Graduate Professional Sequence

A study of the tools of occupational therapy including the non-human environment, occupation-based and activity analysis, synthesis and gradation of activities, conscious use of self, and the teaching-learning process. Emphasis on application and process to build beginning skills for the therapeutic use of occupation and activities, integrating theoretical foundations with selection, performance, adaptation, and gradation for a diversity of clinical situations.

Theoretical constructs underlying occupational performance and study of major occupational therapy models of practice. Examination of historical and current theoretical constructs, socio-political, cultural, and research perspectives and impact on theory development. A more in-depth examination of the profession’s domain and process with occupation as its core. The role and contribution of an individual’s personal resources to the occupational therapy process including self-awareness, critical appraisal, and self-directed lifelong learning.

Occupation-based childhood practice process from screenings and evaluation to targeted outcomes. Common pediatric diagnoses, typical/atypical development, childhood conceptual models and frames of reference, and childhood intervention sites. Issues related to family and culture are explored. Childhood-specific advanced practice areas such as neonatal intensive care, pediatric feeding disorders, sensory processing, early intervention, and school-based practice are introduced.

Significant disease entities of a physical, psychological, and social nature most often encountered by the practicing occupational therapist are examined, including the etiology, pathology, prognosis, and common non-OT interventions. Students develop an introductory understanding and analysis of the potential impact of the conditions upon the client’s occupational engagement and performance within various contexts and across the lifespan.

Begin to apply concepts of skilled observation, therapeutic use of self, critical thinking and emerging clinical reasoning, basic documentation of human behavior, and occupational performance across the lifespan. The Occupational Therapy Practice Framework utilized to examine group dynamics and process, societal and cultural competence, and health and wellness principles of individuals, groups, and populations.

Understanding, illustrating, and demonstrating screening, evaluation, and intervention planning for the middle childhood to late adolescence period in relation to supporting engagement in occupations. An examination of behavioral and psychosocial factors emphasized for relevance/importance in the application of theories to meaningful occupational outcomes.

Focus on principles, styles, roles, and tasks of leadership and management of occupational therapy services, including the ethical, legal, political, legislative, regulatory, business, and reimbursement topics. Emphasis placed on the importance of ongoing professional development to maintain currency in all areas of professional practice. Covers the ethos, pathos, and logos of being an occupational therapist in today’s US healthcare “system.”

These inter-related courses take the student through concepts, evaluation, intervention methods and skills needed to provide quality evidence-based services to clients in the largest segment of the human lifespan (early and middle adulthood). Issues of health, wellness, and quality of life, as well as most frequently encountered pathologic conditions are presented within the full occupational therapy process across practice settings.

An introductory study of the roles and tasks of the occupational therapist practicing in psychosocial and physical disabilities clinical and community-based settings. Two different settings, a minimum of six (6) full days for each experience (minimum total of 36 hours each), introduces students to the fieldwork experience, applying knowledge to practice and developing an understanding of the diverse needs of clients. Structured around academic assignments enabling students to integrate theoretical knowledge and the occupational therapy process with the range of clinical scenarios encountered in each placement.

Presentation and understanding of types of scholarship related to the value of occupation to improve health and wellness of human lives. Examination of methods of knowledge acquisition and creation in preparation for evidence-based practice. Introductory critical appraisal of quantitative and qualitative published research studies as related to occupational therapy evidence-based practice. Overview of the required components that comprise research projects and criteria for publishing. Student-involved, faculty-mentored research projects begun, including formulation of the introduction and methodology portions, in preparation for IRB submission, data collection, and analysis.

Assessment and intervention for the well and disabled older populations. Skills for evidence-based evaluation and intervention that support the older persons' occupational engagement and participation practiced in laboratory assignments. Advocacy, caregiver health, health literacy, program development, and designing community-based health, well-being, and quality of life programs learned through diverse methods.

Overview and introduction to specialized areas of OT practice to optimize knowledge and clinical reasoning skills. Lectures and labs integrating knowledge and skill acquisition relative to specialized practice are emphasized

Refinement of critical appraisal skills in evaluating quality of evidence in published research studies for evidence-based practice. Completion of the collection and analysis of qualitative or quantitative data. Students learn and apply knowledge of the final components of a research study, including results, discussion, conclusion, and abstract sections. Data analysis techniques needed for quantitative and qualitative studies further explored and applied to more advanced critical appraisal of published works. Students complete the faculty-mentored research projects and prepare posters and proposals for submission to AOTA conference and/or publishing.

Students apply understanding of occupation, professional practice, identity, and leadership during each of two (2) twelve-week (60 days), full-time fieldwork placements, for a total of 24 weeks of full- time Level II Fieldwork. Objectives focus on personal transformation into a competent, compassionate, entry-level occupational therapist for a practice site by the completion of each experience. Students are not permitted to work on a full-time basis while engaged in Level II Fieldwork. Both experiences must be completed within 18 months of completion of the didactic coursework.

Students apply understanding of occupation, professional practice, identity, and leadership during each of two (2) twelve-week (60 days), full-time fieldwork placements, for a total of 24 weeks of full- time Level II Fieldwork. Objectives focus on personal transformation into a competent, compassionate, entry-level occupational therapist for a practice site by the completion of each experience. Students are not permitted to work on a full-time basis while engaged in Level II Fieldwork. Both experiences must be completed within 18 months of completion of the didactic coursework.