TUSKEGEE UNIVERSITY. zxcvbnmqwertyuiopasdfghjklzxcvbnm OCCUPATIONAL THERAPY PROGRAM

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2 Section I General Information TABLE OF CONTENTS Page Preface 7 Mission of Tuskegee University 8-11 History of Occupational Therapy Program Statement on Disability and Conduct/Ethics 12 Statements on Accreditation and Professional Certification Examination Scores 13 Philosophy, Vision and Mission of Occupational Therapy Program Curriculum Design 14 Program Goals and Student Learning Objectives 17 Pathway to the Occupational Therapy Profession 19 Pre-Professional Provisional Sheet 20 Professional/Graduate Provisional Sheet 21 Admissions Policy 24 Application Instructions 25 Retention in Program 26 Residence and Credit Hour Requirements 28 Admission to Candidacy 28 Clinical Internship Phase 29 Non-Thesis Examination for the Master of Science Degree 29 Admissions Scoring System-Professional Program 31 2

3 Page Occupational Therapy Faculty 32 Course Descriptions-Occupational Therapy Curriculum 33 Section II Policies and Procedures Comprehensive Examination Policy 40 Student Academic Skills Development Policy 41 Tutorial System Policy 41 Graduate Records Policy 42 Policy for the Implementation and Regulation of Student Ethics 43 Policy Related to Student Ethics 44 Policy Related to Dress Code for Professional Students 46 Policy Related to Gross Anatomy Lab 47 Policy on Oral Examination 48 Oral Examination Grading Format 49 Policy Related to Occupational Therapy Media Lab 50 Policy Related to the Allied Health Computer Lab 51 Policy Related to Additional Expenses and Fees 52 Policy Related to Academic Advising 53 Program Policy for Fridays 55 Policy Related to Grievances 56 3

4 Section III Policies and Procedures Related to Fieldwork Page Post Graduate Fieldwork 58 Registration Policy for Fieldwork II 58 Program Objectives for Fieldwork II 59 Policy on Fieldwork Placement 65 Policy on Criminal Background Checks 68 Policy on NBCOT Test Preparation 70 Policy on Professional Development Assessment (PDA) 71 Professional Development Assessment 72 Student Responsibilities for Fieldwork II 78 Health and Safety Requirements for Fieldwork 79 Verification of OSHA Training Form 80 Hepatitis B Protection Policy 81 Hepatitis B Vaccination Declination Form 82 Policy Statements on Legal Convictions and Background Checks 83 Signature Page for Legal Convictions and Background Checks 84 NBCOT Candidate/ Certificant Code of Conduct 85 JCAHO Requirements for Criminal Background Checks 86 Signature Page for Handbook Review and Acceptance 88 4

5 Section IV Fieldwork Forms Page Personal Data Sheet 89 Fieldwork Assignment Form 91 Sample Request for Placement Letter and Facsimile Form 93 Confirmation and Cover Letter for Fieldwork Educator s Packet 95 Level I Grading Forms Student Performance Evaluation (5 th year) 96 Physical Dysfunction Skills Assessment 99 Psychosocial Dysfunction Skills Assessment 103 Developmental Skills Assessment 106 Student Performance Rating ( 4 th year) 110 Student Evaluation of Clinical Experience 113 Level II Grading Forms AOTA Fieldwork Performance Evaluation 119 Student Evaluation of the Fieldwork Experience 127 AOTA Fieldwork Data Form 137 Memorandum of Understanding for Fieldwork Facilities 143 Section V Graduate School Forms 5

6 Application for Conversion from Conditional to Full Graduate Status 152 Application for Admission to Candidacy 153 Oral Examination Report Non-Thesis 154 6

7 PREFACE This handbook is the official announcement of regulations and procedures that governs this graduate program. Tuskegee University is accredited by the Commission on Colleges of the Southern Association of Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia : Telephone Number: ) to award doctoral, professional, master s and bachelor s degrees. Tuskegee University is committed to equal opportunity in employment and education and does not discriminate on the basis of sex, race, color, religion, national origin, and qualified disabled persons. Additionally, the University does not tolerate Sexual Harassment. The Affirmative Action/EEO Coordinator is located in Kresge Center. Weapons and guns of any kind are prohibited on University properties. Smoking in University facilities and vehicles is prohibited. Tuskegee University, in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, shall provide reasonable accommodations for students with documented disabilities. Additional information is available in the Office of Student Support Services which is located in the Old Administration Building. The University reserves the right to cancel classes and delete programs and change any provisions, course offerings, or other requirements, including fees, at any time with or without notice. The University further reserves the right to require a student to withdraw at any time under appropriate procedures. Any admittance of a student on the basis of false statements or documents is void when fraud is discovered, and the student is not entitled to any credit for work which he/she may have done at the University, and no refund of monies paid will be made. Also, there will be no refund of tuition, fees, charges, or any other payment made to the University in the event the operation of the university is suspended at any time as a result of an act of God, Strike, riot, disruption, or for any reasons beyond the control of the University. 7

8 University Mission Tuskegee University is a national, independent, and state-related institution of higher learning that is located in the State of Alabama. The University has distinctive strengths in the sciences, architecture, business, engineering, health, and other professions, all structured on solid foundations in the liberal arts. In addition, the University's programs focus on nurturing the development of high-order intellectual and moral qualities among students and stress the connection between education and the highly trained leadership Americans need in general, especially for the work force of the 21 st Century and beyond. The results we seek are students whose technical, scientific, and professional prowess has been not only rigorously honed, but also sensitively oriented in ways that produce public-spirited graduates who are both competent and morally committed to public service with integrity and excellence. The University is rooted in a history of successfully educating African Americans to understand themselves and their society against the background of their total cultural heritage and the promise of their individual and collective future. The most important of the people we serve are our students. Our overall purpose is to nurture and challenge them to grow to their fullest potential. Serving their needs is the principal reason for our existence. A major outcome we seek is to prepare them to play effective professional and leadership roles in society and to become productive citizens in the national and world community. Tuskegee University continues to be dedicated to these broad aims. Over the past century, various social and historical changes have transformed this institution into a comprehensive and diverse place of learning whose fundamental purpose is to develop leadership, knowledge, and service for a global society. Committed deeply to academic excellence, the University admits highly talented students of character and challenges them to reach their highest potential. The University also believes strongly in equality of opportunity and 8

9 recognizes that exquisite talent is often hidden in students whose finest development requires unusual educational, personal, and financial reinforcement. The University actively invites a diversity of talented students, staff, and faculty from all racial, religious, and ethnic backgrounds to participate in this educational enterprise. SPECIAL ELEMENTS OF THE UNIVERSITY'S MISSION Instruction: We focus on education as a continuing process and lifelong endeavor for all people. We provide a high quality core experience in the liberal arts. We develop superior technical, scientific, and professional education with a career orientation. We stress the relationship between education and employment, between what students learn and the changing needs of a global workforce. Research: We preserve, refine, and develop further the bodies of knowledge already discovered. We discover new knowledge for the continued growth of individuals and society and for the enrichment of the University's instructional and service programs. We develop applications of knowledge to help resolve problems of modern society. Service: We serve the global society as well as the regional and campus community and beyond through the development of outreach programs that are compatible with the University's educational mission, that improve understanding of community problems, and that help develop relevant alternative solutions. We engage in outreach activities to assist in the development of communities as learning societies. 9

10 LAND GRANT MISSION The above three elements of mission, together with certain acts of the United States Congress and the State of Alabama, define Tuskegee University as a land grant institution. Originally focused primarily on agriculture, the University's land-grant function is currently a generic one that embraces a wide spectrum of liberal arts, scientific, and technical and professional programs. UNDERGRADUATE PROGRAM A strong liberal arts program with a core curriculum is provided for all undergraduate students, enabling them to prepare for the mastery of humanities, sciences, technical and professional areas. The more specific aims of the undergraduate program are to: Present the process of education as a lifelong experience; Insure that students have a strong grasp of language usagewritten and oral, mathematical as well as literary; Deepen students' knowledge of history and the cultural heritage; Develop students' sense of civic and socially responsible use of time and of knowledge; Understand and appreciate the importance of moral and spiritual values to enable students to not only pursue careers but to lead lives that are personally satisfying and socially responsible; and Equip students with strong research interests and skills and deep commitments to the professions. GRADUATE AND PROFESSIONAL PROGRAMS The University provides graduate level instruction as well as research and training in post baccalaureate professional fields. These programs seek to develop in students the ability to engage in independent and scholarly inquiry, a mastery of certain professional disciplines, and a capacity to make original contributions to various bodies of knowledge. Graduate degrees are offered only in selected fields of unusual University strength and opportunity. 10

11 SUMMARY Tuskegee University accomplishes its central purpose of developing leadership, knowledge and service through its undergraduate, graduate, professional, research and outreach programs. Through these programs, students are encouraged not only to pursue careers but to be of service to society and to remain active lifetime learners. The University seeks to instill a robust thirst for knowledge and a vibrant quest for wholesale patterns of personal and social ethics that have philosophical and spiritual depth. In the process, it seeks to help each student develop an appreciation for the finer traits of human personality, the beauty of the earth and the universe, and a personal commitment to the improvement of the human condition. 11

12 TUSKEGEE University School of Nursing and Allied Health History of Occupational Therapy Program The Occupational Therapy Program at Tuskegee University was established in 1978 with the first class graduating in Tuskegee University houses the second oldest professional program in occupational therapy in the State of Alabama and the second oldest program at a historically black college or university. The program received initial accreditation on January 11, 1980 and has maintained continuous accreditation, first with the Committee on Allied Health Education and Accreditation of the American Medical Association (CAHEA) and beginning in 1998 with the Accreditation Council for Occupational Therapy Education (ACOTE). Mrs. Lyles arrived at Tuskegee University (then Institute) on July 1, 1977 to develop the occupational therapy curriculum. She served as the program director from 1977 to Ms. Gwendolyn Gray was appointed as interim program director in 1999 and was approved as program director by ACOTE in the Fall of Mrs. Lyles retired on May 31, Graduating a class every year since 1980, the occupational therapy program has alumni practicing across the United States in clinics, hospitals, academic and other community settings. Many of our alumni are administrators, senior therapists and business owners. Several are educators in occupational therapy and many have returned to school to pursue and obtain advanced degrees in various fields of study. In August of 2002 the occupational therapy freshmen class began the 5 year Master of Science program in occupational therapy. The first M.S. class graduated in May The occupational therapy alumni association was established on January 20, 2004 when a group of local alumni met at the home of Mrs. Marie Moore Lyles to plan a 25 th anniversary celebration and reunion. 12

13 AMERICAN WITH DISABILITIES "Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require Tuskegee University to provide an 'academic adjustment' and/or a 'reasonable accommodation' to any individual who advises us of a physical or mental disability." If you have a physical or mental limitation that requires an academic adjustment or an accommodation, please arrange a meeting with the Program Director in Occupational Therapy at your earliest convenience. Additionally, if your coursework requires you to work in a lab environment, you should advise the course instructor or program director of any concerns you may have regarding safety issues related to your limitation(s). Students requesting accommodations for a previously documented disability must submit a diagnostic report to the Counselor of the Teaching- Learning Center within the first two weeks of the semester in which the accommodation is requested. If a student is having academic difficulty and they have not been previously diagnosed with a learning disability they must respond to a checklist of required documentation during his/her meeting with the Counselor, Ms. Lynette Freeman the Teaching-Learning Center at (334) or via [email protected]. If confidentiality is a concern, in either case, students may contact the Counseling Center and make an appointment by calling (334) All students will be required to complete a plan of action for addressing their academic deficiencies as approved by the TLC Counselor, student, Office of the Dean, and the College's Academic Advisory Committee. ATTENDANCE/ABSENTEE POLICY: The student is expected to assume responsibility for regular class attendance and to accept the consequences of failure to attend classes. It is the responsibility of the student to make up any missed work in a timely fashion. Students are expected to be punctual for all class meetings. A record of attendance will be kept by each instructor for reference of attendance habits and class participation. In the event a student is not able attend and participate, it is the student s responsibility to notify the instructor of their absence prior to the class and make the necessary arrangements to meet their class responsibilities for that day. If the absence is unplanned, the student is expected to notify the instructor or office manager as soon as it is possible. For illnesses, medical emergencies or hospitalizations, students are expected to present a doctor s written excuse when returning to class. CONDUCT/ETHICS: It is the responsibility of the student to become familiar with Tuskegee University Graduate Handbook's "Academic Regulations and Procedures" for academic honesty, student requirements and standards. Also students are required to be familiar with the Occupational Therapy Graduate Handbook. The student is expected to assume responsibility for regular class attendance, and accept the consequences for failure to attend class. Punctuality and completing assignments within the expected time frame is also required. Class roll will be taken. Tardiness may result in being marked absent from class or in not being permitted to sit for a quiz or exam that has already begun. ALL electronic communication devices are to be turned OFF and put away out of sight during class time. Students are not permitted to bring children, guests or pets to the class. Drinking and eating (this includes gum chewing and tobacco products) are NOT permitted in the 13

14 classroom. All UNIVERSITY BUILDINGS ARE SMOKE FREE! Student conduct including dress in the classroom should reflect professional standards. The occupational Therapy dress code policy will be enforced. TUTORING POLICY: Opportunities for formal peer tutorials are available. These sessions are led by advanced/upperclass students and are usually scheduled in the evening. Peer tutorials emphasize, but are not limited to, laboratory review. In addition, faculty tutorials are available as requested by students. Students who wish to meet with faculty on an individual basis may schedule appointments as needed. Individuals performing at less than 70% after the first examination will be required to meet with faculty outside of class time for tutorial work. AT/AV RESOURCES: The AT/AV Center in Williams-Bowie Hall, the Media Center in Basil O Connor Hall and the Occupational Therapy Laboratory and computer room in the Bioethics Center, house many excellent audio-visual supplemental study aids that can be utilized. ADVANCED READING AND LIBRARY INFORMATION SYSTEM (LIS) RESOURCE: The T. S. Williams Veterinary Medical Library provides access to a number of databases and information retrieval services. In addition, the Library has numerous journal holdings that may be of interest to students. The library staff can assist you, as needed. 14

15 Accreditation and Professional Certification Examination Scores 1. ACCREDITATION STATUS: The occupational therapy program is accredited (probationary). 2. ACCREDITATION AGENCY: The Accreditation Council for Occupational Therapy Education (ACOTE). The address is PO Box 31220, Bethesda MD Phone: (301) Web site: 3. NEXT RE-ACCREDITATIONS SITE VISIT: PROFESSIONAL EXAMINATION SCORES: The examination agency is the National Board for Certification in Occupational Therapy (NBCOT). Their address is 12 South Summit Avenue, Suite 100, Gaithersburg, MD Phone: (301) Web site: The total number of graduates who passed the National Board for Certification in Occupational Therapy (NBCOT) certification examination as first-time new graduate test takers in was 7 out of 21, which is a pass rate of 33.3%. During that 3-year time period, the program had 25 graduates. Repeat takers during this same time period was 16 out of 18, which is a pass rate of 89%. 15

16 OCCUPATIONAL THERAPY PROGRAM Vision of the Occupational Therapy Program It is the vision of the Occupational Therapy Program that graduates of Tuskegee University will enhance the quality of life, by improving the occupational performance of individuals within our society. Our graduates will provide quality services for people from diverse communities and enable them to achieve life satisfaction through meaningful occupations. Mission of the Occupational Therapy Program The mission of the Occupational Therapy Program is to provide an academic environment for individuals who are committed to the enrichment of people s lives through the tenets of occupational therapy. The program will provide educational experiences that will nurture creativity, intellectual curiosity, and promote the spirit of active, independent, and self directed learning through dynamic interactions in the classroom and community service. The program uses the unique historical context of Tuskegee University to develop a deep sense of ethical conduct and community service in a rural community as a role model for students to become productive leaders in national and global communities. Using the foundation of occupational performance and productive behaviors across the lifespan, faculty members will assist students in learning the science and art of balancing technical skills and theory-based knowledge with all individuals while being respectful of their unique socio-cultural background. Philosophy of Education (Revised 5/30/13) Our philosophy is based on the premise that humans are complex, active, spiritual beings who use occupations to evolve, change and adapt to a constantly changing internal and external environment. Each person is viewed as having basic worth and dignity and the right to participate in meaningful occupation. As humans progress developmentally, their priorities in life will change as well as their occupational behavior. In order to enhance, sustain or improve their quality of life, humans will change their patterns of performance. We base the education of each student on the philosophy that occupation is central and provides a purpose and meaning to life. Biological, social, psychological, virtual and other environmental factors may disrupt the normal process of development at any time during the life cycle. Adaptation to change is facilitated by using meaningful occupation to facilitate growth, support survival, selfactualization, occupational balance and quality of living. We as occupational therapy educators believe that the use of occupations is powerful and is needed to assist the client in maximizing their adaptation to change within a personal and socially relevant context. The occupational therapy profession is built on the core principles of occupation. Because these core principles are constantly changing and evolving as a consequence of new knowledge and emerging technologies, the education of future occupational therapists dictate that we prepare students to be life-long learners who utilize clinical reasoning based on evidence, active 16

17 learning, critical inquiry, collaboration with others and personal self-reflection. The study of occupational science will be integrated with a foundation of technical, theoretical, philosophical and experiential knowledge from the biological, social, physical and behavioral sciences. In order to provide leadership, function or thrive in an ever changing, multicultural, health care environment, students must possess the ability to be creative, culturally skilled, critical thinkers, dedicated to ethical behavior and the use of occupational science as the primary method for assessment, intervention and health promotion. The educator s role is to facilitate the student s acquisition of knowledge and skills as applied to practice. We believe that educational experiences should be experiential, life-centered, and relevant to the learner. This process should move the learner toward self-directed learning and professional competence. Curriculum Design The curriculum designs for the occupational therapy program incorporate and build upon the mission and purpose of the University. To this end, the faculty in the occupational therapy program believes that the primary aim is to nurture the development of higher order technical, scientific intellectual and moral qualities of students. The University emphasizes the connection between education and the qualities of leadership that American needs in general and especially for the workforce of the 21 century and beyond. Committed deeply to academic excellence, the University admits highly talented students and challenges them to reach their highest potential. The University also believes strongly that exquisite talent is often hidden in students whose finest development requires unusual educational, personal and financial reinforcement. The University actively invites diversity of students, staff and faculty from all racial, religious and ethnic backgrounds to participate in the education enterprise. Specific elements of the University s Mission that are incorporated in the curriculum design are: A focus on education as a continuing process and life-long endeavor A high quality experience in the liberal arts Development of a superior technical, scientific, and professional education with a career orientation Stressing a relationship between education and work, and between what students learn and the changing needs of a global workforce To develop apply knowledge to help resolve the problems of modern society To serve a global society, as well as, the regional and campus community through the development of outreach programs The Occupational Therapy program is implemented in a format. Students enter the University as freshmen and pre-professional Occupational Therapy students. The University s required core curriculum offered in the first year serves as the foundational liberal arts base. The science courses completed in the second year provide a science base for the Occupational Therapy program. During the second year (sophomore year) students learn basic concepts that forms the foundation for understanding normal function dysfunction people with occupational performance deficits. 17

18 In the third year students are provided a foundation for the professional phase of Occupational Therapy Program. They are introduced to the Occupational Therapy Practice Framework and conceptual approaches to the community and heath care system. Organizing Framework There are three bodies of knowledge that provide the organizing framework for the identification of curricular threads, the sequencing of courses and the scope of content within courses. These bodies of knowledge include theories, assumptions and concepts related to: 1. Role development is the education process of how the student will emerge from a student to a practitioner. The foundation will come from the liberal arts, sciences, human development, normal and abnormal psychology and normal function to dysfunction. 2. The Practice Framework design conceptualizes how we are to educate students to become occupation based occupational therapists. Occupation referring to the (tasks of everyday life, the named, organized and given value and meaning by individuals and culture (Stanton et al., 2002) 3. In the Models of OT practice the students will learn all the settings where occupational therapy services can be delivered, including conventional and emerging practices. The students will be introduced to a global orientation of occupational therapy practice. From these bodies of knowledge and in keeping with the mission of the University, seven threads emerged that are incorporated throughout the curriculum. These are 1. Leadership 2. Critical thinking 3. Interprofessional collaboration 4. Professionalism 5. Evidenced-based practice 6. Technology 7. Life span development Using a function to dysfunction and liberal arts and science to occupational therapy knowledge facilitate the organization of the curriculum from simple to complex. Threads Leadership: Courses that will provide knowledge and direction to students that will enhance their ability to engage or influence others to embrace meaningful changes with respect and consideration of individual and societal beliefs. The courses are: OCTH 617 OCTH 510 OCTH 311 LEADERSHIP&ROLE DEVELOPMENT RESEARCH FOUNDATIONS 18

19 Critical thinking: These courses enhance the decision making approach to every step in the occupational therapy process. OCTH 0518 OCTH 0517 OCTH 0621 OCTH 0612 BEHAVIORAL HEATH & OT PROCESS ADULT PHYSICAL DYSFUNCTION& OT PROCESS ORGANIZATION & ADMINSTRATION PEDIATRIC DYSFUNCTIN & OT PROCESS Interprofessional collaboration: This body of knowledge will educate student on the process of interaction between and among other professionals, parents and families, and, when appropriate, students themselves to share information, to engage in collective decision making, and to develop effective interventions for a commonly agreed upon goal that is in the best interests of the student. OCTH 0519 COMMUNITY SERVICE HLSC 0521 ETHICS & INTERPROFESSIONAL HEALTH CARE OCTH 0610 OCTH 0315 ENVIRONMENTAL MODIFICATIONS OCCUPATION, COMMUNITY HEALTH & WELLNESS Professionalism: These courses will develop the characters and qualities that are valued in the profession. The body of knowledge also calls for faculty to create a collegial environment which they will assume roles as mentor and facilitator for students. OCTH 0630 FIELDWORK I OCTH 0631 OCTH 0311 FIELDWORK I FOUNDATION OF OCCUPATIONAL THERAPY Evidence-based: This body of knowledge will develop student s conscientious use of current best evidence in making decisions about the care of individual patients or the delivery of health services. OCTH 0624 RESEARCH PROJECT II OCTH 0622 RESEARCH PROJECT I Technology: The branch of knowledge that deals with the creation and use of technical means 19

20 and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science (Flexner, 1987). The courses that this occurs are OCTH 0610 ENVIRONMENTAL MODIFICATIONS HLSC 0209 HEALTH CARE SYSTEMS Life span: The body of knowledge that develop the skills, beliefs, conduct, and techniques of health care services from the beginning to end of life. PSYCY 0377 HUMAN DEVELOPMENT PSYC 0270 INTRODUCTION TO PSYCHOLOGY SOCI0240 INTRODUCTION TO SOCIOLOGY OCTH 0312 OCCUPATIONAL PERFORMANCE & MEDIA Program Goals and Student Learning Objectives The objectives of the program are the following: 1. Provide students with the foundation of theoretical knowledge, technical skills, and ethical values needed for quality occupational therapy practice in traditional and non-traditional practice settings in rural and urban environments. Students will be able to demonstrate an understanding of basic foundational, theoretical, and technical skills practiced in the field of occupational therapy. Students will recognize and appreciate the unique and complex occupational needs of a diverse clientele in various practice and geographical settings. Students will articulate and apply principles of best practice in traditional and emerging practice settings. 2. Prepare students to begin practice as competent, ethical, and creative occupational therapists with professional mastery in the use of occupation appropriate to a wide range of populations and practice areas. Students will understand that occupation is a powerful and organizing force in human life through early and frequent experiential learning with people in diverse communities. Students will appropriately select and apply the theories of occupation in the evaluation and intervention processes of their discipline across a wide range of populations and practice arenas. Students will integrate the principles in occupational therapy by utilizing critical thinking and a scholarly inquiry toward evidence based practices with a sensitivity that values ethical conduct and respect for all persons. 20

21 3. Prepare students with effective leadership skills and knowledge to assume the role of a health care professional who functions as an effective team member in a complex global environment. Students will demonstrate the ability to critique their performance in therapeutic relationships through the processes of self awareness, self reflection and critical feedback. Students will recognize that professional behavior serves as a foundation for personal conduct, professional identity, effective team membership, and ethical behaviors. Students will integrate personal strengths with leadership skills that are required for health care teams in global and rapidly changing health care environments. 4. Provide students with the knowledge and skills, appreciation, and ability to use research which advances the effectiveness of occupational therapy practice and encourages lifelong learning. Students will demonstrate the able to use clinical problem solving concepts and research findings as a part of the occupational therapy process. Students will formulate clinically relevant research questions based on occupational therapy practice concerns and implement basic research designs. Students will learn to critique and synthesize research relevant to their practice needs in order to improve intervention outcomes. 5. Develop a commitment to life-long learning to ensure continued competency in a dynamic health care environment. Students will recognize the importance of lifelong learning and their duty to maintain professional competence by utilizing evidence based approaches and continuing education to improve practice outcomes. Students will analyze the validity of occupational therapy theory and practice through scholarly activities and research. Students will integrate the core values of integrity and excellence as they advocate for the recipients of their service. 21

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23 TUSKEGEE UNIVERSITY COLLEGE OF VETERINARY MEDICINE, NURSING AND ALLIED HEALTH OCCUPATIONAL THERAPY PROGRAM MASTER OF SCIENCE CURRICULUM (3+2) Undergraduate Curriculum Based On General Core (Pre-professional) Revised 06/13/2013 FIRST YEAR First Semester Second Semester Course Title Credits Course Title Credits ENGL 0101 Composition 3 ENGL 0102 Composition 3 MATH 0107 College Alg &Trig I 4 HIST 0104 World Civilization II 3 BIOL 0111 or 0112 General BiologyI/II 3 PSYC 0270 Intro to Psych 3 SOCI 0240 Intro Socio 3 HIST 0103 World Civilization I 3 OREN 0101 Indiv.Dev&Growth 1 OREN 0100 Indiv. Dev & Growth 1 PHED Elective 1 PHED Elective 1 HLSC 0100 Student Success for Health HLSC 0101 Student Success for Health Care Majors 1 Care Majors 1 Total 16 Total 15 SECOND YEAR First Semester Second Semester Course Title Credits Course Title CHEM 0221 Gen. Chemistry 3 PHYS 0301 Elem. Physics I 3 CHEM 0223 Lab 1 PHYS 0303 Lab 1 ANPH 0201 Anat & Physio I 4 CSCI 0100 Intro Computer 3 ENGL 0201 Adv. Writing 3 PSYCH 0377 Human Dev. 3 POLS/BUSN Elective in Business ANPH 0202 Anat & Physio II 4 or Political Science 3 HLSC 0201 Sophomore Seminar II 1 +FPAR 0101 Art Appreciation or Music 2 Total 16 Total 15 + FPAR 0105 or FPAR 0110 may be substituted for FPAR 0101 THIRD YEAR First Semester Second Semester Course Title Credits Course Title Credits PSYCH 0567 Abnormal Psych 3 HLSC302L Gross Anatomy Lab 2 HLSC 0303 Medical Vocabulary 2 OCTH 0315 Occupation, Community OCTH 0311 Foundations of Occupational 3 Health & Wellness 3 OCTH 0312 Occ. Perf. & Media I 4 ENGL 0327 Public Speaking 3 OCTH 312L Lab 1 PHIL (Approval from Advisor) 3 HLSC 0209 Health Care Systems 2 PSYCH 0306 Psychological Statistics 3 Total 15 Total 14 The GRE must be taken prior to or during the 3 rd year. Completion of the indicated courses with a grade of C or higher is a prerequisite for admission to the graduate phase curriculum. D grades are unacceptable. Overall CGPA must be 3.0 for eligibility for the graduate phase. This curriculum is subject to revision pending approval by Tuskegee University s administration, and the Provost for Academic Affairs. 23

24 TUSKEGEE UNIVERSITY COLLEGE OF VETERINARY MEDICINE, NURSING AND ALLIED HEALTH OCCUPATIONAL THERAPY PROGRAM MASTER OF SCIENCE CURRICULUM (3+2) Revised 06/13/2013 FOURTH YEAR First Semester Second Semester Course Title Credits Course Title Credits HLSC 0521 Ethics & Interprofessional 3 OCTH 0520 Community Serv./ Seminar II 2 Health Care OCTH 0518 Behavioral Health & OT Process 4 OCTH 0516 Functional Kinesiology 3 OCTH 0518L Lab 1 OCTH 516L Lab 1 OCTH 0517 Adult Physical Dys & OT Process4 HLSC 0512 Neuro Basis Rehabilitation 3 OCTH 0517L Lab 1 OCTH 0519 Community Serv. / Seminar I 2 OCTH 0510 Introduction to Research 3 OCTH 0501 Graduate Seminar I 1 OCTH 0502 Graduate Seminar II 1 Total 13 Total 16 SUMMER SESSION Course Title Credits Course Title Credits OCTH 0621 Organization & Adm. 3 OCTH 0622 Research Project I 2 OCTH 0600 Graduate Seminar III 1 Total 6 FIFTH YEAR First Semester Second Semester Course Title Credits Course Title Credits OCTH 0617 Leadership & Prof. Role Dev.3 OCTH 0614 Older Adults & OT Process 4 OCTH 0610 Environmental Modifications 3 OCTH 0614L Lab 1 OCTH 0612 Pediatric Dys & OT Process 4 OCTH 0618 Contemporary Practice in OT 3 OCTH 612L Lab 1 OCTH 0618L Lab 1 OCTH 0630 Fieldwork I & PBL Seminar III 2 OCTH 0632 Capstone & Evidenced BasedPractice 3 OCTH 0624 Research Project II 2 OCTH 0631 Fieldwork I & PBL Seminar IV 2 OCTH 0601 Graduate Seminar IV 1 Total 16 Total 14 SUMMER SESSION FALL SESSION OCTH 0652 Level II Fieldwork (A) 1 OCTH 0653 Level II Fieldwork II (B) 1 OCTH 0752 Continuous Registration 0 OCTH 0752 Continuous Registration (as needed) 0 (as needed) (as needed) OCTH 0754 Candidate for degree 0 OCTH 0754 Candidate for degree 0 No grade below C will be accepted for graduate credit. A graduate student must maintain a B (3.0) average in all work included in the program of study as outlined for the degree. No more than 6 semester hours of C grades are allowed. FIELDWORK (Level II) Two (3 months) fieldwork rotations are required after didactics requirements have been met. Students must enroll for FWII (OCTH 652-A & OCTH 652-B) and schedule rotations within 24 months after graduation. Candidacy for the Master of Science degree Admission to the graduate program does not qualify a student for the degree. The request for admission to candidacy must be filed by the student after the completion of 36 graduate semester credit hours and in accordance with the dates published in the University Calendar. Refer to Tuskegee University s Graduate Programs Bulletin. Non-Thesis (Research Project) & Exit Exam This is a non-thesis Master s, but students must score a 450 (75%) on the NBCOT Practice Exam, and complete a research project in occupational therapy and an oral presentation as approved by the department. *This curriculum is subject to revision pending approval by Tuskegee University s administration, and the Provost for Academic Affairs. Revised 06/13/13 24

25 TUSKEGEE UNIVERSITY SCHOOL OF Nursing and Allied Health Occupational Therapy Program MASTER S PROGRAM PRE-PROFESSIONAL PROVISIONAL SHEET STUDENT: MAJOR: Occupational Therapy YEAR 1 Required Courses Credit Hours ID # DEGREE: Master s of Science ENGL 101 Composition 3 FA MATH 0107 College Alg & Trig I 4 FA BIOL 0111 or 0112 General Biology I/II 3 FA FA FA HIST 0103 World Civilization I 3 FA OREN 0100 Indiv. Dev & Growth 1 FA PHED Elective 1 FA HLSC 0100 Student Success for Health 1 FA Care Majors Total Credits 16 Grade Term SGA CGPA Comments ENGL 0102 Composition 3 SP HIST 0104 World Civilization II 3 SP PSYC 0270 Intro to Psych 3 SP SOCI 0240 Intro Socio 3 SP OREN 0101 Indiv. Dev & Growth 1 SP PHED Elective 1 SP HLSC 0101 Student Success for Health Care Majors 1 SP YEAR 2 TOTAL CREDITS 15 CHEM 0221 Gen. Chemistry 3 FA CHEM 0223 Lab 1 FA ANPH 0201 Anat & Physio I 4 FA ENGL 0201 Adv. Writing 3 FA POLS/BUSN Elective in Business or 3 FA Political Science +FPAR 0101 Art Appreciation or Music 2 FA TOTAL CREDITS 16 PHYS 0301 Elem. Physics I 3 SP 25

26 PHYS 0303 Lab 1 SP CSCI 0100 Intro Computer 3 SP PSYCH 0377 Human Dev. 3 SP ANPH 202 Anat & Physio II 4 SP HLSC 0201 Sophomore Seminar II 1 SP YEAR 3 TOTAL CREDITS 15 PSYCH 0567 Abnormal Psych 3 FA HLSC 0303 Medical Vocabulary 2 FA OCTH 0311 Foundations of Occupational 3 FA OCTH 0312 Occ. Perf. & Media I 4 FA OCTH 312L Lab 1 FA HLSC 0209 Health Care Systems 2 FA TOTAL CREDITS 15 Required Courses Credit Grade Term SGPA CGPA Comments Hours YEAR 3 (Continue) HLSC 302L Gross Anatomy Lab 2 SP OCTH 0315 Occupation, Community 3 SP Health & Wellness ENGL 0327 Public Speaking 3 SP PHIL 3 SP (Approval from Advisor) PSYCH Psychological Statistics 3 SP TOTAL CREDITS 14 YEAR 4 TUSKEGEE UNIVERSITY SCHOOL OF Nursing and Allied Health Occupational Therapy Program MASTER S PROGRAM PROFESSIONAL(Graduate) PROVISIONAL SHEET HLSC 0521 Ethics & Interprofessional 3 FA Health Care OCTH 0516 Functional Kinesiology 3 FA OCTH 516L Lab 1 FA HLSC 0512 Neuro Basis Rehabilitation 3 FA OCTH 0519 Community Serv. / Seminar I 2 FA 26

27 OCTH 0501 Graduate Seminar I 1 FA TOTAL CREDIT 13 OCTH 0520 Community Serv./Seminar II 2 SP OCTH 0518 Behavioral Health & OT 4 SP Process OCTH 0518L Lab 1 SP OCTH 0517 Adult Physical Dys & OT 4 SP Process OCTH 0517L Lab 1 SP OCTH 0510 Introduction to Research 3 SP OCTH 0502 Graduate Seminar II 1 SP TOTAL CREDITS 16 OCTH 0621 Organization & Adm 3 SU OCTH 0622 Research Project I 2 SU OCTH 0600 Graduate Seminar III 1 SU TOTAL CREDITS 6 OCTH 0617 Leadership & Prof. Role Dev 3 FA OCTH 0610 Environmental Modifications 3 FA OCTH 0612 Pediatric Dys & OT Process 4 FA OCTH 612L Lab 1 FA OCTH 0630 Fieldwork I & PBL Seminar III 2 FA OCTH 0624 Research Project II 2 FA OCTH 0601 Graduate Seminar IV 1 FA TOTAL CREDITS 16 OCTH 0614 Older Adults & OT Process 4 SP OCTH 614L Lab 1 SP OCTH 0618 Contemporary Practice in OT 3 SP OCTH 618L Lab 1 SP OCTH 0632 Capstone & Evidenced Based 3 SP Practice OCTH 0631 Fieldwork I & PBL Seminar IV 2 SP TOTAL CREDITS 14 OCTH 0652 Level II Fieldwork (A) 1 SU OCTH 0752 Continuous Registration (as 0 SU needed) OCTH 0754 Candidate for degree 0 SU OCTH 0653 Level II Fieldwork II (B) 1 FA OCTH 0752 Continuous Registration (as 0 FA 27

28 needed) 0 (as needed) OCTH 0754 Candidate for degree 0 FA TOTAL CREDITS ALL SEMESTERS: 144 Signature of Student: Signature of Program Director of Occupational Therapy Signature of Department Head of Allied Health Signature of Associate Dean for School of Nursing and Allied Health: Signature of College Dean: Signature of University Provost: Date: Date: Date: Date: Date: Date: Revised 08/

29 Tuskegee University Occupational Therapy Admission Policy Pre-Professional Phase 3+2 Master s Program APPLICATION PROCEDURES The Occupational Therapy Admissions Committee selects students for admission after they have met the general Tuskegee University requirements for admission to the Graduate Program. Tuskegee University offers a 3+2 program. For students beginning as freshmen, 3 years of undergraduate course work is required and 2 years of graduate work. Prior to the end of their third year, students must make application to the graduate phase of the program. Admission is not automatic. Applicants may start as a freshman or sophomore at Tuskegee University or come as a transfer student with a maximum of 80 hours of allowable, undergraduate transfer credit from an accredited college or university. Students transferring to the program with a Bachelor s degree will be exempt from the university s orientation, physical education, and English Proficiency Exam requirements. Pre-Professional Program All students must meet the following criteria to gain admission to the Master of Science program in occupational therapy. All pre-professional students must be admitted to the University through the Admissions Office. Admission to the pre-professional or undergraduate curriculum is designed to develop foundational knowledge necessary for entry to the professional or graduate phase of the program. Upon completion of 3 years in the pre-professional phase, students then apply for admission to the graduate/professional phase of the program. Admission to Tuskegee University as a pre-occupational therapy major does not include admission to the graduate or professional program. Students who apply to the program as incoming freshmen must have the following requirements: High School GPA: 3.0 on a 4.0 scale SAT: 1000 or Above ACT: 21 or Above Transfer students without a degree applying to the Occupational Therapy Program must have the following requirements: Cumulative GPA 3.0 on a 4.0 scale SAT: 1000 ACT: 21 Transfer students with a degree applying to the Occupational Therapy Program and not have the required prerequisites may apply to the program in the pre-professional phase and complete prerequisites. Students must also have the following requirements: Cumulative GPA 3.0 on a 4.0 scale Bachelors or higher degree in a related area 29

30 Pre-Professional Course Requirement: English Composition I 3 English Composition II 3 Advance Writing 3 Public Speaking 3 College Algebra & Trigonometry 4 World Civilization 3 World Civilization II 3 General Biology 3 Individual Development I & II 2 Introduction to Computer 3 Science Physical Education (2 courses) 2 Elementary Physics I 3 Elementary Physic I Lab 1 Student Success for Health 2 Science Majors * Health Care Systems 2 Medical Vocabulary 2 Introduction t Psychology 3 Human Development 3 Abnormal Psychology 3 Statistics 3 Introduction to Sociology 3 Philosophy 3 General Chemistry 3 General Chemistry Lab 1 Anatomy & Physiology I 4 Anatomy & Physiology II 4 Gross Anatomy Lab 2 Art or Music Appreciation 2 Political Science/Business 3 Elective Foundations of Occupational 3 Therapy Occupational Therapy 3 Performance & Media Occupational Therapy 1 Performance & Media Lab 30

31 *Transfer students with Bachelors or higher degree are exempt from these courses. -No grade below C will be accepted for a graduate credit. Overall CGPA of 3.0 on a 4.0 scale. The Professional Program Applications for the professional or graduate program must be requested from the Occupational Therapy Program. To obtain application forms, prospective students should write to: Tuskegee University Occupational Therapy Program Director School of Nursing and Allied Health John A. Kenney Hall, Room Tuskegee, AL New students and transfer students should also apply for admission to Tuskegee University. An application may be obtained on-line at or from: Transfer Students Tuskegee University Admissions Office Margaret Murray Washington Hall Tuskegee, AL Students who enter Tuskegee University from other colleges and universities with or without a bachelor s degree must: Successfully complete prerequisite courses with a cumulative grade point average of 3.0 or higher on a 4.0 scale (a B or better in pre-professional courses). Submit an official transcript from all colleges and universities attended. Transcripts should be sent to the above address. Each transcript should bear the signature of the registrar, the seal of the granting institution, the years of attendance, courses taken, grades received, and the degree, diploma, or certificate conferred (if applicable). These transfer credits cannot exceed 80 credit hours. Occupational therapy professional courses taken at other institutions are not transferable. Courses with a grade lower than C and pass/fail courses are also not transferable. Be eligible to re-enter the last institution attended. Meet Tuskegee University s general education requirements for graduation including occupational therapy introductory courses offered in the third (3 rd ) year of the pre-professional program. Complete all other application procedures as required below. Other Application Procedures 1. A cumulative grade point average of 3.0 on all course work attempted is a pre-requisite for admission to the 4 th year or graduate phase. Students with a cumulative 2.7 grade average may be admitted as a conditional graduate student. If a student is accepted on a conditional basis, a minimum of nine hours of graduate course work must be completed during the first term of the graduate program with a minimum average of 3.0 for admission to full graduate status. 31

32 2. Demonstration of knowledge concerning yourself and the occupational therapy profession by submitting: a. An essay (2-3 paragraphs) detailing the reasons the applicant desires to become an occupational therapist (i.e. your philosophy, life goals, knowledge of the field, etc.). b. An autobiographical sketch of approximately 250 words( describe birth history, early life, family members, schools attended, family life and other events that shaped you as a person). c. Documentation of a minimum of 40 hours of first hand observation or work experience related to the practice of occupational therapy. This experience must be substantiated in writing by a registered/licensed occupational therapist. 3. Three recommendations from persons acquainted with the applicant s ability to be successful in a graduate program. One recommendation must be completed by a community leader and two from members of the academic community. This information should be submitted on the required forms located in the admissions package. 4. A personal interview with the Occupational Therapy Admissions Committee and a minimum score of 70% on the interview (average of at least two evaluators). Applicants must interview on site in the department s designated areas unless prior approval has been obtained for another type or a different location of interview. 5. Submission of scores on the Graduate Record Examination (GRE) from the aptitude portions of the test (verbal and quantitative) of 156 and above is required prior to admission. Applicants doing pre-professional work at Tuskegee University will be required to report GRE scores during the third year of course work and prior to applying to the professional (or graduate) phase. Students transferring into the graduate phase of the program should submit GRE scores (not older than 5 years) as a part of their application materials. 6. Preference for admission will be given to applicants who have completed all prerequisite courses by the end of the summer session prior to their admission to the graduate program. The graduate program begins only in the fall semester of every year. 7. A criminal background check (CBC) is required for all applicants. A CBC must be completed before admission to the graduate program and prior to fieldwork placements. Applicants will be notified of the required information and fees associated with this service. 8. Applications for the graduate program should be submitted by January 15 of the year in which you plan to enter the program. 9. Additional standardized tests may be administered to all applicants as a part of the admissions process. Acceptance Policy. After applying to the occupational therapy program the student will be notified of their acceptance status. If the student is not presently enrolled at Tuskegee University, he or she will be asked to submit a non-refundable application fee to the university. The 32

33 Occupational Therapy Admissions Committee will consider several factors in making its decision for admission of a student. Criteria such as cumulative grade point average, prior experiences, recommendations, personal interviews, and GRE scores will be considered as part of the Committee s decision to accept a student for the graduate program of study. Residence and Credit Hour Requirements. The occupational therapy graduate program requires a student to be in residence at least two academic years as a regular graduate student and the satisfactory completion of 68 hours of graduate courses for credit to complete requirements for a professional master's degree in occupational therapy. Admission to Candidacy. Admission to the graduate program in occupational therapy does not automatically qualify a student as a candidate for the master's degree. The request for admission to candidacy should be filed by the student with the assistance of the major professor after the completion of the 4 th year of course work or thirty (36) semester hours of graduate credit and in accordance with the dates published in the University Calendar. To achieve candidacy, the student must: 1. Satisfy all requirements for matriculation as a graduate student. 2. Possess a Cumulative Grade Point Average (CGPA) of at least 3.00 (The grade point average is computed for all graduate courses taken while enrolled at the University whether the courses are in the student's current curriculum or not.) 3. Submit the following information with 6 signed originals and 4 copies on the appropriate application form and through the major professor and College Dean to the Dean of Graduate Programs: o A complete list of all graduate courses (with grades) completed in residence at Tuskegee University. o A copy of the official transcript. o A list of courses that satisfies the course requirements for the degree. o Approval by the major professor of courses selected, and place of research project. 4. Present scores on the Aptitude Test of the Graduate Record Examination. 5. Satisfy any additional requirements which may be specified by the college, department or both. 6. Obtain approval of admission to candidacy by the College Dean and the Dean of Graduate Programs. All applications for candidacy should follow the standard procedures as described in the Tuskegee University Graduate Handbook for Academic Regulations and Procedures except the thesis requirement. Non-Thesis-Comprehensive Examination for the Master of Science Degree. This program offers a non-thesis Master s degree. However, each candidate for the degree in occupational therapy must complete a detailed research project and pass a computerized, comprehensive examination in occupational therapy. In addition, an oral examination will be required by the Comprehensive Examination Committee. Students will be required to pass with a minimum score of 74% on the comprehensive examination in order to be eligible for graduation and Level II fieldwork. Level II Fieldwork (Clinical Internship). After graduation, the occupational therapy major is required to complete six (6) months of full-time fieldwork in occupational therapy within 24 months of graduation, before they are eligible to sit for the National Board for Certification in Occupational Therapy (NBCOT) examination. The student is responsible for providing his/her traveling and living expenses for fieldwork. Graduates must receive a passing score on the "Fieldwork Performance Evaluation for Level II fieldwork in order to receive approval from the Program Director to take the NBCOT certification examination. A felony conviction may affect a graduate's ability to sit for the certification exam or attain state licensure. 33

34 Retention in Program.* 1. The grading scale for all graduate level courses in occupational therapy graduate/professional curriculum is as follows: Credit Courses: A= B=80-89 C=70-79 D=60-69 F=50-59 Non-credit courses: S= Satisfactory or P (Pass) U= Unsatisfactory or F (Fail) I= Incomplete No grade below C will be accepted for graduate credit. However, grades on all courses carrying graduate credit will be used in determining the overall grade point average. A graduate student (4 th and 5 th years) must maintain a B average (3.0) in all course work included in the program of study outlined for the degree, with no more than six semester hours of C grades. Undergraduates (1 st, 2 nd and 3 rd year students) must complete prerequisite courses with a grade of C or higher. * Graduate retention policies are regulated by Tuskegee University. See the current Graduate Programs Bulletin for reference and further details. 2. Grades of D are not acceptable. If a student makes a D in any course work in the program of study, then the student s graduate status is forfeited. When a student s record falls below 3.0, probation becomes automatic. Notification by the Registrar s office to the Dean of Graduate Programs will designate the student as probationary and the College Dean will be informed immediately. The College Dean will then inform the student, the department chairperson, and the student s advisor. 3. The probationary student will have until the end of the next session in which they are enrolled, to improve the cumulative grade point average to 3.0 or above. If the cumulative grade point average does not equal or exceed 3.0 at the end of this session, the student s graduate status will be forfeited and the student will no longer be permitted to pursue a graduate degree at Tuskegee University. 4. A student whose cumulative grade point average falls below 3.0 after a previous probationary period shall forfeit graduate status, and will be dismissed from the program. The dismissed student will be allowed to withdraw from the current session in which he or she is enrolled. Students, who have been dismissed from the Graduate program, may enroll as a non-degree student. However, credits earned in this category may not be subsequently applied toward a degree at Tuskegee University. In addition, the student will not be considered for readmission to any other Graduate Program at Tuskegee University. 5. Student Ethical Standards as printed in the Occupational Therapy Graduate Handbook are binding in academic as well as clinical settings. Students must adhere to all of these standards. These standards are guidelines for professional and ethical behavior expected of all students enrolled in occupational therapy courses. Students in violation of any of the ethical standards may be dismissed from the program. A copy of these standards will 34

35 be made available to all students enrolled in the occupational therapy program and will be found in the Occupational Therapy Graduate Handbook. 6. Accreditation. The program received initial accreditation on January 11, 1980 and has maintained continuous accreditation, first with the Committee on Allied Health Education and Accreditation of the American Medical Association (CAHEA) and beginning in 1998 with the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). For more information about the program s current accreditation status and the Accreditation Council for Occupational Therapy Education please contact: American Occupational Therapy Association (AOTA) P.O. Box Bethesda, MD FAX Graduates of the Program will be able to sit for the national certification examination for the occupational therapist administered by the: National Board for Certification in Occupational Therapy (NBCOT) 12 S Summit Avenue, Suite 100 Gaithersburg, MD Tel:(301) Fax: (301) After graduation and successful completion of (6) six months of full time fieldwork experience ( field experiences must be completed within 24 months after academic course work is completed) in an occupational therapy program and passing the NBCOT exam, the individual will be an Occupational Therapist, Registered (OTR). Most states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. A felony conviction may affect a graduate's ability to sit for the certification exam or attain state licensure. 35

36 TUSKEGEE UNIVERSITY OCCUPATIONAL THERAPY PROGRAM ADMISSIONS SCORING SYSTEM - PROFESSIONAL PROGRAM Purpose: The admission scoring system is prioritized to insure that the applicant will have the intellectual capacity to successfully complete the professional program and the social/emotional resources to become a competent occupational therapist. Applicants will be admitted to the professional program in the order of total score as ranked from the criteria below and with the following initial requirements. 1. CGPA of 2.7 or greater by the beginning of spring application semester. 2. Documentation of at least 40 hours of volunteer or work experience in Occupational Therapy 3. Pre-requisites in pre-professional program met prior to beginning professional phase 4. Three letters of recommendation 5. Score of Normal Range on the Reading Comprehension section of the Health Occupations Basic Entrance Exam (HOBET). At risk or at high risk reading level students will be referred to reading assistance program. 6. Score of 70% or greater on the on-site interview 7. Graduate Record Exam (GRE) taken with a minimum score of Completion of a Criminal Background Check I. Grade Point Average - Maximum 40 points (CGPA X 10) II. Interview-Maximum of 20 points (Average of at least two evaluators) III. Written Work Autobiographical Sketch - Maximum 5 points On-site Essay - Maximum 10 points IV. GRE Score (Total GRE Score x.01) - No Maximum points V. Letters of recommendation -Maximum 5 points VI. Additional Points: Tuskegee University Student - 3 points Alabama Resident - 2 points Total Score Ranking in Class Name: Student ID# Revised: July

37 OCCUPATIONAL THERAPY FACULTY AND STAFF Jannett Lewis-Clark, OTD, MOT, OTR/L, CLT Director of Allied Health Department of Allied Health Sciences OTD, Rocky Mountain University MOT, Texas Woman s University B.A., The University of Alabama Jacquelyn Reynolds Jackson, Secretary Department of Allied Health Sciences Gwendolyn Gray, PhD., M.A., OTR/L, CIMI Associate Professor, Occupational Therapy Department of Allied Health Sciences PhD, Auburn University M.A., University of Alabama in Birmingham B.S., University of Alabama in Birmingham Muhjah Shakir, PhD, M.A., OTR/L Academic Fieldwork Coordinator Assistant Professor, Occupational Therapy Department of Allied Health Sciences PhD, California Institute of Integral Studies M.A., California Institute of Integral Studies B.S., Western Michigan University Rindia Lambert Hunt, OTD, MSOT, OTR/L Instructor, Occupational Therapy Department of Allied Health Sciences OTD, Belmont University M.S., Belmont University B.S., Alabama A & M University Leah Collins, MS, OTR/L Adjunct Instructor, Occupational Therapy M.S., Tuskegee University Keinee Austin, MPA, OTR/L Adjunct Instructor, Occupational Therapy M.P.A., Auburn University Kendra Crews Adjunct Instructor, Occupational Therapy Jamellah Williams Adjunct Instructor, Occupational Therapy Dr. Carro Cheryl Jackson, PhD, M.S. Assistant Professor, Biomedical Sciences College of Veterinary Medicine, Nursing and Allied Health PhD, University of Alabama at Birmingham B.S. Vanderbilt University 37

38 TUSKEGEE UNIVERSITY College of Veterinary Medicine, Nursing and Allied Health School of Nursing and Allied Health HLSC 100. Student Success for Health Science Majors. 1 st Semester. Lect. 1, 1 credit This course is designed to help new students reach their career goals in a health care profession. The emphasis is on teaching students basic principles for being a successful student, including setting goals, managing time, preventing stress, effective communication, and networking with others. This course also introduces students to their health care majors. HLSC Student Success for Health Science Majors. 2 nd Semester. Lect. 1, 1 credit This course is a continuation of HLSC 100. It is also designed to help new students reach their career goals in a health care profession. The emphasis is on teaching students basic principles for being a successful student, including effective communication, test taking and improved study skills, and preparing successfully for one s career path. This course also introduces students to their health care major. ANPH 0201/0202. ANATOMY & PHYSIOLOGY 1 and II. 1 st and 2 nd Semester. Lect. 3; Lab 3; 4 credits. These courses cover a two semester sequence in which human anatomy and physiology are studied using a body systems approach, with an emphasis on the interrelationships between form and function at the gross and microscopic levels of organization. Dissection, histological studies and physiological exercises are included in the laboratory. Prerequisites for ANPH 0201 are: CHEM 221 and 223 or CHEM 223 and 224; BIOL 0111, BIOL 120 and 121 or BIOL 230 and 231. Pre-requisite for ANPH 0202 is: ANPH I. HLSC HEALTH CARE SYSTEMS. 1st Semester. Lect. 2, 2 credits. This course provides an overview of the health care system in America. Emphasis is placed on understanding its organization and delivery. It includes topics related to the roles and education of various health care professionals, payment for services, regulatory and ethical issues. HLSC 0302L. HUMAN GROSS ANATOMY LAB. 2 nd Semester. Lab 4; 2 credits. This course will provide an in depth study of the neuro-musculo-skeletal system utilizing human cadaver dissection and models. The pre-requisite for this lab is ANPH 0201; the co-requisite is ANPH 0202.This course is restricted to occupational therapy majors. HLSC INDEPENDENT STUDY. 1st and 2nd Semester and Summer. 1-6 credits. This course is designed for students in Allied Health professional programs with freedom and flexibility to pursue topics of special interest. Research or projects are conducted under the guidance of selected faculty. HLSC MEDICAL VOCABULARY. 1st and 2nd Semester. Lect. 2, 2 credits. This course familiarizes the student with terms used in health and medical settings. The course covers anatomic descriptive terms, combining forms, prefixes, suffixes, abbreviations and acronyms. 38

39 OCTH 311. Foundations in Occupational Science. 1 st Semester. Lect. 3, 3 credits This Course addresses the domain of occupational therapy as a profession; its history, concepts and theoretical framework that govern the use of skilled and purposeful occupations in the habilitation and rehabilitation of individuals experiencing physical and/or cognitive dysfunction. Self-awareness is explored in the development of ethical practice and professional roles with respect to culturally diverse communities and client populations. This course provides an analysis of the historical and philosophical base of occupational therapy and an introduction to selected frames of reference, which support the development of competent clinical reasoning and practice skills. OCTH 0312/312L. Development, Adaptation and Media. 1 st Semester. Lect. 4, 4 credits A review of the roles, occupational tasks, models of occupation and developmental theories from infancy through old age; determinants of occupational performance including cultural influences; physical and social environment; physiological, sensory, neuromotor, cognitive, and psychological dimensions are reviewed. OCTH Occupation, Community Health and Wellness. 2 nd Semester. Lect. 3, 3 credits This course examines appropriate home and community programming that include health literacy, advocacy, occupation as well as prevention, health maintenance, health promotion and safety to support performance in the client s natural environment and participation in all contexts relevant to the client. The role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society are emphasized. The course brings into focus global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions. Practical considerations that affect the health and wellness needs of those who are experiencing, or are risk for, social injustice, occupational deprivation, and disparity in the receipt of services are examined. OCTH INDIVIDUAL STUDY IN OCCUPATIONAL SCIENCE. (Elective). Summer. 1-4 credits. This course is designed as an independent study for undergraduate students. Students are given the freedom and flexibility to pursue topics of special interest. Research or projects will be conducted under the guidance of selected faculty members. Consent of occupational therapy faculty is required. OCTH 501 Graduate Seminar. 1 st Semester. Lect. 1, 1 credit This first course is the designed to provide study and test taking techniques in preparation for the certification examination. OCTH 502. Graduate Seminar. 2 nd Semester. Lect. 1, 1 credit This second course is designed to provide study and test taking techniques in preparation for the certification examination. OCTH 510. INTRODUCTION TO RESEARCH. 1st Semester. Lect. 3, 3 credits. This 39

40 introductory course explores research methods and challenges students to develop skills, knowledge and attitudes necessary for critically reading, analyzing and explaining scientific literature related to health. HLSC NEUROLOGICAL BASIS FOR REHABILITATION. 1st Semester. Lect. 2, 3 credits. This course explores the relationship between sensory input and motor output as one of the fundamental concepts in the neurosciences. Students are challenged to critically analyze the anatomical relationships and physiological principles intervening in this relationship. Students should be able to conceptualize this relationship in both function and dysfunction. OCTH FUNCTIONAL KINESIOLOGY. 1st Semester. Lect. 3, 3 credits. This course is a study of the musculoskeletal system with special emphasis on body mechanics and the mechanical principles of human motion. Muscles that move the body are studied with particular emphasis on functional movement of the upper extremity. Prerequisites: OCTH 516L. FUNCTIONAL KINESIOLOGY LAB. 1st Semester. Lab 2, 1 credit. This is a lab course taken concurrently with OCTH Labs include practice and demonstration of the ability to perform range of motion measurements with goniometer and test muscle strength through manual muscle testing. Prerequisites: OCTH 517 OCTH 517L. Adult Physical Dysfunction & Occupational Therapy Process Lab. 2 nd Semester. Lec 4, 4 credits, Lab 2, 1 credit This course teaches the application of theories, principles and procedures in treatment activities which are used in occupational therapy programs for adults with physical disabilities. Study will emphasize clinical conditions commonly encountered in occupational therapy settings and include the use of a problem-based approach as part of the class. OCTH 0518 OCTH 518L. Behavioral Health and Occupational Therapy. 2 nd Semester. Lect. 3, 3 credit, 2 Lab, 1 credit This course emphasizes the selection and application of appropriate assessments and evidenced based interventions in occupational therapy for the adult in a typical behavioral health or community based setting. In addition to the occupational therapy proves, a typical development is analyzed and discussed relative to the mental health classification systems, occupational therapy approaches, frames of reference, and models of documentation. Principles of human communication, health promotion, group dynamics, social participation, clinical reasoning and the therapeutic use of self are also emphasized. This course it taken concurrently with OCTH 518L (Lab). OCTH Community Service and Problem Based Learning (PBL) Seminar I. 1 st Semester. Lect. 2, Credit 2 This course introduces effective documentation skills and surveys treatment settings through clinical observation and structured participation in a variety of ongoing occupational therapy services in the community. Students are introduced to the Problem Based Learning (PBL) approach and are given the opportunity to observe and reflect on clinical practice. Collaboration 40

41 with others, exploration of cultural competence and a commitment to professional ethics and community practice is encouraged. OCTH Community Service and Problem Based Learning (PBL) Seminar II. 2 nd Semester. Lect. 2, 2 Credits This course builds and refines the skills acquired in OCTH Through further exposure to clinical and community-based settings where clients occupational performance can be assessed primarily through observations and interviews, students will make participatory observations and reflect on the role of occupational therapy in diverse settings. Using the PBL approach students will work within teams to enhance critical thinking and clinical reasoning while solving problems. HLSC 0521 (TBA). Ethics and Interprofessional Healthcare. 1 st Semester. Lect. 3, 3 Credits This course provides an overview of interprofessional ethics in a variety of healthcare settings. An important focus is on the interprofessional competencies needed to work effectively in collaborative teams to improve the quality of healthcare delivery. The model of Integrative bioethics developed at Tuskegee provides the conceptual framework for the course. Examples of topics to be included are applied professional ethics, principles of ethical decision making, research ethics, building a culture of respect research and healthcare partnerships, social justice, transforming systems, advocacy and health equity. This course provides an opportunity for students to deliberate with professionals and students from diverse healthcare fields using case studies from the disciplines and experiential learning approaches. OCTH 601. Graduate Seminar. 1 st Semester. Lect. 1, 1 Credits This course is designed to provide study and test taking techniques in preparation for the NBCOT certification examination. The course will include discussions and synthesis of clinical and academic experiences to facilitate transition from student to practitioner. OCTH 610. Environmental Modifications & Assistive Technology. 1 st Semester. Lec 3, 3 credits Analysis of occupation as a therapeutic method including the adaptation of the person, task, environment and/or context to promote optimal health and occupational performance. Includes assessment, design and implementation of assistive technology. OCTH OCTH 612L.Pediatric Dysfunction & Occupational Therapy Process. 1 st Semester. Lect 4, 4 credit, Lab 2, 1 credit This course emphasizes the selection and application of appropriate assessments and interventions in occupational therapy for the 0-21 client population. In addition to the occupational therapy proves, a typical development is analyzed and discussed. Occupational therapy approaches, frames of reference, models of documentation, interdisciplinary collaboration, client and family centered care across a variety of practice settings is also emphasized. This course is taken concurrently with OCTH 612L (Lab). 41

42 OCTH OCTH 0614L Older Adults. 2 nd Semester. Lect. 4, credit 4, Lab 2, 1 credit This Course will cover the health care system and community support of wellness, occupational performance and quality of life as they relate to the needs of people over the age of 65. In addition, disease and disability prevention, environmental adaptation to facilitate continuing engagement in occupations, factors contributing to successful aging, and legislative and reimbursement issues as they apply to health care and therapy service delivery with the older adult will be addressed. OCTH Leadership, and Professional Role Development in Occupational Therapy. 1 st Semester. Lect. 3, 3 Credits Application of professional leadership processes including standards of practice and competencies; needs assessments and program development; outcome management and program evaluation; consultation, policy and advocacy for programs and clients; Includes professional development and best practice competencies across practice settings. OCTH 619. Contemporary Practice in Occupational Therapy. 2 nd Semester. Lect. 3, 3 credit Lab 2, 1 credit This course will cover advanced studies in contemporary settings, such as home health, school system and others, emphasizing regulatory guidelines, roles, and delivery of services within an intra and interdisciplinary delineation, equipment and accessibility considerations, documentation, client and caregiver centered care and consulting are included. OCTH FIELDWORK I AND PROBLEM BASED LEARNING (PBL) SEMINAR III. 1 st Semester. Lect 2, 2 credits 1 st Semester. Clinical hours credits. This course encourages the synthesis of skills learned in OCTH 0519 and OCTH The course provides 2-weeks of participation in ongoing programs that provide services to persons across the life span with physical or psychosocial dysfunction and or the well population. This experience allows students to focus on professional development, to acquire meaningful knowledge, skills and attitudes in preparation of becoming an occupational therapist. Students are expected to apply the PBL approach in the implementation of the occupational therapy process with particular emphasis on screening and evaluation. Opportunities to practice effective documentation skills are provided. OCTH FIELDWORK I AND PROBLEM BASED LEARNING (PBL) SEMINAR IV. 2nd Semester, Lec. 2, 2 credits. Clinical hours credits. Level I fieldwork experience is an opportunity for students to apply all skills learned in OCTH 0519, 0520, and This course provides further participation in ongoing programs that provide services to persons with physical disabilities, developmental or psychosocial dysfunction. This experience allows students to focus on professional development, to acquire meaningful knowledge, skills and attitudes; and to integrate the PBL approach in the implementation of the occupational therapy process with particular emphasis on evaluation, treatment planning and treatment intervention and effective documentation. 42

43 OCTH Capstone and Evidence Based Practice in Occupational Therapy Lec 3, 3 credits. This seminar is designed as a summative course focusing on the integration of knowledge, application of theories and critical problem solving in occupational therapy. Use of self and applied reasoning will also be included. This is also the review and preparation course for comprehensive oral and written examinations. OCTH 0652 and 653. FIELDWORK II. 1st and 2nd Semesters and Summer. 1 credits. Students enroll in this continuous registration course while on their Level II fieldwork after graduation. OCTH 0632Capstone and Evidence Based Practice in Occupational Therapy This seminar is designed as a summative course focusing on the integration of knowledge, application of theories and critical problem solving in occupational therapy. Use of self and applied reasoning will also be included. This is also the review and preparation course for comprehensive oral and written examinations. OCTH 752 Continuous Registration (as needed) 43

44 Section II Policies and Procedures 44

45 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO COMPREHENSIVE EXAMINATION POLICY: The occupational therapy professional phase students at the end of the fourth (4 th and 5th ) will be required to successfully complete a comprehensive exam and the NBCOT Practice exam. Students must earn a minimum score of 80% on the 4 th year level exam and 450 on the 5 th year level exam. Successful completion of the 5 th level written, comprehensive examination is required to be eligible for graduation. PROCEDURE: The procedure for preparation and conduct of the examination is as follows: 1. Students will be provided a blueprint for the comprehensive exit examination by end of February of the fifth year (OCTH 631) and the beginning of the summer session for the 4 th year level examination. 2. Fifth year students will be administered a diagnostic examination comparable in content and format to the comprehensive exit examination, and provided feedback by end of March of the second semester prior to graduation in the course OCTH Fifth year students will be permitted to take a maximum of three comparable versions of the exit examination after the successful completion of all professional academic courses. A minimum passing score of 80% must be obtained. By the Fourth year students will only be administered one comprehensive examination in the Fall of their 5 th year. 4. Fifth year students who are unable to obtain the minimum passing score on the exit examination in three (3) attempts will be required to register for a Continuous Registration Course (OCTH 752). The course provides the opportunity of a structured, individual content remediation with program faculty. The student will then be allowed to retake NBCOT Practice examination to obtain the minimum passing score of 450. Any 5 th year student may choose not to pursue the structured remediation. However, all students retaking the exit examination must register for Continuous Registration. Fourth year students who are unable to achieve the minimum score will be required to complete a program of enrichment. 5. Fifth level students unable to obtain a passing score on the exit examination after five administrations and the structured remediation as described in elements 1 through 4, will be suspended from the given Allied Health Sciences program. The student then has the option of appealing for re-admission to the Allied Health Sciences program. If re-admitted, and before administering any form of exit examination, the student may be required to audit selected courses or participate in a rigorous program of enrichment. 6. A program of enrichment for any level of student might include, but is not limited to, study hall, test-taking strategies, personal-social counseling, stress reduction activities and other support activities through the utilization of a tutor and/or assigned faculty member. Approved: Allied Health Educational Policy Committee September 27, 1985 Revised December 6, 1990; February 17, 1995; June 20, 1996; June 16, 1998; June 20, 2000; April 11, 2005; July 20, 2011 Reviewed April 26, 1993; August

46 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO ACADEMIC SKILLS DEVELOPMENT The Student Skills Development Program is designed to improve the basic skills of professional phase Allied Health students which will enhance the probability of successful matriculation through their curricula and to improve the program s cohort pass rate on the NBCOT examination. Effective Fall Semester 1986, all entering professional phase Allied Health students will be required to participate in academic enrichment activities during the 4 th and 5 th years. These activities will be coordinated through the counseling and enrichment specialists in the College of Veterinary Medicine, Nursing and Allied Health or program faculty and tutors. These activities may include but are not limited to: 1. Test taking Strategies Workshop/Study Skills Workshop 2. Stress reduction techniques Workshop 3. Reading Level Diagnosis by the Nelson-Denny Test or TEAS Allied Health or other assessments (Test of Essential Academic Skills V) for Allied Health 4. Personality Inventory 5. Learning Styles Inventory 6. Professional and Peer Tutoring Approved: Allied Health Educational Policy Committee February 7, 1986 Revised: March 27, 1987 June 20, 2000 July 1, 2003 November 30, 1990 July 2, 2001 July 20, 2011 Reviewed: April 26, 1993 TUTORIAL SYSTEM POLICY The Occupational Therapy Program encourages professional students needing enhancement to utilize tutorials offered through the College of Veterinary Medicine, Nursing and Allied Health s Teaching/Learning Center and/or the professional program. Students may request, or be required by faculty to receive assistance during the semester. An enrichment specialist and counselor as well as a student tutor will be available in the School of Nursing and Allied Health for pre-professional as well as professional phase students. Approved: Allied Health Educational Policy Committee March 3, 1986 Reviewed April 26, 1993 Revised Feb. 10, 1995, Revised June 9, 1999 Revised June 20, 2000 Revised July 2, 2001 Revised July 1, 2003, July 20,

47 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program GRADUATE RECORDS POLICY Upon graduation, a student s record will be termed Graduate Record. The following policies will apply to Graduate Records, effective Spring Semester 1986: 1. Graduate Records will be maintained perpetually in the Occupational Therapy Program in the Department of Allied Health Sciences. 2. The following items will be maintained in the Graduate Record: A) Contact Information for student and family B) The Academic Matriculation Record (provisional sheet) C) The Clinical Evaluation Record D) Academic Assessments including standardized testing results E) Graduation Applications (including SS #) The program director is responsible for ensuring that these items are placed in the Graduate Record. The Clinical Evaluation Record is a collection of the student s clinical performance evaluations. The items in the Graduate Record provide a reference base from which comments can be made concerning a student s performance during his/her matriculation at Tuskegee University. Approved: Allied Health Educational Policy Committee November 22, 1985 Revised November 30, 1990 Reviewed May 21, 1993 Revised June 20, 2000, July 20,

48 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY FOR THE IMPLEMENTATION AND REGULATION OF STUDENT ETHICS 1. The Student Ethical Standards are effective as of March 4, Allied Health students must adhere to all ethical standards. 3. In the event of a violation of any standard, instructors will immediately discuss the violation with the student and document the violation in the student=s record. 4. Violation of ethical statement #1 and 4 refers to academic dishonesty, and is regulated by the University according to Tuskegee University s Graduate Handbook ( page 25). 5. Excluding ethical statements #1 and 4, three (3) or more violations of any other ethical statement may constitute a recommendation of dismissal from the professional program. 6. Students will be advised in writing of any recommendation for dismissal resulting from action taken as a result of a violation or violations of this policy. 7. Students have the right to an appeal as outlined in Tuskegee University s Academic Regulations and Procedures for Undergraduates, Sept (See Appeal of Academic Decisions, page 26)*Tuskegee University Academic Regulations and Procedures (page 25) and Graduate Handbook Student Ethical Standards will be binding in both academic and clinical settings, and will be distributed to students and all instructors. *Reprinted and updated August, 1992 Policy Reviewed May 21, 1993 Revised February, 1995 Revised July, 2001 April 11, 2005 Revised July 24, 2008 Revised May 27,

49 DATE: March 4, 1983 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO STUDENT ETHICS SUBJECT: POLICY: Policy related to student ethics To inform professional students of the required behaviors, attitudes and responsibilities for appropriate conduct in the occupational therapy program. Students shall: 1. Use their own knowledge and skill to complete examinations without referring to others= answers, old examinations, class notes or other references unless specifically permitted by the instructor. They shall not cheat, create the appearance of cheating, and not contribute to the cheating of others. 2. Regular attendance in classes, laboratories and clinical education sites is required of all students. A record of attendance will be kept by each instructor for reference of attendance habits and class participation. 3. Attendance at and participation in professional issues meetings and other University extra-curricular activities is expected of all students. In the event a student is not able to attend and participate, it is the student s responsibility to notify the appropriate individual of their absence, prior to the event and to make the necessary arrangements to meet their responsibilities. 4. Use their own knowledge to write major papers or compile research information. They shall not plagiarize, quote or copy other person s works without giving proper recognition as stated in a standard manual on style. 5. Respect the opinions of instructors and other learners. They shall not insult, slur or degrade instructors, other health professionals or students. (This ethics statement does not infringe upon a student=s right to raise questions and request clarification, but does modify the manner in which the question or clarification is brought forth) 6. Respect the limited resources of textbooks, library books, reprints and journals. They shall not mutilate, deface, damage or withhold resources for their own use. 49

50 7. Conserve limited resources by using only supplies needed for completion of assignments and maintain equipment in good working order. They shall not waste supplies or misuse equipment. 8. Assist in maintaining class and laboratory rooms in good order. They shall not leave these rooms dirty, in disarray or disorder upon completion of their assignment in each room. 9. Complete all assignments by the scheduled date and time, or make satisfactory arrangements with the course instructor for an extension. 10. Observe all safety procedures when working with patient s equipment, whether in class, clinic or the patient s home. They shall not endanger the safety and welfare of patients, other students or faculty and staff. 11. Observe all policies and procedures established by the Department and the clinical facilities. They shall not exempt themselves without special permission by a faculty member or clinical supervisor. 12. Respect the confidentiality of patient information, regardless of source (patient, therapist, records, charts). They shall not repeat information outside the classroom, clinic or facility. They shall not make written reports outside the clinic or facility in which any part of the patient s name appears except the initials. The Health Insurance Portability and Accessibility Act (HIPAA)includes rules for the electronic exchange of health care data and provides protection for the security and privacy of personally identifiable health care information. 13. Work in cooperation with and respect for other health care team members. They shall not interfere with or obstruct the rendering of the services provided by other health care members. 14. Protect the property and property rights of the facility, clinic and patient. They shall not remove or borrow property without permission and shall not damage or misuse property while in the facility, clinic or home. 15. Respect other student s projects. They shall not mishandle, steal, alter, deface or otherwise harm another student s project, especially in a manner which might cause the project to receive a lower grade by the instructor. 16. Do not use cell phones and other electronic media or technology during class unless authorized by the course instructor. Revised July 20,

51 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO DRESS CODE FOR PROFESSIONAL OCCUPATIONAL THERAPY STUDENTS DATE: March 1, 2007 SUBJECT: POLICY: Policy related to dress code for professional occupational therapy students. To inform students of the required dress code for classroom, laboratories and clinical sites. Duties and Responsibilities: 1. Attire should not be revealing, tight, baggy, ragged, un-hemmed, or soiled. 2. Under-shirts, no shorts of any type (long pants only), excessively short skirts, halter-tops, tube tops, very low necklines, and exposed midriffs or underwear, and skirts or dresses shorter than one inch above the knee are considered inappropriate attire for classrooms, laboratories and clinics. 3. Inappropriate attire also includes nose, or belly and tongue rings. 4. Neat fitting khakis, a polo or golf-type shirt, enclosed shoes and nametag with or without a lab coat is considered professional dress for opportunity sites; however, for certain laboratories scrubs must be order with enclosed shoes and certain assignment will be given to student as the occasions arise. 5. The faculty member teaching the OCTH or HLSC class will determine inappropriate attire based on these guidelines. 6. Students robed in attire deemed inappropriate, as determined by the faculty member, will be issued a written dress code violation slip and asked to leave class in order to change. 7. After the second offense/violation slip, the student will be required to meet with the O.T. Program Director, for counseling. 8. After the third offense/violation slip, the student will be required to meet with the Department Head of Allied Health. If further violations student will meet with Associate Dean of Nursing and Allied Health. 9. Any further violation will be referred to the Dean of Students and thereby, subject to review by Judicial Affairs. Original 9/9/05 Revised 8/01/12 8/20/15 51

52 DATE: TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO GROSS ANATOMY LAB (HLSC 302) SUBJECT: POLICY: Policy related to gross anatomy laboratory To inform students of the required behaviors, attitudes and responsibilities for appropriate conduct in the human gross anatomy lab. Duties and Responsibilities 1. The human cadaver must be treated with respect and dignity. This cadaver was donated as an anatomical gift for medical training. 2. All human parts must be left on the dissection table or in the designated container. Human organs or parts should never be disposed of in the garbage can as waste. 3. Discarded blades and other sharps must be deposited in the designated containers. 4. When dissection is in progress, all students are required to wear a lab coat, gloves and fully covered, non-slip shoes. A mask and goggles are optional depending on the individual student s comfort level. 5. At the end of each dissection lab, the cadaver must be wrapped and returned to the refrigerator. The lab floor must be swept or mopped as appropriate before leaving the lab. 6. The refrigerator doors and external door must be locked after each session ends. 7. Keys to the morgue must be checked out and in daily with the consent of the department s secretary. 8. A tutor or the classroom instructor must accompany students studying or doing reviews in the morgue at the designated study hours. 9. Occupants in lab must notice the location of the fire extinguisher, fire alarm box and Exit sign. 10. The lab area should be appropriately ventilated at all times. 52

53 DATE: February 27, 2007 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH OCCUPATIONAL THERAPY PROGRAM POLICY ON ORAL EXAMINATION SUBJECT: POLICY: Policy related to the oral examination of fifth year students prior to graduation. To inform professional phase, graduate students of the oral examination process that is required prior to becoming eligible for graduation. Duties and responsibilities: 1. An oral examination will be scheduled for each student after he or she has successfully completed the computerized comprehensive exit examination. 2 Faculty will orally examine each student on topics related to their performance on their exit examination and on topics related to their research project. 3. At the conclusion of the oral examination, faculty will evaluate each student s performance. The majority of the votes cast by faculty will determine whether the student passes completely or passes conditionally. 4. Only one of two grades is recorded: pass or pass conditionally. 5. Any student who passes conditionally will be required to demonstrate to faculty that they comprehend and understand the body of knowledge they were required to respond to during the oral examination process. A paper written by the student concerning the topic that was answered incorrectly will be required in order for the student to pass completely. 6. The oral examination process for each student must be completed within a one hour time limit. Confidentially should be maintained at all times. 53

54 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program Oral Examination Questionnaire Grading Format 1 Question Acceptable Unacceptable Comments Suggested Questions 1. What was the title of your research? Describe the research process that was used including design and methodology. What were your outcomes? Were these outcomes significant? Why or why not? 2. What is EBP? How is EBP related to your research and future practice? 3. If you could change anything what would you change about your research? What did you learn by carrying out this process? 4. Discuss your performance on the exit exam. What were your strengths and weaknesses by category? 5. How did you prepare for the exit exam? What study methods did you use? 6. In reviewing the categorical scores on the exit exam, what will you do to improve your knowledge in the areas where your score was below 74%? 7. What has been your most profound learning experience? 8. How is professional behavior related to practice? 54

55 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO OCCUPATIONAL THERAPY MEDIA LAB DATE: SUBJECT: POLICY: Policy related to Occupational Therapy Media Laboratory To inform students of the required behaviors, attitudes and responsibilities for appropriate use of and conduct in the O.T. media lab. This policy prepares students in the proper maintenance of the O.T. treatment environment when working with clients in clinical or community-based setting. Duties and Responsibilities: 1. The products and materials in the lab area are to be used only by occupational therapy students. 2. Students are to use only the supplies needed for O. T. related projects and encouraged not to be wasteful. 3. All supplies and cabinets are to be kept neat and orderly with items. 4. Lab area should be cleaned up prior to leaving the room. 5. Students should inform the lab instructor whenever an item is used up, found to be unusable or has a future need for an item that is not in the present inventory. 6. Door to the main hallway as well as the outside emergency exit door should be securely fastened and locked prior to exiting the lab area at the end of the last class of each day. 55

56 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO THE ALLIED HEALTH COMPUTER LAB DATE: SUBJECT: POLICY: Policy related the Allied Health Computer Lab To inform students of the required behaviors, attitudes and responsibilities for appropriate conduct in the computer lab. Duties and Responsibilities: 1. Only clinical laboratory science and occupational therapy students can use this computer lab. Because of limited space and computers, priority will be given to professional phase students. 2. Printing must be limited to class related assignments. Paper is expensive to buy for copying and printing. 3. Students are not allowed to eat or drink in the computer lab. Food and beverages will eventually spill, soil the carpet and break the computers. 4. Log off the computer after use with only the log in prompt visible when you leave. 5. The log in code is confidential. Do not reveal the log in code to other students who are not Allied Health majors. 6. Do not encourage students who are not Allied Health majors to use these computers, the printer or audio-visual equipment. 7. If the lab is locked when you enter the building, ask the Secretary, Mrs. Jackson or any faculty member to open the lab for you. Do not search the cabinets for keys. 8. Take pride in your lab resources. Clean up your paper and other trash before you leave the computer lab. 56

57 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO ADDITIONAL EXPENSES AND FEES IN THE OCCUPATIONAL THEAPY PROFESSIONAL PROGRAM DATE: SUBJECT: POLICY: Policy related to professional fees and expenses in the occupational therapy program. To inform students of the following fees and expenses that is mandatory for the two years in the professional program. Most fees are paid in increments per course at registration. All prices are subject to change due to inflation and market fluctuations. Duties and Responsibilities 1. Fieldwork Experiences. Students are required to spend scheduled time in a clinical setting (Level I Fieldwork) during the professional or graduate phase of the program. The student is responsible for travel and other expenses to these facilities. Access to transportation is essential. The program estimates a student will need $150-$200 for transportation and approximately $500 for room and board away from campus. After completion of coursework, students are required to spend 24 weeks in full time Level II fieldwork experiences at facilities or agencies, which may be, located at long travel distances from campus. The student is responsible for the costs associated with his or her travel and living expenses. The estimate for transportation is $200-$500 and approximately $ 500 month for room and board expenses away from campus. Associated with fieldwork are expenses for laboratory coats, uniforms, uniform patches, and nametags ($60.00). 2. Laboratory Fees. Fees for health science and occupational therapy laboratory courses will vary and are charged per course at registration. All courses with a laboratory attached will have an additional fee. The average fee is $25 per laboratory. 3. Professional Fees. Students are assessed fees for professional membership in the American Occupational Therapy Association (AOTA) about $60 a year and activity fees to participate in the School of Nursing and Allied professional events and conferences which are $20 a year. 57

58 DATE: May 21, 2010 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO ACADEMIC ADVISING SUBJECT: Policy related to advising of occupational therapy students POLICY: To inform students of the procedure on advising related to professional coursework and fieldwork education Duties and Responsibilities: Advisors 1. It is the responsibility of the occupational therapy faculty to advise students of program requirements including coursework and fieldwork education. While all occupational therapy faculties serve as academic advisors, typically one faculty member is primarily responsible for each academic level of students a freshman advisor, sophomore advisor, 3 rd year advisor, 4 th year advisor, and 5 th year advisor. 2. Additionally, the Academic Fieldwork Coordinator is specifically responsible for advisement of graduate students related to fieldwork education. 3. The academic advisor may also serve as a referral source for other resources on campus which may be of benefit to the student, including counseling services, tutorials, financial aid assistance, career resources, and other student support services. 4. Academic advisors will be available on a regular basis and will post a schedule of office hours for advising conferences, especially during periods of registration and drop/add time lines. 5. Advisors are also available to answer questions about academic and non-academic policies, help resolve academic difficulties, and to help with advisee s long range educational and vocational planning. 6. Evidence of advisement will be documented on appropriate forms (i.e., counseling form, PDA, course selection form, add/drop form) and filed in the student s record, or if necessary, in the faculty member s office. 58

59 Advisees 1. It is the responsibility of advisees to schedule and attend regular appointments with their advisor each semester. 2. Advisees should come prepared to each appointment with questions and be an active participant in the advising process. 3. If advisees do not understand an issue, policy or have a specific concern they should schedule an appointment with their advisor and ask questions. 4. Advisees should keep a record of their academic progress and organize all of their official documents in a place where they are accessible when needed. 5. Advisees should be willing to complete all occupational therapy course assignments and recommendations from their advisor regarding the program s academic policies and procedures. 6. All advisees should be knowledgeable about the university and occupational therapy program policies and procedures. 7. Advisees should accept responsibility for their decisions and the impact these decisions will have on their academic and vocational goals. 59

60 DATE: June 24, 2008 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program PROGRAM POLICY FOR FRIDAYS POLICY: PURPOSE: It is the policy of the Tuskegee University Occupational Therapy Program to schedule fieldwork placements, School of Nursing and Allied Health programs, other lab assignments, occupational therapy program events and meetings on some Fridays during the academic year. Students are required to attend these events if their class is designated to participate. The Occupational Therapy curriculum removed Friday classes from the weekly schedule in order for students to have experiential and other professional learning opportunities. In some courses, it is not possible to provide the full range of practical experiences needed during Monday through Thursday when classes are held. Friday was designated to be a day for extra curricular activities and events when faculty and students are available and not compromised from participating by conflicting schedules. Not having classes on Friday was not designed to be an extra holiday or work day for employers. DUTIES AND RESPONSIBILITIES: 1. Students should expect four fieldwork experiences per semester in courses OCTH 519 and OCTH 520, at least one major community outreach event and at least two School of Nursing and Allied Health Conference events on Friday during the academic year. 2. All course assignments, expectations and dates (including Fridays) will be reflected in writing on the syllabus. Each student is expected to read and ask questions about their course syllabus once it is distributed to them during the first week of class. 3. Once the course schedule is distributed or published, students are expected to participate in all learning opportunities include on the syllabus. If any unknown circumstances dictate a change in dates on the course syllabus for an event, the instructor should negotiate a new date and time with the class. 4. Students are also expected to listen or look for announcements about University, College, School, Occupational Therapy Student Club or other occupational therapy program activities that may be published through a class announcement or posting on a departmental bulletin board. Some of these Friday events may be mandatory for all students or require just a few student volunteers. 5.Student absences from class or any scheduled Friday event must be excused by contacting the course instructor or the event s coordinator prior to the class or event. 6. To avoid scheduling conflicts, a master schedule for classes and extra curricular activities (including Fridays) will be developed by faculty and posted on the departmental bulletin board. Adopted: August 1,

61 DATE: May 21, 2010 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY RELATED TO GRIEVANCES SUBJECT: POLICY: Policy related to occupational therapy student grievance To inform students of the procedure to resolve conflict(s) with university program or officials Duties and Responsibilities: Students who have grievances resulting from conflict with officials of the university (administrators, staff and/or faculty) or the occupational therapy program should: 1. Attempt to handle the dispute directly with the individual(s) involved. 2. If this attempt is unsuccessful, students should file a grievance letter, in writing, detailing the dispute, with the occupational therapy program director. If not satisfied with the result, or if the dispute involves the program director; the student should proceed up the organizational structure of the College of Veterinary Medicine, Nursing and Allied Health Department Head for Allied Health, Associate Dean for the School of Nursing and Allied Health, and the Dean of the College of Veterinary Medicine, Nursing and Allied Health until a satisfactory outcome is achieved. 3. The Tuskegee University Student Handbook 2005 policy also states that the student may seek consultation with the Judicial Affairs Officer/Counselor. The Judicial Officer will receive confidential statements during the initial interview, and will assist the student in developing clarification of the grievance issue or compiling a summary report of the complaint. With the consent of the student, a report of the full circumstances will be submitted to the Dean of Students for review and appropriate action. The decision in a student grievance action may be appealed to the President of the University through the Judicial Affairs officer for processing and delivery to the President. The decision of the President shall be final. 61

62 Section III Policies and Procedures Related to Fieldwork 62

63 . OCCUPATIONAL THERAPY POLICIES POST GRADUATE FIELDWORK After graduation, the occupational therapy major is required to participate in a 6 months, full-time fieldwork experience before they are eligible to sit for the National Board for Certification in Occupational Therapy examination. Level II Fieldwork Experiences are arranged after the payment of the continuing registration fee for each placement. No academic credit will be received. The graduate will receive a pass (P) or fail (F) grade. Graduates must make a passing score on the Fieldwork Performance Report in Level II Fieldwork in order to receive an approval from the Program Director to take the certification examination. A failing fieldwork student can not be approved to sit for the exam. An additional fieldwork experience in a specialty area may be arranged after a student has successfully completed the required 6 months placement. All fieldwork must be scheduled within twenty-four months after graduation. REGISTRATION POLICY FOR FIELDWORK EXPERIENCE In order to reserve the scheduled Level II Fieldwork for the required six months, all Fifth year students are required to place on deposit with Tuskegee University s cashier money to cover the following expenses: 1. The continuous registration fee and other related student fees to cover administrative costs during the semesters you are enrolled in fieldwork. 2. Other miscellaneous fees. 3. Annual student health insurance if you are uninsured. All pre-registration forms must be filled out prior to graduation. Funds must be on account on or before the first Monday in May and pre-registration materials must be in the office of the Academic Fieldwork Coordinator on the same date. If these requirements are not met on the due date, all fieldwork reservations will be canceled on the first Tuesday in May. Approved by the Allied Health Educational Policy Committee Reviewed May 21, 1993 Revised July 2, 2001 Revised April 11, 2005 Reviewed June 11,

64 OCTH 0652: LEVEL I Fieldwork Experience COURSE OBJECTIVES Fundamentals of Practice: Provide experiences or opportunities: STUDENT BEHAVIORAL OBJECTIVES At the end of the course, the student should be able to: COURSE CONTENT EVALUATION OF PERFORMANCE 1. in clinical reasoning where ethical deliberation is fore grounded. 2. to discern safety precautions 1.1) Demonstrate clinical reasoning including ethical deliberation a. Adheres consistently to the AOTA Code of Ethics and site s policies and procedures including when relevant, those related to human subject research. 2.1) Demonstrates adherence consistently to safety regulations. 1.2) Participation in an approved occupational therapy program with clients presenting physical and psychosocial dysfunction. 2.2) Sane as ) AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student. 2.3) Same as 1.3 a. Anticipates potentially hazardous situations and takes steps to prevent accidents. 3. to articulate the values and beliefs of the OT profession, to clients, families, significant others, b. Uses sound judgment in regard to safety of self and others during all fieldworkrelated activities. 3.1) Explain clearly and confidently the values and beliefs of the OT profession. 3.2) Sane as ) Same as

65 colleagues, service providers, and the public. 4. to articulate the value of occupation as a method and desired outcome of OT to clients, families, significant others, colleagues, service providers, and the public. 4.1) Explain clearly and confidently the value of occupation as a method and desired outcome of OT 4.2) Sane as ) Sane as ) Same as ) Same as to communicate the roles of the OT and OTA to clients, families, significant others, colleagues, service providers, and the public 5.1) Communicates clearly and confidently role delineation between OT and OTA to others 6.2) Sane as ) Same as to collaborate with client, family, and significant others throughout the OT process. 6.1) Demonstrates collaboration skills with client and significant others by using a clientcentered approach. 7.2) Sane as ) Same as Provide experiences in using screening and evaluation procedures in occupational therapy. 7.1) Articulates a clear and logical rationale for the evaluation process. 7.1) a. Selects relevant screening and assessment methods. 7.2) b. Determines client s occupational profile. c. Assesses client factors and context(s) that support or hinder occupational performance. 7.3) d. Obtains sufficient and necessary 65

66 information from relevant resources such as client, families, significant others, service providers, and records prior to and during the evaluation process. 8.2) Same as ) Same as Provide experiences in using evaluation results to formulate occupational therapy treatment plan. 8.1) Articulates a clear and logical rationale for the intervention process. a. Utilizes evidence from published research and relevant resources to make informed intervention decisions. b. Chooses occupations that motivate and challenge clients c. Selects relevant occupations to facilitate clients meeting established goals. d. Implements intervention plans that are client-centered. e. Implements intervention plans that are occupation-based f. Modifies task approach, occupations, and the environment to maximize client performance. g. Updates, modifies, or terminates the intervention plan based upon careful monitoring of the client s status. 66

67 h. Documents client s response to services in a manner that demonstrates the efficacy of interventions. 9.2) Same as ) Same as To manage Occupational Therapy Services. 10. To develop effective communication skills. 9.1) Demonstrate through practice or discussion the ability to assign appropriate responsibilities to the OTA and OT aide. a. Demonstrates through practice or discussion the ability to actively collaborate with the OTA. b. Demonstrates understanding of the costs and funding related to OT services at this site. c. Accomplishes organizational goals by establishing priorities, developing strategies, and meeting deadlines. d. Produces the volume of work required in the expected time frame. 10.1) Clearly and effectively communicates verbally and nonverbally with clients, families, significant others, colleagues, service providers, and the public. a. Produces clear and accurate documentation according to site requirements. b. Produces written communication that is legible, using proper 10.2) Same as ) Same as

68 spelling, punctuation, and grammar. c. Uses language appropriate to the recipient of the information, including but not limited to funding agencies and regulatory agencies. 11.1) Collaborates with supervisor(s) to maximize the learning experience. 11.2) Same as ) Same as Provide opportunities to develop professional behaviors. a. Takes responsibility for attaining professional competence by seeking out learning opportunities and interactions with supervisor(s) and others. b. Responds constructively to feedback. c. Demonstrates consistent work behaviors including initiative, preparedness, dependability, and work site maintenance. d. Demonstrates effective time management. e. Demonstrates positive interpersonal skills including but not limited to cooperation, flexibility, tact, and empathy. f. Demonstrates respect for diversity factors of others including but not limited 12.2) Same as ) Same as

69 to socio-cultural, socioeconomic, spiritual, and lifestyle choices. 12. To appreciate and develop a practice of selfreflection throughout the OT process, particularly in the therapeutic use of self Demonstrates empathy and insight with client s physical and psychosocial status. a. Is able to see a situation from more than one perspective. b. Provides feedback as perspectives shift and or change. c. Demonstrates an ability to receive feedback and to modulate behavior with positive results. d. Articulates alternative ways of achieving the same goal. 69

70 POLICY ON FIELDWORK PLACEMENT IN THE OCCUPATIONAL THERAPY PROGRAM The academic fieldwork education program is organized in accordance with the curriculum design of the Master s of Science degree program in occupational therapy at Tuskegee University. Throughout the professional or graduate phase of the program students will be placed in a variety of traditional and non-traditional practice settings with an emphasis on patients or clients who area physically, developmentally or social-emotionally disabled representing age groups across the life span (i.e. children, adolescents, adults and the elderly). It is the policy of this program that all fieldwork sites will be located within the United States and that each student will be supervised by a licensed or credentialed occupational therapist who has a minimum of 1 year of practice experience subsequent to their initial certification. This supervising therapist must also be adequately prepared to serve as a fieldwork educator. To ensure an exposure to diverse and emerging practice areas, placements will be integrated throughout the professional phase of the program (Level I) and occur in clinical (traditional), and community based practice settings. No part of Level I fieldwork may be substituted for any part of Level II fieldwork. Level II fieldwork placements occur after graduation. Students will be required to complete 6 months (24 weeks) of full time fieldwork experience in current occupational therapy practice setting before they are eligible to sit for the National Board for Certification in Occupational Therapy (NBCOT) examination. Fieldwork at this level may be completed on a part time basis provided it is at least 50% of a full time equivalent for the fieldwork site. Level II fieldwork experiences must be completed in a minimum of two (2) settings unless one setting is reflective or more than one practice area. All level II fieldwork must be completed within twenty-four months after graduation. 1. The recommendations of the fieldwork coordinator and the decisions of the occupational therapy program faculty is final in matters related to fieldwork assignments. 2. It is the policy of the Occupational Therapy Program through its Fieldwork program to require background checks if mandated by the facility where students are assigned for Level I and II fieldwork placements. When a background check is mandated by the facility to which the student is assigned, it is the student s responsibility to comply with and assume all costs associated with the background check. Background checks may consist of but are not limited to: Social security number verification, criminal background search, and drug testing. The academic fieldwork coordinator will apprise students of the necessity of the background check when requested by a facility. 3. Any new fieldwork site or facility must be approved by the Academic Fieldwork Coordinator. Professional ethics dictates that students should not call or write any potential or established facility to set up a fieldwork placement. 4. To have freedom of choice in decisions regarding Level I and Level II fieldwork 70

71 placements a student must demonstrate: a. performance at a passing level on the Professional Development Assessment (PDA); b. academic performance consistent with expectations of the selected fieldwork site, and c. sufficient economic resources. Costs of fieldwork, including transportation, housing and meals are the responsibilities of the student. 5. Home town fieldwork placements must be approved by the fieldwork coordinator. The following criteria must be met: A. A student s need for economic support from family, relatives, or friends must be demonstrated. B. The student s academic and clinical performance must be consistent with expectations of the selected fieldwork site. C. The fieldwork site must meet the Accreditation Council for Occupational Therapy Education standards for Level II placement. A contractual agreement must also be made between Tuskegee University and the fieldwork site. 6. Any student making arrangements associated with scholarships or financial assistance related to fieldwork must report these arrangements to the fieldwork coordinator for review and approval before any agreement is finalized. Otherwise, any personal arrangements made by the student, their family or friends will be voided. 7. Any fieldwork sites that have the potential for financial resources and scholarship assistance for students must be pre-approved by the fieldwork coordinator. 8. Once the fieldwork placement has been confirmed, the student must report to the assigned site. If there are extenuating circumstances and the student cannot report to the fieldwork site, the student must discuss the circumstances with the Academic Fieldwork Coordinator. The Academic Fieldwork Coordinator cannot guarantee that the request for a change in fieldwork placement will be granted. 9. To be eligible for a Level I fieldwork placement, students must be passing all courses with a grade of B or higher two weeks prior to the start of Level I fieldwork. Please note that graduation and Level II fieldwork will be delayed until the student successfully completes Level I fieldwork. 71

72 10. A student who fails a level I rotation will be eligible for only one (1) additional rotation. an additional level I placement to make up a level I placement in which a student failed, will be arranged contingent upon fieldwork site availability. Enrichment activities will be required for the student prior to scheduling the final level rotation. 11. If a student in Level II fieldwork is not passing on or before mid-term and the fieldwork placement is discontinued; the student will receive an AI@ (incomplete) grade on his/her transcript, and will be eligible for another placement depending upon site availability. 12. If at ten (10) weeks in the Level II placement, the final report indicates the student is failing then the student will receive a AF@ (failing) grade on his/her transcript. 13. If a student fails a Level II placement, the student will be eligible for one (1) other placement provided it can be scheduled within twenty-four (24) months after graduation.* 14. Students can be dismissed from fieldwork if there is sufficient evidence of violation of The Department of Allied Health Sciences Code of Ethics and the American Occupational Therapy Association Code of Ethics. 15. It is expected that students will not miss any days during Level I or Level II Fieldwork. During Level I Fieldwork, students are not allowed any days off. During Level II Fieldwork a student will be allowed three (3) days for each three month rotation. If a student must take any days off beyond the stated allotment, then he/she will have to make up those days as scheduled with the supervising therapist. It will be at the discretion of the supervising therapist to allow any make-up days. When there is a legitimate need to be absent, students must contact the clinical supervisor at the site. The clinical supervisor has sole authority to grant or deny permission to be absent. The supervisor may consult the academic fieldwork coordinator as needed regarding these matters. 16. Students will not be allowed to affiliate with any fieldwork site for Level I or Level II that may pose a conflict of interest (i.e. previous or present employment at the site, family member affiliation, etc). Approved by the Allied Health Educational Policy Committee Reviewed May 21, 1993 Revised April 11, 2005 Revised July 2, 2001 Revised June,

73 TUSKEGEE UNIVERSITY SCHOOL OF NURSIGN AND ALLIED HEALTH Occupational Therapy Program POLICY ON CRIMINAL BACKGROUND CHECK (CBC) DATE: June 30, 2008 SUBJECT: PURPOSE: Mandatory criminal background checks are required on all students enrolled in the professional/graduate phase of the program. The student must have a CBC on file with the Academic Fieldwork Coordinator prior to clinical training in any health care facility. The Tuskegee University Occupational Therapy Program offers a variety of clinical experiences throughout the region, the State of Alabama and the continental United States. Many states restrict access to children, elderly and disabled patients by persons convicted of specific misdemeanors and felonies. Sexual offender laws, substance abuse and other convictions that impairs one s ability to engage in the practice of occupational therapy safely, competently and/or proficiently places restrictions on health care facilities, which in turn require that students comply with the same regulations as their employees and volunteers. (See policy statements from ACOTE, NBCOT, JCAHO and this program on CBC in the back of this handbook). DUTIES AND RESPONSIBILITIES: 1. Upon acceptance to the Occupational Therapy Program, students will be provided detailed information regarding the procedure for completing this requirement. 2. The student shall be responsible for paying all costs associated with a criminal background check prior to their first clinical course. Costs may be subject to change and are beyond the control of the University or the occupational therapy program. 3. Background checks must be completed by the dates specified. Additional checks may be required if: 1) clinical agencies require CBC more frequently or (2) the occupational therapy student interrupts his/her program for one semester or longer. In such cases, the student will be required to have another CBC. Management of Results: 1. The Academic Fieldwork Coordinator will access the electronic report from the selected company. 73

74 2. A student whose CBC results in a status of no record can participate in a clinical fieldwork placement and continue enrollment in the occupational therapy program. 3. A student who CBC results in a positive history will be notified by the Program Director. Students may review their own results on the vendor websites. 4. The Program Director will meet with the student to verify whether the CBC Record is valid or invalid. 5. If the student believes that a record or conviction is erroneous, the student may Request a fingerprint-based CBC with a local law enforcement agency. The student is responsible for the cost related to fingerprint checks. If the fingerprint check reveals no criminal convictions, the student may continue in the occupational therapy program and enroll in clinical courses. Results must be received prior to the beginning of the semester for the student to remain enrolled. 6. If the conviction is found to be valid, the student will be instructed to contact the Alabama Criminal Justice Information Center at (334) and the National Board for Certification in Occupational Therapy at (301) to obtain a waiver for the criminal offense as it relates to the practice of Occupational therapy. 7. The student is responsible for obtaining an application for the waiver. The process for a waiver may take several weeks or linger. The student cannot enroll in occupational therapy courses prior to attaining the waiver. 8. The waiver must be submitted to the Academic Fieldwork Coordinator or the Program Director upon receipt. 9. If a waiver is not granted, the student must withdraw from the occupational therapy program. 10. The program is not responsible for a student being ineligible for coursework, continued enrollment in the program, or subsequent licensure as a registered occupational therapist. Adopted: August 1,

75 DATE: August 12, 2009 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POST GRADUATE NBCOT REVIEW WORKSHOP POLICY: PURPOSE: Effective Fall semester 2007, the Occupational Therapy Program requires all postgraduate students in the Occupational Therapy Program to participate in a NBCOT Review Workshop. The Tuskegee University Occupational Therapy Program requires the Review Workshop in order to prepare graduates for successful completion of the NBCOT examination. Successful completion of the NBCOT examination for first-time takers is a programmatic goal and is important to our program accreditation. All students are required to attend the NBCOT Review Workshop in order to receive a final passing grade in OCTH 0652: Fieldwork Experience II. DUTIES AND RESPONSIBILITIES: 1. Upon acceptance to the Occupational Therapy Program, students will be provided detailed information regarding the procedure for completing this requirement. 2. The student will be responsible for paying costs associated with participating in a Review Workshop. Cost may include your travel, housing, food, the NBCOT Practice Test, and the NBCOT or Therapy Ed Study Guides. 3. The Review Course is typically at least two week and a in length and is usually held every year between November and December near the completion of the last scheduled Level II Fieldwork rotation. 4. The review will cover important aspects from the body of knowledge in occupational therapy as derived from the course content and the Standards for a Master s Degree Level Educational Program for the Occupational Therapist. Test taking strategies and critical reasoning skills will also be included. 5. After the review you will take the NBCOT Practice Test. The practice tests are designed to: a) help you assess where you stand in your test preparation; b) give you exposure to the kinds of questions you will see on the actual certification examination; and c) focus your study efforts. 6. Your results from the NBCOT Practice Test must be made available to the occupational therapy program. For those who do not pass with a score of 450, you will be strongly encouraged to take the practice test again before sitting for the NBCOT examination. 75

76 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY STATEMENT ON THE PROFESSIONAL DEVELOPMENT ASSESSMENT DATE: SUBJECT: POLICY: Policy on the Professional Development Assessment (PDA) Professional health care workers must possess many skills in order to be effective in serving the public. In addition to acquiring knowledge and skills unique to the specific profession, all professionals must demonstrate emotional wellness, critical thinking and be culturally skilled to perform at an optimal level with people from diverse backgrounds. The Professional Development Assessment (PDA)* is designed to develop and evaluate behaviors in the classroom and clinical setting relative to attributes associated with professionalism. Duties and Responsibilities: 1. Each semester all students will be evaluated on professional development in the following courses: OCTH 519, OCTH 520, OCTH 630, and OCTH 631. The instructor for these courses will evaluate each student. Instructors from other courses will use the same assessment tool and a mean score from all instructors will determine the score. Therefore, each student will be evaluated by more than one instructor to receive a PDA score. 2. Students are expected to score a minimum of 80 points on a composite score. If a student fails to achieve the minimum score, he/she will be referred to the appropriate resource for intervention. If a student continues to show a lack of progress from one semester to the next in the specified sequence of courses, he/she will automatically fail the course in which he/she is enrolled. 76

77 TUSKEGEE UNIVERSITY COLLEGE OF VETERINARY MEDICINE, NURSING AND ALLIED HEALTH DEPARTMENT OF ALLIED HEALTH SCIENCES PROFESSIONAL DEVELOPMENT ASSESSMENT Student Name: Evaluator (other than self): Date: Rating Scale for Performance: 4: Meets standards to a high degree Performance is consistent, skilled, and self initiate 3: Meets standards Performance is frequent and skill 2: Needs improvement Performance needs further development and /or requires assistance and direction 1: Unsatisfactory Performance requires substantial development and/or requires much assistance and direction 1. Dependability as demonstrated by: a. Being on time for classes, work, meetings b. Handing in assignments, papers, reports and notes when due c. Following through with commitments and responsibilities Comments: 2. Professional Presentation as demonstrated by: a. Presenting oneself in a manner that is accepted by peers, clients, and employers. b. Using body posture and affect that communicates interest or engaged attention. c. Displaying a positive attitude towards becoming a professional Comments: 77

78 3. Initiative as demonstrated by: a. Showing an energetic, positive, and motivated manner b. Self-starting projects, tasks and program c. Taking initiative to direct own learning Comments: 4. Empathy as demonstrated by: a. Being sensitive and responding to the feeling and behaviors of other. b. Listening to and considering the ideas and opinions of others c. Rendering assistance to all individuals without bias or prejudice. Comments: 5. Cooperation as demonstrated by: a. Working effectively with other individuals b. Showing consideration for the needs of the group c. Developing group cohesiveness by assisting in the development of the knowledge and awareness of others. Comments: 6. Organization as demonstrated by: a. Prioritizing self and tasks b. Managing time and materials to meet program requirement c. Using organizational skills to contribute to the development of others. Comments: 7. Clinical Reasoning as demonstrated by: a. Using an inquiring or questioning approach in class and clinic b. Analyzing, synthesizing, and interpreting information c. Giving alternative solutions to complex issues and situations Comments: 8. Supervisory Process as demonstrated by: 78

79 a. Giving and receiving constructive feedback b. Modifying performance in response to meaningful feedback c. Operating within the scope of ones own skills and seeking guidance when needed. Comments: 9. Verbal Communication as demonstrated by: a. Verbally interacting in class and clinic b. Sharing perceptions and opinions with clarity and quality of content. c. Verbalizing opposing opinions with constructive results Comments: Written Communication as demonstrated by: a. Writing clear sentences b. Communicating ideas and opinions clearly and concisely in writing papers, notes, and reports. c. Communicating complex subject matter clearly and concisely in writing, with correct punctuation and grammar. Comments: 11. Service as demonstrated by: a. A spirit of volunteerism b. Regular attendance at OT club or other professional meetings c. Membership in a professional association (s) Comments: 12. Ethics as demonstrated by a. Knowledge of the familiarity with the Occupational Therapy Association Code of Ethics. b. Adherence to the OT Code of Ethics c. Appropriately cites sources when writing and or presenting. 79

80 13. Dress Code as demonstrated by: a. Consistent adherence to the program policy b. With one reminder modifies behaviors c. Articulates and understanding of the policy

81 PROFESSIONAL DEVELOPMENT ASSESSMENT RATING SUMMARY FORM Professional Behavior Rating 1. Dependability a. b. c. Total: 2. Professional Presentation a. b. c. Total: 3. Initiative a. b. c. Total: 4. Empathy a. b. c. Total: 5. Cooperation a. b. c. Total: 6. Organization a. b. c. Total: 7. Clinical Reasoning a. b. c. Total: 8. Supervisory Process a. b. c. Total: 9. Verbal Communication a. 81

82 b. c. Total: 10. Written Communication a. b. c. Total: 11. Service a. b. c. Total: 12. Ethics a. b. c. Total: 13. Dress Code a. b. c. Total: Grand Total = From: Kasar, J., Clark, E. N. (2000) Developing Professional Behaviors. Thorofare, N. J: SLACK Incorporated. J. Kasar, N. Clark, D. Watson, S. Pfister Dependability 2. professional Presentation 3. Initiative 4. Empathy 5. Cooperation 6. Organization 7. Clinical Reasoning 8. Supervision 9. Verbal Communication 10. Written Communication 11. Service 12. Ethics 13. Dress Code Professional Behavior Feedback Form Revised 6/10 82

83 STUDENT RESPONSIBILITIES LEVEL II FIELDWORK 1. You are responsible for writing to each of your supervisors at least four weeks before your starting date. Some centers may want to hear from you sooner. Check the fieldwork data sheet on your facility. These are filed in the Academic Fieldwork Coordinator s office. 2. You are responsible to make a weekly post on Blackboard. The Academic Fieldwork Coordinator will post specific instructions and questions to be addressed, relative to information on the treatment setting, clients or patients being seen, types of evaluations and treatment planning and techniques, housing and any problems we can help you with or should know about. This is also an important opportunity to reflect on personal growth and to share novel ideas and insights. 3. Two copies of the fieldwork evaluation form will be mailed to your supervisor. One copy of the fieldwork evaluation forms can be used at mid-term as a tool to identify strengths and areas needing development and to plan the remainder of your experience. If you are having problems prior to or at mid-term, please call the Academic Fieldwork Coordinator. A visit from the Academic Fieldwork coordinator can be requested by you or your supervisor, at any time during your fieldwork experience, provided the circumstances warrant a visit. 4. After you have had your final evaluation and completed the Student Evaluation of Fieldwork Experience and both you and your supervisor have signed the fieldwork evaluation forms, the facility will keep a copy and you may keep a copy. The original will be sent to us. 5. You are scheduled to complete the Student Evaluation of Fieldwork Experience for each fieldwork placement and return it to us immediately after the experience is finished. If the facility does not return it to us with the fieldwork evaluation form, you are responsible for mailing it to us. You have one copy in this booklet, and will need to make a copy for each placement. Please be sure you and your supervisor have signed the form. 6. Fieldwork grades may be recorded as ( I ) incomplete as some fieldwork schedules do not conform to semester dates. After December following the completion of your fieldwork you may request your transcript with completed grades recorded as a pass or fail. 7. You must pre-register for the summer term and fall semester before graduating in May. Registrations fees must be placed on account in the Business office (see FW policies). 8. Level II Fieldwork Objectives can be found in the Fieldwork Evaluation Form and course packet for OCTH 652. (See generic Forms for Level II Fieldwork.) 9. All student loans are payable upon graduation. If you need to defer repayment of your loans until after fieldwork, all relevant paperwork must be mailed to the Registrar s Office for completion. 83

84 OCCUPATIONAL THERAPY HEALTH & SAFETY REQUIREMENTS Before attending a Fieldwork experience, proof of certain immunizations, in addition to other health and safety requirements are necessary. This document verifies that the following student has completed the checked items below within the time lines indicated. Verification will be provided as requested. Completed a physical exam within the last year Tuberculin Skin Test within past three months Results: Negative ( ) Positive ( ) Measles, Mumps, Rubella Immunization (if born after 1/1/57). (Verification attached) MMR vaccine applicable: Date of Birth Hepatitis B Series completed and dates: #1 #2 #3 Wavier Hepatitis B Series (See enclosed informed refusal of vaccine statement) Tetanus/ diphtheria booster if 10 years have elapsed since last booster. Date of last booster: (Verification attached) CPR certification (CPR card is available for inspection) Health Insurance Identification OSHA Background check Drug screen Student Date Academic Fieldwork Coordinator Date 84

85 Tuskegee University School of Nursing and Allied Health Occupational Therapy Program CERTIFICATE OF COMPLETION OSHA TRAINING FOR OCCUPATIONAL THERAPY STUDENTS BLOODBORNE PATHOGENS TRAINING CHECKLIST and HIPPA GUIDELINES REVIEW This letter documents that the following student has: Viewed an OSHA training video and HIPPA Guidelines video on Date: Received and read the OSHA Bloodborne Standards. Date: Received and read HIPPA Guidelines. Date: Participated in a 1 ½ hour in-service training program about OSHA Bloodborne. Standard and HIPPA Guidelines. Student Rindia Hunt, MSOT, OTD Academic Fieldwork Coordinator Occupational Therapy Tuskegee University Date Date 85

86 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program HEPATITIS B PROTECTION POLICY DATE: SUBJECT: POLICY: Hepatitis B protection policy Occupational exposure to blood or other potentially infectious materials carry the risk of acquiring Hepatitis B virus (HBV) infection. Students admitted to professional allied health programs (clinical laboratory sciences or occupational therapy) must show evidence of having received protective immunization from Hepatitis B, or must sign a waiver acknowledging refusal of the vaccine in spite of awareness of its availability. The vaccine is administered as a series of three (3) shots: initial shot, the second shot given one month later, and the third shot given six months later. Duties and Responsibilities 1. Students applying to clinical laboratory sciences and occupational therapy programs must arrange to complete the series no later than the end of the Fall Semester of the Fourth Year. 2. Students are responsible for their own immunizations. Evidence of immunization should be presented to the Tuskegee University Student Health Nurse at the beginning of the Fall Semester of the Fourth Year. For students who refuse the vaccine, a waiver must be signed at that time. A copy of the waiver will be placed in the student s file in the Department of Allied Health Sciences. Adopted: October 1998 Revised June 20, 2000 Revised July, 2001 Revised April 11,

87 TUSKEGEE UNIVERSITY DEPARTMENT OF ALLIED HEALTH SCIENCES HEPATITIS B VACCINATION DECLINATION FORM Date: Student Name: Student ID#: I understand that due to my occupational exposure to blood or other potentially infectious materials I may be at risk of acquiring Hepatitis B virus (HBV) infection. I was required to be vaccinated with Hepatitis B vaccine at a cost to me, but have declined the Hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring Hepatitis B, a serious disease. If, in the future, I continue to have occupational exposure to blood or other potentially infectious materials and want to be vaccinated with Hepatitis B vaccine, it will be my responsibility to arrange for, and obtain the vaccination series. Student Signature Date Witness Signature Date 87

88 TUSKEGEE UNIVERSITY SCHOOL OF NURSING AND ALLIED HEALTH Occupational Therapy Program POLICY STATEMENTS ON LEGAL CONVICTIONS AND BACKGROUND CHECKS ACOTE Statement: A felony conviction may affect a graduate s ability to sit for the certification exam or attain state licensure. NBCOT Statement: Certificants /Applicants shall not have been convicted of a crime, the circumstances of which substantially relate to the practice of occupational therapy or indicate an ability to engage in the practice of occupational therapy safely, proficiently, and/or competently. JCAHO Statement: JCAHO (a hospital regulatory agency) requires hospitals to have students in training get background checks before they can have patient contact or participate in clinical activities. This means that if state law, regulation or organization policy requires background checks on all employees, volunteers and students, Joint Commission expects them to be done on all three categories. Occupational Therapy Program Statement: It is the policy of the Occupational Therapy Program to prevent the admission of a student who has been convicted of certain misdemeanors, felonies, sexual offender crimes or who has been sanctioned by the government through the Office of the Inspector General in the last 7 years. Further, it is also our policy through our Fieldwork program to require background checks if mandated by the facility where students are assigned for Level I and II fieldwork placements. When a background check is mandated by the facility to which the student is assigned, it is the student s responsibility to comply with and assume all costs associated with the background check. Background checks may consist of but are not limited to: Social security number verification, criminal background search, and drug testing. The academic fieldwork coordinator will apprise students of the necessity of the background check when requested by a facility. Costs may vary from $25 to $50. More information is available at or contact at this number I, have read the above statements and understand the (Your name goes here) requirements for the Occupational Therapy Program regarding disclosure of legal convictions and arrest statements for occupational therapy students. My initials next to the following statements confirm my agreement with each statement. I understand that clinical agencies may require background checks as a requirement for eligibility for fieldwork experiences. I also understand that I may not be able to participate in fieldwork, sit for the NBCOT certification exam or attain state licensure if I have been arrested, charged or convicted of some misdemeanors, felonies, sexual offender or governmental sanctions which could jeopardize the health and safety of my patients. If convicted, these crimes will result in dismissal from the occupational therapy program. 88

89 I understand that it is a requirement for all students enrolled in the occupational therapy program to provide a true, accurate and signed statement indicating whether they have been convicted of some misdemeanors, felonies, sexual offender or governmental sanctions which could jeopardize the health and safety of their patients. SIGNATURES I understand that by signing this statement I declare that I have not been convicted of a misdemeanor crime in the last 7 years, convicted of a felony, convicted of a sexual offender crime, or governmental sanctions by the Office of the Inspector General. DATE STUDENT S PRINTED NAME STUDENT S SIGNATURE I have been convicted of a misdemeanor, felony, or sexual offender crime or sanctioned by the Office of the Inspector General within the last 7 years as listed below. DATES: CONVICTIONS: STUDENT S PRINTED NAME STUDENT S SIGNATURE DATE OF SIGNATURE 89

90 NBCOT CANDIDATE/CERTIFICANT CODE OF CONDUCT Preamble The National Board for Certification in Occupational Therapy, Inc. ("NBCOT," formerly known as AOTCB ) is a professional organization that supports and promotes occupational therapy practitioner certification. This Candidate/Certificant Code of Conduct enables NBCOT to define and clarify the professional responsibilities for present and future NBCOT certificants, i.e., OCCUPATIONAL THERAPIST REGISTERED OTR (OTR) henceforth OTR, and CERTIFIED OCCUPATIONAL THERAPY ASSISTANT COTA (COTA) henceforth COTA. It is vital that NBCOT certificants conduct their work in a professional manner in order to earn and maintain the confidence and respect of recipients of occupational therapy, colleagues, employers, students, and the public-at-large. As certified professionals in the field of occupational therapy, NBCOT certificants will maintain high standards of integrity and professional conduct, accept responsibility for their actions, continually seek to enhance their professional capabilities, practice with fairness and honesty, and encourage others to act in a professional manner consistent with the certification standards and responsibilities set forth below. Where the term "certificant" is used, the term "applicant or candidate" is included in its scope. Principle 1 Certificants shall provide accurate and truthful representations to NBCOT concerning all information related to aspects of the Certification Program, including, but not limited to, examination and certification renewal applications, ensure security and confidentiality of exam related materials i.e., examination items, etc., candidate and certificant information, and continuing professional development program reporting forms. Principle 2 Certificants who are the subject of a complaint shall cooperate with NBCOT concerning investigations of violations of the Candidate/Certificant Code of Conduct, including the collection of relevant information. Principle 3 Certificants shall act in an accurate, truthful, and complete manner in all activities relating to their education, professional work and research. Principle 4 Certificants shall comply with the laws, regulations, and standards governing professional practice in the jurisdictions where they provide occupational therapy services. Principle 5 Certificants shall not have been convicted of a crime, the circumstances of which substantially relate to the practice of occupational therapy or indicate an inability to engage in the practice of occupational therapy safely, proficiently, and/or competently. Principle 6 Certificants shall not engage in behavior that would cause them to be a threat or potential threat to the health, well-being, or safety of recipients of occupational therapy. This behavior includes, but is not limited to, chemical dependency, physical violence (for example, murder, robbery, or rape) and other behaviors that adversely impact the delivery of occupational therapy services. Principle 7 Certificants shall not engage in conduct with recipients of occupational therapy that violates appropriate professional boundaries and that does, or reasonably could be expected to, result in harm to recipients of occupational therapy. This includes, but is not limited to, sexual exploitation or misconduct, inappropriate physical contact, financial exploitation, intrusion into the personal affairs of the recipient of occupational therapy services, and inappropriate self-disclosure. Principle 8 Certificants shall not engage in conduct which evidences a lack of knowledge of, or lack of ability to apply, the prevailing principles and/or skills of certified professionals in the field of occupational therapy. Approved June 2002; Revised: February 7, 2003 Copyright 2002, NBCOT, Inc. 90

91 JCAHO STANDARDS Joint Commission on Accreditation of Healthcare Organizations Revised: April 1, 2005 Requirements for Criminal Background Checks Q: What is the Joint Commission requirement for criminal background checks and for which type of individual must it be performed? A: Standard HR.1.20 for staff, students and volunteers who work in the same capacity as staff who provide care, treatment, and services, at EP 5 states criminal background checks are verified when required by law and regulation and organization policy. This means that if state law, regulation or organization policy requires background checks on all employees, volunteers and students, Joint Commission expects them to be done on all three categories. If state law requires background checks on only specified types of health care providers (e.g. nursing assistants/child care workers), then Joint Commission would require background checks on only those specified in state law (unless organization policy goes beyond state law). If state law requires background checks on all "employees", the organization should seek an opinion from the state on what categories of health care workers are considered "employees". If the state clearly does not consider volunteers or students to be employees, then Joint Commission would not require background checks on them (unless organization policy goes beyond state law and requires it). If state law is ambiguous as to the definition of employee, the organization can define the scope of background checks to fit its own definition. As such, they may include or exclude students and volunteers, and Joint Commission would survey to hospital policy. In the absence of a state law on criminal background checks, each organization can develop its own expectations, e.g., and organization elects to screen employees and not students/volunteers. Joint Commission would evaluate compliance with the organization's internal policy only. There would be no Joint Commission expectation that an organization check categories of providers beyond what is required in their own policy, which must comply with law and regulation. Retrieved from: on 8/14/

92 HANDBOOK REVIEW AND ACCEPTANCE SIGNATURE PAGE I,, have read the contents of the Professional Phase Student Handbook for the Department of Allied Health Sciences, Tuskegee University. I will abide by the policies stated therein. Signature of Student Date 92

93 Section IV Fieldwork Forms 93

94 PERSONAL INFORMATION Name Permanent Home Address PERSONAL DATA SHEET FOR STUDENT FIELDWORD EXPERIENCE Phone Number and dates that you will be available at that number Phone Number Dates Name, address, and phone number of person to be notified in the case of accident or illness: EDUCATION INFORMATION 1. Expected degree (circle one) OTA: Associate Baccalaureate Master s Doctorate Certificate OT: Baccalaureate Master s Doctorate Certificate 2. Anticipated year of Graduation 3. Prior degrees obtained 4. Foreign Languages read 5. Do you hold a CPR Certification Card? Yes No Date of expiration HEALTH INFORMATION 1. Are you currently covered under any health insurance? Yes No 2. If yes, name of company Group # Subscriber# 3. Date of Last Tine Test or chest x-ray: (If positive for TB, tine test is not given) PREVIOUS WORK/VOLUNTEER EXPERIENCE 94

95 PERSON PPOFILE 1. Strengths: 2. Areas of Growth: 3. Special skills or interests: 4. Describe your preferred learning style: 5. Describe your preferred style of supervision: 6. Will you need housing during your affiliation? Yes No 7. Will you have your own transportation during your affiliation? Yes No 8. (Optional) Do you require any reasonable accommodations (as defined by ADA) to complete your fieldwork? Yes No. If yes, were there any reasonable accommodations that you successfully used in your academic coursework that you would like to continue during fieldwork? If so, list them. To promote your successful accommodations, it should be discussed and documented before each fieldwork experience. FIELDWORK EXPERIENCE SCHEDULE CENTER TYPE OF FW SETTING LENGTH OF FW EXPERIENCE Level I Exp. Level II Exp. ADDITIONAL COMMENTS Due: End of Spring Semester 4 th Year 95

96 TUSKEGEE UNIVERSITY College of Veterinary Medicine, Nursing & Allied Health Occupational Therapy Program Student Request for Fieldwork Assignment Level I Assignment Date: (date you return to FW Coordinator) Name: Telephone: Local Permanent: List requests for assignments in order of preference. List five choices for both Fall and Spring rotations. List city, state and facility (if you have preference). Reminder: The Fieldwork Coordinator approves all FW sites and has final consent on the rotations that the student is assigned. It is not automatic that where you request will be granted. Please be aware that every student is not appropriate for every fieldwork site and every fieldwork site is not appropriate for every student. The Fieldwork Coordinator will meet with each student during the Fall and Spring to discuss placements. Thank you for your understanding and cooperation in the fieldwork process. Fall Spring Due: End of Spring Semester Fourth Year Students 96

97 TUSKEGEE UNIVERSITY College of Veterinary Medicine, Nursing, and Allied Health Occupational Therapy Program Student Request for Fieldwork Assignment Level II Assignment Date: (date you turn into FW Coordinator) Name: Telephone: Local: Permanent: List requests for assignments in order of preference. List five choices for both Summer and Fall rotations. List city, state and facility (if you have preference). Reminder: The fieldwork Coordinator approves all sites and has final consent on the rotations that the student is assigned. It is not automatic that where you request will be granted. Please be aware that every student is not appropriate for every fieldwork site and every fieldwork site is not appropriate for every student. The fieldwork Coordinator will meet with each student during the fall and spring to discuss placements. Please note for Level II there are several sites that I MUST place students. The locations include Alabama, Georgia, Mississippi, and Texas. Summer Fall

98 Request for Placement Letter July 21, 2015 Therapist Name Name of Facility Address City, State ZIP Dear I am writing to begin the process regarding the establishment of fieldwork placements for the remainder of the academic calendar. We have appreciated our affiliation agreement with you in the past and we are hopeful for its continuation. Our students have gained valuable practical experience under the tutelage of excellent therapist at your facility. You may recall that the Level I placement is for approximately two weeks and there are two rotation dates from which to choose, they are: Fall November 16-20, 2015 Spring March 14-18, 2015 The Level II placements are for 3 months and those dates are: May 18 thru August 7, 2015 August 17 thru November 6, 2015 Enclosed please find a return fax sheet for your convenience. Under the column labeled # of students please indicate how many students you are willing to take at the same time and place that number on the line next to the date. If you are unable to take any students during a particular potation place a 0 on the line. Complete the form including pertinent comments and fax it to me as soon as possible, the fax number is (334) On behalf of the Occupational Therapy faculty and students, I would like to express sincere appreciation for your commitment to the profession and support of our program. Please feel free to contact me at (334) (o), (256) (c) or [email protected] should questions or concerns arise. Sincerely, Rinda Hunt, M.A., OTR/L Assistant Professor and Academic Fieldwork Coordinator Enc. Fax Sheet 98

99 FAX TO: (334) Rindia Hunt, MSOT, OTD Academic Fieldwork Education Coordinator TUSKEGEE UNIVERSITY OCCUPATIONAL THERAPY PROGRAM # of students LEVEL I Dates: Mon. Nov. 9 - Tues. Nov. 24, 2009 Tues. March 8 19, 2010 LEVEL 2 Dates: Mon. June 21 Fri. Sept. 10, 2010 Mon. Sept. 20 Fri. Dec. 10, 2010 A renewed CONTRACT is needed (indicate yes or no) Background Checks are required! (indicate yes or no) AOTA Data Form has been sent (indicate yes or no) Comments: Completed by: (name & title) Facility Name: Phone: ( ) Fax: ( ) Please return at your earliest convenience. Thank You. 99

100 Confirmation &Cover Letter for F/W Educator s Packet August 6, 2009 Ms. Cindy Shinsky, OTR/L Clinton County RESA 1013 South US27, Suite A St Johns, MI Dear Ms. Shinsky, This letter is confirmation that Ms. Jael Johnson will begin a Level II fieldwork placement in pediatrics beginning September 1 November 24, At your convenience if you are not the assigned clinical educator (CE) please let me know the name of the CE the student is assigned to. The student will contact the CE several weeks before the scheduled placement begins. Regarding supervision, students learn best when provided an orientation and close supervision during the first weeks of the placement, and as the student demonstrates appropriate clinical behaviors supervision is graded in decreasing amounts. Enclosed is an AOTA Fieldwork Performance Evaluation Form for the Occupational Therapy Student. This form is to be completed at the midterm and at the final evaluation. The CE should periodically provide the student with important feedback but particularly at the mid-term, this feedback will allow the student to take corrective measures to ensure successful completion at the point of the final evaluation. There is a second evaluation, Student Evaluation of Fieldwork Experience that the student should complete and discuss with you at the end of the rotation. Both forms should be returned to me as soon as possible. Also enclosed are the student s health records and the Student Data Form. I wish both the clinical educator and the student an enjoyable and mutually beneficial rotation. On behalf of Tuskegee University s Occupational Therapy Program, I would like to thank you for your commitment to the profession, we deeply appreciate it. If questions or concerns arise please do not hesitate to contact me at (334) (o), (256) (c) or [email protected]. I am available to assist in any capacity. Sincerely, Rindia Hunt, MSOT, OTD Assistant Professor and Academic Fieldwork Coordinator Enc. 2 Evaluation forms, Student Data Form Health & safety documents 100

101 Tuskegee University OCCUPATIONAL THERAPY LEVEL I FIELDWORK STUDENT PERFORMANCE EVALUATION (2 nd Ed) Student name (print) Supervisor name Site name: Student Gender: [ M ] [ F ] Course number: [ ] OCTH 0630 or [ ] OCTH 0631 Supervisor: [ ] OTR [ ] COTA [ ] OTS [ ] NON-OT (professional discipline) Indicate the student's level of performance using the scale below. 1=Well Below Standards: Performance is weak in most required tasks and activities. Work is frequently unacceptable. 2=Below Standards: Opportunities for improvement exist however student has not demonstrated adequate response to feedback. Work is occasionally unacceptable. 3=Meets Standards: Carries out required tasks and activities. This rating represents good, solid performance. 4=Exceeds Standards: Frequently carries out tasks and activities that surpass requirements. At times, performance is exceptional. 5=Far Exceeds Standards: Carries out tasks and activities in consistently outstanding fashion. Performance is the best that could be expected from any student. 1. Time management Skills Consider ability to be prompt, arrive on time, complete assignments on time. Comments: Organization Consider ability to set priorities, be dependable, be organized, follow through with responsibilities Comments: Engagement in the fieldwork experience Consider student's apparent level of interest, level of active participation while on site; investment in individuals and treatment outcomes. Comments: Self-Directed Learning Consider ability to take responsibility for own learning; demonstrate motivation. Comments:

102 5. Reasoning/Problem solving Consider ability to use self-reflection, willingness to ask questions; ability to analyze, synthesize and interpret information; understand the OT process. Comments: Written Communication Consider grammar, spelling, legibility, successful completion of written assignments, documentation skills. Comments: Initiative Consider initiative, ability to seek and acquire information from a variety of sources; demonstrates flexibility as needed. Comments: Observation skills Consider ability to observe relevant behaviors related to occupational performance and client factors, and to verbalize perceptions and observations. Comments: Participation in the Supervisory Process Consider ability to give, receive and respond to feedback; seek guidance when necessary; follow proper channels. Comments: Verbal communication and Interpersonal skills with patients/clients/ staff/caregivers Consider ability to interact appropriately with individuals, such as eye contact, empathy, limit setting, respectfulness, use of authority, etc; degree/quality of verbal interactions; use of body language and non-verbal communication; exhibits confidence. Comments: Professional and Personal Boundaries Consider ability to recognize/handle personal/professional frustrations; balance personal/professional obligations; handle responsibilities; work w/others cooperatively, considerately, effectively; responsiveness to social cues. Comments:

103 12. Use of professional terminology Consider ability to respect confidentiality; appropriately apply professional terminology (such as the Occupational Therapy Practice Framework, acronyms, abbreviations, etc) in written and oral communication. Comments: Final score: [ ] Pass [ ] Fail Requirements for passing: Student signature No more than one item below a "2", OR No more than two items below a "3". Supervisor signature Date Philadelphia Region Fieldwork Consortium, Modified with permission. 103

104 OCTH 0630 OCTH 0631 TUSKEGEE UNIVERSITY DEPARTMENT OF OCCUPATIONAL THERAPY Physical Dysfunction Skills Assessment 1. All * items MUST be provided to or experienced by the student. 2. Use descriptive phrases or sentences to document student behaviors and knowledge reflecting his/her achievements by the end of the placement. 3. Circle the appropriate letter: A = Acceptable; U = Unacceptable; NA = Not Applicable. I. KNOWLEDGE OF MEDICAL CONDITIONS (Student identifies symptoms and treatment for:) * 1. Joint dysfunctions...a U Comment: *2. Neurological or cognitive dysfunctions...a U Comment: *3. Spinal cord dysfunction...a U Comment: II. ACTIVITIES OF DAILY LIVING (Student observes or assists with:) *1. Dressing program...a U Comment: *2. Feeding program...a U Comment: 3. Homemaking tasks...a U Comment: 104

105 1. Transfer/mobility training...a U NA Comment: 2. Other (please identify)...a U Comment: III. ASSESSMENT *1. Measures passive R.O.M....A U Comment: *2. Measures active R.O.M....A U Comment: *3. Performs general Manual Muscle Test...A U Comment: *4. Performs individual Manual Muscle Test...A U Comment: 5. Perform following sensation tests: *a. Sharp-dull discrimination...a U *b. Stereognosis...A U c. Light touch...a U d. Proprioception...A U e. 2 point discrimination...a U Comment: *6. Evaluates pinch...a U Comment: 105

106 *7. Evaluates grip...a U Comment: *8. Identifies need for perceptual motor evaluation...a U Comment: *9. Performs perceptual motor evaluation...a U Comment: *10. Identifies types of muscle tone...a U Comment: *11. Identifies normal and abnormal reflexes...a U Comment: IV. REPORT OF FINDINGS AND TREATMENT PLANNING *1. Student distinguishes, interprets and reports assessment findings...a U Comment: *2. Student identifies problem list, client goals, and therapist goals...a U Comment: 106

107 *3. Student develops treatment plan which identifies treatment responsibilities of both the client and the therapist as well as approaches/methods that will be utilized in assisting the client in meeting his goals...a U Comment: V. IMPLEMENTATION OF TREATMENT *1. Student implements treatment as planned in III...A U Comment: VI. ANY ADDITIONAL LEARNING OPPORTUNITIES PROVIDED BY FACILITY *1. *2. *3. VII. GENERAL COMMENTS ON STUDENT S OVERALL PERFORMANCE Student s Signature Date Therapist s Signature Date *Adapted with permission from C. Amari, 7/85 107

108 OCTH 0630 OCTH 0631 Psychosocial Dysfunction Skills Assessment TUSKEGEE UNIVERSITY DEPARTMENT OF OCCUPATIONAL THERAPY 1. All * items MUST be provided to or experienced by the student. 2. Use descriptive phrases or sentences to document student behaviors and knowledge reflecting his/her achievements by the end of the placement. 3. Circle the appropriate letter: A = Acceptable; U = Unacceptable; NA = Not Applicable. I. KNOWLEDGE OF PSYCHIATRIC CONDITIONS (Student identifies symptoms and treatment for:) *1. Anxiety/Neurotic Disorders...A U Comment: *2. Personality Disorders...A U Comment: *3. Affective Disorder...A U Comment: *4. Schizophrenic/Other Psychotic Disorders...A U Comment: *5. Organic Mental Disorders...A U Comment: *6. Adverse side effects of medicines...a U Comment: 108

109 II. ASSESSMENT *1. Student utilizes interview to gather data...a U Comment: 2. Student performs other assessment techniques specific to facility (please identify) *a....a U *b....a U *c....a U Comment: *3. Student identifies examples of defense mechanisms...a U Comment III. REPORT OF FINDING *1. Student distinguishes and reports assessment findings...a U Comment: IV. IMPLEMENTATION OF PRE-DETERMINED TREATMENT (Student:) *1. Identifies psychosocial components of treatment activity...a U Comment: 109

110 *2. Identifies examples of non-verbal communication...a U Comment: *3. Participates in pre-planned group activity...a U Comment: V. ADDITIONAL LEARNING ACTIVITIES/SKILLS PROVIDED BY AND SPECIFIC TO FACILITY *1....A U *2....A U *3....A U Comment: VI. GENERAL COMMENTS ON STUDENT S OVERALL PERFORMANCE Student s Signature Date Therapist s Signature Date *Adapted with permission from C. Amari, 7/85 OCTH

111 OCTH 0631 Developmental Skills Assessment TUSKEGEE UNIVERSITY DEPARTMENT OF OCCUPATIONAL THERAPY 1. All* items MUST be provided to or experienced by the student. 2. Use descriptive phrases or sentences to document student behaviors and knowledge reflecting his/her achievements by the end of the placement. 3. Circle the appropriate letter: A= Acceptable; U= Unacceptable; NA= Not Applicable. I. KNOWLEDGE OF MEDICAL CONDITONS (Student identifies symptoms and treatments for) *1. Joint- muscle and other orthopedic disorders A U NA Comments: *2. Neurological or cognitive dysfunction s. A U NA Comments: *3. Other developmental disorders A U NA Comments: II. ACTIVITIES OF DAILY LIVING (Student observes or assists with) *1. Dressing program. A U NA Comment: *2. Feeding program... A U NA Comment: *3. Classroom/School Related tasks A U NA Comment: 111

112 *4. Transfer/mobility training A U NA Comment: *5. Other self-care activities (ie: toileting, grooming, etc A U NA III. ASSESSMENT *1. Assesses musculosketletal-neurological system A U NA *2. Performs visual-motor evaluation. A U NA *3. Performs developmental assessment. A U NA 4. Performs following sensation tests: *a. Sharp-dull discrimination A U NA *b. Stereognosis A U NA *c. Light touch.. A U NA *d. Proprioception A U NA *e. 2 point discrimination. A U NA Comment: 5. Evaluates pinch. A U NA 6. Evaluates grip A U NA 112

113 7. Identifies need for sensory-integrative evaluation A U NA Comment: 8. Performs sensory-integrative evaluation A U NA Comment: *9 Identifies types of muscle tone.. A U NA Comment: *10. Identifies normal and abnormal reflexes.. A U NA Comment: IV. REPORT OF FINDINGS *1. Student distinguishes and reports Assessment findings.. A U NA V. ADDITIONAL LEARNING ACTIVITIES/SKILLS PROVIDED BY AND SPECIFIC TO FACILITY (Please list and describe) *1. A U NA *2 A U NA *3 A U NA Comment: VI. GENERAL COMMENTS ON STUDENTS OVERALL PERFORMANCE 113

114 Student s Signature Date Therapist s Signature Date *Adapted with permission from C. Amari, 7/

115 TUSKEGEE UNIVERSITY Department of Occupational Therapy Student Performance Rating Form- 4 th Year - Level I Fieldwork Facility: Student s Name: Clinical Supervisor: Please rate the student in the following categories: 1. GENERAL APPEARANCE Dress and grooming does not Reflect consideration for professional setting. Appropriately dressed and groomed for clinical experience DEPENDABILITY Late; has to be reminded to Complete assignment. No Initiative. Punctual; initiative; follows through on assignments with one or no reminders ABILITY TO ACCEPT SUPERVISON Does not incorporate Suggestions for improving Professional behaviors. Modifies behavior according to supervision INTERPERSONAL RELATIONSHIPS No rapport with supervisor; Demonstrate body language Counter- productive to Professional relationship Establishes and maintains rapport with supervisor; demonstrates appropriate use of body language in professional Relationship

116 TUSKEGEE UNIVERSITY Department of Occupational Therapy Student Performance Rating Form 4. INTERPERSONAL RELATIONSHIPS(continued) No rapport with clients; Demonstrate body language Counter- productive to Therapeutic relationships. Establishes and maintains rapport with clients; demonstrate appropriate use of Body language in therapeutic Relationships ATTITUDE Does not display initiative; Has to be encouraged to Participate in learning Experiences. Seeks out additional information; displays initiative; active learner ABILITY TO COMMUNICATE Rarely uses professional Terminology. Appropriate use of language/ Professional language/ Terminology CONFIDENTIALITY OF CLIENT RECORDS/PROFESSIONAL DISCUSSIONS Has to be consistently reminded To practice confidentiality. Practices confidentiality when Speaking to clients outside Therapeutic situations

117 TUSKEGEE UNIVERSITY Department of Occupational Therapy Student Performance Rating Form COMMENTS: Supervisor s Signature: Student s Signature: Date: Please complete and return in sealed envelope with the student to: MUHJAH SHAKIR, M.A., OTR/L TUSKEGEE UNIVERSITY SCHOOL OF NURSING & ALLIED HEALTH TUSKEGEE, ALABAMA

118 OCTH 0630 OCTH 0631 TUSKEGEE UNIVERSITY DEPARTMENT OF OCCUPATIONAL THERAPY STUDENT EVALUATION OF CLINICAL EXPERIENCE Student Name Facility City/State Physical Dysfunction Psychosocial Dysfunction Developmental I. Orientation 3. Use one of the following letters to describe how you were oriented to the following aspects of the program: a. Orientation was provided, well organized and planned. b. Orientation was provided, but disorganized. c. Orientation was provided, but too late. d. Orientation was not provided. Physical facilities at center Organization and administration of the facility Occupational therapy services offered at the center Treatment orientation and method of approach of Occupational Therapy Department Philosophy of facility Behavioral objectives of fieldwork established by supervisor and student Format of supervision Occupational Therapy Department Records Orientation to facilities in the community Emergency procedures 4. State what you would add, change, or delete from the orientation phase either in content or timing. 118

119 II. Living Accommodations 5. Please comment on cost, location, and condition of living accommodations: III. Evaluation of Placement 4. How many opportunities were made available for you to increase your medical knowledge? Comment: A. Frequent B. Occasional C. Few D. None 5. How many opportunities did you have to administer evaluations? Comment: A. Frequent B. Occasional C. Few D. None 6. How many opportunities did you have to gain experience in treatment planning and implementation? Comment: A. Frequent B. Occasional C. Few D. None 119

120 7. How many opportunities did you have to coordinate treatment with other health professionals? Comment: A. Frequent B. Occasional C. Few D. None 8. Overall, how would you describe the quality of the clinical experiences? Comment: A. Excellent B. Good C. Average D. Fair E. Poor 9. Identify the most helpful feature of the placement. 10. Identify the least helpful feature of the placement. 120

121 11. List suggestions for improvement. IV. Evaluation of Supervision 12. Which best describes the numbers of meetings you has with your supervisor? Comment: A. Scheduled and consistently held B. Not scheduled but consistently held C. Irregular but sufficient D. Irregular and insufficient 13. How often was your supervisor available for questions and to be used as a resource person? Comment: A. Always B. Usually C. Seldom 14. Which best describes the amount of supervision you received? Comment: A. Too much B. Sufficient C. Sufficient most of the time D. Insufficient 121

122 15. How would you characterize the type of feedback or supervision you received? A. Constructive B. Answers provided C. Fostered problem solving by student D. Negative feedback E. No feedback 16. Overall, how would you rate the quality of supervision received? Comment: A. Excellent B. Good C. Average D. Fair E. Poor 17. Identify the most helpful feature of supervision. 18. Identify the least helpful feature of supervision. 122

123 19. List suggestions for improvement: Therapist s Signature Date Student s Signature Date *Adapted with permission from C. Amari, 7/85 123

124 AOTA FIELDWORK PERFORMANCE EVALUATION FOR THE OCCUPATIONAL THERAPY STUDENT PAGES

125 STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE) Purpose: This evaluation serves as a tool for fieldwork sites, academic programs, and students. The main objectives of this evaluation are to: Enable the Level II fieldwork student who is completing a placement at the site to evaluate and provide feedback to the supervisor and fieldwork setting; Enable academic programs, fieldwork sites, and fieldwork educators to benefit from student feedback in order to develop and refine their Level II fieldwork programs; Ensure that all aspects of the fieldwork program reflect the sequence, depth, focus, and scope of content of the curriculum design; Provide objective information to students who are selecting sites for future Level II fieldwork; and Provide a means of evaluation to ensure that fieldwork is performed in settings that provide educational experiences applicable to the academic program. This form is designed to offer each program the opportunity to gather meaningful and useful information. Sections outlined with thick black double borders are designed to be customized by your program as needed. Pages involving evaluation of individual fieldwork educators have been positioned at the end of the form to allow academic programs to easily remove these pages before making them available for student review, if they choose to do so. 125

126 STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE) Instructions to the Student: Complete this STUDENT EVALUATION OF THE FIELDWORK EXPERIENCE (SEFWE) form before your final meeting with your fieldwork supervisor(s). It is imperative that you review the form with your supervisor and that both parties sign on page 1. Copy the form so that a copy remains at the site and a copy is forwarded to your Academic Fieldwork Coordinator at your educational program. This information may be reviewed by future students as well. The evaluation of the student (FWPE) should be reviewed first, followed by the student s evaluation of the fieldwork experience (SEFWE), allowing the student to be honest and constructive. Fieldwork Site Site Code Address Placement Dates: from to Order of Placement: [ ] First [ ] Second [ ] Third [ ] Fourth Living Accommodations: (include type, cost, location, condition) Public transportation in the area: Please write your address here if you don t mind future students contacting you to ask you about your experience at this site: - We have mutually shared and clarified this Student Evaluation of the Fieldwork Experience report. Student's Signature FW Educator's Signature Student's Name (Please Print) FW Educator s Name and credentials (Please Print) FW Educator s years of experience 126

127 ORIENTATION Indicate your view of the orientation by checking "Satisfactory" (S) or "Needs Improvement (I) regarding the three factors of adequacy, organization, and timeliness. TOPIC Adequate Organized Timely NA S I S I S I 1. Site-specific fieldwork objectives 2. Student supervision process 3. Requirements/assignments for students 4. Student schedule (daily/weekly/monthly) 5. Staff introductions 6. Overview of physical facilities 7. Agency/Department mission 8. Overview of organizational structure 9. Services provided by the agency 10. Agency/Department policies and procedures 11. Role of other team members 12. Documentation procedures 13. Safety and emergency procedures 14. Confidentiality/HIPAA 15. OSHA Standard precautions 16. Community resources for service recipients 17. Department model of practice 18. Role of occupational therapy services 19. Methods for evaluating OT services 20. Other Comments or suggestions regarding your orientation to this fieldwork placement: CASELOAD List approximate number of each age category in your caseload. List approximate number of each primary condition/problem/diagnosis in your caseload Age Number Condition/Problem Number 0 3 years old 3 5 years old 6 12 years old years old years old > 65 years old 127

128 OCCUPATIONAL THERAPY PROCESS Indicate the approximate number of screenings/evaluations you did; also indicate their value to your learning experience by circling the appropriate number with #1 being least valuable and #5 being the most valuable. REQUIRED Yes No HOW MANY EDUCATIONAL VALUE 1. Client/patient screening Client/patient evaluations (Use specific names of evaluations) Written treatment/care plans Discharge summary List major therapeutic interventions frequently used and indicate whether it was provided in group, individually, Co-Treatment, or consultation. List other professionals involved. Therapeutic Interventions Individual Group Co-Tx Consultation Occupation-based activity, i.e., play, shopping, ADL, IADL, work, school activities, etc. (within client s own context with his or her goals)

129 4. Purposeful activity (therapeutic context leading to occupation) Preparatory methods, i.e., sensory, PAMs, splinting, exercise, etc. (preparation for occupation-based activity) THEORY FRAMES OF REFERENCE MODELS OF PRACTICE Indicate frequency of theory/frames of reference used Model of Human Occupation Occupational Adaptation Ecology of Human Performance Person Environment Occupation Model Biomechanical Frame of Reference Rehabilitation Frame of Reference Neurodevelopmental Theory Sensory Integration Behaviorism Cognitive Theory Cognitive Disability Frame of Reference Motor Learning Frame of Reference Other (list) Never Rarely Occasionally Frequently 129

130 FIELDWORK ASSIGNMENTS List the types of assignments required of you at this placement (check all that apply), and indicate their educational value (1 = not valuable = very valuable) Case study applying the Practice Framework N/A Evidence-based practice presentation: Topic: N/A Revision of site-specific fieldwork objectives N/A Program development Topic: In-service/presentation Topic: Research Topic: N/A N/A N/A Other (list) ASPECTS OF THE ENVIRONMENT Staff and administration demonstrated cultural sensitivity The Practice Framework was integrated into practice Student work area/supplies/equipment were adequate Opportunities to collaborate with and/or supervise OTs, OTAs, and/or aides Opportunities to network with other professionals Opportunities to interact with other OT students Opportunities to interact with students from other disciplines Staff used a team approach to care Opportunities to observe role modeling of therapeutic relationships Opportunities to expand knowledge of community resources Opportunities to participate in research Additional educational opportunities (specify): 1 = Rarely 2 = Occasionally 3 = Frequently 4 = Consistently How would you describe the pace of this setting? (circle one) Slow Med Fast Types of documentation used in this setting: Ending student caseload expectation: # of clients per week or day Ending student productivity expectation: % per day (direct care) 130

131 SUPERVISION What was the primary model of supervision used? (check one) one supervisor : one student one supervisor : group of students two supervisors : one student one supervisor : two students distant supervision (primarily off-site) three or more supervisors : one student (count person as supervisor if supervision occurred at least weekly) List fieldwork educators who participated in your learning experience. Name Credentials Frequency Individual Group

132 ACADEMIC PREPARATION Rate the relevance and adequacy of your academic coursework relative to the needs of THIS fieldwork placement, circling the appropriate number. (Note: may attach own course number) Anatomy and Kinesiology Adequacy for Placement Low High Relevance for Placement Low High Neurodevelopment Human development Evaluation Intervention planning Interventions (individual, group, activities, methods) Theory Documentation skills Leadership Professional behavior and communication Therapeutic use of self Level I fieldwork Program development What were the strongest aspects of your academic program relevant to preparing you for THIS Level II fieldwork experience? Indicate your top 5. Informatics Occ. as Life Org A & K Foundations Level I FW Pathology Neuro Administration Theory Peds electives Env. Competence Research courses Prog design/eval Consult/collab Older adult elect. Interventions Evaluations Adapting Env Human comp. Community elect. Social Roles History Occupational Sci Other: What changes would you recommend in your academic program relative to the needs of THIS Level II fieldwork experience? 132

133 SUMMARY Expectations of fieldwork experience were clearly defined 1 = Strongly disagree 2 = Disagree 3 = No Opinion 4 = Agree 5 = Strongly agree Expectations were challenging but not overwhelming Experiences supported student's professional development Experiences matched student's expectations What particular qualities or personal performance skills do you feel that a student should have to function successfully on this fieldwork placement? What advice do you have for future students who wish to prepare for this placement? Study the following evaluations: Study the following intervention methods: Read up on the following in advance: Overall, what changes would you recommend in this Level II fieldwork experience? Please feel free to add any further comments, descriptions, or information concerning your fieldwork at this center. 133

134 Indicate the number that seems descriptive of each fieldwork educator. Please make a copy of this page for each individual. FIELDWORK EDUCATOR NAME: FIELDWORK EDUCATOR YEARS OF EXPERIENCE: Provided ongoing positive feedback in a timely manner 1 = Strongly Disagree 2 = Disagree 3 = No opinion 4 = Agree 5 = Strongly agree Provided ongoing constructive feedback in a timely manner Reviewed written work in a timely manner Made specific suggestions to student to improve performance Provided clear performance expectations Sequenced learning experiences to grade progression Used a variety of instructional strategies Taught knowledge and skills to facilitate learning and challenge student Identified resources to promote student development Presented clear explanations Facilitated student s clinical reasoning Used a variety of supervisory approaches to facilitate student performance Elicited and responded to student feedback and concerns Adjusted responsibilities to facilitate student's growth Supervision changed as fieldwork progressed Provided a positive role model of professional behavior in practice Modeled and encouraged occupation-based practice Modeled and encouraged client-centered practice Modeled and encouraged evidence-based practice Frequency of meetings/types of meetings with supervisor (value/frequency): General comments on supervision: AOTA SEFWE Task Force, June

135 AOTA FIELDWORK DATA FORM Introduction: The purpose of the Fieldwork Data Form is to facilitate communication between occupational therapy (OT) and occupational therapy assistant (OTA) academic programs, OT/ OTA students, and fieldwork educators. Fieldwork Educators and Academic Fieldwork Coordinators (AFWC) jointly complete the Fieldwork Data Form to describe the fieldwork setting where students may have placements. While much of the information may be completed by the Fieldwork Educator, there will be additional information best obtained through AFWC interview of the fieldwork education coordinator at the site. The AFWC will find opportunity to document fieldwork related Accreditation Council for Occupational Therapy (ACOTE) Standards that support the ACOTE on-site accreditation review process. In addition, OT/ OTA students will find valuable information describing the characteristics of the fieldwork setting, the client population, commonly used assessments, interventions, and expectations and opportunities for students. The Fieldwork Data Form has been developed to reflect the Occupational Therapy Practice Framework terminology and best practice in occupational therapy to promote quality fieldwork experiences. It was developed through the joint efforts of the Commission on Education (COE) and Education Special Interest Section (EDSIS) Fieldwork Subsection with input from many dedicated AFWCs and fieldwork educators. 135

136 AOTA FIELDWORK DATA FORM Date: Name of Facility: Address: Street City State Zip: FW I FW II Contact Person: Credentials: Contact Person: Credentials: Phone: Phone: Director: Phone: Fax: Web site address: Initiation Source: FW Office FW Site Student Corporate Status: For Profit Non-Profit State Gov t Federal Gov t Preferred Sequence of FW: ACOTE Standards B.10.6 Any Second/Third only; 1 st must be in: Full-time only Part-time option Prefer Full-time OT Fieldwork Practice Settings (ACOTE Form A #s noted) : Hospital-based settings Community-based settings School-based settings Age Groups: Number of Staff: In-Patient Acute 1.1 In-Patient Rehab 1.2 Peds Community 2.1 Behavioral Health Community 2.2 Early Intervention 3.1 School OTRs: COTAs: SNF/ Sub-Acute/ Acute Long-Term Care 1.3 Older Adult Community Living Aides: General Rehab Outpatient 1.4 Older Adult Day Program 2.4 Other area(s) PT: Outpatient Hands 1.5 Outpatient/hand private practice 2.5 please specify: 65+ Speech: Pediatric Hospital/Unit 1.6 Peds Hospital Outpatient 1.7 In-Patient Psych 1.8 Adult Day Program for DD 2.6 Home Health 2.7 Peds Outpatient Clinic 2.8 Resource Teacher: Counselor/Psychologist: Other: Student Prerequisites (check all that apply) ACOTE Standard B.10.6 CPR Medicare / Medicaid Fraud Check Criminal Background Check Child Protection/abuse check Adult abuse check Fingerprinting First Aid Infection Control training HIPAA Training Prof. Liability Ins. Own transportation Interview Health requirements: HepB MMR Tetanus Chest x-ray Drug screening TB/Mantoux Physical Check up Varicella Influenza Please list any other requirements: Performance skills, patterns, contexts and client factors addressed in this setting (check all that apply) Performance Skills: Motor Skills Posture Mobility Coordination Strength & effort Energy Process Skills Energy Knowledge Temporal organization Organizing space & objects Adaptation Communication/ Interaction Skills Physicality- non verbal Information exchange Relations Client Factors: Body functions/structures Mental functions- affective Mental functions-cognitive Mental functions- perceptual Sensory functions & pain Voice & speech functions Major organ systems: heart, lungs, blood, immune Digestion/ metabolic/ endocrine systems Reproductive functions Neuromusculoskeletal & movement functions Skin Context(s): Cultural- ethnic beliefs & values Physical environment Social Relationships Personal- age, gender, etc. Spiritual Temporal- life stages, etc. Virtual- simulation of env, chat room, etc. Performance Patterns/Habits Impoverished habits Useful habits Dominating habits Routine sequences Roles Most common services priorities (check all that apply) Direct service Meetings(team, department, family) Discharge planning Client education Evaluation Intervention Consultation In-service training Billing Documentation 136

137 Types of OT Interventions addressed in this setting (check all that apply): * ACOTE Standards A.5.3, B.10.1, B.10.3, B.10.11, B.10.13, B.10.15, B.10.19, B Occupation-based activity- within client s own environmental context; based on their goals addressed in this setting (check all that apply): *ACOTE Standards A.5.3, B.10.1, B.10.3, B.10.11, B.10.13, B.10.15, B.10.19, B Activities of Daily Living (ADL) Instrumental Activities of Daily Living (IADL) Education Bathing/showering Bowel and bladder mgmt Dressing Eating Feeding Functional mobility Personal device care Personal hygiene & grooming Sexual activity Sleep/rest Toilet hygiene Care of others/pets Child rearing Communication device use Community mobility Financial management Health management & maintenance Home establishment & management Meal preparation & clean up Safety procedures & emergency responses Shopping Formal education participation Exploration of informal personal education needs or interests Informal personal education participation Work Employment interests & pursuits Employment seeking and acquisition Job performance Retirement preparation & adjustment Volunteer exploration / participation Play Leisure Social Participation Play exploration Play participation Leisure exploration Leisure participation Community Family Peer/friend Purposeful Activity- therapeutic context leading to occupation, practice in preparation for natural context Practicing an activity Simulation of activity Role Play Examples: Preparatory Methods- preparation for purposeful & occupation-based activity Sensory-Stimulation Physical agent modalities Splinting Exercise Examples: Therapeutic Use-of-Self- describe Consultation Process- describe Education Process- describe Method of Intervention Direct Services/case load for entry-level OT One-to-one: Small group(s): Large group: Discharge Outcomes of clients (% clients) Home Another medical facility Home Health Outcomes of Intervention * Occupational performance- improve &/ or enhance Client Satisfaction Role Competence Adaptation Health & Wellness Prevention Quality of Life OT Intervention Approaches Create, promote (health promotion) Establish, restore, remediation Maintain Modify, compensation, adaptation Prevent, disability prevention Please list most common screenings and evaluations used in your setting: Theory/ Frames of Reference/ Models of Practice Acquisitional Biomechanical Cognitive- Behavioral Coping Developmental Ecology of Human Performance Model of Human Occupation (MOHO) Occupational Adaptation Occupational Performance Model Person/ Environment/ Occupation (P-E-O) Person-Environment-Occupational Performance Psychosocial Rehabilitation frames of reference Sensory Integration Other (please list): Identify safety precautions important at your FW site Medications Post-surgical (list procedures) Contact guard for ambulation Fall risk Other (describe): Swallowing/ choking risks Behavioral system/ privilege level (locked areas, grounds) Sharps count 1:1 safety/ suicide precautions 137

138 Please list how students should prepare for a FW II placement such as doing readings, learn specific evaluations and interventions used in your setting: Target caseload/ productivity for fieldwork students: Documentation: Frequency/ Format (briefly describe) : Productivity % per 40 hour work week: Caseload expectation at end of FW: Productivity % per 8 hour day: # Groups per day expectation at end of FW: Hand-written documentation: Computerized Medical Records: Time frame requirements to complete documentation: Administrative/ Management duties or responsibilities of the OT/ OTA student: Schedule own clients Supervision of others (Level I students, aides, OTA, volunteers) Budgeting Procuring supplies (shopping for cooking groups, client/ intervention related items) Participating in supply or environmental maintenance Other: Student Assignments. Students will be expected to successfully complete: Research/ EBP/ Literature review In-service Case study Participate in in-services/ grand rounds Fieldwork Project ( describe): Field visits/ rotations to other areas of service Observation of other units/ disciplines Other assignments (please list): Student work schedule & outside study expected: Other Describe level of structure for Describe level of supervisory student? support for student? Schedule hrs/ week/ day: Room provided yes no High High Do students work weekends? yes no Meals yes no Moderate Moderate Do students work evenings? yes no Stipend amount: Low Low Describe the FW environment/ atmosphere for student learning: Describe public transportation available: ACOTE Standards Documentation for Fieldwork (may be completed by AFWC interview of FW Educator) 1. The fieldwork agency must be in compliance with standards by external review bodies. Please identify external review agencies involved with this FW setting and year of accreditation (JCAHO, CARF, Department of Health, etc.). ACOTE onsite review Name of Agency for External Review: Year of most recent review: Summary of outcomes of OT Department review: 2. Describe the fieldwork site agency stated mission or purpose (can be attached). ACOTE Standards B.10.1, B.10.2, B.10.3, B.10.4, B.10.14, B OT Curriculum Design integrated with Fieldwork Site (insert key OT academic curricular themes here): ACOTE Standards B.10.1, B.10.2, B.10.3, B.10.4, B.10.11, B

139 a. How are occupation-based needs evaluated and addressed in your OT program? How do you incorporate the client s meaningful doing in this setting? b. Describe how you seek to include client-centered OT practice? How do clients participate in goal setting and intervention activities? c. Describe how psychosocial factors influence engagement in occupational therapy services? d. Describe how you address clients community-based needs in your setting? 4. How do you incorporate evidence-based practice into interventions and decision-making? Are FW students encouraged to provide evidence for their practice? ACOTE Standards B.10.1, B.10.3, B.10.4, B.10.11, B Please describe FW Program & how students fit into the program. Describe the progression of student supervision from novice to entry-level practitioner using direct supervision, co-treatment, monitoring, as well as regular formal and informal supervisory meetings. Describe the fieldwork objectives, weekly fieldwork expectations, and record keeping of supervisory sessions conducted with student. Please mail a copy of the FW student objectives, weekly expectations for the Level II FW placement, dress code, and copy of entry-level job description with essential job functions to the AFWC. ACOTE Standards B10.2, B.10.3, B.10.5, B.10.7, B.10.13, B.10.19, B.10.20, b Please describe the background of supervisors (please attach list of practitioners who are FW Educators including academic program, degree, years of experience since initial certification, years of experience supervising students) ACOTE Standards B.7.10, B10.12, B (provide a template) 7. Describe the training provided for OT staff for effective supervision of students (check all that apply). ACOTE Standards B.7.10, B.10.1, B.10.3, B.10.12,B.10.13, B.10.17, B.10.18, B.10.19, B.10.20, B Supervisory models Training on use of FW assessment tools (such as the AOTA Fieldwork Performance Evaluation- FWPE, Student Evaluation of Fieldwork Experience SEFWE, and the Fieldwork Experience Assessment Tool FEAT) Clinical reasoning Reflective practice Comments: 8. Please describe the process for record keeping supervisory sessions with a student, and the student orientation process to the agency, OT services and the fieldwork experience. ACOTE Standards B.7.10, B.10.1, B.10.3, B.10.12, B.10.13, B.10.17, B.10.18, B.10.19, B.10.20, B Supervisory patterns Description (respond to all that apply) 1:1 Supervision Model: Multiple students supervised by one supervisor: Collaborative Supervision Model: Multiple supervisors share supervision of one student, # supervisors per student: Non-OT supervisors: 9. Describe funding and reimbursement sources and their impact on student supervision. ACOTE Standards B.10.3, B.10.5, B.10.7, B,10.14, B.10.17, B Status/Tracking Information Sent to Facility To be used by OT Academic Program ACOTE Standards B.10.4, B.10.8, B.10.9, B

140 Date: Which Documentation Does The Fieldwork Site Need? A Fieldwork Agreement/ Contract? OR A Memorandum of Understanding? Which FW Agreement will be used: OT Academic Program Fieldwork Agreement Fieldwork Site Agreement/ Contract Title of Parent Corporation (if different from facility name): Type of Business Organization (Corporation, partnership, sole proprietor, etc.): State of Incorporation: Fieldwork Site agreement negotiator: Phone: Address (if different from facility): Street: City: State: Zip: Name of student: Potential start date for fieldwork: Any notation or changes that you want to include in the initial contact letter: Information Status: New general facility letter sent: Level I Information Packet sent: Level II Information Packet sent: Mail contract with intro letter (sent): Confirmation sent: Model Behavioral Objectives: Week-by-Week Outline: Other Information: Database entry: Facility Information: Student fieldwork information: Make facility folder: Print facility sheet: 3/4/2016 Revised 140

141 MEMORANDUM OF UNDERSTANDING BETWEEN TUSKEGEE UNIVERSITY, ON BEHALF OF THE COLLEGE OF VETERINARY MEDICINE, NURSING AND ALLIED HEALTH DEPARTMENT OF ALLIED HEALTH and THROUGH the OCCUPATIONAL THERAPY PROGRAM AND Name of Facility This Agreement, made this 27 th day of January 2010 by and between Tuskegee University on behalf of the College of Veterinary Medicine, Nursing, and Allied Health, through the Occupational Therapy Program herein after called the University and herein after called the Facility. WHEREAS, the University has an entry-level program leading to a professional degree in Occupational Therapy, and WHEREAS, fieldwork is required and is an integral component of the occupational therapy curriculum, and WHEREAS, the University desires the assistance of the Facility in development and implementation of the fieldwork phase of its occupational therapy curriculum, and WHEREAS, the Facility has a Department of Occupational Therapy which recognizes its professional responsibility to assist in the fieldwork of occupational therapy students, and WHEREAS, the Facility and its Department of Occupational Therapy wish to assist the University in development and implementation of fieldwork experiences for its occupational therapy students, NOW, THEREFORE, in consideration of the mutual agreements set forth herein, the 141

142 University and Facility agree as follows: Responsibilities of the University: 1. The University will assume overall responsibility for planning and implementation of the total educational program in occupational therapy didactic and fieldwork. 2. The University will assume responsibility for assuring continuing compliance with the educational standards established by the American Occupational Therapy Association and in association with the Accreditation Council for Occupational Therapy Education (ACOTE). 3. The University, through the School of Nursing and Allied Health, will confer the appointment of the clinical Fieldwork Instructor to that occupational therapist recommended by the Facility as being responsible for cooperative planning and implementation of the occupational therapy fieldwork education program at the Facility. 4. The University will notify the clinical Fieldwork Instructor and the Facility, at least 30 days in advance, of its planned schedule of student assignment, including the name/s of the student/s, his or her/their level of academic preparation, and dates of affiliation. 5. The University will inform the student of the Facility s requirements for acceptance, i.e. citizenship, health status, immunization, etc. 6. The University will advise the assigned student/s of his or her/their responsibility for complying with the existing pertinent rules and regulations of the facility with which he or she/they is/are expected to comply. 7. The University will, through its assigned Academic Fieldwork Coordinator, maintain ongoing communication with the clinical Fieldwork Instructor and the Facility on items pertinent to fieldwork education affairs. Such communication will include, but not be limited to, on-site visits to the facility. 8. The University will supply the clinical Fieldwork Instructor with the forms to be used by the Fieldwork Instructor in evaluating the student s performance at the Facility. The Facility has the privilege of recommending modification of such forms if forms are not considered appropriate/ applicable to the Facility s program. 142

143 9. The University will provide a letter certifying that the student is a student in good standing at the University. 10. The University will assure that the assigned student/s carry appropriate health and professional liability insurance. (Liability insurance limits are $1,000,000 per occurrence and $3,000,000 aggregate). 11. The University will provide proof of the student s receipt of all necessary immunizations as well as documentation of recent (within 6 months) PPD testing. 12. The University will provide proof of the student s certification in blood borne pathogen training and HIPPA regulations. 13. The University will provide proof of the student s personal health insurance. 14. If requested the University will provide a letter stating that a background check has been completed on the student and that the student has no arrests, convictions or other legal issues. 15. The University reserves the right to request that there be a termination of the fieldwork assignment if conditions at the Facility prove to be detrimental to student learning. 16. The University shall require students to follow rules and regulations that are mutually agreed on by the parties to this agreement, including but not limited to the following: a. The student is responsible for conforming to the standards and practices established by the University while training in the Facility b. The student shall follow the administrative policies, standards and practices of the facility, including its confidentiality requirements for which each student shall be required to sign the confidentiality form attached hereto as Exhibit A. c. The student shall provide uniforms, or other professional attire, if required, and shall comply with the Facility Dress Code. d. The student shall provide his/her own transportation and living arrangements if not provide for by the Facility. e. The student shall report to the Facility on time, shall give notice (preferably in advance) of any absence, and shall follow all established regulations of the Facility and the University relative to clinical education, clinical performance and patient care. 143

144 ` f. The student shall obtain prior written review of the Facility and the University before publishing any material relating to the clinical education experience. 17. University faculty, together with University students, shall respect and conscientiously observe the confidential nature of all information which may come to either or all of them, individually or collectively, in any form with respect to patients and patients records, and shall be required to execute a Confidentiality Agreement provided by the Facility. University, its students, agents and employees (collectively, University ) acknowledge that they may have access, or obtain access, to confidential information including, but not limited to, patient identifying information. University agrees to protect and safeguard from any oral and written disclosure all confidential information regardless of the type of media on which it is stored (e.g., paper, fiche, etc.) with which it may come into contact. University agrees that it will not use or further disclose patient identifying information other than as permitted by this Agreement or required by law. University shall comply with all applicable laws and regulations, specifically including the privacy and security standards of the Health Insurance Portability and Accountability Act of 1966 ( HIPAA ), as amended fro m time to time. To the extent required by HIPAA and the regulations promulgated there under, University agrees to provide access to its books and records to the Secretary of Health and Human Services, governmental officers and agencies and Facility. University agrees to incorporate changes or amendments to protected health information when notified to do so by Facility. University will require that all of its subcontractors and agents to which it provides protected health information pursuant to the terms of this Agreement shall agree to all of the same restrictions and conditions to which University is bound. University agrees to report to Facility and unauthorized use of disclosure immediately upon becoming aware of it. University shall, to the extent allowed by law, indemnify and hold Facility harmless from all liabilities, costs and damages arising out of or in any manner connected with the disclosure by University of any protected patient identifying information. Upon termination of this Agreement, for whatever reason, University agrees to return or destroy all protected health information. University recognizes that any breach of confidentiality or misuse of information found in and/or obtained from records may result in termination of this Agreement and/or legal action. Unauthorized disclosure may give rise to irreparable injury to the patient or to the 144

145 owner of such information and, accordingly, the patient or owner of such information and, accordingly, the patient or owner of such information may seek legal remedies against University. Responsibilities of the Facility 1. The Facility will provide the clinical Fieldwork Instructor with time to plan and implement the fieldwork program. 2. The Facility will provide the physical facilities and clinical equipment necessary to conduct the fieldwork education program. 3. The Facility will provide the assigned student/s wherever necessary and feasible, use of library facilities and reasonable study and storage space. 4. The Facility will recommend to the University for appointment as clinical Fieldwork Instructor an occupational therapy staff member who will be responsible for planning and implementation of the fieldwork program at the Facility. Criteria for selection of the clinical fieldwork Instructor will include: a. Certification as a registered occupational therapist and where required y the state in which the Facility is located a license in occupational therapy, and b. Minimum of one (1) year clinical experience, to include some supervisory experience, and c. Demonstrated interest in fieldwork education of occupational therapy students. 5. The Facility will provide the assigned student/s with a copy of the Facility s existing pertinent written rules and regulations with which the student/s is (are) expected to comply. 6. The Facility, at cost to the student, will make available whenever necessary, emergency and non-emergency health care to the assigned student/s; the student/s will otherwise be responsible for his or her/their own health care. 7. The clinical Fieldwork Instructor will evaluate the performance or the assigned student/s at mid-term and upon conclusion of the student s fieldwork assignment. The completed evaluation/s will be forwarded to the University within one week following mid-term and within 145

146 one week after conclusion of the student s fieldwork at the Facility. 8. The Facility will advise the University at the earliest possible time of any serious deficit noted in the ability of the assigned student/s to progress toward achievement of the stated objectives of the affiliation. It will then be the mutual responsibilities of the assigned student/s, the clinical Fieldwork Instructor and the Academic Fieldwork Coordinator to meet in order to devise a plan by which the student/s may be assisted in achieving the stated objectives of the fieldwork assignment. 9. The Facility reserves the right to request that the University withdraw from the fieldwork any student whose health or performance/behavior is a detriment to patient/client wellbeing, to the Facility in carrying out its responsibilities or to achievement of the stated objectives of the fieldwork. 10. The Facility will advise the University of any changes in its operation or policies which may affect the fieldwork education. 11. The Facility reserves the right to request that there be a termination of the fieldwork assignment if conditions at the Facility prove to be detrimental to the student learning. Mutual Responsibilities 1. The University and the Facility will determine the number of students to receive fieldwork education at the Facility and the length of affiliation required to achieve the stated fieldwork objectives. 2. The University and Facility will establish the fieldwork educational objectives for the affiliation, devise methods for their implementation and evaluate their effectiveness. 3. The University and Facility will not discriminate against any employee, applicant, or student enrolled in their respective programs because of race, color, creed, sex, or national origin or disability. 4. Use of materials, or syllabus mutually developed and printed by the University and Facility cannot be used for purposes other than originally intended for the fieldwork educational program between the University and the Facility unless by mutual written agreement. 146

147 5. If either party wishes to terminate this agreement, it is understood that written notice will be given to the other party. Students then enrolled in or scheduled for the fieldwork experience at the Facility will have the opportunity to complete their fieldwork experience 6. The memorandum of understanding will remain effective for five (5) years from the effective date unless specified otherwise. 7. To the extent allowed by Alabama law, University shall indemnify and hold harmless the Facility, its agents, officers, employees, and any other person acting on its behalf, from and against any and all claims, damages, losses, and expenses, including, but not limited to, attorney fees and all costs of defense, and for any and all liability for personal injuries or illnesses, property damage, or loss of life or property arising out of, connected with, or resulting from negligent or intentional act of the University s agents, officers, employees, faculty or students. To the extent allowed by law, Facility shall indemnify and hold harmless the University, its agents, officers, employees, and any other person acting on its behalf, from and against any and all claims, damages, losses, and expenses, including but not limited to, attorney fees and all costs of defense, and for any and all liability for personal injuries or illnesses, property damages, or loss of life or property arising out of, connected with, or resulting from acts of the Facility, its agents, officers, or employees. 147

148 Facility Tuskegee University School of Nursing and Allied Health Occupational Therapy Department Tuskegee, Alabama Name and Title Rindia Hunt Academic Fieldwork Coordinator Jannet Lewis- Clark, Interim Program Director Occupational Therapy Date Doris Holeman, Associate Dean School of Nursing and Allied Health Ruby Perry, Dean College of Veterinary Medicine, Nursing and Allied Health Brian Johnson, PhD Presidents Date 148

149 149

150 Section V Graduate School Forms 150

151 TUSKEGEE UNIVERSITY GRADUATE PROGRAMS APPLICATION FOR CONVERSION FROM CONDITIONAL GRADUATE TO FULL GRADUATE STATUS (SUBMIT SIX (6) COPIES TO DEAN OF GRADUATE PROGRAMS) Date: Name of Applicant: Student ID NO: Last First Middle College: Address: (Local) Major Field: (Permanent) PRESENT STATUS DATE OF GRADUATE ENTRY PRESENT CGPA Status Requested: Rationale: Major Professor Date Dean of Academic Area Date DO NOT WRITE BELOW THIS LINE ACTION: APPROVAL DISAPPROVAL OTHER Dean of Graduate Programs Date 151

152 (Distribution as follows: Registrar, College Dean, Major Professor, Dean of Graduate Programs, Department Head and Student) TUSKEGEE UNIVERSITY GRADUATE PROGRAMS APPLICATION FOR ADMISSION TO CANDIDACY FOR THE MASTERS/DOCTOR OF PHILOSOPHY DEGREE (This application should be prepared by the Major Professor(s), after consultation with the student, and approved by the Dean of the College(s). Six copies of the application, with a photo static copy of the student s graduate academic record should be submitted to the Dean of Graduate Programs.) TO: DEAN, GRADUATE PROGRAMS DATE: Name of Applicant: College(s): Last First Middle Major: Student ID #: The Advisory Committee in charge of the graduate work for the above named candidate has conferred with the candidate and submits the following statement and recommendations: UNDERGRADUATE WORK Institution Attended Dates Major Minor Degree Date GRADUATE WORK DONE AT OTHER INSTITUTIONS (From Official Transcript) A maximum of nine (9) semester credit hours approved courses from another institution may be accepted as transfer credits, after admission to candidacy. Institution Year Course No. and Title Semester Credits/Grade COURSES OFFERED FOR ADMISSION TO CANDIDACY (List courses completed at Tuskegee University in major and minor fields offered for admission to candidacy.) Course Title Course No. Credits Grade 152

153 Total semester credits of graduate work earned at Tuskegee University Cumulative Grade Point Average Date expected to graduate Month Year OTHER REQUIREMENTS (List all additional courses and other requirements which the candidate must complete before graduation.) A. REQUIRED COURSES Course Title Course No. Credit Total additional required credits to be completed B. OTHER SPECIFICATIONS Additional Requirements: Thesis/Dissertation Title: Nature of Research Problem: ADVISORY COMMITTEE Names Signatures Major Professor (s) Approved Co-Advisors Approved Advisory Committee Member Approved 153

154 Advisory Committee Member Approved Advisory Committee Member Approved Advisory Committee Member Approved Advisory Committee Member Approved College Dean Approved College Dean Approved Date of Admission to Candidacy Dean, Graduate Programs (Distribution as follows: Registrar, Dean of Graduate Programs, College Dean, Major Professor, Department Head and Student) 154

155 TUSKEGEE UNIVERSITY GRADUATE PROGRAMS ORAL EXAMINATION REPORT NON-THESIS To: Dean, Graduate Programs Date: We, the undersigned, report that as a committee we have examined (Student's Name and ID Number) upon the work done in the following field(s): Major: Minor (if any):. has the examination. (Ms., Mrs., Mr. and Student's Name) (passed or failed) We find that the non-thesis project, (Title) is to us. (acceptable or not acceptable) Additionally, we find that attainments are such that may be (Student's name) (he or she) for the degree, Master of Science in. (recommended or not recommended) Student's Examining Committee Signatures I dissent from the foregoing report: As Dean of Graduate Programs, I concur with the above recommendations. Dean, Graduate Programs RECOMMENDATIONS OF THE COMMITTEE (Only for students who have failed some part of the requirements stated above) FIVE TYPED COPIES WITH ORIGINAL SIGNATURES TO BE RETURNED TO THE DEAN OF GRADUATE PROGRAMS IMMEDIATELY FOLLOWING THE COMPLETION OF THE ABOVE EXAMINATION. 155