Semester 1

This course is one of a four-part series that focuses on the knowledge, skills, and attitudes required of an occupational therapist in practice, and the development of professionalism. A profession is much more than a job. This series will prepare you to embrace the dynamic nature of the occupational therapy profession, the evolving healthcare environment, and key considerations for occupational therapy practice, research, education and policy. You will begin to think like an occupational therapy practitioner, and an integral member of the healthcare team. 

Evidence-Based Practice I is the first part of a two-part series that provides students with a thorough understanding of basic research principles, the importance of research to the profession of occupational therapy, and how to navigate and analyze professional research. Through engagement in continual learning and evidence-based practice with intellectual open-mindedness, students will: explain the importance of research in occupational therapy; define basic terms; identify basic research designs and validity threats; categorize research designs; select appropriate statistics for given research questions; search effectively for research on topics within the field; use research terms
correctly; compare and contrast sources of research and their importance, quality, and relevance; and critique the research of others. Students will apply ethical reasoning to make decisions about research and the application to clinical practice. The course is aligned with the AOTA and the program’s values to make decisions and practice professionally by understanding the purpose and usage of APA formatting, interpreting ethical issues in research, and correctly citing the work of others. 

Personal transformation is a course where you will learn and practice some of the “soft skills” required of an occupational therapy professional. Soft skills are often highly valued by employers and can be the reason you get a job or get that promotion. Soft skills are things in addition to the skills you will learn in terms of “DOING” OT. They include things like communicating effectively, being flexible, being motivated, showing a good attitude, and successfully relating to others. To examine these skills in yourself requires self reflection. This course will require frequent self-reflection in relation to a variety of assessments of your strengths and areas for growth and development. You will consider your personal values, your communication style, and your personality type. We believe that the process of becoming an occupational therapist in this program will transform you. You will be documenting this transformation across the program through your portfolio. In addition, professional self-reflection should lead to carefulplanning for continued learning a nd growth across the rest of your career. This course will continue across 4 semesters, culminating in the completion of your academic portfolio and initiating your professional portfolio and professional development plan. 

This first semester course is designed to promote reflection on the educational process and the individual student's future occupational therapy practice. Students will complete reflective self-assessments and analyze them to determine their therapeutic personality traits and modes necessary for developing a professional identity and skill base. Understanding the nature of the therapeutic relationship as an intentional process is taught for successfully developing client and group dynamics. Course formats will include seminars, discussions, and in class and online course activities. 

This three-part course will integrate the foundational knowledge of human anatomy and conditions as well as application of this knowledge through activity analysis. This course examines the organization, development, and function of the nervous, musculoskeletal, cardiovascular, respiratory, immune and lymphatic systems of the human body as well as assessment techniques commonly performed by occupational therapists in clinical practice to measure the body’s vital life functions. The course will also cover mental and physical health conditions that occupational therapists may encounter when working with clients across the life span. Additionally, this course will introduce students to the skill of activity analysis. Activity analysis is the essence of what an occupational therapist does; fundamental to all aspects of occupational therapy practice; an essential tool for occupational therapists in assessing and supporting occupational performance with clients. Activity analysis examines the essential components of an activity to identify the steps, demands and opportunities for therapeutic interventions. Frames of reference integrated into occupational therapy practice are utilized as an anchor for weekly course content. The course is designed to build a common language and foundation forfuture coursework requiring occupational therapy assessment choices and intervention strategies for clients with mental and physical conditions. Human conditions will be examined in the context of their effects on human development and body structures and functions; etiology; epidemiology; prognosis; associated mental and physical deficits/disability; impact on occupational engagement; pharmacological and non pharmacological interventions, and research. Conditions will be covered in isolation as well as in combination with comorbidities, and the impact one or more conditions have on human occupations will be discussed. Cultural comparisons will highlight how treatment of mental health and physical conditions/ deficits/disabilities are perceived within diverse cultures. Activity analysis will be informed by the terminology and activity demands as presented in the Occupational Therapy Practice Framework, 4th Edition (AOTA, 2020). Part A of this course will emphasize applied functional anatomy and neuroanatomy. 

This three-part course will integrate the foundational knowledge of human anatomy and conditions as well as application of this knowledge through activity analysis. This course examines the organization, development, and function of the nervous, musculoskeletal, cardiovascular, respiratory, immune and lymphatic systems of the human body as well as assessment techniques commonly performed by occupational therapists in clinical practice to measure the body’s vital life functions. The course will also cover mental and physical health conditions that occupational therapists may encounter when working with clients across the life span. Additionally, this course will introduce students to the skill of activity analysis. Frames of reference and models integrated into occupational therapy practice are utilized as an anchor for weekly course content. Activity analysis will be informed by the terminology and activity demands as presented in the Occupational Therapy Practice Framework, 4th Edition (AOTA, 2020).Part B of this course will emphasize physical disability and mental health conditions and their impact on daily occupations. It is designed to build a common language and foundation for future coursework requiring occupational therapy assessment choices and intervention strategies for clients with mental and physical conditions. Human conditions will be examined in the context of their effects on human development and body structures and functions; etiology; epidemiology; prognosis; associated mental and physical deficits/disability; impact on occupational engagement; pharmacological and non-pharmacological interventions, and research. Conditions will be covered in isolation and in combination with comorbidities, and the impact one or more conditions have on human occupations will be discussed. Cultural comparisons will highlight how the treatment of mental health and physical conditions/ deficits/disabilities are perceived within diverse cultures. 

The history and development of the occupational therapy profession is dynamic, evolving, and has always been grounded in the core principles of occupation. Activity analysis is the essence of what an occupational therapist does; it is fundamental to all aspects of occupational therapy practice; it is an essential tool for occupational therapists in assessing and supporting occupational performance with clients. The purpose of this course is to introduce you to the language of human occupation and introduce you to the skill of activity analysis. “Occupational therapy is defined as the therapeutic use of everyday life occupations with persons, groups, or populations (i.e., the client) for the purpose of enhancing or enabling participation. Occupational therapy practitioners use their knowledge of the transactional relationship among the client, their engagement in valuable occupations, and the context to design occupation-based intervention plans.” (AOTA, 2019). Occupational therapy focuses on enabling clients to maximize/optimize their capacity to participate in life occupations and activities that are important and meaningful to them and promotes overall health and wellness. As future occupational therapists, you will be helping clients of all ages participate in different aspects of life, in activities they need and want to do, regardless of disability or dysfunction, through the therapeutic use of everyday activities and occupations. In this course, the terms occupation and activity are defined and examined broadly. You will “untangle” the concepts of activity and occupation, purposeful activity, tasks, occupational performance, and function. Activity
analysis is recognized as a process of examining the essential components of an activity to identify the steps, the demands and opportunities for therapeutic interventions. We will explore our understanding of occupation used in purposeful and meaningful ways, in facilitating the health and well-being of individuals. You will examine our professional heritage of occupation and review the historical development of activity/task analysis as a valuable tool in the process of occupational therapy, for use with all clients, across all contexts. The format for activity analysis will include terminology and activity demands as presented in the Occupational Therapy Practice Framework, 4th Edition (AOTA, 2020). You will learn about activity synthesis, ways to evaluate the nature and demands of a range of activities, as well as how to evaluate activity preferences of individuals. In addition, you will have multiple opportunities to analyze, adapt, and learn how to teach activities.

Semester 2

Health and education policy, public and private, has direct bearing on occupational therapy practice. Policy has a significant impact on the health of a nation. This course includes an overview of US health and education institutions and systems (recognizing that we are in a current situation of change in our country), policy and law-making processes, and we will examine several national and state health and education policies, and explore legislation that affect occupational therapy practice across a number of settings. You will explore issues in relation to access, quality, and cost (who is covered? how much is covered? classifications and reimbursement); all issues are examined in relation to service delivery models in health and education systems with particular emphasis on policy and legislation affecting populations with needs and conditions that fall within the domain of occupational therapy practice. This course includes key aspects of occupational therapy policy topics, such as insurance coverage, scope of practice, telehealth, and professional advocacy. Course delivery is designed as an in-person workshop format and includes lecture, discussion, reading, web based resources, and online learning activities.

Research II will apply concepts and content learned in Introduction to Research to actual research activities using single subject research design. Students will engage in a review of the literature and will develop a proposal for a study using single subject research design. Course information will also be applied to data-based decision making for clinical occupational therapy practice in multiple practice settings. Class format will include Team Based Learning. Prerequisite: OT 503

The purpose of Level I Fieldwork is for the student to integrate academic learning with clinical practice. It is designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and fieldwork experiences. Fieldwork in combination with PBL, lab, and seminar will focus on reflective processes, therapeutic relationships, ethical practice, and other professional issues for working with adult mental health populations with a variety of needs for occupational therapy services. Self-directed, collaborative learning, and class participation are essential aspects of this course.
Students will engage in seminar and Level I fieldwork experiences during the semester. Each student will attend seminar classes during the semester. All students will regularly engage in online simulations, videos andOT 529 Level I Fieldwork and Seminar Mental Health 2 debriefings. Simulations will be repeated until student achieve 90% accuracy by the due date or receive a failing grade for that simulation. Student will also complete debriefing worksheet on Simucase simulations and videos and engage in debriefing discussions. Students will also be assigned to specific in-person fieldwork experiences with faculty mentors in specific settings. Fieldwork placements will be determined by the Academic Fieldwork Coordinator. These experiences are essential to your learning and over the next three semesters equity of student placements will be the objective. All fieldwork experiences focus on developing students’ observational skills for evaluation and intervention, understanding the role of the OTR and other members of the professional team in a variety of populations, and practicing professional behaviors. Each student will complete and hand in the fieldwork worksheet which reflects successful participation developing group protocols and an individual assessment to their fieldwork faculty mentor. This worksheet will be pass fail with the possibility of mentor feedback and require rewrites until written adequately.

Course content will be provided primarily in facilitation of mini-lectures, in-class discussion, demonstrations, readings, and experiential opportunities. Students will experience a variety of “hands-on” activities, role-plays, videos, and demonstrations. In addition, students will either be required to access the SHU library to view one of two therapeutic group videos or will be provided with a YouTube link to watch a therapeutic group, for one of the course assignments. There will be no mid-term, only a final exam; the final exam will solely cover Frames of
References/Models and their application to O.T. group facilitation. In this course students will develop an understanding of group theory, group processes, and group practice. Additionally, the course focuses on how occupational therapists utilize therapeutic groups for assessment and intervention using frames of reference and theoretical models. 

Personal transformation II is a continuation of the course you began last semester. This course will again require self-reflection and will begin to relate your self-reflection to the process of professionalization and building of professional identity in occupational therapy. We believe that the process of becoming an occupational therapist in this program will transform you. You will be continuing to document this transformation in
your portfolio.

This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the first in a series of three that are scaffolded by level of complexity. Problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments. Activity demands as
well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and to learn communication skills required to work with an interprofessional healthcare team. Transformation through Human Occupation: Team Collaboration in Mental Health will place specific emphasis on team-based case analysis in mental health. 

This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the first in a series of three that are scaffolded by level of complexity. Problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students
will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments. Activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and to learn communication skills required to work with an interprofessional healthcare team. Transformation through Human Occupation: Application in Mental Health will place specific emphasis on hands-on learning and practical mental health occupational therapy skills development. 

This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the first in a series of three that are scaffolded by level of complexity. Problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments. Activity demands as
well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and to learn communication skills required to work with an interprofessional healthcare team. Transformation through Human Occupation: Theory in Mental Health will place specific emphasis on theory utilized in mental health through lecture and case-based learning.