- Key Features of the OTD Program
- Admission Requirements
- Program Curriculum Sequence
- Program Description
- OT Students
- Melville-Nelson Evaluation System
- Contact Information
- Fieldwork Education
- Department Overview (pdf)
- NBCOT Exam Data
Health and Human Services Building
- Introduction & Setting
- Program Mission
- Program Philosophy
- Program Curriculum Design Statement
- Program Goals and Related Curricular Objectives
- Program Technical Standards
- Program Admission Criteria
- Graduation Requirements
- Fieldwork Component and Capstone Experience
- Research Component
- Course Delivery Model
- Dual Degrees: OTD and PhD
- Program Curriculum Sequence
- Course Descriptions
- Accreditation Status & Licensing Information
- Program Costs & Financial Aid
- Nondiscrimination Policy
- Faculty and Staff
The OTD degree program goals were designed to reflect areas of identified need in the profession (practice, advocacy, research and autonomous decision making) and represent the "core content" of the curriculum design. The related curriculum objectives of the Program flow directly out of the Program Goals and represent the outcomes of the curriculum in terms of professional competences and attitudes.
|Alumni Laird Rasmussen and Tiffany Gasser
practice use of assistive device
in the OTD daily living lab.
|Alumni Lisa Moore and Paige Lichtenburg
practiced an assessment technique
with Professor Thomas.
In this OTD curriculum, both professional competences and attitudes are important parts of professional practice and are specifically addressed via the curriculum objectives. Therapeutic occupation involves collaborative synthesis of occupational forms between therapist and service recipient with specific goals for assessment, adaptation, compensation, prevention, and wellness. As with all occupations, the occupational form must elicit meaning and the person involved must have a sense of purpose. The graduate of the OTD program will be expected to demonstrate mastery of the four major Program goals. In each course, specific learning outcomes are identified by the instructor for each of the applicable curriculum objectives and each of the four Program goals. The goals and curriculum objectives for graduates of the OTD degree program are delineated below.
PROGRAM GOAL I: PRACTICE
Graduates will demonstrate entry-level proficiencies necessary for occupational therapy practice in a dynamic health care and human services delivery system for individuals and populations. Graduates will display adaptability in their approach to practice problems and apply multiple models of practice and the Conceptual Framework of Therapeutic Occupation as needed for a variety of practice settings, including contemporary technologies. To this end, the student will:
A. Explain and interpret the Conceptual Framework of Therapeutic Occupation (CFTO) including key CFTO terms: occupational form, occupational performance, meaning, purpose, impact, adaptation, and compensation.
B. Integrate CFTO with a variety of practice models (e.g., general developmental models, acquisitional models, model of human occupation, biomechanically influenced models, sensory integration, neurodevelopmental models, cognitive and perceptual models, group work model, work hardening models, health promotion and wellness models and emerging models of practice).
C. Compare, contrast, evaluate, and integrate models of practice, including multidisciplinary knowledge and apply them to specific problems of individuals and populations.
D. Compare and contrast the curriculum definition of occupation with the definitions used in other conceptual frameworks.
E. Analyze the relationship among anatomical structure, kinesiological function, and occupational performance.
F. Describe the physiological, sociological, socioeconomic, lifestyle, and diversity factors that underlie occupation.
G. Analyze and interpret the relationship between neurological function and occupational performance in health and disease for developing therapeutic strategies.
H. Analyze sensorimotor, cognitive, mental, and psychosocial abilities and evaluate their relationship to occupation.
I. Describe the relationship between human development and occupation from a life span perspective.
J. Analyze the relationships between wellness and occupation, identify at risk populations and implement occupational methods to enhance wellness and prevent disease.
K. Infer the effects of pathological conditions on the sensorimotor, cognitive, and psychosocial abilities of individuals and their occupations.
L. Analyze how long-term occupational forms can under-challenge, appropriately challenge, or excessively challenge the sensorimotor, cognitive, and psychosocial abilities of individuals.
M. Articulate screening and evaluation processes for a practice area and comprehensively evaluate clients using evidenced-based reasoning to select/create assessments through occupational synthesis.
N. Diagnose/evaluate clients by critically analyzing, interpreting, and reassessing data for the purpose of creating intervention strategies.
O. Determine individualized therapeutic goals, including those from self-change (adaptation), compensation, and prevention in occupational synthesis, as guided by a model of practice and research evidence.
P. Collaborate with the client in the planning and implementation of individualized intervention through occupational synthesis.
Q. Reassess and re-synthesize interventions to promote enhanced meaning, purpose, occupational performance, and therapeutic gain within a model of practice.
R. Determine optimal time for discontinuation of intervention, consistent with client and/or contextual changes.
S. Communicate effectively and educate appropriately via written, oral, and nonverbal means, with clients, family members, significant others, team members, and the community at large.
T. Report, document, and discuss pertinent client data appropriately and accurately.
U. Appreciate the value of the appropriate use of health and wellness promotion concepts.
V. Plan population-based interventions consistent with theory-based models of practice, including identification of population, evaluation of needs, determination of measurable goals, design of interventions, and selection of outcome evaluations.
W. Demonstrate appropriate professional standards for documentation, reimbursement for services, referral to other professionals, supervision of OT practitioners, safety, ethics, and institutional protection.
X. Demonstrate awareness of the standards of practice and policies recommended by the AOTA.
Y. Apply accepted Practice Standards regarding supervision of and collaboration with occupational therapy assistants.
Program Goal II: Advocacy
Graduates will demonstrate attitudes and skills which enhance strong personal commitment to the profession's growth and development. Through assumption of leadership roles and facile use of educational resources and technology, graduates effectively promote occupational therapy both within and outside the professional community, advocate for persons with disabilities and those at risk for disabilities, and promote health and wellness of the general population. To this end, the student will:
A. Evaluate and judge the relevance of current socio-political, economic, international, geographic, demographic, and health disparity issues and trends, including population-based approaches as they affect occupational therapy practice.
B. Analyze the legal, ethical, and moral issues which impact the delivery of occupational therapy services in contemporary society.
C. Foster the future development and direction of the profession by employing a sound understanding of the professions historical foundations.
D. Advocate within the profession for high standards of professional behavior, ethics, and practice.
E. Propose, design, and engage in initiatives that move the profession of occupational therapy forward as an integral discipline in health care, human services, and education.
F. Integrate principles of management, administration, and supervision (e.g., COTAs, students, other rehabilitation personnel, volunteers) into a personal framework for directing and developing occupational therapy services, personnel, and programs.
G. Demonstrate skill in program development by proposing marketable and justifiable occupational therapy program initiatives that meet contemporary needs both within existing organizations and through new, entrepreneurial services and programs (e.g., private practice).
H. Propose, design, and implement teaching/learning experiences for a variety of publics of interest integrating accepted theoretical perspectives and models and teaching/learning methods.
I. Analyze, propose, and demonstrate methods of utilizing the expertise of others in various team models to maximize communication links and improve health care delivery in complex delivery systems and organizations including but not limited to care coordination, case management, and transition services in traditional and emerging practice environments.
J. Demonstrate skills needed to advocate for clients and the profession by influencing the legislative process.
K. Demonstrate skills needed to act as a change agent for reimbursement practices and policies in the public and private domains.
Program Goal III: Research
Graduates will apply principles of scientific inquiry and research design to the study of therapeutic occupation as related to curricular content. Graduates will interpret research findings to enhance their practices and promote research in the profession at multiple levels including collaboration with independent researchers. Through conducting guided, individualized, scholarly projects, graduates will have taken the first step toward assuming roles of independent researchers. To this end, the student will:
A. Explain the necessity of research for the integrity of the profession of occupational therapy.
B. Describe the role of basic research in examining principles underlying occupational therapy models of practice; the role of applied research in occupational synthesis for evaluation, goal-setting, and methods; and the role of applied research testing the advocacy roles of occupational therapists.
C. Describe, analyze, critique, and interpret research protocols and articles by using principles of research design.
D. Explore areas of research interest and state their significance to the profession of occupational therapy.
E. Describe how future research can be done to follow up on the research conducted by the student, including a description of the resources and supports necessary to carry out future research.
F. Interpret and apply the results of research in the application of occupational therapy models of practice and the roles of occupational therapists in advocacy.
G. Engage in a mentoring relationship with an experienced researcher in developing a research proposal, complying with institutional procedures for the protection of subjects, collecting data according to the research plan, analyzing data, writing a scientific paper describing the research, and presenting/defending the findings.
H. State principles and describe applications of quantitative and qualitative research designs.
I. Identify specific ways that occupational therapists can contribute to occupational therapy research, including initiation of research, collaboration in research, participation in advanced studies, application for grants, and support of research as a member of the profession of occupational therapy.
J. State, apply, and demonstrate professional ethics as they are pertinent to laws and institutional policies that govern patient confidentiality and rights of research participants.
Program Goal IV: Autonomous Decision Making
Graduates will demonstrate the ability to make autonomous decisions related to their educational program, professional development, and patient treatment as appropriate to their entry to the profession.
A. Display a commitment to the study and application of occupation as a therapeutic method.
B. Accept personal responsibility for one’s learning, professional behavior, and demeanor.
C. Display increasing levels of confidence in one’s decision making throughout the curriculum and fieldwork experiences.
D. Develop skill in seeking out information (e.g., library resources, electronic media, internet searches) to compile evidence in support of practice, advocacy, and research.
E. Demonstrate independence in the ability to communicate professionally in writing (e.g., case studies, program development plans, research manuscripts, clinical documentation).
F. Conceptualize, design, and carry out oral presentations (e.g., professional conferences, family and patient interactions, team conferences, peer and supervisor interactions, to potential funding agencies).
G. Demonstrate the ability to assume leadership roles as appropriate to one’s entry to the profession.
H. Assume leadership for recognizing problems, investigating options for resolution, seeking out collaboration, implementing solutions, and evaluating outcomes.
I. Evaluate his/her own strengths and limitations and demonstrate a pro-active stance in developing and enhancing those characteristics essential to the advancement of occupational therapy.
J. Refine one’s self-directedness, and demonstrate the capacity to work autonomously and within a mentoring relationship.
K. Work successfully in a variety of team models (e.g., inter-professional, interdisciplinary, multidisciplinary, trans-disciplinary, etc.) through knowledge, theory, and research regarding group/team process care coordination, case management, and transition services.
L. Plan one’s own learning experiences and document one’s professional competencies through development of a professional portfolio.
M. Plan one’s own Capstone Practicum, Mentored Studies in the Capstone area and mentored Capstone Dissemination based on professional goals.
N. Demonstrate the characteristics of a professional committed to the advancement of one’s own career and profession including professional responsibility for providing future fieldwork education and supervision.
O. Formulate a plan for continuing professional development which integrates principles of self-directedness and a commitment to life-long learning.