1 From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide: FOUNDATIONAL CONTENT REQUIREMENTS: Program content must be based on a broad foundation in the liberal arts and sciences. A strong foundation in the biological, physical, social, and behavioral sciences supports an understanding of occupation across the lifespan. If the content of the Standard is met through prerequisite coursework, the application of foundational content in sciences must also be evident in professional coursework. The student will be able to: Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, biology, anatomy, physiology, neuroscience, and kinesiology or biomechanics. Demonstrate knowledge and understanding of human development throughout the lifespan (infants, children, adolescents, adults, and older adults). Course content must include, but is not limited to, developmental psychology. Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral sciences, social sciences, and occupational science. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology. Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral sciences, social sciences, and occupational science. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology. Demonstrate an understanding of the ethical and practical considerations that affect the health and wellness needs of those who are experiencing or are at risk for social injustice, occupational deprivation, and disparity in the receipt of services. Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions. Apply quantitative statistics and qualitative analysis to interpret tests, measurements, and other data for the purpose of establishing and/or delivering evidence-based practice. Demonstrate an understanding of the use of technology to support performance, participation, health and well-being. This technology may include, but is not limited to, electronic documentation systems, distance communication, virtual environments, and tele-health technology. BASIC TENETS OF OCCUPATIONAL THERAPY: Coursework must facilitate development of the performance criteria listed below. The student will be able to: Explain the history and philosophical base of the profession of occupational therapy and its importance in meeting society s current and future occupational needs. Explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors. Articulate to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, other audiences, and the general public both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation to support performance, participation, health, and well-being. Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.
2 Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society. Analyze the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual. Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan. Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment. Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed. Analyze, synthesize, evaluate, and apply models of occupational performance. OCCUPATIONAL THERAPY THEORETICAL PERSPECTIVES: The program must facilitate the development of the performance criteria listed below. The student will be able to: Evaluate and apply theories that underlie the practice of occupational therapy. Compare, contrast, and integrate a variety of models of practice and frames of reference that are used in occupational therapy. Use theories, models of practice, and frames of reference to guide and inform evaluation and intervention. Analyze and discuss how occupational therapy history, occupational therapy theory, and the sociopolitical climate influence and are influenced by practice. Apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments, including population-based approaches, to analyze and effect meaningful occupation outcomes. Articulate the process of theory development in occupational therapy and its desired impact and influence on society." SCREENING, EVALUATION, AND REFERRAL: The process of screening, evaluation, referral, and diagnosis as related to occupational performance and participation must be culturally relevant and based on theoretical perspectives, models of practice, frames of reference, and available evidence. In addition, this process must consider the continuum of need from individuals to populations. The program must facilitate development of the performance criteria listed below. The student will be able to: Use standardized and non-standardized screening and assessment tools to determine the need for occupational therapy intervention. These tools include, but are not limited to, specified screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, significant others, and community. Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process. Use appropriate procedures and protocols (including standardized formats) when administering assessments.
3 Evaluate client(s) occupational performance in activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and non-standardized assessment tools: Occupational profile, Client factors, Performance patterns, Context, Performance skills Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process. Interpret criterion-referenced and norm-referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity. Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context. Interpret the evaluation data in relation to accepted terminology of the profession, relevant theoretical frameworks, and interdisciplinary knowledge. Evaluate appropriateness and discuss mechanisms for referring clients for additional evaluation to specialists who are internal and external to the profession. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to the requirements of applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services. Articulate screening and evaluation processes for all practice areas. Use evidence-based reasoning to analyze, synthesize, evaluate, and diagnose problems related to occupational performance and participation." INTERVENTION PLAN: FORMULATION AND IMPLEMENTATION: The process of formulation and implementation of the therapeutic intervention plan to facilitate occupational performance and participation must be culturally relevant; reflective of current and emerging occupational therapy practice; based on available evidence; and based on theoretical perspectives, models of practice, and frames of reference. In addition, this process must consider the continuum of need from individual- to population-based interventions. The program must facilitate development of the performance criteria listed below. The student will be able to: Use evaluation findings to diagnose occupational performance and participation based on appropriate theoretical approaches, models of practice, frames of reference, and interdisciplinary knowledge. Develop occupation-based intervention plans and strategies (including goals and methods to achieve them) on the basis of the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components: occupational profile, client factors, performance patterns, context, performance skills. Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation. Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods).
4 Design and implement group interventions based on principles of group development and group dynamics across the lifespan. Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration. Provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception). Demonstrate therapeutic use of self, including one s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction. Develop and implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance. Evaluate and adapt processes or environments (e.g., home, work, school, community) applying ergonomic principles and principles of environmental modification. Articulate principles of and be able to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being. Provide design, fabrication, application, fitting, and training in orthotic devices used to enhance occupational performance and participation. Train in the use of prosthetic devices, based on scientific principles of kinesiology, biomechanics, and physics. Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices. Provide recommendations and training in techniques to enhance community mobility, including public transportation, community access, and issues related to driver rehabilitation. Provide management of feeding, eating, and swallowing to enable performance (including the process of bringing food or fluids from the plate or cup to the mouth, the ability to keep and manipulate food or fluid in the mouth, and swallowing assessment and management) and train others in precautions and techniques while considering client and contextual factors. Demonstrate safe and effective application of superficial thermal and mechanical modalities as a preparatory measure to manage pain and improve occupational performance, including foundational knowledge, underlying principles, indications, contraindications, and precautions. Explain the use of deep thermal and electrotherapeutic modalities as a preparatory measure to improve occupational performance, including indications, contraindications, and precautions. Develop and promote the use of appropriate home and community programming to support performance in the client s natural environment and participation in all contexts relevant to the client. Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, family and significant others, and communities to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety. Apply the principles of the teaching learning process using educational methods to design experiences to address the needs of the client, family, significant others, communities, colleagues, other health providers, and the public. Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, communities, colleagues, other health providers, and the public in a professionally acceptable manner. Effectively communicate, coordinate, and work inter-professionally with those who provide services to individuals, organizations, and/or populations in order to clarify each member s responsibility in executing components of an intervention plan.
5 Refer to specialists (both internal and external to the profession) for consultation and intervention. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client, the sociocultural context, and technological advances. Select and teach compensatory strategies, such as use of technology and adaptations to the environment, that support performance, participation, and well-being. Identify and demonstrate techniques in skills of supervision and collaboration with occupational therapy assistants and other professionals on therapeutic interventions. Demonstrate use of the consultative process with groups, programs, organizations, or communities. Demonstrate care coordination, case management, and transition services in traditional and emerging practice environments. Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention. Plan for discharge, in collaboration with the client, by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. This process includes, but is not limited to, identification of client s current status within the continuum of care; identification of community, human, and fiscal resources; recommendations for environmental adaptations; and home programming to facilitate the client s progression along the continuum toward outcome goals. Organize, collect, and analyze data in a systematic manner for evaluation of practice outcomes. Report evaluation results and modify practice as needed to improve client outcomes. Terminate occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. This process includes developing a summary of occupational therapy outcomes, appropriate recommendations, and referrals and discussion of post-discharge needs with the client and with appropriate others. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered. Provide population-based occupational therapy intervention that addresses occupational needs as identified by a community. CONTEXT OF SERVICE DELIVERY: Context of service delivery includes the knowledge and understanding of the various contexts, such as professional, social, cultural, political, economic, and ecological, in which occupational therapy services are provided. The program must facilitate development of the performance criteria listed below. The student will be able to: Evaluate and address the various contexts of health care, education, community, political, and social systems as they relate to the practice of occupational therapy. Analyze the current policy issues and the social, economic, political, geographic, and demographic factors that influence the various contexts for practice of occupational therapy. Integrate current social, economic, political, geographic, and demographic factors to promote policy development and the provision of occupational therapy services. Advocate for changes in service delivery policies, effect changes in the system, and identify opportunities to address societal needs.
6 Analyze the trends in models of service delivery, including, but not limited to, medical, educational, community, and social models, and their potential effect on the practice of occupational therapy. Integrate national and international resources in education, research, practice, and policy development. LEADERSHIP AND MANAGEMENT: Leadership and management skills include principles and applications of leadership and management theory. The program must facilitate development of the performance criteria listed below. The student will be able to: Identify and evaluate the impact of contextual factors on the management and delivery of occupational therapy services for individuals and populations. Identify and evaluate the systems and structures that create federal and state legislation and regulations and their implications and effects on practice and policy. Demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state laws. Demonstrate knowledge of various reimbursement systems (e.g., federal, state, third party, private payer), appeals mechanisms, and documentation requirements that affect society and the practice of occupational therapy. Demonstrate leadership skills in the ability to plan, develop, organize, and market the delivery of services to include the determination of programmatic needs and service delivery options and formulation and management of staffing for effective service provision. Demonstrate leadership skills in the ability to design ongoing processes for quality improvement (e.g., outcome studies analysis) and develop program changes as needed to ensure quality of services and to direct administrative changes. Develop strategies for effective, competency-based legal and ethical supervision of occupational therapy and non occupational therapy personnel. Describe the ongoing professional responsibility for providing fieldwork education and the criteria for becoming a fieldwork educator. Demonstrate knowledge of and the ability to write program development plans for provision of occupational therapy services to individuals and populations. Identify and adapt existing models or develop new service provision models to respond to policy, regulatory agencies, and reimbursement and compliance standards. Identify and develop strategies to enable occupational therapy to respond to society s changing needs. Identify and implement strategies to promote staff development that are based on evaluation of the personal and professional abilities and competencies of supervised staff as they relate to job responsibilities. B.8.0. SCHOLARSHIP: Promotion of scholarly endeavors will serve to describe and interpret the scope of the profession, establish new knowledge, and interpret and apply this knowledge to practice. The program must facilitate development of the performance criteria listed below. The student will be able to: Articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession of occupational therapy. Effectively locate, understand, critique, and evaluate information, including the quality of evidence. Use scholarly literature to make evidence-based decisions.
7 Select, apply, and interpret basic descriptive, correlational, and inferential quantitative statistics and code, analyze, and synthesize qualitative data. Understand and critique the validity of research studies, including their design (both quantitative and qualitative) and methodology. Design a scholarly proposal that includes the research question, relevant literature, sample, design, measurement, and data analysis. Implement a scholarly study that evaluates professional practice, service delivery, and/or professional issues (e.g., Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning). Write scholarly reports appropriate for presentation or for publication in a peer-reviewed journal. Examples of scholarly reports would include position papers, white papers, and persuasive discussion papers. Demonstrate an understanding of the process of locating and securing grants and how grants can serve as a fiscal resource for scholarly activities. Complete a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in a practice area. PROFESSIONAL ETHICS, VALUES, AND RESPONSIBILITIES: Professional ethics, values, and responsibilities include an understanding and appreciation of ethics and values of the profession of occupational therapy. The program must facilitate development of the performance criteria listed below. The student will be able to: Demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings. Discuss and justify how the role of a professional is enhanced by knowledge of and involvement in international, national, state, and local occupational therapy associations and related professional associations. Promote occupational therapy by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public. Identify and develop strategies for ongoing professional development to ensure that practice is consistent with current and accepted standards. Discuss professional responsibilities related to liability issues under current models of service provision. Discuss and evaluate personal and professional abilities and competencies as they relate to job responsibilities. Discuss and justify the varied roles of the occupational therapist as a practitioner, educator, researcher, policy developer, program developer, advocate, administrator, consultant, and entrepreneur. Explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and the occupational therapy assistant. Describe and discuss professional responsibilities and issues when providing service on a contractual basis. Demonstrate strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts.
8 Demonstrate a variety of informal and formal strategies for resolving ethics disputes in varying practice areas. Describe and implement strategies to assist the consumer in gaining access to occupational therapy and other health and social services. Demonstrate advocacy by participating in and exploring leadership positions in organizations or agencies promoting the profession (e.g., AOTA, state occupational therapy associations, World Federation of Occupational Therapists, advocacy organizations), consumer access and services, and the welfare of the community."
Accreditation Standards for a Doctoral-Degree-Level Educational Program for the Occupational Therapist Adopted December 2006. Effective January 1, 2008. The Accreditation Council for Occupational Therapy
Accreditation Standards for a Master s-degree-level Educational Program for the Occupational Therapist Adopted August 2006. Effective January 1, 2008. The Accreditation Council for Occupational Therapy
OCCUPATIONAL THERAPY PROGRAM The Standards for an Accredited Educational Program for the Occupational Therapist, as defined by the American Occupational Therapy Association require that the Fieldwork site
MOT Curriculum Sequence and Descriptions Beginning Summer 2016 Year 1: Summer Credit Hours OT 5002: Theoretical Perspectives of Occupation 2 OT 5005: Neuroscience Perspectives in Occupational Therapy 4
Occupational Therapy Program Curriculum (3+3 Students = OTFY courses; first year only.) Please note, course descriptions are updated periodically. First Year Fall Credits GMOT 6110/OTFY 4110 Functional
TUSKEGEE UNIVERSITY College of Veterinary Medicine, Nursing and Allied Health School of Nursing and Allied Health Occupational Therapy Program Student Success for Health Science Majors Course Number: HLSC
STATE OF WYOMING BOARD OF OCCUPATIONAL THERAPY WYOMING OCCUPATIONAL THERAPY PRACTICE ACT W.S. 33-40-101 THROUGH 33-40-117 Draft Statutes April 1, 2013 TABLE OF CONTENTS 33-40-101. Short title... 1 33-40-102.
Page 1 10/27/2014 10:31 AM MASTER OF SCIENCE OCCUPATIONAL THERAPY Occupational therapy is the art and science of facilitating participation in occupations. The core concepts and knowledge base of occupational
Doctorate in Ruth Ford Program Description The entry level doctoral degree in (OTD), offered at Huntington University s Parkview Hospital Randallia campus in Fort Wayne, Indiana, provides students with
Faculty Senate Agenda Item 09-23 Washburn University School of Applied Studies Department of Allied Health OCCUPATIONAL THERAPY ASSISTANT PROGRAM ASSOCIATE OF SCIENCE DEGREE I. PROGRAM OBJECTIVE: To offer
Occupational Therapists Registration Board Standards of Proficiency and Practice Placement Criteria Occupational Therapist Registration Board Page 1 of 22 Contents Background 3 Standards of proficiency
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
Appendix Health Service Psychology: Preparing Competent Practitioners This document is copyrighted by the American Psychological Association or one of its allied publishers. Advances in psychological science
Chapter 1. A Normative Model of Physical Therapist Professional Education: Version 2004 The Normative Model A Normative Model of Physical Therapist Professional Education: Version 2004 consists of a consensus-based
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
Occupational Therapy Dr. Jeff Loveland, O.T.D., M.S., O.T.R./L, Graduate Coordinator Phone: (540) 568-2399/8170 Web site: http://www.healthsci.jmu.edu/occupationaltherapy/ Admission Requirements The Masters
NEW YORK STATE MEDICAID PROGRAM REHABILITATION SERVICES POLICY GUIDELINES Version 2015-1 Page 1 of 11 Table of Contents SECTION I REQUIREMENTS FOR PARTICIPATION IN MEDICAID 3 QUALIFIED PRACTITIONERS. 3
OCCUPATIONAL THERAPIST LICENSURE S.B. 921 (S-2): ANALYSIS AS REPORTED FROM COMMITTEE Senate Bill 921 (Substitute S-2 as reported) Sponsor: Senator Roger Kahn, M.D. Committee: Health Policy Date Completed:
Occupational Therapy Entry-Level Degree Program M.S. Curriculum Guide OCCUPATIONAL THERAPY ENTRY- LEVEL PROGRAM CURRICULUM (Residential) Enrollment in any course will not be permitted until prerequisites
Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the
Occupational Therapy Post- Professional Doctoral Program Jefferson College of Health Professions Course List (updated September 15, 2015 CORE OTD COURSES Bachelor s to OTD Core Courses OCCUPATIONAL THERAPY
EPPING SCHOOL DISTRICT OCCUPATIONAL THERAPIST JOB DESCRIPTION TITLE: OCCUPATIONAL THERAPIST (OT) GENERAL DESCRIPTION: The Occupational Therapist provides services for the purpose of promoting health and
CHAPTER 457G OCCUPATIONAL THERAPY PRACTICE SECTION 457G-1 Definitions 457G-1.2 Occupational therapy program 457G-1.3 Powers and duties of the director 457G-1.4 License required 457G-1.5 Practice of occupational
THE COLLEGE OF ST. SCHOLASTICA Program in Occupational Therapy CURRICULUM DESIGN THE PROFESSIONAL PRACTICE MODEL Leadership Administration and Supervision Policy and Politics Non-traditional Service Delivery
IAC 7/25/12 Professional Licensure Ch 206, p.1 CHAPTER 206 LICENSURE OF OCCUPATIONAL THERAPISTS AND OCCUPATIONAL THERAPY ASSISTANTS [Prior to 3/6/02, see 645 201.3(147,148B,272C) to 645 201.7(147)
Sage Graduate School Office of Admission 65 First Street Troy, NY 12180 518/ 244-2217 http://www.sage.edu/academics/health_sciences/programs/occupational_therapy/ MS in Occupational Therapy Applicant Handbook
Individuals interested in becoming Registered Dietitians should expect to study a wide variety of topics focusing on food, nutrition and management. These areas are supported by the sciences: biological,
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals
Program Overview The 74-credit joint Associate of Science Degree Program in Occupational Therapy Assistant (OTA) is offered in collaboration with Rutgers Partner Colleges including Camden County College,
Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
1 Graduate Program Objective #1: Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and organizational science as the foundation for the highest level of nursing practice.
Psychology Chair: Basma Faour, Ed.D. The Department of Psychology offers a B.A. program in General Psychology and M.A. programs in General Psychology, Clinical Psychology, Counseling, Industrial/Organizational
BOSTON UNIVERSITY SCHOOL OF PUBLIC HEALTH PUBLIC HEALTH COMPETENCIES Competency-based education focuses on what students need to know and be able to do in varying and complex situations. These competencies
SOUTHERN ILLINOIS COLLEGIATE COMMON MARKET OCCUPATIONAL THERAPY ASSISTANT PROGRAM COURSE SYLLABUS: FIELDWORK EXPERIENCE 2 SPRING SEMESTER 2015 FIELDWORK EXPERIENCE I MUST BE SUCCESSFULLY COMPLETED WITHIN
PROGRAM OBJECTIVES The Counseling and Educational Psychology Department (CEPY) offers Masters Degrees in School Counseling (SC), Mental Health Counseling (MHC), and Human Services with an emphasis in Student
Louisiana State University Health Sciences Center New Orleans School of Allied Health Professions Department of Occupational Therapy CONCEPTUAL MODEL (Revised November 2012) VISION The Department of Occupational
PART I DEPARTMENT OF PERSONNEL SERVICES 6.281 STATE OF HAWAII 6.286................................................................ 6.287 6.298 Class Specifications for the Series Definition: OCCUPATIONAL
HUSSON UNIVERSITY SCHOOL OF OCCUPATIONAL THERAPY MSOT PROGRAM COURSE DESCRIPTIONS APPLICABLE TO FALL 2014 BA 310 Organization and Management This course focuses on how to design organization systems and
306 OCCUPATIONAL THERAPY Occupational Therapy School of Health Division of Health Sciences Bachelor of Science Faculty Marilyn Masunaka-Noriega, Program Coordinator Pat Nagaishi (vacant), Fieldwork Coordinator
Guidelines for Documentation of Occupational Therapy Documentation of occupational therapy services is necessary whenever professional services are provided to a client. Occupational therapists and occupational
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
Common Outcomes/Competencies for the CCN Nursing Web Page NURS 120: Foundations of Nursing This course introduces concepts related to the practical nurse s roles and responsibilities in today s society.
I. BACKGROUND INFORMATION Pediatric Case Study OCCUPATIONAL THERAPY EVALUATION REPORT AND INTERVENTION PLAN Date of report: Date of onset: Date of birth: Client s name: Date of referral: Age on date of
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
Professional Standards for Psychiatric Nursing November 2012 College of Registered Psychiatric Nurses of B.C. Suite 307 2502 St. Johns Street Port Moody, British Columbia V3H 2B4 Phone 604 931 5200 Fax
Scope and Standards of Practice for The Acute Care Nurse Practitioner American Association of Critical-Care Nurses Editor: Linda Bell, RN MSN Copy Editor: Anne Bernard Designer: Derek Bennett An AACN Critical
MN-NP GRADUATE COURSES Course Descriptions & Objectives NURS 504 RESEARCH AND EVIDENCE-INFORMED PRACTICE (3) The purpose of this course is to build foundational knowledge and skills in searching the literature,
2 Theory + 1 practical = 3 credits Emergency life support techniques HRS 114 Human Biology HFSB 101-1 Biology for Health programs HFSB 102-1 The course is a 3 unit course of lectures and laboratory which
University at Buffalo School of Public Health and Health Professions Department of Rehabilitation Science Course Number: PT 712 Course Title: Clinical Residency (Culminating Experience) Credit Hours: 12
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
Crosswalk of the Master s Essentials with the Baccalaureate and DNP Essentials Essential 1: Background for Practice from Sciences and Humanities Baccalaureate: Liberal Education for Baccalaureate Generalist
Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example
I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator
MASTER OF SCIENCE IN ATHLETIC TRAINING (MSAT) Course Descriptions ATR 4999/ATR 5000 GROSS ANATOMY (5 cr) COURSE DESRIPTION: This course is designed to familiarize the student with the clinically relevant
OCCUPATIONAL THERAPY ASSISTANT CURRICULUM DESIGN The design of the content, scope, and course sequencing for the Occupational Therapy Assistant ( OTA ) curriculum combines the mission of the OTA program,
PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (firstname.lastname@example.org) Support for University and College Missions Marshall University is a multi campus public university providing
American Occupational Therapy Association Standards of Practice for Occupational Therapy This document defines minimum standards for the practice of occupational therapy. The practice of occupational therapy
Nursing MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell Department of Nursing Mission and Purposes The Department of Nursing is dedicated to carrying out the mission of the College of Arts and
MPH Epidemiology Following are detailed competencies which are addressed to various extents in coursework, field training and the integrative project. Biostatistics Describe the roles biostatistics serves
Graduate Studies and Research 476 The University of North Carolina at Pembroke 2014-2015 Academic Catalog MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell Department of Nursing Mission and Purposes
University of Maine School of Nursing Program Outcome # 1, Key Concepts and Level Outcomes Program Outcome: The graduate will provide patient-centered which represents the patients preferences, values,
MPH COMPETENCIES The MPH competencies are based on those approved by the Association of Schools of Public Health (ASPH) in 2006. By graduation, all MPH students must demonstrate the ability to apply public
Learning Assurance Report for the WellStar Primary Care Nurse Practitioner Program in the Wellstar College of Health and Human Services Spring 2004 Prepared by WellStar School of Nursing Curriculum Committee
MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 Rationale: 1. MSN courses for both tracks need to delete specific reference to the CNL or make reference
INTERVENTION SERVICES FOR CHILDREN WITH DEVELOPMENTAL DELAYS Feel Good About Giving School Age Services EASTER SEALS SUPERIOR CALIFORNIA 3205 Hurley Way Sacramento, CA 95864 (916) 679-3155 www.myeasterseals.org
GUIDELINES FOR DOCUMENTATION OF OCCUPATIONAL THERAPY Documentation is necessary whenever professional services are provided to a client. Occupational therapists and occupational therapy assistants 1 determine
College of HSPH Donna Mann, Chair Health Sciences Bldg. 310 North Riverpoint Blvd, Box R Spokane, WA 99202-1675 MOT 509.828.1348 Faculty: J. Battan, S. Burwash, J. Goff, R. Krueger, D. Mann, M. Miller,
CRRN examination content outline Below are the domains with related tasks and knowledge and skill statements. Beginning in 2014, renewing CRRNs will be required to validate that each professional development
CATALOG 2010-2011 Graduate Information Brooks College of Health Nursing Course Descriptions NGR500C: Health Assessment and Diagnostics Prerequisites: Admission to the MSN Program or consent of instructor.
Board Certification Examination There are 200 questions on this examination. Of these, 175 are scored questions and 25 are pretest questions that are not scored. Pretest questions are used to determine
Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated
Mission of the Occupational Therapy Assistant Program The mission of the Occupational Therapy Assistant Program at the North Dakota State College of Science (NDSCS) is to prepare students for entry level
University of California, Irvine 2015-2016 1 Nursing Science (NUR SCI) Courses NUR SCI 40. Introduction to Nursing and Health Care. 2 Units. Introduction to roles and responsibilities of nursing professionals,
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
Program of Study: Bachelor of Science in with an Emphasis in Addiction, Dependency, and Substance Abuse Program Description The Bachelor of Science in with an Emphasis in Addiction, Dependency, and Substance
308 Doctor of Nursing Practice Clarke University offers a Doctor of Nursing degree in Family Nurse Practice to serve the needs of the working health care professionals seeking post baccalaureate study.