Application of the occupational therapy perspective on human movement. Focus on functional performance including analysis of static and dynamic forces, anatomical mechanics and kinematics including performance qualities specific to the context and environment. Application of these concepts for use in occupational therapy assessment and intervention is addressed. Emphasis is on determining patterns of dysfunction and facilitating optimum performance during task directed activity within life role contexts.
An advanced musculoskeletal anatomy course that emphasizes the functional relationships between musculature, nervous tissue, vascular components, and the skeletal system of the extremities and trunk. A cadaver dissection laboratory enhances understanding of anatomical relationships within body regions that contribute to successful physical task performance. Unique perspective is provided towards understanding the material in terms of occupational performance addressed in occupational therapy.
Explores the three basic tenets of occupational therapy through the profession, the practice, and the practitioner. The profession and practice of occupational therapy is analyzed through the Occupational Therapy Practice Framework and theoretical models of occupation. The professional roles and ethical responsibilities of the practitioner are studied.
Intended to ground students in the occupational therapy process of selecting and administering clinical measurement tools used to guide evaluation and assessment a client’s occupational performance. Students will learn to use a client-centered approach to clinical assessment including the use of: formal and informal interviewing techniques and skilled observation of occupational performance skills and patterns.
Provides an understanding of and appreciation for the concept of evidence-based practice. Develops fundamental scientific inquiry skills related to gathering, reading, understanding, and critically appraising the rehabilitation research literature in order to become evidence-based occupational therapists. Understanding scientific inquiry is taught within the context of doing original research projects mentored by OTH faculty. Emphasizes appreciating the value of life-long learning as future evidence-based occupational therapists as well as developing the skills to carry this out in challenging and changing clinical environments.
The analysis of occupational performance is done from an understanding of how performance capacity and abilities integrate to result in activity completion. The relationship between these capacities and abilities and occupational performance will be explored by understanding how capacities and abilities manifest in task performance. Beginning level skills for facilitating occupational performance through interventions of occupation and preparatory methods will be developed.
Provides opportunities to build beginning-level professional skills through exposure to different clinical settings and client populations. Situations to practice careful observation, clear communication, therapeutic use of self, and task analysis through scheduled visits to community settings occur. Professional development is initiated in the community followed by self-reflection of experiences. Expands upon current understanding of human occupational performance and gains insight to working with diverse client populations.
Broadens understanding of occupation-based practice to include core components of intervention selection including: application of a model or a frame of reference; analysis of the activity, the client and the environment; and effectively matching client capacities and the challenge of the task through gradation and adaptation of meaningful occupations. Therapeutic mechanisms of behavior management, building rapport and client learning are emphasized.
Designed to help occupational therapy students apply their knowledge about evidence-based practice to clinical experiences and the development of new evidence in occupational therapy. Builds on basic concepts of evidence-based practice by examining more advanced quantitative and qualitative data analysis techniques for application to both clinical and research experiences.
Explores life roles of individuals and the contexts and environments in which they engage in those life roles. The activities of daily living and some instrumental activities of daily living central to the care of self will be analyzed with development of intervention strategies for various populations. Further, an individuals’ sense of accomplishment and enjoyment through self-enhancement occupations of play and leisure will be analyzed and intervention strategies will be developed. The performance patterns of individuals including activities, habits, and routines are analyzed throughout the occupational therapy process.
Focus is on selection and administration of specific screening and assessment tools that include three main areas: abilities and capacities; roles and competence; and environmental factors affecting an individual’s function and participation in a range of occupations and contexts. The use of evidence from the scientific literature, client values, and clinical reasoning will be emphasized in making decisions when selecting assessments for clients. The importance of developing and utilizing outcome measures that document the effectiveness of OT services is also emphasized.
Integrates occupational therapy theory into practice through hands-on learning experiences. Occurs within the occupational therapy process, while providing client-centered care in a supervised and mentor-based setting.
A 35 to 40 hour fieldwork experience scheduled in the summer following the first year of the Occupational Therapy Program. Students may request sites from a variety of traditional and emerging practice settings throughout the United States, and will be assigned based on availability. This fieldwork experience reinforces clinical skills, professional behaviors and professional relationships, clinical reasoning skills, ethical issues, and how to integrate occupational therapy theory into practice. In addition it is designed to familiarize students with various intervention settings and clinical conditions. Students may be provided initial hands-on experiences under direct supervision when determined to be appropriate by the clinical supervisor/educator. Upon completion of the clinical hours, the students attend a seminar to discuss various aspects of the experience.
Home and environment management includes focus on creating interventions to address life skills related to community mobility including driving rehabilitation, management of areas for medication, communication, finance, home, safety, and health, care of others, and shopping. Interventions to address social participation as a self-enhancement area of occupation with community, peer, and family will be developed. Designing group process for client learning to address social participation and areas of home and environment management will be included followed by implementation of those group processes. Opportunities to evaluate various practice settings to determine influences and considerations in occupational therapy process will occur.
Facilitates the student’s progress toward contributing to the body of knowledge in occupational therapy. Builds on work completed in Evidence-Based Occupational Therapy II (OTH 6334) by collecting data and performing the appropriate statistical analyses needed to answer their research questions. Summarize findings narratively and graphically into a results section.
Through the transformative engagement process, students will integrate prior learning with personal reflection and current theories related to concepts of supervision, management and leadership. Application of leadership and management theory, professional ethics and behaviors and the importance of professional relationships is facilitated through clinically-based scenarios. Students evaluate administrative structure and service delivery within health facilities, organizations and agencies with respect to occupational therapy's role. Students will create and evaluate a set of outcomes related to evidence-based practice, documentation, peer review, reimbursement, service provision and organizational change.
This course is an elective experiential OT fieldwork course that may be taken subsequent to OTH 6410 and will occur in one of a variety of settings including but not limited to acute care, inpatient, transitional care, out-patient, skilled nursing, assisted living, mental health, ergonomics, camp, etc. and will occur in the curriculum during the summer session at the beginning of year two. The vast areas of practice offered by this course will afford a variety of opportunities for students to work with a multitude of clients from birth to elder care depending on their specific fieldwork request and/or placement. Students will closely work with individuals of all abilities and deliver occupational therapy services to all people regardless of any particular categorization of diversity, ethnicity, age, faith, gender, nationality, culture, socio-economic status, race, political affiliation, and/or sexual orientation. The premise of this course is to enhance student learning and enrichment by providing an experience in a setting that provides services to all people in need.
Integrates occupational therapy into practice through a mentored clinical setting. Designed to provide application of clinical knowledge and skills, professional behaviors and relationships, clinical reasoning, and ethical decision making. Hands-on learning experiences of the occupational therapy process and providing client-centered care in a supervised setting.
Builds on work completed in Evidence-Based Occupational Therapy III (OTH 6533) by writing a formal discussion section that explains and interprets research findings and places the main findings within the context of previous research. Discusses options for disseminating research results and implications of findings.
Students are eligible for Level II Fieldwork upon completion of all academic requirements. Each fieldwork experience will reflect current practice with clients from across the life span and with a variety of diagnoses. Two Level II fieldwork Affiliations are required for a minimum of 24 weeks full-time and may be completed on a full-time or part-time basis, but may not be less than half time. All students complete one Level II experience in physical disabilities and a second may include but is not limited to occupational therapy practice in physical dysfunction, developmental disabilities, pediatrics and/or psychosocial dysfunction.
Self-advancement occupations of education and work are fully explored along with advanced practice settings including hand therapy, work/industry, neonatal intensive care unit, education, emerging practice, and non-traditional areas of practice. Alternative healing practices and advanced skill areas will be the focus of interventions.
Capstone course designed to integrate theory, knowledge of pathologies and intervention strategies with an understanding of human performance and adaptation. The course focuses on students’ abilities to integrate and articulate the role of the occupational therapist in a variety of complex situations and practice settings involving individuals and populations. Specific issues in global health care including public policy, access to service, at-risk populations and advocacy are addressed. Personal reflection of transformative engagement through leadership, management and professional development are emphasized.
Topics in Occupational Therapy.
Students are eligible for Level II Fieldwork upon completion of all academic requirements. Each fieldwork experience will reflect current practice with clients from across the life span and with a variety of diagnoses. Two Level II fieldwork Affiliations are required for a minimum of 24 weeks full-time and may be completed on a full-time or part-time basis, but may not be less than half time. All students complete one Level II experience in physical disabilities and a second may include but is not limited to occupational therapy practice in physical dysfunction, developmental disabilities, pediatrics and/or psychosocial dysfunction. The fieldwork experiences will be completed under the supervision of a "currently licensed or credentialed occupational therapist who has a minimum of one year of practice experience subsequent to initial certification, and is adequately prepared to serve as a fieldwork educator".
Students are required to be enrolled continuously until the final research project and fieldwork are completed. A fee equal to one master's credit will be assessed each fall and spring semester until Occupational Therapy Program requirements are completed, if not registered for another OTH professional program course.
Independent study in Occupational Therapy.