32 courses with the subject OCTH, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
OCTH 710Occupational Justice and Foundations3
This course was designed to address accreditation standards that apply to foundational components of occupational science as it relates to occupational justice. Occupational justice is a curricular theme representing the mission and values of the University including Mercy, Service, Hospitality, Sacredness of Creation, and Discovery. This course will also offer content exploring the history, theories, models of practice, and official documents of the occupational therapy profession.
Students build upon previous knowledge of the structure and function of the healthy human body by examining the musculoskeletal system in greater depth. This course includes the study of the active and passive structures and the forces that impact human movement and function. The structure of the musculoskeletal system and the organization and analysis of functional movement patterns are introduced through lecture and lab experiences. Students are asked to apply their knowledge of the human body to “bottom-up” occupational therapy assessments of strength, range of motion, and gross and fine motor analysis of movement. They will gain an appreciation of how these areas impact an individual’s ability to engage in occupation. This knowledge of normal movement and typical development will lay the groundwork for higher level analysis of abnormal movement patterns and treatment interventions in subsequent coursework.
This course introduces the occupational therapy student to the neurological foundations of human performance, behavior, and emotion. Students will be asked to apply their knowledge of the nervous system to “bottom-up” occupational therapy assessments of sensation, cognition, vision, and visual perception. They will gain an understanding of how these areas influence an individual’s ability to engage in occupation. The structure of the nervous system and the theories of nervous system organization will be introduced through a variety of learning experiences. This knowledge of normal neurological function and typical development lay the groundwork for higher-level analysis of abnormal nervous system patterns and treatment interventions in subsequent coursework.
This course creates a priority for self-care as the foundation of learning and growth, and self-care is examined as an important precursor to full occupational engagement and fulfillment. Students explore their own occupations and occupational balance, experience strategies for enhancement of healthy occupations, and set personal goals for health of mind, body, and spirit. In addition, health promotion theories and social determinants of health provide the backdrop for future examination of how to create healthy communities and populations.
This course introduces occupational therapy students to the evaluation process by examining the principles and methods used in occupational therapy assessment across the lifespan. Students will develop the ability to select, administer, score, and interpret standardized and non-standardized assessment tools. The assessment tools reviewed in this course are used to evaluate occupational performance, client factors, performance skills, performance patterns, and the contextual and environmental factors that influence occupational engagement. This foundational knowledge prepares students for higher-level analysis of occupational engagement and clinical reasoning in subsequent coursework.
This course integrates information learned in other OT courses through both field experience and classroom activities. Students are placed in Carlow community early learning and K-8 Campus Laboratory school settings for infants, children, and adolescents. In the classroom, students have the opportunity to discuss and synthesize their experiences, exploring the concept of occupational justice and service across practice settings. Students have the opportunity to work with an individual client to address an occupational or play need that can be addressed through the use of innovation and technology. Through the clinical and classroom experiences, students learn to appreciate the role of occupation in health and wellness, develop positive professional skills and behaviors, demonstrate therapeutic use of self, and exhibit ethical integrity. Fieldwork is a Pass/Fail Course, and students must pass this course in order to progress through the MSOT or OTD program.
This course is the first in a two-part series addressing the impact of the environment on occupational participation. The impact of context (extrinsic factors) on participation in occupation is addressed in relation to the practice settings for children and youth. Topics of environmental design, universal design, and ergonomics are explored to address activities of daily living, instrumental activities of daily living, and functional and community mobility, including environmental accessibility to promote occupational engagement. Students learn environmental assessment in terms of both social and physical aspects. This first course covers all of the traditional practice settings related to children and youth (e.g., NICU, PICU, inpatient, outpatient, early intervention, and schools) and extends learning to community-based services. Specific coverage of early intervention and school-based services are highlights of this course and OCTCH 721 Level I FW concomitant enrollment provides opportunities at the Carlow Early Learning Center and Campus Laboratory K-8 school. The differentiation of services, documentation, and reimbursement in various practice settings for children and youth are covered.
This is the first in a two-part series and focuses on the adaptive approach for interventions with children and youth. This course explores the foundational skills for activity analysis and adaptations commonly used by occupational therapists when working with children and youth to promote participation in occupations. The impact of interventions using an adaptive approach and assistive technology is examined and practiced with hands-on design and fabrication labs. Additionally, the interplay between the individual's capabilities and the barriers to occupational participation is examined. Content in this first course introduces foundations of assistive technology including the prescription and fabrication of devices. Content is related to the OT practice course for children and youth. This course includes the prescription and fitting of orthotic and prosthetic devices, introduction to physical agent modalities, and mobility aids to promote participation in occupations, specifically the use of assistive technology for self-care and play. Students will collaborate with Level I Fieldwork (FW) sites for fabrication of toy, computer, or iPad adaptation project. The role the occupational therapist plays in promoting functional engagement in occupations, with a focus on adaptation, compensatory techniques, and accommodation, is considered within the various models of service delivery for children and youth.
This course is the second in a series of OT Practice intervention courses and integrates previously learned knowledge to address interventions. It primarily examines the OT process from referral to discontinuation of services for adults and older adults. The course 143
This course integrates information learned in other OT courses through both field experience and classroom activities. This course focuses on the psychological and social needs of adults and older adults in a variety of settings. Students are placed at Carlow campus adult programs and the Sisters of Mercy Convent. Students have the opportunity to observe and interact with individuals and with groups. In the classroom, students have the opportunity to discuss and synthesize their experiences to understand how psychological and social needs affect the occupations of adults. Through the clinical and classroom experiences, students should learn to appreciate the role of occupation in health and wellness and psychosocial needs, develop positive professional skills and behaviors, and exhibit ethical integrity. Fieldwork is a Pass/Fail Course and students must pass this course in order to progress through the OT program.
This course is the second in a two-part series addressing the impact of the environment on occupational participation. The impact of context (extrinsic factors) on participation in occupation is addressed in relation to the practice settings for adults and older adults. This course covers all of the traditional practice settings related to adults and older adults and extends learning to community-based services. This particular course emphasizes the promotion of adult and older adult health and wellness through occupational engagement by examining function through different sociopolitical lenses and models of health care delivery, including direct service provision (e.g., acute care, inpatient, outpatient, adult daycare, skilled nursing facility) and community initiatives (e.g., community wellness programs and support groups). Specific aspects of the workplace and home environment, community driving, and teaching for health and wellness are highlights of this course. Level I FW associated with this semester takes place through Carlow campus adult community programming and the Sisters of Mercy Convent. Content with regard to the differentiation of services, documentation, and reimbursement in various practice settings for adults and older adults is covered, in addition to the intra-professional roles of OT and OTA. 2 credits
This is the second in a two-part series and focuses on the adaptive approach for interventions with adults and older adults. This course explores advanced skills in activity analysis and adaptations used by occupational therapists when working with people of all ages and in all settings to promote engagement in occupation. The impact of interventions such as assistive technology, ergonomic strategies, physical agent modalities, orthotics and prosthetics on successful return to engagement in occupation are explored. Students demonstrate abilities in fabricating custom orthotics and advanced use of physical agent modalities. Assistive technology and adaptive methods for increasing occupational engagement at home, work, and in the community are identified and practiced. Additionally, the interplay between the individual’s capabilities and the barriers to occupational participation are examined. Students will collaborate with Level I FW sites for fabrication of an assistive technology project to meet a need of an adult/older adult client. The role the occupational therapist plays in promoting functional engagement in occupations, with a focus on adaptation, compensatory techniques, and accommodation, is considered within the various models of service delivery for adults and older adults.
Scholarly study and research are essential to the profession of occupational therapy. Within this course, students explore quantitative and qualitative research methodologies. Students examine the aim and priorities of research related to the profession, the range of research, characteristics of effective scientific inquiry, and the necessity of evidence-based practice to the profession of occupational therapy. Specific content includes an examination of current research priorities for the profession and the mission-aligned scholarship agenda of the Carlow Occupational Therapy Program. Students search and read the current OT literature, develop a research proposal, 144
OCTH 740OT Practice: Psychosocial Impact on Engagement
This course is the third in a series of OT Practice interventions courses and integrates previously learned knowledge to address interventions and examines the OT process from referral to discontinuation of services for individuals with psychosocial concerns across the lifespan. The course begins with the occupations of healthy living for this population. All aspects of ethical and professional provision of occupational therapy for individuals with mental health conditions are examined when choosing an appropriate frame of reference, developing an occupational profile, critically analyzing occupational performance through assessment and evaluation tools, collaboratively developing a treatment plan and goals, and planning for discharge. Community health issues are explored utilizing theories to address occupational justice through consultative approaches across the lifespan. This course includes assessment, occupation-based treatment planning, intervention, advocacy, and exploration of programming needs and community resources for discharge planning. Social, economic, legal, ethical, and public policy issues involving mental illness are addressed. Students experience the “top-down” use of occupation-based assessments and interventions using case studies. They synthesize intervention activities based on the client’s strengths and challenges, context, and available resources. Occupation-based activities are examined to promote occupational engagement, both as a means of intervention and a focused end goal of treatment. Mental health needs are critically analyzed with an ethical approach to the person, community, current evidence, and valued occupations. Emphasis is on occupational participation, client satisfaction, role competence, health, and improved quality of life. 4 credits
OCTH 741Fieldwork IC: Community and Mental Health2
Fieldwork IC course integrates information learned in OT courses through field and classroom experiences. Students are placed in a variety of settings where the psychosocial impact of impairments is seen. FW IC will focus on analyzing the psychosocial, cognitive, and spiritual factors of clients using the OT process in class and field experiences. Students will have the opportunity to discuss and synthesize their experiences emphasizing how psychosocial, cognitive, and spiritual factors impact occupational performance and participation across the lifespan. Through fieldwork and classroom experiences, students learn to develop positive professional skills and behaviors, exhibit ethical integrity, identify the roles of occupational therapists, and understand the occupational therapy process emphasizing person, environment, and occupational performance factors.
This course represents the culmination of study around the curricular foundation of health and wellness. Students began their examination of the occupations of healthy living in semester one, and this final course offers an opportunity to reexamine the historical foundation of occupational therapy as promoters of health and wellness. This final course applies knowledge and skills of health promotion to communities and populations to address social determinants of health and promote change. This course expands student critical thinking beyond self and direct service provision, as explored in the OT practice courses, to include community and population- based lifestyle interventions. These include occupational therapy services as part of an interprofessional team in community and primary care settings. In addition, this course includes an opportunity for second-year students to be involved in teaching this important lifestyle management content to first-year students in the “Occupations of Healthy Living” course. 2 credits
MSOT Leadership and Management focuses on the roles, knowledge, and skills used when leading and managing OT services. This includes the tasks of planning and organizing systems and programs, addressing staffing and coordination of teams for success, evaluating program outcomes and controlling for quality and finance factors. Students prepare for work in academia, legislative advocacy, and leadership roles throughout the profession and society. This course examines the use of occupation and teaching and learning principles and health literacy to develop these roles in professional practice. Students learn how to complete needs assessments to design and implement programs to address health needs of individuals and populations as well as conduct outcomes assessments to determine program impact in order to influence policy and program development.
MSOT Bridge to Practice Seminar is designed to assist the student as they transition to practice, which includes preparing for successful completion of Level II Fieldwork and preparation to assume a variety of roles upon certification (academics, consultant, advocate, researcher). This course aids the student in recognizing and meeting the expectations and requirements of Level II Fieldwork, the certification examination, state licensure, professional organizations, and ongoing professional development.
Level II Fieldwork begins after successful completion of all required didactic coursework. These two 12-week, full-time equivalent experiences allow the student to bridge academically acquired knowledge with practical application of skills in professional practice settings. The student engages in assessing, planning, and implementing occupational therapy intervention programs for consumers in a wide variety of traditional and innovative service settings. Students must complete six months of Level II Fieldwork experience and be supervised by a licensed and certified occupational therapist with at least one year of practice experience for a traditional setting where OT services exist or by a licensed and certified occupational therapist with three years of practice experience in innovative setting where no OT services presently exist. Upon successful completion of all coursework and Level I and Level II Fieldwork, the student will qualify to take the NBCOT (National Board for Certification in Occupational Therapy) examination. 6 credits each
This is the second in a series of three scholarship courses, and it is taught by a core faculty and guided by each student’s project mentor and committee. The emphasis during this second class is on finalizing a research proposal, literature review, and beginning implementation. Students search and read literature, develop a research proposal, implement a process of scholarly study, and write scholarly reports as individuals. This research may include a critically appraised topic, needs assessment, community-based participatory research, systematic review, or experimental research. Students analyze the ethical concerns present in their agenda, gain ethics review board approval if required, and begin engaging in this research. This work will support the development of their culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge. 3 credits
OCTH 850OTD Advancement of Practice: Education, Advocacy, and Leadership
This course provides a study of the advancement of occupational therapy practice through the professional pathways of education, advocacy, and leadership. Students expand upon professional roles including work in academia, legislative advocacy, and leadership roles throughout the profession and society. This course challenges students to be innovative in the use of occupation and teaching and learning principles and health literacy to advance these roles in professional practice. A specific focus of this course is on health literacy as it impacts under-resourced and diverse populations. 4 credits OCTH 851 OTD Level IIA FW & OCTH 861 OTD Level IIB FW Level II Fieldwork begins after successful completion of all required didactic coursework and is a pre-requisite of the Doctoral Capstone Experience. These two 12-week, full-time equivalent experiences allow the student to bridge academically acquired knowledge with practical application of skills in professional practice settings. The Level II doctoral fieldwork student reflects upon capstone development to inform their practice throughout the fieldwork experience. The student engages in assessing, planning, and implementing occupational therapy intervention programs for consumers in a wide variety of traditional and innovative service settings. The student must complete six months of Level II Fieldwork experience and be supervised by a licensed and certified occupational therapist with at least one year of practice experience for a traditional setting where OT services exist or by a licensed and certified occupational therapist with three years of practice experience in innovative setting where no OT services presently exist. Upon successful completion of all coursework, Level I and Level II Fieldwork, and the Doctoral Capstone Experience, the student qualifies to take the NBCOT (National Board for Certification in Occupational Therapy) examination. 6 credits each
This is the third in a series of three scholarship courses, as guided by the student's capstone project mentor and committee. The emphasis of this final Scholarship course will be on analysis and completion of the research to support the culminating project. Students implement a process of scholarly study and write scholarly reports as individuals. This work will support the development of their individual culminating capstone project that relates theory to practice and demonstrates synthesis of advanced knowledge. 3 credits
OTD Bridge to Practice is designed to assist the student as they transition to practice, which includes preparing for successful completion of Level II Fieldwork, and preparation for application of learning to the capstone project and doctoral experience. This course will aid the student in recognizing and meeting the expectations and requirements of Level II Fieldwork, certification examination, state licensure, ongoing professional development, and professional organizations and memberships.
This course builds upon the capstone proposal using advanced knowledge gained through the curriculum and begins development of the individual culminating doctoral capstone project. Students formalize their culminating project that connects theory to practice. Students develop the structure and content of the capstone project in one of the following areas: program development, a model or protocol for practice, quality and outcomes assessment, advocacy, or the development of a screen/assessment. A plan for final analysis and enhancement of the project upon reflection and experiences from FW II is developed. Students may begin collaboration with potential doctoral experience sites to develop objectives for specific capstone components.
The Experiential Component is a 14-week experiential placement with objectives, supervision, and outcomes planned by considering the topic of advanced study that was the focus of the culminating doctoral project. The experience objectives are individualized to focus on advanced skills in one or more of the following areas: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development. The individualized objectives will at a minimum address a link to the domain of OT, occupational justice, and health and wellbeing to promote occupational engagement of clients (individuals, groups, or populations). Near the end of the experience, a synchronized debriefing allows for reflection and feedback and for students to share their experiences as they complete the program.
Total Credits: 100 Time to Degree: 8 semesters The OTD Program falls into three categories: 1. Academic Coursework (on campus): The academic portion must be completed within 36 months from initial entry into the program. 2. Level II Fieldwork (24 weeks): Fieldwork experiences must be completed within 24 months of fulfilling the academic coursework. 3. Doctoral Capstone Experience (14 weeks): The experiential component must be completed within 24 months of fulfilling the academic coursework. Academic Policies: For specific academic policies, refer to the OT Student Handbook. Handbooks are available by contacting the OT Office. DEPARTMENT OF PHYSICAL THERAPY Doctor of Physical Therapy Program
