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Department of Occupational Therapy

New Curriculum Proposal

for the

MSOT Occupational Therapy Program

Submitted

By

Ruth Segal, Ph.D., OTR

Professor and Chair

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Table of Content

1. Program overview, rationale, and expectations____________________________________3

Program overview___________________________________________________________________3

Rationale for the new curriculum_______________________________________________________3

Expectations________________________________________________________________________4

2. External and internal market assessment_________________________________________4

3. Internal impact_______________________________________________________________4

Impact on School of Health and Medical Sciences__________________________________________4

Impact on SOBT (dual-degree) program__________________________________________________4

Comparison of new and current curricula_________________________________________________5

Transition plan______________________________________________________________________6

4. Program needs______________________________________________________________6

5. Program evaluation__________________________________________________________6

6. Statements of support________________________________________________________6

New Occupational Therapy Curriculum_____________________________________________7

Mission statements__________________________________________________________________7

Philosophy_________________________________________________________________________7Philosophy of Occupational Therapy______________________________________________________________7Philosophy of Occupational Therapy Education_____________________________________________________8

Curriculum design___________________________________________________________________8Overview___________________________________________________________________________________8Table 1. International Classification of Functioning, Disability, and Health (ICF) Concepts____________________9Table 2. Occupational Therapist Roles and Graduate Learning Outcomes________________________________9Table 3: Learning Outcomes____________________________________________________________________12

Proposed Occupational Therapy curriculum structure______________________________________15

Course descriptions in the New Curriculum______________________________________________17

Curricular mapping____________________________________________________________21

Mapping of the occupational therapy courses in relation to the program’s student outcomes_____22

Course mapping based on course objectives_____________________________________________24

Appendix A: Current occupational therapy curriculum________________________________27

Appendix B: Departmental minutes with approval of the new curriculum_________________28

Appendix C: Statements of support________________________________________________31

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1. Program overview, rationale, and expectations

Program overviewThe current occupational therapy curriculum was developed in 1996 as the first master’s level program in New Jersey. At the time, it reflected the current knowledge in occupational therapy and met the required accreditation standards. Over the years, the curriculum was evolved to reflect changes in knowledge, updated accreditation standards and program philosophy. This developmental process maintained the integrity of the program but resulted in a lack of overall coherence of the curricular design.

The Occupational therapy program is accredited by The Accreditation Council for Occupational Therapy Education [ACOTE]1. The current accreditation standards were released in 2011 and went into effect on July 1, 2013. There are 188 standards that address program requirements for administration, curriculum and fieldwork (clinical) education. The need for a coherence of the curricular design is addressed by Standard A.6.7.:

The curriculum design must reflect the mission and philosophy of both the occupational therapy program and the institution and must provide the basis for program planning, implementation, and evaluation. The design must identify curricular threads and educational goals and describe the selection of the content, scope, and sequencing of coursework. (p. 17)

Rationale for the new curriculumThe current curriculum, with its many evolutionary changes, does not meet Standard A.6.7. However, the new occupational therapy curriculum proposed in this document will meet Standard A.6.7, as well as all of the 188 ACOTE standards. It is a cutting edge curriculum that prepares our graduates for the workforce of the future. The unique features of the new curriculum are as follows:

The curriculum design and structure is based on the International Classification of Functioning, Disability and Health (ICF; WHO, 2001) and the three primary roles of the occupational therapist: practitioner, contributor, and manager. In addition to giving the curriculum a coherent structure, the use of the ICF facilitates international and inter-professional communication and collaborations. The ICF is increasingly the terminology used by all the health professions.

The curriculum adds a Professional Formation curricular thread that is woven throughout the program. This thread focuses on students’ professional and ethical development guided by the University’s mission, and the American Occupational Therapy Association’s published philosophical base of occupational therapy and philosophy of education.

The clinical courses that prepare students for their future roles as occupational therapists are taught in a reversed functional developmental sequence (Older adults, adults,

1 ACOTE of the American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its web address is www.acoteonline.org.

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children/adolescents), based on the increasing complexities of environmental contexts and practice arenas.

The two Wellness and Entrepreneurship courses in Terms 5 and 6, distinguish our curriculum from that of our competitors and provide us with a marketing advantage. The two courses foster the development and implementation of a community-based service learning experience aligned with the servant-leadership mission of the University.

ExpectationsOur expectations are that the new curriculum will better prepare our graduates for traditional and emerging practice areas in occupational therapy, and that our graduates will be competitive in an ever expanding and complex health care system

2. External and internal market assessment The admission to the Occupational Therapy Program at Seton Hall University is competitive and in high demand. Students who enroll in the program reflect our combined dual-degree and traditional graduate student population. The 2013/2014 fourth-year dual-degree students from Arts and Sciences (SOBT) had 18 students. We received 368 traditional graduate applications for 2013/2014 for the remaining 15 available seats. Current projections for dual-degree students for occupational therapy, defined by their graduation year from the graduate program, are as follows: 23 in the Class of 2017, 37 in the Class of 2018, and 43 in the Class of 2019.

Projections for occupational therapy jobs in the future forecast an increasing demand due to the aging baby-boomer population, increasing survival rates from injuries and chronic illness, and the implementation of the Affordable Care Act (ACA). The current unemployment rate among occupational therapists in the United State is 1%.

Therefore, justification exists for the continuation of a fully reaccredited Occupational Therapy Program, positioned as a state-of-the art curriculum that will serve the increasing consumer healthcare needs within the state of New Jersey and beyond.

3. Internal impact

Impact on School of Health and Medical SciencesThe services of two faculty members from the Graduate Programs in Health Science who teach in the current curriculum will not be required any longer.

Impact on SOBT (dual-degree) programThe prerequisite requirements for the Occupational Therapy program will remain the same. There are no plans to change enrollment policies and therefore the impact on the course offerings will be neutral.

Students in the SOBT program join the Occupational Therapy program in their senior year which then becomes their first year of graduate school. The 32 credits that they take as seniors in the Occupational

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Therapy program are elective courses within the SOBT program. Therefore, the change in the courses will not adversely affect their ability to earn a bachelor’s degree at the end of their fourth year at Seton Hall University.

List of courses to be replaced and the courses replacing them

List of courses to be replaced List of courses that will replace themTerm 1: Fall semester, SOBT senior year, 16 credits

OTFY 4110 Functional Anatomy, 3 credits OTFY 4120 Human Physiology, 4 credits OTFY 4412 Introduction to Principles of

Learning, 2 credits OTFY 4310 Introduction to Theory and

Practice I + FW I, 3 credits OTFY 4415 Activity Analysis, 1 credit OTFY 4417 OT Practice Skills, 1 credit OTFY 4320 Development across the

Lifespan Adult, 2 credits

Term 1: Fall semester, SOBT senior year, 16 credits

OTFY Functional Anatomy & Kinesiology, 4 credits

OTFY Neuroscience for Occupational Therapy, 3 credits

OTFY Occupational Therapy Practice Skills, 2 credits

OTFY Introduction to Occupational Therapy, 4 credits

OTFY Professional Formation I, 3 credits

Term 2: Spring semester, SOBT senior year, 16 credits

OTFY 4130 Kinesiology, 3 credits OTFY 4140 Neuroscience, 3 credits OTFY 4210 Clinical Medicine, 3 credits OTFY 4330 Development across the

Lifespan, 2 credits OTFY 4510 Psychosocial & Group Process –

Fw I, 4 credits OTFY 4111 Clinical Integration Seminar, 1

credit

Term 2: Fall semester, SOBT senior year, 16 credits

OTFY Group Process in Occupational Therapy, 3 credits

OTFY Cognition, Perception, Vision and Function, 3 credits

OTFY The Occupational Therapy Process, 4 credits

OTFY Research Methods I, 4 credits OTFY Professional Formation II, 2 credits

Comparison of new and current curriculaIn addition to organizing the curriculum in a reverse functional developmental sequence, we deleted the following from the curriculum (the current curriculum can be found in Appendix A):

Early level II fieldwork experience that occurred in the second Fall term of the program. The primary reason for this deletion is that ACOTE does not require a third fieldwork experience. We exceeded the fieldwork opportunities in the old curriculum, however the increasing number of students at SHU-OT and other occupational therapy programs in the area is severely overtaxing our clinical sites resulting in reduced availability of placements. Additionally, offering three Level II fieldwork experiences delayed our students’ formal graduation date until August, making our students less competitive in the post-May traditional job market.

The current Functional Anatomy course will be combine with the Kinesiology course to become Functional Anatomy and Kinesiology course in the new curriculum.

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Current Human Development I and Ii courses will be integrated into the reverse development sequences of the intervention courses.

These changes freed ten (10) credits that were allocated to the Professional Formation thread.

Transition planYellow area indicates current curriculum.Blue area indicates new curriculum.

Overlap year Overlap yearACOTE visit

Academic year

2014-2015 2015-2016

2014 2015 2015 2015 2016 2016Class of 2015

Fall 3 Spring 3 (FW II)

Class of 2016

Fall 2 (FWII) Spring 2 Summer 2 Fall 3 Spring 3 (FW II)

Class of 2017

Fall 1 Spring 1 Summer 1 Fall 2 Spring 2 Summer 2

Class of 2018

Fall 1 Spring 1 Summer 1

4. Program needsThe transition from the current curriculum to the new curriculum will not change the needs of the program in terms of library resources and allocation of space.

5. Program evaluationThe Occupational Therapy program is accredited by ACOTE. ACOTE requires an annual program evaluation consisting of the following information: faculty effectiveness, student progression and retention, fieldwork performance, student evaluation of fieldwork experience, and the publication of a 3-year average of the pass rate on the occupational therapy certification exam. In addition to these required program annual evaluations, the program will have a re-accreditation on-site visit on June 15 – 17, 2015.

6. Statements of supportSee Appendix C.

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New Occupational Therapy Curriculum

Mission statements

Seton Hall University MissionSeton Hall University is a major Catholic university. In a diverse and collaborative environment, the University focuses on academic and ethical development of the mind, body, and spirit. Seton Hall students are prepared to be leaders in their professional and community lives in a global society and are challenged by outstanding faculty, an evolving technologically advanced setting and values-centered curricula.

School of Health and Medical Sciences’ MissionCatholic ideals, values, and principles will guide SHMS in preparing health care professionals as servant leaders, clinical practitioners, researchers, and educators seeking to meet the needs and opportunities of a global society.

Department’s mission statementThe Department of Occupational Therapy’s mission is to graduate qualified entry-level occupational therapists who will provide ethical, supportive, current, evidence-based, and effective care to those they serve.

PhilosophyConsistent with the American Occupational Therapy Association’s published philosophical base of occupational therapy and the philosophy of education, the Seton Hall University Department of Occupational therapy endorses the same, as follows:

Philosophy of Occupational Therapy2

Occupations are activities that bring meaning to the daily lives of individuals, families, and communities and enable them to participate in society. All individuals have an innate need and right to engage in meaningful occupations throughout their lives. Participation in these occupations influences their development, health and well-being across the lifespan. As such, participation in meaningful occupation is a determinant of health. Occupations occur within diverse social, physical, cultural, personal, temporal, or virtual contexts. The quality of occupational performance and the experience of each occupation are unique in each situation due to the dynamic relationship between factors intrinsic to the individual, the contexts in which the occupation occurs, and the characteristics of the activity. The focus and outcome of occupational therapy are individuals’ engagement in meaningful occupations that support their participation in life situations. Occupational therapy practitioners conceptualize occupations as both a means and an end to therapy. That is, there is therapeutic value in occupational engagement as a change agent, and engagement in occupations is also the ultimate goal of

2 ACOTE OT Master’s Degree Self Study Guide 2011 Standards (p. 9). Can be found at http://www.aota.org/Education-Careers/Accreditation/Forms.aspx

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therapy. Occupational therapy is based on the belief that occupations may be used for health promotion and wellness, remediation or restoration, health maintenance, disease and injury prevention, and compensation/adaptation. The use of occupation to promote individual, community, and population health is the core of occupational therapy practice, education, research, and advocacy.

Philosophy of Occupational Therapy Education3:

Occupational therapy education is grounded in the belief that humans are complex beings engaged in a dynamic process of interaction with the physical, social, temporal, cultural, psychological, spiritual, and virtual environments. Through active engagement within the internal and external environments, humans evolve, change, and adapt. Occupational therapy educators advocate the use of occupation to facilitate health promoting growth, change, and/or adaptation with the goal of participation in meaningful occupation that supports survival, self-actualization, occupational balance, and quality of life.

The profession of occupational therapy is unique and dynamic, grounded in core principles of occupation, and is influenced by emerging knowledge and technologies. Thus, the education of future occupational therapists and occupational therapy assistants must consistently reinforce the development of new knowledge supporting the use of occupation, the application of clinical reasoning based on evidence, the necessity for lifelong learning, and the improvement of professional knowledge and skills.

Occupational therapy education promotes competence through educational experiences that foster the occupational therapists’ and occupational therapy assistants’ practice potential and scholarship development. Occupational therapy educators use active learning that engages the learner in a collaborative process that builds on prior knowledge and experience and integrates professional academic knowledge, experiential learning, clinical reasoning, and self-reflection. Occupational therapy education promotes integration of philosophical and theoretical knowledge, values, beliefs, ethics, and technical skills for broad application to practice in order to improve human participation and quality of life for those individuals with and without impairments and limitations.

The occupational therapy education process emphasizes continuing critical inquiry in order that occupational therapists and occupational therapy assistants be well prepared to function and thrive in the dynamic environments of a diverse and multicultural society, using the power of occupation as the primary method of evaluation, intervention, and health promotion.

3 ACOTE OT Master’s Degree Self Study Guide 2011 Standards (p. 8). Can be found at http://www.aota.org/Education-Careers/Accreditation/Forms.aspx

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Curriculum design

OverviewThe design of the Seton Hall University Occupational Therapy curriculum integrates the concepts from the International Classification of Functioning, Disability and Health (ICF; WHO, 2001) and the three primary roles of the occupational therapist: practitioner, manager, and contributor. In Table 1, ICF concepts are defined. In Table 2, the student learning outcomes for the Seton Hall Occupational Therapy curriculum are delineated by therapist roles. In Table 3 student learning outcomes are aligned with ICF constructs and occupational therapist roles. Level II Fieldwork is the culmination of an occupational therapy curriculum; the aggregate of our student learning outcomes serve as our Fieldwork II objectives.

Table 1. International Classification of Functioning, Disability, and Health (ICF) Concepts Environmental factors are composed of the physical, social and attitudinal environment in

which people live and conduct their lives. Functioning indicates non-problematic aspects of health and health-related states.

o Disability indicates impairment, activity limitations or participation restrictions. Participation is involvement in a life situation.

o Participation restrictions are problems and individual may experience in involvement in life situations.

Activity is the execution of a task or action by an individual.o Activity limitations are difficulties an individual may have in executing activities.

Body functions are the physiological functions of body systems (including psychological functions).

Body structures are anatomical parts of the body such as organs, limbs and their components.o Impairments are problems in body function or structure such as significant deviation or

loss." Occupations are meaningful everyday activities of self-care, work, and play/leisure.

(WHO, 2001, pp. 8, 10).

Table 2. Occupational Therapist Roles and Graduate Learning OutcomesTHE OCCUPATIONAL THERAPY PRACTITIONER ROLE

Based on outcomes and activities that are meaningful to the client, the occupational therapy practitioner collects evaluation data and formulates and implements interventions to establish, restore, maintain or enhance functional and structural integrity, activity, and participation in lifestyles that are optimally independent, productive and satisfying to clients. Graduates will demonstrate the ability to:

`Analyze, adapt and utilize the environment to enhance clients’ everyday functional performance.

Evaluate factors that are facilitators and barriers to clients’ participation in life situations.

Develop and implement theory-driven and evidence-based interventions that promote clients’

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participation in life situations, health and well-being, and prevent participation restrictions.

Analyze everyday activities and occupations for their ability to enable clients’ independence, safety, and satisfaction.

Evaluate for factors that facilitate or limit clients’ performance of desired, expected, or required activities and occupations.

Develop and implement theory-driven and evidence-based interventions that promote clients’ everyday activities, health and well-being, and occupations and prevent activity limitations

Evaluate body structures/functions to determine their impact on activities and activity limitations.

Develop and implement theory-driven and evidence-based body structure/function interventions to reduce impairment to prepare for performance of everyday activities.

Work collaboratively in an inter-professional healthcare arena.

Practice occupational therapy in a legal and ethical manner.

THE OCCUPATIONAL THERAPY CONTRIBUTOR ROLE

Occupational therapy contributors have a professional responsibility to recognize and influence health care within the context of international, national, state, community and work environments. Contributors participate in the development of the occupational therapy scholarly body of knowledge. Graduates will demonstrate the ability to:

Use research evidence to advocate for occupational therapy in multiple environments.

Use and /or design research for consumers, professionals, regulatory and/or health policy groups which describes factors that enable or limit participation of clients and/or populations.

Use and/or design research for consumers, professionals, regulatory and/or health policy groups which describes factors that enable or limit activities or occupations of clients and/or populations.

Use and/or design research for consumers, professionals, regulatory and/or health policy groups which describes factors that impact body structures/functions and their impairments.

THE OCCUPATIONAL THERAPY MANAGER ROLE

The occupational therapy manager plans, organizes, implements, staffs, directs, and evaluates occupational therapy services; coordinates these functions with other health, education, and work-related services; and promotes an understanding of occupational therapy services. Graduates will

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demonstrate the ability to:

Consider social, economic, political, geographic, demographic, and reimbursement factors that can impact clients’ participation in life situations.

Consider multiple environmental factors when managing occupational therapy services.

Apply management principles and strategies to direct occupational therapy services that promote clients’ performance of activities, and occupations and reduce their activity limitations.

Apply management principles and strategies to direct occupational therapy services that reduce clients’ impairments to prepare them for performance of everyday activities.

Promote inter-professional collaboration and referral.

Apply management principles to ensure legal and ethical occupational therapy practice.

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Table 3: Learning OutcomesUpon Completion of the Seton Hall Occupational Therapy Curriculum Students Will:

Roles*

ICF*

Practitioner Contributor Manager

Environmental factors (physical, social, attitudinal, virtual, cultural)

Analyze, adapt and utilize the environment to enhance clients’ everyday functional performance.

Work collaboratively in an inter-professional healthcare arena.

Use research evidence to advocate for occupational therapy in multiple environments.

Consider multiple environmental factors when managing occupational therapy services.

Promote inter-professional collaboration and referral.

Participation/ Participation restriction

Evaluate factors that are facilitators and barriers to clients’ participation in life situations.

Develop and implement theory-driven and evidence-based interventions that promote clients’ participation in life situations, health and well-being, and prevent participation restrictions.

Practice occupational therapy in a legal and ethical manner.

Use and /or design research for consumers, professionals, regulatory and/or health policy groups which describes factors that enable or limit participation of clients and/or populations.

Consider social, economic, political, geographic, demographic, and reimbursement factors that can impact clients’ participation in life situations.

Apply management principles to ensure legal and ethical occupational therapy practice.

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Roles*

ICF*


Activities, occupations and activity limitations

Analyze everyday activities and occupations for their ability to enable clients’ independence, safety, and satisfaction.

Evaluate for factors that facilitate or limit clients’ performance of desired, expected, or required activities and occupations.

Develop and implement theory-driven and evidence-based interventions that promote clients’ everyday activities, health and well-being, and occupations and prevent activity limitations

Use and /or design research for consumers, professionals, regulatory and/or health policy groups which describes factors that enable or limit activities or occupations of clients and/or populations.

Apply management principles and strategies to direct occupational therapy services that promote clients’ performance of activities, and occupations and reduce their activity limitations.

Body functions and structures / impairments

Evaluate body structures/functions to determine their impact on activities and activity limitations.

Develop and implement theory-driven and

Use and /or design research for consumers, professionals, regulatory and/or health policy groups which describes factors that impact body structures/functions

Apply management principles and strategies to direct occupational therapy services that reduce clients’ impairments to prepare them for performance of

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Roles*

ICF*


evidence-based body structure/function interventions to reduce impairment to prepare for performance of everyday activities.

and their impairments. everyday activities.

*Adapted from the University of Pittsburgh Curriculum Design

Professional Formation is the thread that runs throughout the Seton Hall University Occupational Therapy curriculum: This thread focuses on the formation of professional identity, including servant leadership, consistent with the Seton Hall University mission. The Professional Formation sequence begins with professional attitudes, behaviors and skills expected in graduate school and clinical settings. The sequence progresses to critical thinking, clinical reasoning and integration of knowledge. Therapeutic use of self and reflection are integrated with Level I fieldwork experiences, service learning and advocacy projects. The sequence culminates in planning for continued professional development as practitioners, contributors and managers.

The curriculum design includes the ICF components of Environment, Participation, Activities, Body Functions and Structures, as well as the roles of Practitioner, Contributor and Manager. The ICF component themes and therapist roles are consistent with the stated Mission [global viewpoint (ICF), professional and evidence-based servant leaders and practitioners], and professional Philosophy [participation in activities as a means and end to therapy; use of activities to prevent, compensate and restore function]. We engage students through active learning in a collaborative process that builds on knowledge from previous terms. We also teach critical inquiry, and the use of evidence to promote client functioning in multiple environments.

Throughout the curriculum, the emphasis begins with the practitioner role, followed by the contributor and manager roles.

Similarly, foundation knowledge in body structures and functions is met through pre-requisite courses, and foundational coursework early in the curriculum. This is followed by emphasizing the impact of health conditions and impairments on activities and participation of older adults, adults, and children/adolescents. Moreover, the reverse developmental courses are arranged so that students engage health and medical condition knowledge, appropriate assessments, and appropriate interventions in the same term, thus integrating the knowledge, application, evaluation and synthesis of information needed for clinical practice. The final terms of the curriculum focus on entrepreneurship, prevention and health promotion and wellness. Additionally, the program provides increasing challenges and complexities as the curriculum unfolds.

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Proposed Occupational Therapy curriculum structure

The proposed curriculum consists of 27 courses and two Level II Fieldwork experiences. The focus of the first two terms is on foundational knowledge for the practice of occupational therapy. Terms 3 – 5 focus on the occupational therapy process in reverse developmental order. Terms 5 and 6 introduce the students to management and wellness and entrepreneurship in occupational therapy.

NEW CURRICULUM – SETON HALL UNIVERSITY (84 Credits)Term 1, 16 credits(Fall I)

Functional Anatomy & Kinesiology, 5 credits

Neuroscience for Occupational Therapy, 3 credits

Occupational Therapy Practice Skills, 2 credits

Introduction to Occupational Therapy, 4 credits

Professional Formation I, 2 credits

Term 2, 16 credits (Spring I)

Group Process in Occupational Therapy, 3 credits

Cognition, Perception, Vision and Function,3 credits

The Occupational Therapy Process, 4 credits

Research Methods I, 4 credits

Professional Formation II, 2 credits

Term 3, 8 credits(Summer I)

Health & Medical Complexities of Older Adults, 2 credits

Evaluation of Older Adults,2 credits

Interventions for Older Adult,4 credits

Term 4, 14 credits(Fall II)

Health & Medical Complexities of Adults, 2 credits

Evaluation of Adults, 2 credits

Interventions for Adults, 6 credits

Professional Ethics in Occupational Therapy, 2 credits

Professional Formation III, 2 credits

Term 5, 16 credits(Spring II)

Health & Medical Complexities of Children/Adolescents, 2 credits

Evaluation of Children/Adolescents, 2 credits

Interventions for Children/Adolescents, 5 credits

and Entrepreneurship I, 3 credits

Research Methods II, 2 credits

Professional Formation IV, 2 credits

Term 6, 7 credits(Summer II)

Wellness and Entrepreneurship II, 4 credits

Health Care Policies and Organizations,3 credits

Term 7, 3 credits (Fall III)

Level II Fieldwork I, 3 credits

Term 8, 4 Level II Fieldwork II, 3 Professional Formation V,

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credits(Spring III)

credits 1 credit

Term 9, 3 credits(Summer III)

Level II fieldwork III (optional), 3 credits

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Course descriptions in the New Curriculum

COURSE COURSE DESCRIPTIONTERM 1 (Fall I)1. GMOT/OTFY Functional

Anatomy & Kinesiology Credits: 5 Clock hours: 3 lecture,

2 lab

This course focuses on understanding and analyzing typical and atypical human movement across the life span using anatomy and kinesiology principles. This course includes labs.

2. GMOT/OTFY Neuroscience for Occupational Therapy

Credits: 3 Clock hours: 3 lecture

This course covers body functions and structures of the nervous system, including the impact of impairment on activity and participation.

3. GMOT/OTFY Occupational Therapy Practice Skills

Credit: 2 Clock hours: 1 lecture,

2 lab

This course introduces basic health assessment; client and provider safety; and demonstration and integration of occupational therapy practice skills. This course includes labs.

4. GMOT/OTFY Introduction to Occupational Therapy

Credits: 4 Clock hours: 3 lecture,

2 lab

This course introduces the students to the foundations of the occupational therapy profession. This course includes labs.

5. GMOT/OTFY Professional Formation I


This course focuses on the acquisition of professional knowledge and skills expected of graduate students in a professional program.

TERM 2 (Spring I)6. GMOT/OTFY Group Process in

Occupational Therapy Credits: 4 Clock hours: 2 seminar,

1 fieldwork I

This course integrates theories of group dynamics and leadership with the development and implementation of functional activity-based groups. This course includes fieldwork I experiences.

7. GMOT/OTFY Cognition, Perception, Vision and Function


2 lab

This course addresses cognition, perception, and visual impairments; their impact on function; and principles of related occupational therapy assessments and interventions. This course includes labs.

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8. GMOT/OTFY The Occupational Therapy Process


This course introduces the principles and implementation of the occupational therapy process.

9. GMOT/OTFY Research Methods I


This course addresses the use of quantitative methods to inform clinical practice and research.

10. GMOT/OTFY Professional Formation II


This course develops critical thinking and clinical reasoning skills for occupational therapy practice.

TERM 3 (Summer I)11. GMOT Health and Medical

Complexities of Older Adults Credits: 2 Clock hours: 2 lecture

This course examines common health conditions associated with older adults and how impairment impacts activity and participation.

12. GMOT Evaluation of Older Adults


This course focuses on the evaluation and assessment of older adults.

13. GMOT Interventions for Older Adults


2 lab, 1 fieldwork I

This course integrates theories and interventions for occupational therapy practice with older adults. This course includes labs and fieldwork I experiences.

TERM 4 (Fall II)14. GMOT Health and Medical

Complexities of Adults Credits: 2 Clock hours: 2 lecture

This course examines common health conditions associated with adults and how impairment impacts activity and participation.

15. GMOT Evaluations of Adults Credits: 2 Clock hours: 2 lecture

This course focuses on the evaluation and assessment of adults.

16. GMOT Interventions for Adults Credits: 6 Clock hours: 3 lecture,

4 labs, 1 fieldwork I

This course integrates theories and interventions for occupational therapy practice with adults. This course includes labs and fieldwork I experiences.

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17. GMOT Professional Ethics in Occupational Therapy


This course introduces principles of ethics and law for occupational therapy practice.

18. GMOT Professional Formation III


This course continues to develop therapeutic use of self and clinical reasoning and introduces self-reflection. This course includes service learning experiences.

TERM 5 (Spring II)19. GMOT Health and Medical

Complexities of Children/Adolescents


This course examines common health conditions associated with children and adolescents and how impairment impacts activity and participation.

20. GMOT Evaluation of Children/Adolescents


This course focuses on the evaluation and assessment of children and adolescents.

21. GMOT Interventions for Children/Adolescents


4 lab, 1 fieldwork I

This course integrates theories and interventions for occupational therapy practice with children and adolescents. This course includes labs and fieldwork I experiences.

22. GMOT Wellness and Entrepreneurship I


This course examines emerging occupational therapy practices, program development, and processes associated with entrepreneurship. This course includes service learning activities.

23. GMOT Research Methods II Credits: 2 Clock hours: 2 lecture

This course addresses the use of qualitative methods to inform clinical practice and research.

24. GMOT Professional Formation IV


This course advances clinical reasoning and self-reflection in clinical practice and in the community. This course includes service learning experiences.

TERM 6 (Summer II)25. GMOT Wellness and

Entrepreneurship IIThis course applies concepts developed in Wellness and Entrepreneurship I course to

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community program and emerging practice areas. This course includes service learning activities.

26. GMOT Health Care Policies and Organizations


This course addresses the practice and management of occupational therapy services across healthcare, education and community environments.

TERM 7 (Fall III)27. GMOT Level II Fieldwork I

Credits: 3 Clock hours: equivalent

to a full time job at fieldwork site.

The Level II Fieldwork course requires students to integrate the roles of practitioner, contributor, and manager in a clinical setting.

TERM 8 (Spring III)28. GMOT Level II Fieldwork II

Credits: 3 Clock hours: equivalent


The Level II Fieldwork course requires students to integrate the roles of practitioner, contributor, and manager in a clinical setting.

29. GMOT Professional Formation V


This course focuses on transitioning into professional roles and continued professional development as practitioners and managers.

TERM 9 (Summer III)30. GMOT Level II Fieldwork III

(optional) Credits: 3 Clock hours: equivalent


This optional Level II Fieldwork course requires students to integrate the roles of practitioner, contributor, and manager in an additional area.

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Curricular mappingIn this section curricular mapping is presented. In the first section, mapping was done based on courses and in the second section, mapping was done based on course objectives.

Faculty who developed the course syllabi, identified each course’s main focus in term of the ICF concepts and occupational therapists’ roles. These foci were used to map the curriculum based on the courses.

Many courses address and assess additional ICF concepts and roles. This information is reflected in the courses’ objectives. The curricular mapping that is based course objectives reflects this additional information.

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Mapping of the occupational therapy courses in relation to the program’s student outcomes

Consistent with the program mission, the program focus is weighted more heavily on the practitioner role, followed by the contributor role which is essential for evidence-based practice. The manager role has a smaller focus within the curriculum as is appropriate for entry-level practice.

The program’s design structure using the ICF concepts reflects the emphasis of these roles as they are distributed across areas (Table 4 and Figure 1).

Table 4. Number of courses addressing program’s student outcomes across ICF concepts

ICFROLE Body functions and

structures[B]

Activities

[A]

Participation

[PAR]

Environmental and personal factors

[E]Practitioner [P]

28 21 21 22

Contributor [C]

7 7 10 10

Manager [M]

3 3 5 6

Figure 1: Distribution of courses’ foci

B A PAR E0

5

10

15

20

25

30

PCM

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The program builds in the complexity of occupational therapy roles as it progresses. In the beginning, the curriculum focuses mainly on the practitioner role, adding the contributor role and finally the manager role as the curriculum advances (Table 5 and Figure 2).

Table 5. Number of Courses Focused on Occupational Therapy Roles by Term

ROLE

TERM

P C M

1 5 0 02 4 2 03 3 1 04 5 2 15 4 3 16 0 1 27 1 1 18 2 1 1

Figure 2. Distribution of courses’ role foci by term

1 2 3 4 5 6 7 80

1

2

3

4

5

6

PCM

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Course mapping based on course objectives

Consistent with the mapping by courses’ foci, the mapping by course objectives gives the same picture. There are 472 unique course objectives in the curriculum, however, many of them address multiple roles, resulting in 757 course objectives. The majority of the curriculum is designed to develop students’ ability to function in the practitioner role, followed by the development of skills in the contributor and manager roles (Table 6 and Figure 3).

Table 6. Number and percentages of course objectives throughout the curriculum addressing each occupational therapist role

Number of Course objectives

% from Total course objectives

Practitioner 455 60%Contributor 217 29%Manager 85 11%

Figure 3. Distribution of course objectives throughout the curriculum by occupational therapy role

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455

217

85

Number of course objectives by role focus

Course objectives and ACOTE curriculum content standards

Our accreditation body, ACOTE, allocates 188 content standards into nine content areas. Each standard must be addressed at least once to meet minimum accreditation requirement. Again, the curricular focus, as illustrated by the distribution of course objectives across content areas, is primarily reflected in the practitioner role, followed by the contributor and manager roles (Table 7 and Figure 4).

Table 7. Course objectives by ACOTE content areasACOTE content areas Practitioner Contributor Manager TotalFOUNDATIONAL CONTENT 47 18 3 68BASIC TENETS OF OCCUPATIONAL THERAPY 55 19 6 80OCCUPATIONAL THERAPY THEORETICAL PERSPECTIVES 24 11 1 36SCREENING, EVALUATION, AND REFERRAL 86 20 1 107INTERVENTION PLAN: FORMULATION AND IMPLEMENTATION

135 73 7 215

CONTEXT OF SERVICE DELIVERY 20 13 9 42MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES 24 12 21 57SCHOLARSHIP 15 26 6 47PROFESSIONAL ETHICS, VALUES, AND RESPONSIBILITIES 49 25 31 105Total 455 217 85 757

Figure 4. Distribution of course objectives by ACOTE content area and role

0

40

80

120

160

PractitionerContributorManager

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Most of the course objectives in the curriculum address the content that is directly related to screening, evaluation, referral, intervention plan formation, and intervention plan implementation (Table 8). In addition, 14% of our course objectives address professional ethics, values and responsibilities. This is a reflection of our Professional Formation thread that ties our curriculum to the University and School’s Catholic mission.

Table 8. Number of objectives and the percentage of objectives in each ACOTE content area

ACOTE content area Total % of total course objectives

FOUNDATIONAL CONTENT 68 9%BASIC TENETS OF OCCUPATIONAL THERAPY 80 11%OCCUPATIONAL THERAPY THEORETICAL PERSPECTIVES 36 5%SCREENING, EVALUATION, AND REFERRAL 107 14%INTERVENTION PLAN: FORMULATION AND IMPLEMENTATION

215 28%

CONTEXT OF SERVICE DELIVERY 42 6%MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES 57 7%SCHOLARSHIP 47 6%PROFESSIONAL ETHICS, VALUES, AND RESPONSIBILITIES 105 14%

The curricular mapping presented above demonstrates the consistency of the proposed new curriculum with the department. The occupational therapist roles clearly integrate with the ICF concepts, and the complexity of related content presented builds over each term. The course objectives in the new curriculum similarly reflect the occupational therapist roles, as well as the required ACOTE content areas. Further, this new curriculum strongly reflects the School’s and University’s mission to prepare students as servant leaders that follow Catholic ideals.

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Appendix A: Current occupational therapy curriculum

CURRENT OT CURRICULUM (84 credits)Term 1, 16 credits

Functional Anatomy, 3 credits

Human Physiology, 4 credits

Intro to Principles of Learning, 2 credits

Into to Theory and Practice I + FW I, 3 credits

Activity Analysis, 1 credits

OT Practice Skills, 1 credits

Development across the Lifespan Adult, 2 credits

Term 2, 16 credits

Kinesiology, 3 credits

Neuroscience, 3 credits

Clinical Medicine, 3 credits

Development across the Lifespan, 2 credits

Psychosocial & Group Process – Fieldwork I, 4 credits

Clinical Integration Seminar, 1 credit

Term 3, 9 credits

OT Theory & Practice II, 3 credits

Rehab in OT IFW I, 4 credits

Ethical & Legal issues in OT, 2 credits

Term 4, 3 credits

FW II – phase I, 3 credits

Term 5, 15 credits

Rehab in OT II, 3 credits

Pediatrics in OT FW I, 4 credits

Health Care Organizations, 2 credits

Research Methods I, 3 credits

Research Practicum I, 1 credit

Orthotics in OT, 2 credits

Term 6, 6 credits

Clinical Medicine II, 2

Theory & Practice III, 2

Geriatrics in OT, 2 credits

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credits creditsTerm 7, 13

Consultation, Community & Alternative Models, 2 credits

Research Methods II, 2 credits

Seminars in Advanced Theory & Practice in OT, 2 credits

Activity Group Process, 3 credits

Advanced Concepts in Adapting Environments, 3 credits

Research Practicum II, 1 credit

Term 8, 6 credits

FW II phase II, 3 credits

FW II phase III, 3 credits

Appendix B: Departmental minutes with approval of the new curriculumOccupational Therapy Department Meeting MinutesDate: November 18, 2013Attendees: Ruth, Tom, Beth, Bob, Karen, Mara, MerylTOPIC DISCUSSION ACTION STEPS RESPONSIBL

E FACULTYDATE COMPLETED

Approval of minutes ApprovedFaculty research report n/aFaculty news Over 90 people expected to attend OT Night this

Thursday.Inform Lori of event

Tom 11/19/13

Additions to the agenda n/aREPORTS: Please post your reports on our community BBAC report From Deans’ meeting with the provost:

o Number of overall high-school graduates in NJ is dropping and this is a challenge to all local universities.

o Conversion rate from open houses is 77%.o Freshmen declared majors: #1 nursing, #2

undecided, #3 bio-PA, …, #7 SOBT, #8 bio-

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PT.o Crime rate on campus and area was reduced

by 50%o Safety on campus: Saferide hours: 5pm – 3am

and 6am – 5pm. Call 9300 to get escort.o Lights will be installed on SHU campus to

light South Orange Ave.o Tell students not to make known they have

cell phones on them. A list of events is attached. Graduation will be held on Thursday night

5/15/2014. Details will follow. We must use Vista only for travel. They are

working on portal for faculty. Emergency procedures: If student does not feel

well, stop class, investigate, call 911 or counseling services (911 after hours). Notify chair, dean and so on.

We are developing a uniform incident report. FY15 budget is due on 12/15/2013. MHA will join GPHS on 1/2014. Chairs must keep copy of current licenses in

faculty files. SLP site visit March 17 – 18, 2014.

GMEC n/aDCE report n/aMOTEC n/aSPRC n/aNJOTA n/a

New ItemsRepresentative for IPE task force

New rep will be Tom. This requires attending meeting Fridays once a month.

11/19/13

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Representative for GMEC

New rep will be Tom. This requires attending meeting Fridays once a month.

11/19/13

Spring GAs Arielle FallonKeren ShpigelHannah CuozzoCatherine Assouline

Contact and offer position

Ruth

Approval of the following items in the new curriculum:1. Department mission2. Curriculum design3. Professional

formation theme4. Course descriptions5. Philosophy of the

profession statement6. Philosophy of

education statement

All items were approved unanimously by faculty All 11/19/13

Student issues RS has been sending faculty inappropriate emails. Speak to her about appropriate boundaries.

Karen

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Appendix C: Statements of support/approvals

C.1. Occupational Therapy Department – minutes with approval are in Appendix B

C.2. SHMS, Academic Leadership Council

C.3. SHMS faculty

C.2. Brian B. Shulman, PhD, CCC-SLP, BRS--CL, ASHA Fellow, Dean, School of Health and Medical Sciences

C.3. GMEC - curriculum will be presented on March 21, 2014

C.4. Dean of the Library - Pending

C.5. Chair of Sociology, Anthropology and Social Work (SOBT – dual degree with OT)

C.6. Arts & Sciences - EPC

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