Occupational Therapy

Foundations of Occupational Therapy 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 educated on the occupational therapy process, approaches to intervention, and the domains of practice. Students define and begin to explore concepts related to therapeutic use of self, client centered practice, occupational profiles, and activity analysis.

This course includes the examination of the anatomical structures and functions 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 analyze

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

This course is designed to emphasize the knowledge and skills necessary for practice in rural contexts. Students will examine issues relating to social determinants of health, as well as demographics, socioeconomics, politics, education, work, values, and lifestyle factors among rural populations. Students will explore social systems and community resources to mitigate health risks for persons, groups, and populations. Occupation-based programming and the delivery of occupational therapy services for rural populations will be discussed.

This course is designed to introduce the student to the expectations of professional and ethical practice in occupational therapy. Students will learn about ethical decision-making, professional behaviors, and confidentiality requirements (HIPAA/FERPA). Students will be introduced to professional organizations such as World Federation of Occupational Therapy, American Occupational Therapy Association, and the state OT association. Students will analyze professional guidance documents on occupational therapy’s scope of practice, professional development, scholarship, and documentation in occupational therapy. Students will be expected to demonstrate professional behaviors throughout the rest of the curriculum and on fieldwork

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 of psychosocial disorders across the lifespan. 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. Cultural acceptance of mental health issues will be explored.  

Students in good standing with all previous semester coursework to date will be assigned a Level I fieldwork experience in a psychosocial/behavioral health setting. Students will analyze the impact of psychosocial health on occupational engagement and participation during the Level I fieldwork experience embedded within the course. 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.

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 include

This course is an introduction to graduate research. Learners examine how the quality of evidence guides occupational therapy practice decisions. The course provides students the ability to explore and learn various search strategies and databases to examine relevant sources. The scholarship process includes the search and analysis of available quantitative and qualitative evidence related to current practice.

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. Topics addressed in this course prepare students with foundational knowledge to succeed in a pediatric practice setting. Experiences also serve to critically analyze the influence of rural culture in the provision of care. Emphasis is placed on the development of professional competencies in assessment and intervention.

This course involves reviewing and applying evaluation methods, evidence-based intervention, and the application of the role of occupational therapy in pediatric care, specifically within 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, ETRs/IEPs, equipment, transitional living needs, and accessibility issues are explored. 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 the development of professional competencies in assessment and intervention.

Students in good standing with all previous semester coursework to date will be assigned a Level I fieldwork experience in a pediatric/school system setting. Students will analyze occupational engagement and participation within the school setting during the Level I fieldwork experience embedded within the course. Level I experience is designed to enrich didactic coursework through directed observation and participation in selected aspects of the OT process

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 fabrication and adaptation. Personal environments, community environments, and practice settings are analyzed for accessibility, necessary modifications, and compliance with legal requirements. Students develop evaluation and intervention plans for assistive technology based on case studies. Technology and telehealth applications for the healthcare provider is also explored

This course involves an exploration of evidence-based practice interventions to support practice in occupational therapy. Students will develop a research question, define inclusion and exclusion criteria, develop a search strategy, and begin appraising the evidence for inclusion in an evidence table. Students will analyze various research methodologies as a focus of the course.

The course focuses on evidence-based practice information for the selection of assessments and interventions offered for the adult population that promote optimal occupational performance and participation. Students will explore assessments, goals, intervention plans, and the discharge planning processes. Emphasis is placed on the exploration of various practice settings, the occupational therapy process, and understanding the roles of all team members, including the client, family members, and other service providers. Students will be engaged in activities that support the development of professional competencies in assessments and intervention.

This course involves the application of adjunctive methods to enhance occupational performance. Current knowledge regarding indications, precautions, and contraindications for physical agent modalities is reviewed. Prosthetic training and the design and fabrication of orthoses are explored. Client education in the care and usage of orthoses and prostheses is included. Upper extremity diagnoses and treatments are discussed. 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 defines culture and explores the implications it has on occupational engagement. Students will evaluate their own culture, analyze personal bias, and critically examine the impact culture has in client centered care. Opportunities to analyze processes for addressing ethical and cultural issues, within occupational therapy practice will be provided.

This course advances the student’s understanding critical appraisal and evidence synthesis in research. Students will develop a research question related to occupational therapy intervention, define inclusion and exclusion criteria, develop a search strategy, and synthesize quantitative and qualitative evidence. Students will write a concise statement on the main findings of their research.

This course is designed to educate the student in the necessary skills for effective intra and interprofessional collaboration and advocacy. Roles and supervision of the OT and OTA are discussed, as well as effective written and oral communication strategies for the provision of supervision, referrals, and client/professional advocacy involving other professionals, community members, legislators, and healthcare stakeholders. The learner is challenged to demonstrate the needed knowledge, values, and skills to advocate on behalf the client and the profession in evolving political climates at the local, state, and national level. Learners explore the role of the advocate and build skills in advocating for individuals, families, and population.

This course involves reviewing evidence-based services and critical application of the role of the occupational therapist with geriatric/aging populations. Students will explore the continuum of current care services for the older adult population, including hospital, rehab, long term care, assistive living, home health, and hospice. Documentation and reimbursement using Medicare/Medicaid guidelines are also included.

Students will be engaged in activities that support the development of professional competencies in assessments and interventions for the aging population. Evidence-based assessments and interventions for sensorimotor, behavioral, cognition, social, and older adult care are included. An emphasis will be placed on understanding the unique skills required to practice with this population in rural contexts.

Students in good standing with all previous semester coursework to date will be assigned a Level I fieldwork experience in a geriatric/aging population setting. Students will analyze occupational engagement and participation within the geriatric setting during the Level I fieldwork experience embedded within the course. Level I experience is designed to enrich didactic coursework through directed observation and participation in selected aspects of the OT process.

This course focuses on professional management and leadership skills and encourages the student to identify personal and professional strengths and areas of growth to become an effective leader. Development of a 5-year professional development plan including goals for advanced practice certifications and fieldwork education are developed. Trends in health care systems, reimbursement, management principles, professional liability, and strategies for supervision are explored. Students will also 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 an occupational therapist as an educator and entrepreneur. Educational content will include implementing teaching and learning principles as a clinician, as well as skill development for teaching in higher education. Entrepreneurial content will emphasize the basic business skills necessary for private practice, with a focus on the need for unique and creative solutions to meet the growing health care concerns in rural settings.

This course involves an exploration of evidence-based practice interventions in occupational therapy. Students will develop a research question, define inclusion and exclusion criteria, develop a search strategy, appraise the evidence, and synthesize findings into an evidence table. Students will explore various types of scholarship and service within occupational therapy practice and will create and deliver a professional public presentation on a topic related to OT.

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.