600

The focus of this course is on using theory, research and evidence to guide the practice associated with being an occupational therapy manager. Leadership and supervision styles, policy requirements, and change management are few of the topics that will be discussed. In addition, the role of occupational therapists in advocacy for their clients and for the profession will be emphasized.

This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet their clients’ mental health needs in society. A primary focus of this course is on how occupational therapists use therapeutic use of self and interactive reasoning to change approaches to best meet their clients’ needs within the context of intervention. Students also focus on problem identification, prioritization, ethical decision making, and documentation. Problem-based class discussions, cases with complex mental health and contextual factors, and reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in mental health. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

Concepts and principles related to the selection and use of assistive technology and environmental adaptations across the lifespan to improve occupational performance and participation will be explored. In addition, telehealth service delivery models will be examined. Both low-technology and high-technology solutions related to improving occupational performance due to poor vision, hearing, communication, mobility and cognition will be addressed. This course includes a lab component.

This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of infants, toddlers, children, and youth in society. A primary focus of this course is on understanding the roles that family members and other professionals (e.g., teachers, other service providers) play in supporting a child’s participation, performance, and well-being at home, in school, and in the community. Students also focus on problem identification, prioritization, ethical decision making, and documentation. Problem-based class discussions, increasingly complex cases with physical, cognitive, psychosocial, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in pediatrics. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This course is one in a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of clients in society who receive rehabilitation services. A primary focus of this course is on understanding how a client’s roles, engagement, and participation are affected by different medical conditions. Students also focus on problem identification, prioritization, ethical decision making, and documentation with a focus on adult clients. Problem-based class discussions, increasingly complex cases with physical, cognitive, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in rehabilitation. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This course is the second in a two-course series designed to prepare occupational therapy students with the necessary skills to collect outcome data at both the individual and program level. Both quantitative and qualitative data collection methods will be reviewed. Students will engage in inquiry projects focused on problems found in clinical practice. In doing so they will develop research questions, define outcomes, develop data collection tools, and synthesize the results of the data to inform recommendations for intervention and/or programmatic modifications.

This course is one in a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of older adults in society. Emphasis will placed on dementia care and supporting clients dealing with loss. Students also focus on problem identification, prioritization, ethical decision making, and documentation with a focus on older adult clients and their caregivers. Problem-based class discussions, increasingly complex cases with physical, cognitive, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in rehabilitation. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1 A is on the psychological and social factors that influence engagement in occupation. Graded on a pass/fail basis

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1 B is on occupational therapy with the infants, children, and adolescents. Graded on a pass/fail basis

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1 C is on occupational therapy with adults or older adults. Graded on a pass/fail basis.

The focus of this course is understanding how systems, communities and organizations influence health disparity and occupational participation. Students will explore determinants of population-based health and wellness, barriers and supports to occupational participation, and the concepts of occupational and social justice. Emerging areas of practice will be emphasized. Students will learn about photo-based methods and other innovative approaches associated with participatory action research (PAR). Students will participate in a PAR project and reflect on ways to increase participation and decision making among stakeholders at all levels of the process. Completion of this course involves a presentation and a written PAR report.

This is the first Level 2 fieldwork experience. It is twelve weeks in length and takes place at an approved fieldwork setting. By the end of this experience, students should be functioning at the same level as an entry-level practitioner in this setting. Graded on a pass/fail basis.

This is the second Level 2 fieldwork experience. It is twelve weeks in length and takes place at an approved fieldwork setting. By the end of this experience, students should be functioning at the same level as an entry-level practitioner in this setting. Graded on a pass/fail basis.