Curriculum Method of Delivery

ËÄÉ«AV of New Haven in Occupational Therapy delivers the entry-level doctoral OT curriculum using a hybrid model of delivery which combines distance and traditional educational methodologies to afford in-place, on- demand learning, and to encourage growth in the occupational therapy workforce within currently underserved areas. The didactic curriculum combines online learning activities with on-campus experiences based in the programs view that basic knowledge are achieved best online while hands-on professional skill development or experience best occurs during real-time, face to face interaction.

Program Objectives

1. Program Objectives (what a student is expected to have accomplished a few years following graduation)

  • Gainful employment as an Occupational Therapist within 1 year after graduation
  • 90% of graduates pass the National Board for Certification in Occupational Therapy (NBCOT) exam on the first attempt.

2a. Program Learning Goals (high level learning goals for the program) Graduates of the program should be able to demonstrate:

  1. Professional Communication: Explain information clearly in oral and written formats, giving and receiving criticism, and collaborating with others in order to serve the needs of clients, the public and members of the health care team.
  2. Professional Competence: Support the student to pass the NBCOT certification examination through an ACOTE-accredited educational program.
  3. Professional Ethics and Conduct: Display professional and ethical conduct at all times in accordance with the American Occupational Therapy Association (AOTA) Code of Ethics.
  4. Professional and Personal Development: Prioritize continuous improvement practices into the selection of Occupational Therapy (OT) skills and evidence-based practice (knowledge) while sharing such with colleagues, other members of the health care community and the public.

2b. Program Outcomes (what a student is expected to be able to know or do by graduation, as summarized by goals above)

Outcome Data Sources for Assessment Performance Criteria
Describe the use of evidence-based practice for occupational therapy. Occupational Therapy Fieldworks Level I and Level II Practicums (OCTH 6100, 6503, 6601. 6700, 6701) 90% of OT students must earn an aggregate of 90% in this course.
Select occupational based assessments, interventions, and health promotion. Condition and Assessment Courses (OCTH 6102, 6103, 6104) OT Practice and Intervention w/Lab Courses (OCTH 6500, 6501, 6502) 90% of students will earn a grade of 80% or better on the Final Exam.
Prove competency in clinical examination and diagnosis of occupational impairments. Occupational Therapy Fieldworks Level I and Level II Practicums (OCTH 6100, 6503, 6601. 6700, 6701) 90% of students will earn a grade of 90% or better on the Final Exam.
Select therapeutic occupation-based interventions for injury and illness across the lifespan Occupational Therapy Fieldworks Level I and Level II Practicums (OCTH 6100, 6503, 6601. 6700, 6701) 90% of students will earn a grade of 90% or better on the Final Exam.
Evaluate psychosocial issues across the life span. OT Mental Health Courses, OT and Human Development Across the lifespan. (OCTH 6005, 6104, 6502) 90% of students will earn a grade of 80% or better on the Final Exam.
Select healthcare administrative skills and topics in clinical competency. OCTH 6200 OT Leadership, Advocacy, Interprofessional Skills and Consultation Principles 90% of students will earn a grade of 80% or better on the Final Exam.
Prioritize a commitment to lifelong learning and professional development Doctoral Capstone and Doctoral Experience Courses. (OCTH 7000, 7001, 7002) 90% of students will earn a grade of 80% or better on their Final Capstone presentation.
Course Plan and Course Descriptions
  • Program Core Courses Credits

    OCTH 6000: Foundations of Occupational Therapy and Theory

    This course is designed to provide students and in-depth understanding and knowledge related to the history, philosophy, and practice of occupational therapy. Students apply the OTPF to various theories/frames of references (FOR) to drive evaluation and treatment assessments selection and administration. Additionally, a foundational understanding of the role of occupational therapists across a various settings and populations.     		3

    OCTH 6001: Evidence Based Research and Practice

    Evidence Based Practice is a required course within the Doctor of Occupational Therapy (OTD) program. It provides foundational knowledge that supports students’ abilities to describe and interpret the scope of the profession, appraise new knowledge, create knew knowledge, and interpret and apply this knowledge into everyday practice.     		3

    OCTH 6002: Neuroscience of Occupation

    The purpose of this course is to provide the student with the study of human nervous system as applied to daily occupational needs. Designed for occupational therapy (OT), the course is focused on pertinent material including neuroanatomy, neurophysiology, and disorders of the human nervous system as impacted by daily occupational engagement. Emphasis is put on the relationship between structure and function in the nervous system. Understanding the normal nervous system functioning is a starting point for comprehending various disorders of the nervous system. A key goal of this course is to provide students with sufficient knowledge for engaging in clinical problem solving, by applying neurophysiological and neuroanatomical principles to case studies of neurological disorders.     		3

    OCTH 6003: Pathophysiology of Conditions across the life span

    This lecture course covers topics in the medical sciences relevant to rehabilitation professionals. The intent of the course is to provide students with knowledge of medical disorders commonly encountered by occupational therapists, and to provide an understanding of the medical management of these disorders and their impact upon a client’s engagement in society. This course will focus upon the pathophysiology of the musculoskeletal, cardiorespiratory, endocrine, immunologic and neuromuscular systems, the impact of one’s own environment and socioeconomic status impact on their health to determine optimal clinical management of a client. Emphasis is placed on etiology, cellular, tissue and structural pathologies, impairments, medical diagnosis and management, including pharmacologic management, and indications/contraindications for rehabilitation.     		3

    OCTH 6004: Human Movement for Occupations Task Analysis & Core Skills w/Lab

    Students learn to critically analyze human movement patterns during the use of activities from the biomechanical, developmental, cognitive, medical, and psychosocial perspectives. Students exhibit the ability to analyze tasks and therapeutic media relative to areas of occupation, performance skills, performance patterns, activity demands, context(s), such as crafts, games and other activities. Students also learn to apply the teaching/ learning process, occupational analysis, International Classification of Impairments, Disabilities, and Handicaps (ICIDH) classification, World Health Organization (WHO), and occupational therapy terminology under the Occupational Therapy Practice Framework to emphasize the health maintenance perspective of human occupation.     		3

    OCTH 6005: OT and Human Development across the lifespan

    Study of normal human growth and development to include physical, sensory, perceptual, cognitive, psychological and social components, as well as aspects of multi-culturalism. The course will correlate occupational performance areas, components and context to occupational therapy treatment process and activity analysis. Life role acquisition and competency will be stressed. Play and principles of play theory will be introduced.     		3

    OCTH 6500: OT Practice and Intervention w/ Lab: Physical Disabilities

    This course covers all aspects of identifying and treating the occupational needs of adults and older adults through occupation-based interventions. This course includes selecting and implementing appropriate interventions for many different types of adult conditions and various adult treatment settings. Training includes areas such as self-care, self-management, health management, compensatory strategies, grading and adapting activities, and referring to specialists. The student is instructed in occupational therapy theories/frames of reference, evaluation result interpretation, treatment techniques, and discharge planning for persons with orthopedic and other physical dysfunction conditions. Instruction in fabrication and application of splinting techniques and orthotics in occupational therapy practice. Basic principles and application of physical agent modalities are included.     		4

    OCTH 6501: OT Practice and Intervention w/ Lab: Pediatrics

    This course focuses on the application of pediatric frames of reference for the implementation of intervention to the pediatric population to specific problems, including gross, fine, and oral (feeding/eating/swallowing) motor skills, behavioral and social issues, handwriting, sensory integrative, visual, cognitive, and psychosocial problems within the framework of the multicultural family. The planning of the occupational needs of a pediatric client for implementing occupation-based interventions to individual and group for physical, developmental, sensory integrative, perceptual/cognitive, and psychosocial dysfunctions. The role of OT for birth to three, school-based practice, emerging practice areas, and clinic/hospital based practice are covered including professional reasoning, therapeutic use of self, discharge planning, and documentation of OT services.     		4

    OCTH 6502: OT Practice and Intervention w/ Lab: Mental Health & Groups

    This course focuses on identifying occupational needs through the intervention and discharge process for clients with mental health and/or psychosocial issues. Teaches appropriate selection and implementation interventions including group-based intervention, group dynamics, therapeutic use of self, stress management, and living skills training.     		4

    OCTH 6503: Fieldwork 1B

    The fieldwork experience Level 1B is in a practice setting allowing the student to observe and apply didactic knowledge to the occupational therapy practice in a setting to support and expand their present knowledge. Course work can focus on clients with occupational dysfunction (i.e. Pediatrics, Physical Disabilities, Mental Health) or from a health and wellness perspective. This fieldwork will also provide context for future semester’s coursework and clinical fieldwork.     		2

    OCTH 6504: Reiki for the Healthcare Practitioner Part 1 Certification

    During reiki part 1, this class will teach the student the general principles of reiki and become familiarized with its history and roots. The student will receive three attunements which are focused on opening up the physical body so that it can then accept the energy. The student will learn how to feel and give reiki energy and practice on how to give as a treatment. On completion of the course, the student will receive the first reiki certificate towards becoming a reiki practitioner and education on how to use reiki in the occupational therapy and healthcare practice setting. The class will require extensive time in and out of class to implement skills obtained.     		3

    OCTH 7000: Doctoral Mentorship

    This course is the first in a series of courses required for completion of the doctoral capstone project which includes a research project supervised by a faculty member. Students will progress in the development of a research design project, complete a written proposal, obtain IRB approval and implementation for the doctoral capstone and experience. This course provides the foundational work for development of the 14-week Capstone Experience and Project (OCTH 7001 Capstone Doctoral Experience & OCTH 7002 Capstone Doctoral Completion). Students will engage in an examination of their interest area(s) for the capstone experience and related capstone project. Students create a professional development plan with an initial draft of learning objectives for the capstone focused on developing in-depth exposure (beyond a generalist level).     		3

    OCTH 6701: Fieldwork 2B

    Clinical education including exposure to a wide range of diagnoses and treatment in a variety of settings that will be supervised by a registered occupational therapist. The fieldwork site specific objectives will be designed for the development of specialized clinical skills. The purpose of the fieldwork experience is to provide students with the opportunities to integrate the theory and skills learned in the classroom within the clinical setting. Upon completion of the fieldwork experiences, the student is expected to perform at or above the minimum skill level of the entry-level occupational therapy professional. Each student must successfully complete a minimum of 940 hours of Level II Fieldwork experience.     		6
  • Program Core Courses Credits
    OCTH 6100: Fieldwork 1A 2
    OCTH 6101: Evaluation and Assessment Across the Lifespan/Conditions 3
    OCTH 6102: Condition and Assessments w/Lab: Physical Disabilities  4
    OCTH 6103: Condition and Assessments w/Lab: Pediatrics 4
    OCTH 6104: Condition and Assessments w/Lab: Mental Health & Groups 4
    OCTH 6600: Research and Design & Evidence Based Practice 3
    OCTH 6601: Fieldwork 1C 2
    OCTH 6602: Clinical Competency 2
    OCTH 6603: Program Evaluation and Development 2
    OCTH 6604: Reiki for the Healthcare Practitioner Part 2 Certification  3
    OCTH 7001: Capstone Doctoral Experience 5
    OCTH 7002: Capstone Doctoral Completion 4
  • Program Core Courses Credits

    OCTH 6200: OT Leadership, Advocacy, Interprofessional Skills and Consultation Principles 

    This course assists the student in the transition from student to clinical practice and comprehending the context of service delivery. Students gain knowledge in management and leadership in varied settings in which occupational therapists’ practice. Topics include, but are not limited to: management functions, ethics in practice, grant writing, team dynamics, organizational structures, service planning, quality improvement, and financial management.      		3

    OCTH 6201: Cultural and Ethical Advocacy Applied Competency

    This course is designed to introduce students to topics that involve ethical and cultural topics which can impact one’s own decision-making in the healthcare and clinical education settings. Scenarios along with other methods are used to engage students in problem solving and articulating what occurs during ethical trade-offs before decisions are made. Topics include issues of conflict with values held by some stakeholders or members of the public; political and social circumstances; and when to impose restrictions on the freedom of individuals to protect the health of the community and the duties and obligations owed by citizens to the wider community. Students participate in political advocacy at the state or national level initiative that affects or shapes policy and has an impact on the community or population that is the focus of their doctoral concentration (higher education or clinical practice).     		3

    OCTH 6202: Lean Six Sigma For the Healthcare Professional Certification

    The healthcare industry has a unique set of challenges and regulatory considerations. When implemented properly, Six Sigma can help a healthcare organization improve care to more people at a lower cost. Upon completion of the course, the student will have the skills needed to apply Lean Six Sigma problem-solving methods to advance your leadership potential in the workplace and help your teams work more efficiently. Upon course completion the student will be able to earn the Lean Six Sigma Green Belt Certificate, the student will be required to pass the School of Health Science’s Lean Six Sigma Green Belt final exam and completion of a final project utilizing the principles mastered in this class.     		3

    OCTH 6700: Fieldwork 2A

    Clinical education including exposure to a wide range of diagnoses and treatment in a variety of settings that will be supervised by a registered occupational therapist. The fieldwork site specific objectives will be designed for the development of specialized clinical skills. The purpose of the fieldwork experience is to provide students with the opportunities to integrate the theory and skills learned in the classroom within the clinical setting. Upon completion of the fieldwork experiences, the student is expected to perform at or above the minimum skill level of the entry-level occupational therapy professional. Each student must successfully complete a minimum of 940 hours of Level II Fieldwork experience.     		6

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