Current Students

Designed to help occupational therapy students acquire skills related to consuming and applying research evidence to practice. Fundamental scientific inquiry skills related to gathering, reading, understanding, and appraising the rehabilitation research literature for the purpose of evidence-based practice is emphasized. This course provides the student with critical reading and appraisal skills that will be used in the clinic as future evidence-based occupational therapists. Students build on basic concepts of research methodology and statistics learned in prerequisite courses that allows them to apply and synthesize evidence from the scientific literature to clinical scenarios. The process of producing research is discussed, including topics of grant funding and research ethics, however, actual work on a research project is reserved for subsequent coursework. Students will practice reading and critiquing professional literature in the journal club portion of the course. Students will also have the opportunity to research the scientific literature to appraise the evidence for a specific area of clinical practice related to occupational therapy. Students will receive feedback on their ability to write in a scholarly manner.

Introduces the historical concepts and contexts in occupational therapy, and explores contemporary occupation based practice models and frames of reference. The value of occupational performance and activity in prevention, intervention and health maintenance is addressed. Therapeutic use of self is explored. Students learn through lecture, demonstration, and analysis of case studies.

Analyzes occupational tasks and activities. Students develop an understanding of the dynamic and interdependent relationship between people and their chosen occupations and performance context. Through related lab experiences, students gain an advanced understanding of the use of therapeutic media. Students analyze a variety of functional tasks, grade activities, adapt equipment and recommend assistive technology to meet the individualized needs of a variety of populations. Students explore the use of media as means of understanding a client's cognitive and functional performance.

An advanced overview of normal human motor development and changes from the prenatal period through older adulthood. Emphasis is on specific occupational roles and tasks as they relate to development and changes in motor behavior. Students analyze motor components used to achieve developmental milestones and functional independence. Emphasis placed on the development of and changes in gross and fine motor skills, postural control, and body mechanics as they relate to occupational performance and functional independence.

Develop basic skills in therapeutic intervention including techniques to evaluate and treat deficits related to strength, range of motion, sensation, pain, edema, and fine motor ability. Students also become competent in a variety of patient transfer and mobility techniques. Students learn about available adaptive equipment to compensate for deficits in activities of daily living (ADL) skills and how to evaluate for and prescribe wheelchairs.

An advanced, regional, musculoskeletal anatomy course that emphasizes the study of functional relationships between musculature, nervous tissue, vascular, and skeletal components for the extremities and axial skeleton. Cadaver dissection laboratory experience is used to enhance understanding of three-dimensional anatomical relationships for specific body regions.

Studies the anatomy and physiology of the adult nervous system. Sensation, perception, cognition, and motor control are examined. Application includes analysis of normal functions and the effects of pathological lesions affecting the nervous system.

Presents a variety of conditions including upper extremity/hand injury (including splinting), back injury, arthritis, joint replacement, amputation, cardiopulmonary problems, burns and various metabolic diseases. Students investigate the impact of these conditions on daily life and learn specific assessment and intervention techniques for each condition. Students also learn the role of occupational therapy in industrial rehabilitation

Develops the history, theory, and practice of occupational therapy in mental health settings. Human performance is related to normal and dysfunctional psychosocial processes affecting work, self-care, leisure and the family. Psychiatric diagnoses are explored in relation to their effect on occupational performance.

Introduces concepts of documentation, the documentation process and various kinds of documentation used in occupational therapy. Students learn to record objective observations, identify problem areas relevant to occupational therapy, and write behavioral objectives, treatment plans, progress and discharge notes. Students also learn coding and prior authorization basics. Simulated case situations provide students with an opportunity to practice these documentation skills. Documentation principles concerning public policies, following federal and state guidelines for reimbursement are also included.

A 35- to 40-hour fieldwork experience scheduled in the summer following the first year of the Occupational Therapy Program. Students may request sites from a variety of traditional and emerging practice settings throughout the United States, and will be assigned based on availability. The fieldwork experience reinforces clinical skills, professional behaviors and professional relationships, clinical reasoning skills, ethical issues, and how to integrate occupational therapy theory into practice. In addition, it is designed to familiarize students with various intervention settings and clinical conditions. Students may be provided initial hands-on experiences under direct supervision when determined to be appropriate by the clinical supervisor/educator. Upon completion of the clinical hours, the students attend a seminar to discuss various aspects of the experience.

Intended to help students continue to build their knowledge about research methods and statistical analyses, refine their critical inquiry skills, and increase their appreciation for the contributions research makes to sound clinical practice. Students begin to experience the research process by planning a research study. In addition to writing a proposal for a research study, students will participate in other tasks that include applying for approval from the College Institutional Review Board, learning to compute statistical analyses using SPSS, and pilot testing proposed methods.

Focuses on the implementation of the research projects initiated in Evidence Based Occupational Therapy I. Students will finalize Institutional Review Board approval if necessary, perform data collection, enter collected data into a spreadsheet and perform appropriate analyses using a computer-based statistical package. Students will also write results, discussion, and conclusion sections and present findings in scientific poster format to faculty and peers at a research forum on The College of St. Scholastica campus.

A clinical experience scheduled in the fall semester of the second year of the Occupational Therapy Program. This course is designed to reinforce clinical skills, professional behaviors and professional relationships, clinical reasoning skills and ethical issues, and provide an opportunity to integrate occupational therapy theory into practice. This Fieldwork I experience includes hands-on learning experiences providing occupational therapy intervention to individuals with neuro-based diagnoses. Client evaluation, intervention and documentation are critical components.

Presents assessment and intervention techniques for impairment in vision, perception, cognition, swallowing, driving, bladder control, and vestibular dysfunction, as they relate to a variety of neurological conditions including brain injury, stroke, spinal cord injury and various other neuro-based conditions. Students also analyze traditional and contemporary approaches to assess and intervene with clients who have neuromotor impairment and they will investigate the psychosocial impact of neurological impairment. Students learn through lecture, group work, analysis of case studies and hands-on lab work. Students have the opportunity to tie real-life client treatment back to topics introduced in class.

Focuses on specific issues related to the aging process as well as common pathologies and functional deficits seen by occupational therapists. Specific physical, psychological and cognitive problems common to this population are discussed and considered relative to human performance in work, self-care, leisure, social and family/caregiver functioning. Students gain knowledge of the role of occupational therapy in providing assessment and intervention with the older adult population in multiple service delivery models. Public policy, funding and reimbursement issues that pertain to older adults are reviewed. As part of this course, students have an experience working hands-on with older adults in community settings.

Presents theory, scope of practice, service delivery models, and common developmental and pediatric conditions seen by occupational therapists. Human performance is emphasized and related to normal processes affecting growth, development, self-care, play/leisure and family functioning. Students integrate and apply the above information to occupational therapy assessment and intervention techniques in sensory, perceptual, motor, cognitive, emotional and social skill development. Study also provides information on public policy related to children. Students learn the importance of functional, developmental, age-appropriate activities and family involvement. The course is coordinated with OTH 6526, Level I Fieldwork-Pediatric Clinic.

A clinical experience linked to the OTH 6525 Pediatric Occupational Therapy course. This course is designed to provide students with an opportunity to practice clinical skills in a setting where they are provided with formative feedback. Additionally they will practice professional behaviors, clinical reasoning skills, and professional relationships, as well as integrate occupational therapy theory into practice. This Fieldwork I experience includes hands-on learning experiences providing occupational therapy intervention to children with a variety of pediatric diagnoses. Client evaluation, intervention, and documentation are critical components.

Includes an overview of administrative structures of health care facilities, organizations and agencies. Basic management and supervisory strategies involved in developing, operating and participating in efficient and effective occupational therapy services are presented. Students investigate how to market themselves, their professions and their organizations. Course underscores importance of professional relationships, strategic thinking and ethical practice in light of a changing health care environment.

Examines and provides discussion of traditional and recent leadership models and styles, professional ethics and behaviors, and development of multicultural competency. Students explore personal values and attitudes and the relationship to the provision and leading of occupational therapy services. A review of the legislative process, public policy and the effect on occupational therapy practice is included. Participation in a hands-on leading/teaching experience and case study reviews are also included.

Capstone course designed to integrate theory, knowledge of pathologies and intervention strategies with an understanding of human performance and adaptation. Focuses on student abilities to integrate and articulate the role of the occupational therapist in a variety of complex situations and practice settings involving individuals and populations. Specific issues in health care and developments in occupational therapy theory are analyzed through collaborative learning.

A 35 - 40 hour fieldwork experience that occurs over the semester break of the second year or as scheduled throughout the spring semester. The combination of all of the Fieldwork I experiences is designed to familiarize students with various treatment settings, age groups and diagnoses. This fieldwork experience may involve hands-on experiences under direct supervision when determined to be appropriate by the fieldwork supervisor/educator. This fieldwork experience also includes a seminar during the spring semester of the second year of the Occupational Therapy Program. During the seminar, the students discuss various aspects of their Level I Fieldwork experiences and prepare for the transition to Level II Fieldwork. The seminar focuses on the clinical skills, professional behaviors, professional relationships, clinical reasoning skills, ethical issues, the supervisory process and integration of occupational therapy theory into practice that will be encountered during the Level II Fieldwork experiences.

Students are eligible for Level II Fieldwork upon completion of all academic requirements. Each fieldwork experience will reflect current practice with clients from across the life span and with a variety of diagnoses. This fieldwork is required for a minimum of the equivalent of 24 weeks full-time and may be completed on a full-time or part-time basis, but may not be less than half time. All students complete one experience in physical disabilities and a second may include but is not limited to occupational therapy practice in physical dysfunction, developmental disabilities, pediatrics and/or psychosocial dysfunction. Provides the student with the opportunity to learn/practice the role of an occupational therapist and to develop clinical skills, clinical reasoning skills and reflective practice at the entry level under the supervision of a skilled practitioner. Provides opportunities for students to transmit the values and beliefs of occupational therapy into ethical practice and to develop professionalism and competence as ongoing career responsibilities. This course relates to the highest level within the professional curriculum. The Academic Fieldwork Coordinator in the Department of Occupational Therapy at The College of St. Scholastica arranges the fieldwork experiences. The fieldwork experiences will be completed under the supervision of a "currently licensed or credentialed occupational therapist who has a minimum of one year of practice experience subsequent to initial certification, and is adequately prepared to serve as a fieldwork educator". Level II fieldwork may occur in a setting with no occupational therapist on site only when a plan for the provision of occupational therapy services has been set up ahead of time. On-site supervision must be provided in accordance with the plan and meet ACOTE Standards. A minimum passing score of 122 is required on the final evaluation to satisfactorily complete or pass the Level II Fieldwork requirement. Students are required to pass all of the academic coursework and both Level II Fieldwork experiences to be eligible to take the NBCOT certification examination.

Students are eligible for Level II Fieldwork upon completion of all academic requirements. Each fieldwork experience will reflect current practice with clients from across the life span and with a variety of diagnoses. This fieldwork is required for a minimum of the equivalent of 24 weeks full-time and may be completed on a full-time or part-time basis, but may not be less than half time. All students complete one experience in physical disabilities and a second may include but is not limited to occupational therapy practice in physical dysfunction, developmental disabilities, pediatrics and/or psychosocial dysfunction. Provides the student with the opportunity to learn/practice the role of an occupational therapist and to develop clinical skills, clinical reasoning skills and reflective practice at the entry level under the supervision of a skilled practitioner. Provides opportunities for students to transmit the values and beliefs of occupational therapy into ethical practice and to develop professionalism and competence as ongoing career responsibilities. This course relates to the highest level within the professional curriculum. The Academic Fieldwork Coordinator in the Department of Occupational Therapy at The College of St. Scholastica arranges the fieldwork experiences. The fieldwork experiences will be completed under the supervision of a "currently licensed or credentialed occupational therapist who has a minimum of one year of practice experience subsequent to initial certification, and is adequately prepared to serve as a fieldwork educator". Level II fieldwork may occur in a setting with no occupational therapist on site only when a plan for the provision of occupational therapy services has been set up ahead of time. On-site supervision must be provided in accordance with the plan and meet ACOTE Standards. A minimum passing score of 122 is required on the final evaluation to satisfactorily complete or pass the Level II Fieldwork requirement. Students are required to pass all of the academic coursework and both Level II Fieldwork experiences to be eligible to take the NBCOT certification examination.

A Level II Fieldwork experience in an area of advanced practice to be scheduled when all required academic and fieldwork experiences are completed. The advanced practice experience typically ranges from 4-8 weeks in length depending on the requirements of the setting. This fieldwork experience is designed for the student seeking advanced learning opportunities in specialty areas of occupational therapy practice, including but not limited to: rehabilitation, developmental disabilities, pediatrics, school therapy, psychosocial dysfunction, gerontics, hand therapy, industrial rehabilitation/work hardening, administration, community practice, research and numerous emerging practice areas. The Academic Fieldwork Coordinator at The College of St. Scholastica will arrange the fieldwork experience. The fieldwork experience will be completed under the direct supervision of an NBCOT registered occupational therapist with a minimum of one year's experience in the practice specialty.

Presents the theoretical aspects and hands-on practical application of a number of physical agent modalities (PAMs) such as superficial agents, ultrasound and electrotherapy

Topics in Occupational Therapy.

Students are required to be enrolled continuously until the final research project and fieldwork are completed. A fee equal to one master's credit will be assessed each fall and spring semester until Occupational Therapy Program requirements are completed, if not registered for another OTH professional program course.