OTD - Doctor of Occupational Therapy

Course includes a comprehensive study of theories, models, and practice frameworks underpinning current occupational therapy practice. Clinical reasoning in occupational therapy is introduced, as is the practical application of theory in context. The history, philosophy, evolution, and core values of occupational therapy are introduced. The Occupational Therapy Framework, professional behaviors, ethical issues, and roles of occupational therapists and certified occupational therapy assistants are introduced.

Characteristic occupational milestones of human growth and development will be studied from birth to adolescence, as will the development and transition of meaningful occupations from birth through adolescence. The pediatric occupational therapy evaluation process will be studied to include the importance of evidence-based measures of occupational performance and the significance of reliability and validity in standardized observations and measurements.

This course focuses on comprehensive study of adult occupations and the evaluation processes in occupational therapy, including the selection and use of evidence-based assessments of adult occupational performance and well-being within developmentally appropriate contexts. It will include assessment of performance skills and patterns through the use of reliable and valid tools. There will be an emphasis on holistic assessment - to include body, mind, and spirit - in the assessment process, and the importance of accurately interpreting measurements and observations.

Biostatistics is the application of statistics to biology, medicine, nursing, and other health-related professions. This course is intended to give the student an introduction to basic statistical concepts, methods, and reasoning used in public health and other health sciences, providing a base for further development of these skills in courses such as Epidemiology, Research Methods, and Advanced Epidemiology. Health Sciences students in Public Health, Occupational Therapy, Physical Therapy, and other related professions will establish a foundation for their experiential learning projects.

Gross anatomy of the human body is presented from a regional perspective. Clinical applications will be used as a basis for anatomical understanding. Lectures will include; skeletal, muscular, vascular, and nervous systems of the upper and lower extremities, and vascular, nervous, and organ system components of the thorax, abdomen, and pelvis. The musculature and vasculature of the head, neck, and back will also be covered in additional to the cranial nerves and the central nervous system. Cadaver dissection is included in lab.

Analysis of human movement incorporating mechanical, biological, developmental, and environmental factors. Skills in assessment of motor performance are developed. Anatomical structures in the trunk, shoulder girdle, and upper extremity are identified and examined and the function of those structures are assessed. Upper extremity static and dynamic splinting skills are introduced.

The first of a two-part course including instruction on techniques for quantitative and qualitative research methodology utilized in Health Science, critical analysis of published research, and ethical research considerations and practices. Emphasis placed on the development of scholarly information literacy competencies.

The second of a two-part course including instruction on techniques for quantitative and qualitative research methodology utilized in the health sciences, critical analysis of published research, and ethical research considerations and practices. The development of an Institutional Review Board proposal for a pilot scholarly study is emphasized.

Selection and implementation of occupationally relevant and evidence-based therapeutic assessment, goals and interventions for musculoskeletal and cardiopulmonary issues consistent with occupational therapy theory as applied in multiple practice contexts. Evaluation of client outcomes, review of occupational performance process, clinical reasoning, and decision-making are emphasized.

The fundamentals of neuroanatomy and neurophysiology of the human nervous system as relevant to rehabilitation professionals are studied. Topics covered include the major structures and functions of the central and peripheral nervous systems, both at the macro and cellular levels. Clinical application of material learned is an emphasis of the class. Major neurological syndromes and diseases will be discussed and relevant clinical cases will be introduced to illustrate how dysfunction of neuroanatomical structures results in clinical symptoms or functional disturbances.

Selection and implementation of therapeutic interventions consistent with occupational therapy theory as applied in behavioral health practice. Evaluation of client outcomes, review of occupational performance process, and holistic well-being are emphasized. Theory and practice of group dynamics; development of self-awareness and interpersonal communication skills necessary for successful management of therapeutic groups.

This course provides the student with the basic tools to predict changes in a patient's responses to medications as a result of receiving therapeutic intervention, explains the pharmaceutical intervention associated with common disease states, and reviews the effects of pharmaceutical interventions and their impact on the rehabilitation process. This course introduces the student to modern musculoskeletal imaging. Throughout the course, emphasis is placed on the knowledge of diagnostic imaging necessary in everyday rehabilitation practice. Clinical case scenarios are utilized to further develop critical thinking skills of students.

The use of physical agents in rehabilitation has been shown to have positive effects on achieving patient treatment outcomes. Students will learn the rationale for use and application of various physical agents: superficial heat (thermotherapy, cryotherapy), deep heat (ultrasound), electrotherapy (neuromuscular electrical stimulation, TENS, Iontophoresis), and mechanicotherapy (mobilization, compression). Students will realize the adjunctive nature of these agents and how they can be used as a precursor to purposeful activity.

The first of a two-part course, students will include rich discussion of overarching program themes; faith-based practice, servant leadership in healthcare, community practice, holistic program development and others. Discussion will consider the foundations and practice of occupational therapy as well as the social, cultural, and political influences on the profession. Students will share with each other, the faculty, and the community the outcomes of their individual capstone proposals. This course will prepare students to begin the framework for the residency project (OTD 802). As part of this course, the program themes; leadership, character, scholarship and research, global perspective, evidence based practice, occupational therapy theory, and advocacy will be discussed in detail so that the student can make an informed decision on which theme to focus his/her project on. Students will use these themes and other critical decision making abilities to begin to seek guidance from community mentors, plan the residency project, and select a residency site with the assistance of a faculty mentor.

Understanding public policy trends and leadership issues influencing health systems and community health. Program planning, budgeting, and evaluation; supervision of occupational therapy personnel; engagement in professional associations and promotion of occupational therapy. Developing systems to improve access to occupational therapy services in under-served populations and communities.

This first part of a three-part course includes fieldwork placement in a clinical setting with a focus on physical rehabilitation. Students observe and participate in clinical practice and develop clinical skills under the supervision of an allied health practitioner. Didactic complements to this course emphasize assessment and intervention of musculoskeletal and cardiopulmonary dysfunction, including patient handling and functional mobility, and modality use. A seminar portion includes training in HIPAA and bloodborne pathogens, as well as professional behaviors and reflection to prepare students for Level II Fieldwork placements.

This second part of a three-part course includes fieldwork placement in a community setting, which is established in OTD-760. Students observe and participate in community practice, with a focus on social and psychological factors, under the supervision of an experienced community mentor. Didactic complements to this course include needs assessment, interprofessional collaboration, and intervention planning in the community setting. The seminar portion of the course includes emphasis on assessment and evaluation of social and psychological factors in relation to occupational performance and participation, as well as occupational balance, and advocacy in preparation for Level II Fieldwork placements.

This third part of a three-part course includes fieldwork placement in a pediatric setting. Students observe and participate in clinical practice and develop clinical skills under the supervision of an allied health practitioner; documentation skills are refined. Didactic complements to this course include emphasis on pediatric assessment, intervention and documentation, assistive technology, client education and transitions. The seminar portion of this course focuses on the unique factors of pediatric practice and professional reflection. This course finishes with a comprehensive skills evaluation to ensure students are prepared for Level II Fieldwork placements.

The second of a two-part course. Students will work individually with assigned faculty and community partners to continue preparation for a project related to their residency course. The project requires students to demonstrate proficiency beyond the entry-level of practice in some specific specialty in occupational therapy practice. Students are expected to plan an individual presentation of their residency project as part of this course.

Introductory knowledge about disability as a sociocultural, political, and historical construct. Interprofessional scholarship on disability and perspectives of people with disabilities will be included. The cultural meanings, social justice, and human rights issues related to disabilities are studied. Explores the role of occupational therapy in community settings. Students develop knowledge regarding occupation-based or occupational therapy services that support desired outcomes of service agencies in the community.

This course introduces students to theories of healthcare ethics, ethical decision-making guildelines, legal and professional standards of practice, institutional ethics policies, and major ethical dilemmas facing today's healthcare practitioners. The course includes review and critical analysis of ethics case studies from Occupational Therapy literature.

An interprofessional seminar course which will provide a forum for students and faculty to discuss health and wellness issues from the perspectives of a diverse team of health, medical, and community professionals. An emphasis will be placed on advocacy for the profession of occupational therapy in the treatment milieu. Case studies including a variety of professions will be utilized to facilitate dialog.

Evidence-based evaluation, goal development, and interventions for children and their families is covered. Intervention settings include school-based, traditional hospital or rehabilitation-based, or community-based practice. Outcomes assessment, clinical reasoning, and decision-making are emphasized, as is the documentation of occupational therapy services.

First of a two-part course. Student groups carry out a pilot research study planned in Research Methods II, under the supervision of a faculty advisor, and write an article of publishable quality according to manuscript guidelines of a selected peer-reviewed occupational therapy publication appropriate for dissemination of scholarly work. Emphasis of this course is final IRB approval and data collection.

Second of a two-part course. Student groups carry out a pilot research study planned in Research Methods II, under the supervision of a faculty advisor, and write an article of publishable quality according to manuscript guidelines of a selected peer-reviewed occupational therapy publication appropriate for dissemination of scholarly work. Emphasis of this course is data analysis and write-up.

The values, beliefs, and assumptions of how humans function as occupational beings are explored from the perspective of culture. An appreciation for the richness inherent in cultural diversity is emphasized, as is the importance of addressing individual occupational, wellness, and health needs within the context of one's cultural heritage. Spirituality is studied, both as a component of culture and society, and as a personal human factor which brings meaning to occupation and life.

This course provides a critical overview of the scope and practice of leadership in healthcare. Through the examination of leadership theories, principles, and techniques, students will be able to plan, develop, and maintain quality occupational therapy services in a diverse and ever changing healthcare environment. Emphasis will be given to a biblically based servant leadership perspective. Additional topics will include, but not be limited to: governmental and professional credentialing, staff/professional development, continuous quality improvement, clinical education, and support of local, state, and national professional organizations.

This course provides an overview of occupational therapists' intervention roles, and responsibilities related to occupational performance and well-being with adults through the lifespan into older adulthood in a variety of settings. Students will examine the influences of physical, cognitive, spiritual, psychosocial, cultural, and community functioning on occupational performance and well-being. Strategies to deal with age-related changes will be included. The political and social policy ramifications of aging are also addressed.

Grounded in occupational therapy history, theory, and the Person-Environment-Occupational Performance (PEOP) model of practice, activity-analysis skills will be used to guide meaningful, client-centered activities. Students will explore various new and familiar therapeutic media and apply principles of therapeutic activity-grading and use-of-self to encourage holistic client engagement and goal attainment.

Graduate students are encouraged to become responsive and reflective teachers. A variety of active learning/instructional strategies will facilitate discussions addressing educational theory and practice. The course will explore and develop teaching skills that promote learning with diverse learners across a variety of settings.

Selection and implementation of occupationally relevant and evidence-based therapeutic assessment, goals, and interventions for neurologic issues consistent with occupational therapy theory as applied in multiple practice contexts. Evaluation of client outcomes, review of occupational performance process, clinical reasoning, and decision-making are emphasized.

This course reinforces the concept of health as "a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity (WHO-1948)". This course will examine healthcare systems, service delivery, factors influencing care and policy decisions, health disparities, and evidence-based care at local, state, national, and global levels. There will be an emphasis on promoting healthy communities through occupation-based health promotion, disease prevention, and recognition of social, economic, and political factors influencing health and well-being. Students will investigate evidence-based practice to target the needs of vulnerable populations such as those who are chronically ill and poor.

This course reinforces the concept of health as "a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity (WHO-1948)". This course will examine healthcare systems, service delivery, factors influencing care and policy decisions, health disparities, and evidence-based care at local, state, national, and global levels. There will be an emphasis on promoting healthy communities through occupation-based health promotion, disease prevention, and recognition of social, economic, and political factors influencing health and wellbeing. Investigate evidence-based practice to target the needs of vulnerable populations such as those who are chronically ill and poor.

Selection and implementation of therapeutic interventions consistent with occupational therapy theory as applied in treatment and management of cognitive and sensory-processing disorders. Evaluation of client outcomes, review of occupational performance process, and appropriate documentation for cognitive and perceptual interventions are emphasized.

This course is restricted to students enrolled in the occupational therapy doctoral program at Indiana Wesleyan University. The course must be completed successfully prior to enrolled students commencing the doctoral experiential component of the occupational therapy program. The course explores a wide variety of special topics relevant to practice, research, and professional advocacy in the field of occupational therapy.

During this culminating clinical experience students will apply knowledge and skills learned through didactic interactions in the clinical setting. Supervision from a licensed therapist gradually decreases as students gain independence in working with clients through the processes of assessment, intervention, and discharge in the therapeutic setting. Students are challenged to take lead roles in advocacy, program development, interprofessional collaboration, and supervision of OTA and support staff. At the end of the FW II experience, students are responsible for a full caseload independently as entry-level therapists.

In a setting different from that in Level II Fieldwork I, students will apply knowledge and skills learned through didactic interactions in the clinical setting. Supervision from a licensed therapist gradually decreases as students gain independence in working with clients through the processes of assessment, intervention, and discharge in the therapeutic setting. Students are challenged to take lead roles in advocacy, program development, interprofessional collaboration, and supervision of OTA and support staff. At the end of the FW II experience, students are responsible for a full caseload independently as entry-level therapists.

This course will develop occupational therapists with advanced skills (those that are beyond a generalist level). The doctoral experiential component is an integral part of the program's curriculum design and, as such, includes an in-depth experience in one or more of the following: clinical practice skills, research skills, administration, servant leadership, program and policy development, advocacy, education, or theory development. The summation of the program will include rich discussion of overarching program themes; faith-based practice, servant leadership in healthcare, community practice, holistic program development and others. Discussion will consider the foundations and practice of occupational therapy as well as the social, cultural, and political influences on the profession. Students will share with each other, the faculty, and the community the outcomes of their individual Capstone projects.

In this course students will explore definitions and perspectives of health, wellness, disability, and suffering inside and outside of the context of a Christian worldview. Exploration will include health and wellness implications for occupational participation and performance, as well as an exploration of evidence for the impact of occupational participation on health promotion and prevention of disease. Worldview and the philosophy of Occupational Therapy will be explored and applied to care planning and clinical reasoning for Occupational Therapy practice.

This course coincides with OTD 802 to support the student with discussions, assignments and overall development of the capstone portfolio and the presentation. OTD 802 will develop occupational therapists with advanced skills (those that are beyond a generalist level). The doctoral experiential component is an integral part of the program's curriculum design and, as such, includes an in-depth experience in one or more of the following: clinical practice skills, research skills, administration, servant leadership, program and policy development, advocacy, education, or theory development. The summation of the program will include rich discussion of overarching program themes; faith-based practice, servant leadership in healthcare, community practice, holistic program development and others. Discussion will consider the foundations and practice of occupational therapy as well as the social, cultural, and political influences on the profession. Students will share with each other, the faculty, and the community the outcomes of their individual Capstone projects.