouldn't be too difficult to include nutrition education within any group therapy session. Of course, the all client's interests and preferences should always be taken into consideration when planning interventions, therefore finding out their food preferences can be a huge piece of the puzzle when related to nutrition.