Students integrate foundational concepts to promote professionalism, ethical reasoning, therapeutic use of self, and lifelong competent and interprofessional practice. Students examine professional identity and the role of professional relationships in occupational therapy practice. Prerequisites: OCCT 721 and OCCT 749.
The doctoral capstone project is a 14-week full-time experiential course designed to develop students? skills role related focus areas. Students implement an individually mentored, increasingly self-directed capstone project as the culminating learning activity of the doctoral program. Prerequisites: OCCT 869 and OCCT 892.
The synthesis of knowledge gained throughout the didactic curriculum, service-learning and field experiences, and in-depth scholarly capstone experience and project is demonstrated through the completion and presentation of a scholarly product. Prerequisites: OCCT 869 and OCCT 892.
Students utilize professional and clinical reasoning to apply the occupational therapy process in client care. Students analyze information that supports team collaboration, clinical decision making, effective client care, and service reporting. Prerequisites: OCCT 721 and OCCT 749.
Students examine the aging process and the evaluation and treatment of physical, developmental, psychosocial, and mental health disorders of older adults. Students design evaluation and intervention plans for clients receiving services in home, community, and skilled nursing settings. Prerequisites: OCCT 751 and OCCT 850.
Students conduct an occupation-based assessment of a client in a clinical or community-based setting that serves the needs of adults with disabilities. Students examine occupational performance and its impact on participation and health and wellness in individuals and groups. Prerequisites: OCCT 751, OCCT 754, and OCCT 755.
Students conduct evaluations and design a group-based intervention in a clinical or community-based setting that serves the needs of adults with disabilities. Students examine occupational performance and its impact on participation and health and wellness in individuals and groups. Prerequisites: OCCT 751, OCCT 754, and OCCT 755.
Students examine their capacity for leadership and advocacy for the role of occupation in achieving health and wellbeing of individuals, groups, and populations. Students reflect on their own plans for leadership and advocacy in their upcoming capstone project. Pre- or corequisite: OCCT 891.
Students explore research approaches and design and participate in grant writing and a mentored research project with a faculty member that links theory and practice, facilitates understanding of complex real-world issues, and facilitates knowledge translation. Prerequisite: OCCT 858.
Students examine the role of occupation in health promotion, health education, and prevention of illness. Key concepts of population health, social determinates of health, health promotion, and health behavior will be applied to develop community and population-based approaches. Pre- or corequisite: OCCT 868.