Occupational Therapy

This course reviews the history of OT practice and explores the current use of philosophies, theories, models and frames of reference. Students are introduced to the Occupational Therapy Practice Framework and explore the profession’s tenets, ethics, and professional roles as applied to varied practice settings. Regional and global public health care needs are reviewed, and students are educated on the application of therapeutic use of self and critical reasoning as applied to evidence-based, client/family-centered care for diverse populations. Opportunities may be available for students to visit facilities and organizations to gain a better understanding of ethical practice and to learn about the various disciplines and team roles. Students may also be involved in analyzing various practice environments to better understand their organizational management, direct care situations, and documentation processes and how OT can play a role in service provision for the various patient populations.

This course includes examination of the anatomical structures of the human body. Emphasis is placed on the musculoskeletal system of those regions of the body primarily addressed in OT practice. Virtual dissection of body systems and musculoskeletal reviews are analyzed.

This course includes a comprehensive study of human movement. An application of the biomechanical frame of reference to evaluate force, torque, range of motion, strength, endurance, sensation, and edema is included. Laboratory experiences include the analysis of movements and performances of functional tasks/occupations.

This course is designed to emphasize the knowledge and skills necessary for practice in rural contexts. Students will begin to apply information learned in other courses to begin to analyze and articulate the special needs of this unique population. Issues concerning such topics as access to insurance and providers will be discussed. Students will work to problem-solve through case studies and community evaluations. Opportunities to design alternative solutions to the health care issues of rural communities will be provided. Skills for development of mentoring relationships will be covered.

This course is designed to introduce the student to the expectations of professional and ethical practice in occupational therapy. Students will learn about professional behaviors and be expected to demonstrate these behaviors throughout the rest of the curriculum and on fieldwork. The topics of evidence-based practice and the different types of scholarship will be covered. Students will be expected to demonstrate and understanding of how to use the evidence to support decision-making and care planning. A review of current research that demonstrates the value of OT intervention is included.

This course focuses on the psychosocial foundation of OT practice and emphasizes the knowledge and skills necessary for application of psychosocial intervention across all arenas of care. Initial content will focus on reviewing mental health conditions and exploring the impact of mental health on individuals, cultures, and societies. Students will search for and analyze current evidence and have opportunities to apply theories, frameworks, and clinical reasoning skills in assessment and intervention. Emphasis will be placed on developing professional skills and competencies in assessment and intervention used in psychosocial practice. Application to rural practice will also be emphasized. Students in good standing with all 2nd semester coursework to date will be assigned a 30-40 hour rotation within a practice setting focused on applying the psychosocial/neurological knowledge and skills. Students will analyze the impact of psychosocial health on occupational engagement and participation within various contexts. Cultural acceptance of mental health issues will be explored. Opportunities to expand current knowledge of organizational management, direct care situations, and documentation will be provided. Emphasis is again placed on analyzing practice environments for application of OT practice. This Level I experience is designed to enrich didactic coursework through directed observation and participation in selected aspects of the OT process.

This course engages the student in the development of professional behaviors, basic patient care skills, and initial competencies associated with OT practice. Students will have opportunities to learn skills for ethical and professional behavior; observation and assessment; development of rapport, client-centered care; and therapeutic use of self. Students will practice skills in activity analysis, documentation, and developing occupational profiles.

This course focuses on neuroanatomy and neurophysiology, and the current neuroscience evidence, as it applies to occupational therapy assessment and intervention. Additional topics include, but are not limited to, neuroscience as it relates to sensory function, behavior, cognition, and motor control. Application of current neuro-rehabilitation models will also be included.

This course is an introduction to graduate research. Learners examine the quality of evidence to guide OT practice decisions. The course includes the use of search engines and relevant resources. The scholarship process includes the critique of the quality of evidence related to the developing a research project.

Course content includes opportunities for evidence-based assessment and intervention of children and youth (0-21 years). Content prepares the student for the application of critical reasoning within a variety of settings that offer services for this population. Experiences serve to synthesize the roles of occupational therapists, occupational therapy assistants, and other health care providers in this arena. Topics include professional standards of practice, ethics, advocacy, outcomes assessment, ethics, liability, documentation, and reimbursement of services. Experiences also serve to critically analyze the influence of culture in the provision of care. Emphasis is placed development of professional competencies in the assessment and intervention. Evidence-based occupational therapy assessment and care for children and youth is synthesized in this course. Students in good standing with all 3rd semester coursework to date will be assigned a Level I Fieldwork experience in a pediatric/school system setting, which serves to enrich the didactic coursework through directed observation and participation in selected aspects of the OT process. Emphasis will be placed on analyzing practice environments (including rural contexts) for application of OT practice within communities, schools, and practice settings for children and youth.

This course involves review of evidence-based services and critical application of the role of the occupational therapist in early intervention and school-based settings. Emphasis is placed on understanding the roles of all team members, including the student/child, parents, guardians, service providers, and teachers. Regulatory guidelines, IEPs, equipment, transitional living needs, and accessibility issues are explored. Professional leadership, advocacy, ethics, supervision and the profession’s ability to enhance educational outcomes are included. Relevant OT models of practice appropriate for the population are synthesized. Additional knowledge and skills required for rural practice are addressed. Coursework will focus on development of professional competencies in the assessment and intervention. Evidence-based occupational therapy assessment and care for children and youth is synthesized in this course. Students in good standing with all 3rd semester coursework to date will be assigned a Level I Fieldwork experience in a pediatric/school system setting, which serves to enrich the didactic coursework through directed observation and participation in selected aspects of the OT process. Emphasis will be placed on analyzing practice environments for application of OT practice within communities, schools, and practice settings for children and youth.

This course involves review of evidence-based services and critical application of the role of the occupational therapist in early intervention and school-based settings.  Emphasis is placed on understanding the roles of all team members, including the student/child, parents, guardians, service providers, and teachers.  Regulatory guidelines, IEPs, equipment, transitional living needs, and accessibility issues are explored. Professional leadership, advocacy, ethics, supervision and the profession's ability to enhance educational outcomes are included. Relevant OT models of practice appropriate for the population are synthesized. Additional knowledge and skills required for rural practice are addressed.  Coursework will focus on development of professional competencies in the assessment and intervention.  Evidence-based occupational therapy assessment and care for children and youth is synthesized in this course.

Students in good standing with all 3rd semester coursework to date will be assigned a Level I Fieldwork experience in a pediatric/school system setting, which serves to enrich the didactic coursework through directed observation and participation in selected aspects of the OT process.  Emphasis will be placed on analyzing practice environments for application of OT practice within communities, schools, and practice settings for children and youth. 

This course is designed to educate the student in the necessary skills for teamwork and collaboration with other health care professionals. Roles of the OT and OTA are discussed. Students learn strategies and techniques for provision of supervision in the clinic. The impact of reimbursement on professional roles is covered. Effective teamwork and collaboration in care is highlighted.

This course focuses on the design and use of assistive technologies, adaptations, and environmental modifications to enhance performance, safety, and independence. Content includes opportunities for evaluating the evidence, fabrication, and adaptation. Personal environments, community environments, and practice settings are analyzed for accessibility, necessary modifications, and compliance with legal requirements.

This course involves advanced exploration of a research topic. Learning experiences include a critical review of related evidence, research methods, instrumentation, study designs, and analysis of results as appropriate for the selected research. Tasks will include critical examination of qualitative and quantitative designs; and methods of analyses and their application in health care studies. Working with a research mentor, and within institutional IRB guidelines, the students will work in small groups to implement an approved research project.

The course focuses on evidence-based practice information for the selection of assessments and interventions offered for the adult population. The course addresses participation, rehabilitation, and disability. Interventions that promote optimal occupation and participation are a key focus for the OT planning process. Client involvement in assessment, goals, intervention plans, and discharge planning processes are emphasized. Learners will use critical reasoning to solve client presented scenarios and develop habits, values, and roles to promote life-long learning. Learners will also assess the influence of culture for access to care and establishing goals and plans that meet the requirements of client-centered care. Outcome assessments to determine the effectiveness of offered services are included. OT role with the OTA and OT health team members are critically examined. Special knowledge and skills for practice in rural contexts is addressed.

This course involves the application of adjunctive methods to enhance occupational performance. Case-based application of physical agent modalities is included. Current knowledge regarding contraindications and safety procedures is reviewed. Prosthetic training and the design, fabrication, and care of orthotics are explored. Client education in the care and usage of orthoses and prostheses is included. Education concerning professional roles, documentation, reimbursement, safety, and liability is also provided.

This course focuses on a life span analysis of societal and public health principles of illness and wellness. Content includes a critical review of current evidence for assessing physiological, psychosocial, cognitive and behavioral concepts and health care trends and the implications for occupational engagement and OT practice. Global health care trends and public health needs are explored. Cultural influences of health, access to care, health care disparity, and the impact of illness are investigated.

Course content covers professional development in the knowledge, values, and skills necessary for practice in emerging practice arenas, such as low vision, ergonomics, driving rehabilitation, primary care, etc. Exploration of the current evidence for provision of these services and the role of the OT in private, community, industrial, and physician practice settings are included. The course emphasizes on-going life-long learning and competencies. The learner is challenged to analyze emerging practice trends and the importance of developing the needed knowledge, skills, and values to prepare for evolving global, national, and regional health care imperatives. Learners explore the role of the advocate and build skills in advocating for individuals, families, and populations.

This course critically examines the use of reasoning and decision-making in assessment and intervention, with varied cultures, across the life span. Opportunities to explore processes for addressing ethical and cultural issues, managing language barriers, and improving access to care will be provided. Demographic health care needs of various cultures will be analyzed, and assessments and treatments will be reviewed for global application. Case-based scenarios will be used to apply logical thinking models to effectively address complex health care needs.

With the support of the research advisor, the course advances the development of the assigned research project and extends the learners’ comprehension of the profession’s focus on scholarship for practice. Students will employ chosen methods of analysis to examine data collected in their study.

This course involves critical examination of current evidence regarding health care needs and interventions for older adults. Students will explore the continuum of current care services for the older adult population. Services include promotion of wellness and illness models of intervention, productive aging, leisure adaptations, and neuro cognition. Topics will cover wellness programs, services in adult day care centers, assistive living environments, long term care, home health, hospice, and community-based programs. Ethics, legislation, liability, reimbursement, advocacy, and documentation using Medicare/Medicaid guidelines are also included. Students will be engaged in activities that support development of professional competencies in assessments and interventions. Evidence based assessments and interventions for sensorimotor, behavioral, cognition, social, and older adult care are included. A special emphasis will be placed on understanding the unique skills required to practice with this population in rural contexts Students in good standing with all 3rd semester coursework to date will also be assigned to a Level I Fieldwork experience in a setting that addresses the needs of older adults. This experience will serve to enrich didactic coursework through directed observation and participation and allow for analysis of practice environments for application of OT practice.

This course focuses on advocacy and leadership skills and encourages the student to develop a professional practice that includes a mission, vision, strategic and business plans, applicable policies and procedures, a job description, performance benchmarks and appraisal methods. Related interviews, supervision, leadership models, and appraisal methods are included. Trends in health care systems, management principles, promotion, marketing, liability, consultation, advocacy, and consulting roles are also explored. Development of a 5-year professional development plan including goals for advanced practice certifications and fieldwork education are developed. Ethical scenarios as potential practice liability issues are analyzed. Students will also critically analyze the professional entry competencies for practice (especially concerning rural practice), including certification and licensure responsibilities.

This course is designed to introduce the students to the professional roles of the OT educator and OT entrepreneur. Educational content will include skill development in curriculum design, course development, and teaching strategies. Entrepreneurial content will emphasize the business skills necessary in private practice and particularly focus on the need for unique and creative solutions to meet the growing health care needs of clients in rural settings.

This course is the culmination of the scholarly project. In this course students will complete the research project and deliver a professional public presentation of the study. Students will also be required to develop an article for future publication.

This seminar is designed to prepare the student for the first Level II Fieldwork assignment. Emphasis will be placed on problem-solving possible scenarios, presentation of professional behaviors, and organization and preparation for entering the clinical environment. Students will complete all necessary fieldwork documents and demonstrate successful completion of all required competencies.

This Level II Fieldwork experience is provided to strengthen the didactic learning experiences of the curriculum. Students’ professional service delivery of client services under supervision is evaluated. Experiences are selected for the quality and compatibility with the institution’s curriculum design. Application of the didactic and Level I fieldwork knowledge, skills, and values are enhanced with client-centered services delivered with professional mentorship and role modeling. Opportunities for discussion and problem-solving (as needed) of fieldwork experiences (including such topics as supervision, evidence use in practice, ethics, methods, and professional roles) will be provided. Discussions may occur on campus or on-line as appropriate. Focus is on developing the necessary entry-level skills for practice.

This Level II Fieldwork experience is provided to strengthen the didactic learning experiences of the curriculum. Students’ professional service delivery of client services under supervision is evaluated. Experiences are selected for the quality and compatibility with the institution’s curriculum design. Application of the didactic and Level I fieldwork knowledge, skills, and values are enhanced with client-centered services with professional mentorship and role modeling. Opportunities for discussion and problem-solving (as needed) of fieldwork experiences (including such topics as supervision, evidence use in practice, ethics, methods, and professional roles) will be provided. Discussions may occur on campus or on-line as appropriate. Focus is on developing the necessary entry-level skills for practice.