SLUMS Cognition Assessment

        As part of the Neuro Aspects course I'm currently taking for OT school, I participated in a clinical simulation with a stroke patient. I administered a cognitive screening tool know as the Saint Louis University Mental Status (SLUMS) examination. This assessment is one of many tools used to address levels of cognition. Cognition is the ability to perceive and organize information. Our memory, personality, awareness, and more are all a part of our cognition. Since cognition plays an important role in our daily lives, OT's assess and work to improve cognitive skills.

    The client I worked with scored a 20 on the SLUMS examination. This score indicates the client has a mild cognitive impairment. Someone with this score would likely have issues with their short-term memory. They may not remember all of the steps to a recipe or they may forget to pay their bills. They may also have trouble remembering new names or directions for driving somewhere. Each of these tasks are something an OT can address during intervention. Before I began the assessment, I provided the client with a brief description of what OT is and who we can work with. We have practiced giving "elevator pitches" quite often in OT school, and I felt well-prepared to discuss this with my client. In this particular case, my client hadn't heard of OT. In some cases, people may already be familiar with the profession or they may have heard a misconception we can address. It is always best to ask something along the lines of "how familiar are you with occupational therapy?" before giving an explanation. We never want to assume what a client does or does not know. 

    During the assessment, I spoke at an appropriate volume and explained each segment clearly. I also think I did well at providing a friendly impression. I asked open questions that provided me with an insight into the client's life and daily routines. Something I would do differently is not use "perfect" as a response to the client's performance. This response could give the client a false impression of their results. Instead of "perfect," I could use "good" or just a simple "okay." These responses are still encouraging, but they don't give the client false impressions of a perfect score.  Overall, I felt very confident after my simulation. I believe my preparation and friendly attitude helped me treat the situation as if it were real. I am looking forward to providing more assessments and interacting with future clients.