Jas-Weathers T
Occupational Therapy Division, Good Samaritan Hospital, Cincinnati, Ohio 45220.
Am J Occup Ther. 1990 Sep;44(9):848-51. doi: 10.5014/ajot.44.9.848.
Behavioral statements for each item of the FWE were developed according to a developmental learning hierarchy and then organized into specific categories and time frames. The performance expectations are presented to occupational therapy students in Level II fieldwork in the areas of psychiatry and physical disabilities; a similar process was used to develop performance expectations for the Level II fieldwork of those studying to be occupational therapy assistants. The advantages of this system over the system we had used previously were readily apparent: Supervisor preparation time was considerably reduced, and the content and format of the supervisory meetings changed. Meetings are now spent productively discussing strengths and patterns of behaviors, rather than reviewing endless lists of behavioral statements.
FWE各项目的行为陈述是根据发展学习层次制定的，然后被组织成特定的类别和时间框架。绩效期望呈现给从事精神病学和身体残疾领域二级实习的职业治疗专业学生；采用了类似的过程来制定对职业治疗助理专业学生二级实习的绩效期望。与我们之前使用的系统相比，这个系统的优势显而易见：主管的准备时间大幅减少，督导会议的内容和形式也发生了变化。现在的会议能够卓有成效地讨论行为优势和模式，而不是审查冗长的行为陈述清单。
