Occupational Therapy Doctorate

This course provides the students with an understanding of the h istorical foundation of the occupational therapy profession, focusing on philosophical assumptions, theories, and the Occupational therapy Practice Framework: Domain & Process 4th ed. (AOTA, 2020). Through interactive taching, peer instruction, and participatory activities, students investigate the complexities of occupations as the phenomena driving the practice of occupational therapy. The course also provides the students with an opportunity for interactive, dynamic, hands-on activities to develop an understanding of occupation, activity analysis, evaluation of ADLs/IADL, and professional documentation. Prerequisite: Admission to the OTD program. [ 4 credits ]

The anatomy and physiology of the human nervous system are introduced with an emphasis on understanding the neural basis of sensory processing, movement, emotion, and behavior, as well as the functional consequences of different types of lesions or dysfunction. Topics include neuroanatomy, development of the nervious system, the function of central, peripheral, limbic, and autonomic nervous systems, motor control, sensation (vision, hearing, vestibular, somatosensation) and cognition and how lesions within these areas can interfere with occupational performance. Typical neurological pathologies and injuries will be discussed regarding their relation to affected neurological structures and how they manifest into performance deficits of clients (social, physical, and cognitive). Laboratory sessions are focused on exploring anatomical structures of the human brain and introducing neurological assessments used in occupational therapy practice. Prerequisite: Admission to the OTD Program. [ 3 credits ]

Population health and occupational justice are emphasized in conjunction with the OTPF4 assessment, intervention and outcomes. Sustainable development social, economic, and environmental factors inhibiting or limiting occupational participation are introduced. The impact of health disparities and its effects on marginalized individuals' ability to fully engage in occupations and obtain healthcare services to sustain quality of life are discussed. Prerequisite: Admission to the OTD Program. [ 2 credits ]

This course is a prelude to a series of research courses. This course includes the essentials of scholarly work and research ethics. It reviews basic quantitative and qualitative designs, including probabilistic sampling and power analysis, naturalistic data collection, and inductive and statistical analysis methods used in occupational therapy. Application of these methodological and statistical reasoning approaches, including statistical and clinical significance, occur through  software exercises and review of research evidence. The psychometric properties of data collection instruments are reviewed, focusing on standardization, reliability, and validity. Criterion and norm-referenced tests are studied in terms of how they are used in occupational therapy practice and research.   prerequisite: Admission to the OTD program. [ 3 credits ]

This course examines advocacy methods at both the individual and systems levels. Informed by the social teaching, this course then applies ethical decision-making strategies towards creating a more just society supporting occupational participation. You will learn to advocate for the community at large within the systems that support or influence occupational participation, the profession of occupational therapy, and the consumers of occupational therapy services.
Prerequisite: Admission to the OTD program. [ 3 credits ]

This course will familiarize students with the practice area of mental health and the application of the occupational therapy process with individuals across the lifespan who experience psychosocial impairment and/or formal psychiatric diagnosis. Using case-based competencies, the course will evaluate students'  ability to identify and apply appropriate evaluation and intervention methods associated with the practice area and learned within the context of the course.  Students will understand the various practice settings and service delivery models related to this practice area, from traditional to emerging. Additionally, students will discuss the variations in the occupational therapist's role and the roles of other interdisciplinary team members in each of these settings,  including telehealth. The course will explore the "lived experience" and contextual factors (social, environmental and financial) of individuals, populations,  and communities affected by psychiatric conditions allowing students to understand the unique impacts of associated occupational performance deficits.  Prerequisite: Admission to the OTD program. [ 4 credits ]

All aspects of human memory and executive function are critical for navigating everyday life as well as sustaining quality of life. Memory and executive brain processing are critical cognitive functions to navigate everyday life. Lifespan research studies demonstrate that both exhibit relativel long developmental trajectories followed  by stasis and a relative decline in old age. However, neither memory nor executive functions is a unitary construct. Both comprise separable brain structures and tend to change differently across  the lifespan. Furthermore, memory is malleable and not an exact reproduction but a reconstruction of past experiences. The course will allow students to consider why this is important to occupational therapy practice and discuss, from a
cognitive-neuroscience perspective, a range of topics related to the development, maintenance, and potential decline in memory and executive function from infancy through old age. Prerequisite: Admission to the OTD program. [ 2 credits ]

This course provides the foundation and principles of occupational therapy for clients with low vision. Students learn how to administer client-centered assessments, develop treatment plans, and treat clients with low vision to meet the needs of this rapidly growing population. Pre-requisite: Admission to the OTD program. Co-requisites: OTD-532 and OTD-534. [ 2 credits ]

Fieldwork Level 1 is a part-time fieldwork experience in a behavioral health or wellness community agency setting serving patients/clients with mental health conditions. This practicum experience provides opportunities for students to practice and apply professional behaviors, interpersonal communication skills, self-reflection, and clinical reasoning skills. Students will observe and identify therapeutic use of self-priniciples and behaviors, interprofessional team  members and applicable documentation written and electronic. In addition, students will observe, practice, and apply the knowledge and skills gained in the  concurrent Mental Health course. Students' experiences and learning are supported by the FW Preceptor meetings/discussions in OTD 542 labs will occur with support from student peers and OT faculty lab instructor feedback. Students can obtain support individually from the Clinical FW Team (AFWC and FW  Perceptors) throughout the fieldwork experience as needed. Pre-requisites: OTD-532 and OTD-534. Co-requisite: OTD-542. [.5 credits)

In this course, students use narrative and statistical methods to describe the research projects' design. This course emphasizes the processes of evidence-based practice involving question formation, literature searches and appraisal, and synthesis and recommendations for practice change. A paper describing a research prospectus's design is the course's hallmark. Pre-requisite: Admission to the OTD program. [ 3 credits ]

This course presents the etiology, pharmacology, and symptoms of medical conditions across the lifespan that are commonly referred to occupational therapy services. Course content emphasizes the effects of trauma, disease, and congenital conditions on the biological, psychological, and social domains of occupational behavior. An exploration of cultural perspectives on disease and wellness will be included. The course is designed to collaborate with and 
compliment information presented in Physical Disabilities, Pediatrics, Mental Health and Psychosocial Practice, and to provide a throughout provacative basis for Professional Skills as well as Ethics, Management, and Leadership. This fits the design of the program curriculum and is considered essential as a basis to establish and understand the effects of disease on occupational performance and community health outcomes. Pre-requsites: OTD-532 and OTD-534. [ 3 credits ]

This course builds on the foundational principles to prepare students to develop and implement evidenced-based, and client-centered intervention, related to the OTPF 4 areas of occupation for a variety of clients and diagnosis, along the continuum of practice settings. Lab experiences will promote critical analysis and facilitate growth of a clinical skill set. Case based learning will be used to promote clinical and ethical reasoning to determine the appropriate intervention approach for a particular client. Competency in entry-level intervention skills are emphasized throughout the course in preparation for Fieldwork experiences. During the semester, students will complete a Level 1 or practicum experience (OTD 559). The experience will provide direct exposure to specific clinical aspects of occupational therapy in a selected adult fieldwork setting. This practicum experience will prvide an opportunity to observe and practice the knowledge and skills gained during the integrated OTD-551 and OTD-559 experience. Pre-requisite: OTD-542. [ 4 credits ]

This course incorporates functional anatomy and biomechanical principles, theories, practice models, and evidence to kinetics and kinematics in understanding movement, posture, and stability. Biomechanical activity analyses foster learning of internal bodily forces and external gravitational, object-related, and frictional forces created during engagement in occupation. The concept of occupational adaptation and activity analysis are introduced to manage forces that inhibit optimal occupational performance. Basic evaluation tools of manual muscle testing, strength testing, and range of motion are practiced, along with understanding the aplication of biomechanics to intervention methods. Pre-requisite: OTD-534. Co-requisites: OTD-551 and OTD-553. [ 3 credits ]

This course provides students with the knowledge and skills to perform occupation-based evaluations and interventions for individuals with acute and chronic upper extremity disorders. Students learn static and dynamic splinting, appropriate use of physical agent modalities, and rehabilitation treatment practices for scapular manipulation, ratotor cuff pathologies, tendon or nerve injuries, scar management, and wound healing. Students will also learn effective orthotic approaches that incorporate anatomical and neurological knowledge and skills. Pre-requisite: OTD-534. Co-requisites: OTD-551 AND OTD-553. [ 2 credits ]

The goal of the Physical Rehabilitation Level I-B Fieldwork is to introduce students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of their clients. Students will complete a part-time fieldwork experience in a community-based program/agency or an occupational therapy setting. Students will also participate in structured reflection and discussion about their on-site experiences embedded in the OTD-551 course. Pre-requisites: OTD-542 and OTD-545. Co-requisite: OTD-551. [ .5 credits }

In this course students will work with a faculty mentor to implement sound and ethical evidence-based doctoral capstone project. The course is delivered entirely online. Instructional and assessment techniques include asynchronous and synchronous virtual lectures, practice writing research components (research question, problem, purpose, and gap in practice), as well as development of a professional e-portfolio including all components of the capstone project implementation. Prerequisites: OTD-537 and OTD-546. [ 1 credit ]

This course integrates theory and evidence-based practice in occupational therapy treatment from birth to adolescents across a variety of practice settings. It covers typical and atypical developmental processes and the impact of disability on occupation. Case-based learning will be used to promote clinical and ethical reasoning to determine the appropriate intervention approach. Cases will include increasingly complex psychosocial, physical, and contextual barriers to occupational performance for children and adolescents. Lab experiences will promote critical analysis and facilitate the growth of a clinical skill set. Competency in entry-level intervention and documentation skills, slinical reasoning, and ethical decision-making will be emphasized throughout the course in preparation for Fieldwork experiences. During the semester, students will complete a Level 1 or practicum experience will provide an opportunity to observe and practice the knowledge and skills gained during the integrated OTD-601 and OTD-609 experience. Prerequisites: OTD-534, OTD-542 and OTD-551.  Corequisite: OTD-602. [ 4 credits ]

This course is designed to provide in-depth learning experiences to foster occupational therapy practice in schools for children with disabilities. Contemporary topics in early intervention, Response to Intervention IRtl) or Multi-tiered System of Supports (MTSS), access to the general education curriculum, high school transition, tehcnology, legal issues and advocacy will be included. Course content includes case studies, hands-on assessment experience, curriculum activity  analysis, examination of scientific evidence and intervention strategies in school based practice. Prerequisites: OTD-534, OTD-551 and OTD-552. Corequisite:  OTD-601. [ 2 credits ]

Advanced course integrating previously learned and new skills/techniques into the comprehensive rehabilitation of selected neurological disorders. Time management, creative thinking, decision-making, problem-solving and reasoning abilities as they relate to progressing the plan of care are emphasized. Sections of study will include selexted progressive disabilities, traumatic brain injury, cerebral vascular accident, cognition, perceptual deficits, spinal 
cord injury, movement disorder secondary to neurologic injury or disease and periatric neurological conditions. Medical information will include disease description, etiology, pathology, clinical signs and symptoms, diagnostic procedures, medical management, and precautions or special considerations pertinent to occupational therapist. Laboratory sessions provide students with the opportunity to develop competency in formal and informal assessment use in neuro-rehabilitation including cognitive and perceptual evaluations. Prerequisites: OTD-534, OTD-551 and OTD-552. Corequisite: OTD-601. [ 3 credits ]

Assistive technology (AT) devices and services and accessibility interventions have the potential to impact the lives of persons with disabilities, resulting in increased independence and participation in their daily occupations. This course will focus on learning about the various types of assistive technology devices and services including but not limited to "evaluation and assessment, selection and training, procurement, legislation and funding." It will also address different accessibility interventions in home, community, school, and education practice. Students will gain an understanding of these applications as they pertain to the communication, learning and environmental issues for persons with disabilities. Prerequisite: Admission to the OTD program. [ 2 credits ]

In this course students will work with a faculty mentor to implement sound and ethical evidence-based doctoral capstone project. The course is delivered entirely online. Instructional and assessment techniques include asynchronous and synchronous virtual lectures, practice writing research components (research question, problem, purpose, and gap in practice), as well as development of a professional e-portfolio including all components of the capstone project implementation. Prerequisite: OTD-555. [ 2 credits ]

The goal of the Pediatric Level I-C Fieldwork is to introduce students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of their clients. Students will complete a part-time fieldwork experience in a school-based or community program/agency or an occupational therapy setting. Students will also participate in structured reflection and discussion about their on-site experiences embedded in the OTD-601 course. Prerequisites: OTD-551 and OTD-554. Corequisite: OTD-601. [ .5 credits ]

The goal of the OT Emerging Practice Areas Level I-D Fieldwork is to introduce students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of their clients. Students will complete a part-time fieldwork experience in a school-based or community program/agency or an occupational therapy setting. Students will also participate in structured reflection and discussion about their on-site experiences embedded in the OTD-623
course. Prerequisites: OTD-601 and OTD-611. Corequisite: OTD-623. [ .5 credits)

This course uses business principles and the economics of healthcare, management evidence, and use of outcomes data to guide occupational therapy service delivery. Innovation and entrepreneurial principles and theories are introduced to assist in developing new programs and innovated services. Supervision of personnel, including occupational therapy assistants, leading and forming interprofessional teams and collaborative practice are covered. Leadership theories and professional leadership experiences are provided through encouraged involvement in professional associations and other community leadership
opportunities. Prerequisite: OTD-605. Corequisite: OTD-627. [ 3 credits ]

The focus of this course is on the largest growing demographic group in this century, older adults. You will explore a range of geriatric practice settings and service delivery models. You will apply evidence-based theories, models, and frames of reference that shape occupational therapy evaluation for older adults. This course will address the complex physical, psychosocial, and contextual barriers to occupational performance for older adults. You will examine primary 
conditions encountered, and learn how to evaluate the subsequent effects on an individual's occupational performance using a wide variety of assessment tools. Evidenced-based practice and ethical decision-making will be emphasized throughout this course. Prerequisite: OTD-542. Corequisite: OTD-551. [ 2 credits ]

This course will introduce students to concepts in quality improvement and the current post-acute healthcare environment that is creating a culture of quality and value-based purchasing. Students will understand the components of a qulity indicator, including both process and outcome indicators. Students will  reflect on how the field of healthcare generally, and their own practice specifically, can benefit from defining and monitoring quality. The course will also  consider how to develop and validate quality indicators and implement quality improvement projects, exploring the connection with evidence-based practice. 
Students will learn how to track and mmonitor quality improvement projects. Prerequisites: OTD-537 and OTD-546. [ 3 credits ]

Students will learn how to use screening and feasibility tools to effectively conduct a business analysis to determine the worthiness of a potential new business idea. They will also complete a business plan including an executive summary, industry and market analysis, a marketing strategy and plan, operations plan, product/service development plan and company structure. Lastly, students will identify the financial requirements of a new business and develop pro forma  financial statements (e.g. income statement, balance sheet, cash flow, etc. Prerequisites: OTD-532, OTD-542, OTD-551 and OTD-601. Corequisite: OTD-621. [ 3  credits ]

In this course students will work with a faculty  mentor to implement sound and ethical evidence-based doctoral capstone project. The course is delivered entirely online. Instructional and assessment techniques include asynchronous and synchronous virtual lectures, practice writing research components  (research question, problem, purpose, and gap in practice), as well as development of a professional e-portfolio including all components of the capstone project implementation. Prerequisites: OTD-555 and OTD-608. Corequisite: OTD-625. [ 1 credit ]

This advanced course focus is on exploring present and pressing issues within Occupational Therapy practice. Additionally, the students embark on a journey to explore the World Health Organization-International Classification of Functioning, Disability and Health and the Occupational Therapy Framework to  deepen students' ability to critically analyze and discern how the meaning found in human occupations influences health and well-being and drive client- centered treatment. The course will focus on payment systems and its relationship to quality of care and students will discuss market trends and change  facilitators. All emerging practice areas are  discussed, including primary care, to explore the fole of OT and develop strategies to promote the value of OT in  contexts explored. Students may focus on infants, children, adults and older adults, or any other rehabilitation specialization. Prerequisites: OTD-532, OTD-542,  OTD-551, OTD-601 and OTD-623. [ 3 credits ]

This course is designed to create a framework for your understanding of instructional strategies and their effective application in the classroom. The course is  based and links to previously acquired knowledge in lerning theories and evidence-based teaching. Students will learn about various instructional strategies to enhance interdisciplinary learning experiences in health professions education. Instructional methods will include such collaborative educational models as  small and large group teaching, team-based, interactive and expriential case-based learning. Techniques will include the use of simulations as well as teaching at the bedside with a focus on educator behaviors that stimulate achievement of learners. With an appreciation of the diversity of the student body, participants will effectively integrate and apply technology into instruction to develop and deliver health professions curricula including web-based teaching  environments, content management systems, collaborative project development, and interactive media with an emphasis on instructional design  advancements which affect the learning environment. Evidence of participants' knowledge and application of course topics will be captured in a professional
portfolio. Prerequisite: OTD-532. [ 3 credits ]

In lthis course students will work with a faculty mentor to implement sound and ethical evidence-based doctoral capstone project. The course is delievered entirely online. Instructional and assessment techniquest include asynchronous and synchronous virtual lectures, practice writing research components (research question, problem, purpose, and gap in practice), as well as development of a professional e-portfolio including all components of the capstone project implementation. Prerequisites: OTD-555, OTD-608 and OTD-628. [ 2 credits ]

This seminar prepares you for your level II FW Professional Experiences under the supervision of a clinical fieldwork instructor and the program Fieldwork Coordinator. This seminar is designed to provide a forum for you to prepare for the transition from the academic setting to the practice setting. Attendance is mandatory and the instructor must be notified prior to Seminar if you are unable to attend. The Seminar will be graded "Pass/Fail" based on your attendance,
participation, and a minimum score of 80 on the Final Quiz. Our focus will be on transitioning from the classroom environment and academic student role to the practice environment and the fieldwork student role. Topics will include, yet may not be limited to the following: NDMU Fieldwork Policies and Procedures, Transition from Classroom to Practice Settings, Level II Expectations, Fieldwork Evaluation Procedures, Supervisory Relationships and Professional Licensure and Credentialing, including NBCOT Examination. Prerequisites: All previous courses from Semesters 1, 2, 3, 4 and 5. [ 1 credit ]

In this course students will work with a faculty mentor to implement sound and ethical evidence-based doctoral capstone project. The course is delivered entirely online. Instructional and assessment techniques include asynchronous and synchronous virtual lectures, practice writing research compoenents (research question, problem, purpose, and gap in practice), as well as development of a professional e-portfolio including all components of the capstone project implementation. Prerequisites: OTD-555, OTD-608, OTD-628 AND OTD-635. [ 1 credit ]

This course provides supervised experiential learning for analysis, synthesis, and application of all educational components to the reality of occupational therapy practice. [C.1.O] A student is required to complete a minimum of the equivalent of 24 weeks, full time for Level II fieldwork. Fieldwork is completed in an approved setting on a full time or part time basis, but may not be less than half time. Reflective practice assignments ensure that students link didactic
coursework to fieldwork experiences. Prerequisite: All OT didactic courses. [ 8 credits ]

This course provides supervised experiential learning for analysis, synthesis, and application of all educational components to the reality of occupational therapy practice. [C.1.O] A student is required to complete a minimum of the equivalent of 24 weeks, full time for Level II fieldwork. Fieldwork is completed in an approved setting on a full time or part time basis but may not be less than half time. Reflective practice assignments ensure that students link didactic coursework to fieldwork experiences. Prerequisite: Completion of all OTD didactic courses. [ 8 credits ]

This eminar aims to prepare students for the Doctoral Experiential Component under the supervision of mentors, academic or clinical perceptors. Prerequisite: Competion of OTD-650. Corequisite: OTD-660. [ 1 credit ]

Students pursing a doctoral degree (OTD) are required to complete a fourteen-week Doctoral Experiential Component. The goal of this experiential component is to develop occupational therapists with advanced skills (those beyond a generalist level), and it is integral to acquiring deeper practice-scholar competencies as reflected in the program's curriculum design. In addition to patient care, opportunities to develop leadership skills include public speaking, participating in an interdisciplinary team and program development. This 9-credit course provides an in-depth, customized experience specific to the doctoral pursuit of the occupational therapy student, and the opportunity to extend the refine knowledge and skills acquired in the curriculum. Students may participate in learning experiences that include a focus on theory development, research, policy, advanced clinical practice, advocacy, teaching, administration, leadership, etc. Each OTD student must successfully complete a minimum of 14 weeks (560) hours of the doctoral experiential component. Prerequisites: OTD-650 and OTD-660.
[ 9 credits ]

Dissemination of Doctoral Capstone Project; presentation of the final scholarly project to faculty, family, peers, university stakeholders, and public. The capstone project culminates the OTD program and helps you to transition into the role of an academic scholar as well as a professional in your field. Prerequisites: Completion of OTD-660 and OTD-720. [ 1 credit ]