500 Introduction to Occupational Participation Across the Lifespan: Basic and Applied (3:2-3)

This course will introduce foundational elements of occupational science across the lifespan. The history of the profession, professional standards, values, roles and responsibilities in various contexts/settings and current issues where occupational therapy may play a role for groups, individuals, and populations will be examined, emphasizing the American Occupational Therapy Association’s policies, official documents, practice models, and ethics.

501 Human Development Across the Lifespan (3)

In this course, various approaches, including occupational science, will be used to frame the developmental process from birth to death. The role of occupations in impacting this developmental trajectory will be explored.

502 Occupational Science, Assessment, and Analysis (3:2-3)

Prerequisite: 500

This course will introduce the evaluation and assessment processes based in varied theoretical approaches utilized in occupational therapy throughout the lifespan. Historical and current trends from the occupational science literature will be incorporated including the application of the Occupational Therapy Practice Framework: Domain and Process (OTPF) to the engagement of persons, groups, and populations in meaningful occupations. The examination of occupational time use, balance, client factors, performance skills, performance patterns and contexts will be addressed through interview techniques, observations, non-standardized and standardized assessments, the evaluation of the environment, and the development and analysis of the occupational profile. Additionally, quantitative and qualitative analysis of data and the presentation of results integrating the principles of health literacy will be utilized.

503 Conditions Impacting the Promotion of Health and Well-being (3)

This course will include content on the risk factors, etiology, characteristics, and prognoses for the conditions most commonly seen by occupational therapists, whether they are developmental or acquired. The primary manifestations of these conditions, as well as their impact on occupational performance and quality of life will be considered in the context of sociocultural, socioeconomic, and lifestyle choices. Epidemiological factors that impact the public health and welfare of populations will also be addressed.

504 Theories and Frames of Reference in Occupational Therapy (3)

This course will address the models and frames of reference utilized to guide assessment and intervention planning in occupational therapy for persons and groups. Integration of theoretical principles, clinical reasoning, and evidence-based practice, with respect for client-centered practice will advance student skill in professional decision making.

505 Professional Behaviors and Therapeutic Interaction Skills I (1)

This course will address the professional skills needed to be successful in all Level I Fieldwork Experiences under the supervision of various professionals within the local community. Using competency-based approaches, such as mindfulness, self-reflection, and skills training, this course focuses on the development of self-management, organizational, and communication skills to ensure that students are confident in their professional interactions and in the application of clinical skills.

510 Clinical Neuroscience (3:2-3)

This course will cover the structure and function of the central and peripheral nervous systems and ways in which faulty processing in these systems can impact functional ability. A particular focus on sensory and motor systems, as well as cognitive and emotional processing will be incorporated. Application of content to clinical case studies and the administration of varied neurological assessments is included.

511 Applications of Kinesiology and Biomechanics (3)

A detailed application of musculoskeletal anatomy in humans will assist the student in applying the principles of movement, alignment, joint structure, muscle actions, and motor planning as the foundation to assess typical and atypical movement during daily performance. The physics and biomechanical principles supporting occupational therapy interventions, including but not limited to ergonomics, body mechanics, strengthening, activity adaptations and modifications will be addressed.

513 Theories and Frames of Reference in Occupational Therapy (3)

This course will address the models and frames of reference utilized to guide assessment and intervention planning in occupational therapy for persons and groups. Integration of theoretical principles, clinical reasoning, and evidence-based practice, with respect for client-centered practice, will advance student skill in professional decision making.

514 Intuitive Leadership, Management, and Advocacy in Occupational Therapy (3)

This course will explore intuitive leadership, management theories, and practices across service delivery environments so that students can become more effective mentors, advocates, and facilitators in occupational therapy practice to address societal needs. The innovation, promotion, development, implementation, and evaluation of therapy services in traditional and emerging areas will be addressed. Personnel and financial resource management, strategic planning, supervision of personnel, and the development of a professional development plan is addressed.

515 Assistive Technologies and Environmental Adaptations (3:2-3)

This course will focus on assessment and intervention recommendations for modifications in such areas as seating and positioning, environmental adaptations, community access, and assistive technology. Exploration of funding sources, instruction to caregivers and the promotion of interprofessionalism and health literacy will be included.

602 Sociocultural Perspectives in Occupational Therapy Practice (3)

This course will explore the contributory role of occupational therapy with populations in situations of social vulnerability. The concepts of health disparity, occupational justice, and deprivation from a global, national, and local level will be discussed. Students will analyze ways in which factors, such as education, poverty, climate, race, culture, location, and socio-political aspects, can be barriers to achieving health, wellness, and the right to pursue meaningful, satisfying, and productive lifestyles. A service-learning experience is associated with this course.

603 Psychosocial Interventions and Applications Across the Lifespan (3:2-3)

This course will examine the evidence-based strategies used within a psychosocial setting, including group development, facilitation, and strategies to measure outcomes. Theoretically guided interventions of psychosocial, behavioral, and interpersonal processes across various populations will be incorporated.

610 Occupational Therapy Intervention Process I (3)

This course presents intervention skills required by the occupational therapist. Students will also be exposed to a variety of contexts and settings which serve pediatric clients. A review of OT’s Domain and Process, treatment implementation, referral to others, discontinuation of services, and documentation of services will be emphasized. Methods to promote client-centered, occupation-focused, and evidence-based interventions in a culturally relevant manner will be included. Interprofessional learning activities and a Level I Fieldwork experience, which exposes students to various contexts and serve clients across the lifespan, are associated with this course.

610FW Level I Fieldwork A (1)

Prerequisite: 503
Corequisite: 610 or permission of the department

This fieldwork experience will integrate course concepts to allow students to observe, conduct a needs assessment, and begin participating in the intervention process with clients experiencing occupational dysfunction. Under the supervision of a credentialed professional or through faculty-led service-learning experiences in the regional community, emphasis will be placed on underserved populations and/or at-risk populations across the lifespan

611 Occupational Therapy Intervention Process II (3)

This course presents intervention skills required by the occupational therapist. Students will also be exposed to a variety of contexts and settings which serve adult clients. A review of OT’s Domain and Process, treatment implementation, referral to others, discontinuation of services, and documentation of services will be emphasized. Methods to promote client-centered, occupation-focused, and evidence-based interventions in a culturally relevant manner will be included. Interprofessional learning activities and a Level I Fieldwork experience, which exposes students to various contexts that serve clients across the lifespan, are associated with this course.

611FW Level I Fieldwork B (1)

Prerequisite: 503
Corequisite: 611 or permission of the department

This fieldwork experience will integrate course concepts to allow students to observe, conduct a needs assessment, and begin participating in the intervention process with clients experiencing occupational dysfunction. Under the supervision of a credentialed professional or through faculty-led service-learning activities in the regional community, emphasis will be placed on underserved populations and/or at-risk populations

612 Occupational Therapy Intervention Process III (3)

This course presents intervention skills required by the occupational therapist in a variety of contexts and settings. Students will also be exposed to a variety of contexts and settings which serve geriatric clients. A review of OT’s Domain and Process, treatment implementation, referral to others, discontinuation of services, and documentation of services will be emphasized. Methods to promote client-centered, occupation-focused, and evidence-based interventions in a culturally relevant manner will be included. Interprofessional learning activities and a Level I Fieldwork experience, which exposes students to various contexts that serve clients across the lifespan, are associated with this course.

612FW Level I Fieldwork C (1)

Prerequisite: 503
Corequisite: 612 or permission of the department

This fieldwork experience will integrate course concepts to allow students to observe, conduct a needs assessment, and begin participating in the intervention process with clients experiencing occupational dysfunction. Under the supervision of a credentialed professional or through faculty-led service-learning activities in the regional community, emphasis will be placed on underserved populations and/or at-risk populations.

613 Professional Behaviors and Therapeutic Interaction Skills II (1)

Prerequisite: 503

This course will address the skills most applied in Level II fieldwork settings using a competency-based approach.

614 Academic and Clinical Competencies (2)

The course will integrate experiences to apply curriculum content, as well as current resources in the field to synthesize didactic learning as entry level occupational therapists. A series of practice and content examinations designed to help prepare for the NBCOT Examination and the competency exam will be a focus.

615 Sensory, Neuromotor, and Cognitive Interventions (3:2-3)

This course will include current approaches to address sensory, neuromotor, and cognitive deficits across the lifespan that are trending in use and most likely will support student performance in Level II Fieldwork. Specific interventions chosen across semesters may be informed by practice in the area, feedback from clinical educators, students, and faculty. Interventions may include both entry level and specialized skills.

616FW Clinical Correlate: Community Based and Emerging Areas of Practice (1)

Prerequisite: 602FW, 610FW, 611FW, 612FW

This advanced service-learning experience will integrate course concepts to allow students to observe, conduct a needs assessment, and begin participating in the intervention process with clients experiencing occupational dysfunction. Under the supervision of a credentialed professional or through faculty-led service-learning activities, emphasis will be placed on providing students with opportunities to participate in nontraditional, emerging areas and community-based practice experiences with organizations and individuals that meet the needs of underserved and/or at-risk populations living in the community.

651 Evidence-Based Practice, Health Outcome Measurement and Research Applications (3:2-3)

This course presents the quantitative and qualitative approaches to research utilized in the Occupational Therapy profession including the critical analysis, summary, and dissemination of data to support scholarly research and clinical outcome measurement. Current practices in health literacy and knowledge translation are applied to the development of professional and clinical presentations and publications so that the development of critical analysis skills in research design, reliability, validity, trustworthiness, ethics, instrument selection, and report writing will be facilitated. Students will also be exposed to the Institutional Review Board Process.

700 Doctoral Capstone Seminar I: Needs Assessment and Project Development (2)

This course process will facilitate the completion of a systematic review and needs assessment to support a capstone project that aligns with the curriculum design and coincides with the experiential component that provides an in-depth experience in one or more of the following areas: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development.

701 Doctoral Capstone Seminar II: Proposal and Defense (2)

Prerequisite: 700

This course assists the student in developing an evidence-based, outcome-oriented capstone proposal that reflects the unique goals of their project and coincides with the curriculum design and needs of the particular setting where the project will be carried out. A capstone proposal defense attended by faculty and external mentors will be the primary outcome of this course.

750 Program Development and Instructional Design (3)

This course will focus on the development of skills to evaluate a process in a clinical setting and develop and implement a program. Skills that support grant writing and the identification of and competition for funding resources to support services and programming will be developed. Additionally, the skills and principles of teaching, learning, instructional design, instructional methods, and media needed for health professionals teaching in clinical or academic environments will be addressed.

751 Health Models, Public Policy, and Population Health (3)

In this course, students will acquire a foundation in health models that address population health, global and national issues to examine the impact of professional, state, and federal healthcare delivery systems, public policy/agencies, organizations, and regulation issues which affect health outcomes and occupational therapy practice. Communication, advocacy, advanced leadership characteristics, and skilled communication and collaboration will be promoted throughout the course. The role of occupational therapy practice in improving the health of populations will also be emphasized.

752 Advanced Practice: Specialized Knowledge and Clinical Skills (3)

This course incorporates the development of specialized clinical skills. It requires the synthesis of prior clinical and didactic learning to advance professional insight and initiative to support the advanced scholarly and service provision skills required at the doctoral level. In addition, current and emerging advanced clinical skills required of an occupational therapist to work in the 21st century changing healthcare environment, as informed by the experiences seen in the Level II Fieldwork and Capstone Project settings, will be addressed.

753 Scholarly Dissemination and Knowledge Translation I (2)

This course includes content which prepares the student to synthesize curricular projects and outcomes for presentation, publication, or program development in a variety of setting or venues. Examples include proposals for conference posters or presentations, grants, and submission to trade and scholarly journals.

754 Scholarly Dissemination and Knowledge Translation II (1)

A scholarly presentation of the capstone project and experience is prepared and finalized concurrent with completion of the Doctoral Capstone Experience. A Capstone Conference at the completion of the doctoral experience provides an opportunity for graduating doctoral students to share their capstone project with the FMU community.

850 Level II Fieldwork A (10)

This in-depth 12-week experiential course requires occupational therapy students to deliver occupational therapy services to clients under the supervision of an approved fieldwork educator with the outcome of producing a competent, entry- level, generalist occupational therapist who integrates evidence, clinical reasoning, and interprofessionalism in the delivery of client-centered, occupation-focused interventions. Communication with university faculty may occur through learning platforms throughout the experience as necessary.

851 Level II Fieldwork B (10)

This in-depth 12-week experiential course, in a setting complementary to OT 850, requires occupational therapy students to deliver occupational therapy services to clients under the supervision of an approved fieldwork educator with the outcome of producing a competent, entry-level, generalist occupational therapist who integrates evidence, clinical reasoning, and interprofessionalism in the delivery of client­centered, occupation-focused interventions. Communication with university faculty may occur through learning platforms throughout the experience as necessary.

890 Doctoral Capstone Experience (9)

The doctoral capstone experience is a 14-week culminating experience that coordinates with the student’s capstone project and is an integral piece of the program’s overall curricular design. The intent of the doctoral capstone is to provide in-depth exposure to a focused area of the occupational therapy profession in clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. Objectives for the experience are largely individualized, and are collaboratively determined with the faculty, student, and capstone mentor, and founded in a series of clinical and scholarly preparatory activities.